non thesis masters in education philippines

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Master of Education

PROGRAM DETAILS

The Master of Education (M.Ed.) is a non-thesis  graduate program  offered on trimestral basis . It is designed for:

• Bachelor of Elementary Education (BEEd) or Bachelor of Secondary Education (BSEd) graduates;
• school administrators with bachelor’s degree; and 
• current or prospective faculty members who wish to increase their professional preparation through further studies in areas relevant to teacher education.

Classes are held every Saturday at the UP Cebu Professional Schools, SRP campus.

Specialization

The Master of Education (M. Ed.) program offers seven (7) major options or fields of specializations, among them are:

¤ English as a Second Language (ESL)

¤ Mathematics

¤ Social Studies

¤ Chemistry

The  M. Ed. Program  is designed to align with the K to 12 Curriculum’s content, to integrate the use of ICT in pedagogy and intercultural competence in the context of nationalism and internationalization. The Program utilizes ICT as a tool that facilitates learning and promotes education more suited to the technologically modern times.

As a field of study, the focus is on ICT and its impact on education, particularly how it changes the landscape of education to promote development.

Study Options

The M.Ed. program is scheduled on a trimestral scheme and is normally completed in two (2) years or six (6) trimesters.

Either of the two (2) study options may be availed by students:

a.)  Plan A

– 34-40 units

–  Four (4) units in research (Special Problem)

– No comprehensive examination

b.)  Plan B

– 36-40 units

– No Special Problem

– Comprehensive examination required

FOR 2023 ADMISSION REQUIREMENTS, PLEASE ACCESS THIS LINK: https://css.upcebu.edu.ph/master-of-education-m-ed-admission/

• Graduate School

Graduate Programs

• Mission and Vision
• Graduate School Faculty

ADNU offers graduate programs in Education, Business Administration, Public Administration, Psychology, Accountancy, Mathematics, Nursing, Language and Literature, and Information Technology Education. The specific degree programs are listed below:

DOCTOR OF PHILOSOPHY IN EDUCATION major in Educational Psychology

DOCTOR OF PHILOSOPHY IN EDUCATION Major in Educational Psychology.pdf (447 downloads)

DOCTOR OF PHILOSOPHY IN LANGUAGE AND LITERACY DEVELOPMENT

DOCTOR OF PHILOSOPHY in LANGUAGE AND LITERACY DEVELOPMENT.pdf (332 downloads)

DOCTOR OF BUSINESS ADMINISTRATION

DOCTOR OF BUSINESS ADMINISTRATION PROGRAM.pdf (388 downloads)

MASTER IN BUSINESS ADMINISTRATION

MASTER IN BUSINESS ADMINISTRATION.pdf (681 downloads)

MASTER IN PUBLIC ADMINISTRATION

MASTER IN PUBLIC ADMINISTRATION.pdf (464 downloads)

MASTER OF SCIENCE IN ACCOUNTANCY

MASTER OF SCIENCE IN ACCOUNTANCY.pdf (283 downloads)

MASTER OF ARTS IN PSYCHOLOGY major in Counseling Psychology

MASTER OF ARTS IN PSYCHOLOGY major in Counseling Psychology.pdf (550 downloads)

MASTER OF ARTS IN PHILOSOPHY

MASTER OF ARTS IN PHILOSOPHY.pdf (249 downloads)

MASTER OF ARTS IN NURSING

MASTER OF ARTS IN NURSING.pdf (192 downloads)

MASTER IN NURSING (non-thesis track)

MASTER IN NURSING.pdf (233 downloads)

MASTER OF ARTS IN EDUCATION major in Curriculum and Instruction

MASTER OF ARTS IN EDUCATION MAJOR IN CURRICULUM AND INSTRUCTION.pdf (257 downloads)

MASTER IN EDUCATION major in Curriculum and Instruction – Early Childhood Education (non-thesis track)

MASTER IN EDUCATION major in Curriculum and Instruction (Early Childhood Education).pdf (224 downloads)

MASTER IN EDUCATION major in Curriculum and Instruction – Early Childhood Education  

MASTER IN EDUCATION major in Curriculum and Instruction - Early Childhood Education (thesis).pdf (156 downloads)

MASTER OF ARTS IN EDUCATION major in English Language Teaching

MASTER OF ARTS IN EDUCATION MAJOR IN ENGLISH LANGUAGE TEACHING.pdf (286 downloads)

MASTER OF ARTS IN EDUCATION major in Environmental Science (Biology Track)

MASTER OF ARTS IN EDUCATION MAJOR IN ENVIRONMENTAL SCIENCE (Biology Track).pdf (229 downloads)

MASTER OF ARTS IN EDUCATION major in Environmental Science (No Track)

MASTER OF ARTS IN EDUCATION MAJOR IN ENVIRONMENTAL SCIENCE (No Track).pdf (169 downloads)

MASTER OF ARTS IN EDUCATION major in Filipino

MASTER OF ARTS IN EDUCATION MAJOR IN FILIPINO.pdf (127 downloads)

MASTER OF ARTS IN EDUCATION major in Guidance and Counseling (thesis track)

Master of Arts in Education major in Guidance and Counseling Thesis Program.pdf (148 downloads)

MASTER OF ARTS IN EDUCATION major in Guidance and Counseling (non-thesis track)

Master of Arts in Education major in Guidance and Counseling Non-Thesis Track.pdf (214 downloads)

MASTER OF ARTS IN EDUCATION major in Religious Education

MASTER OF ARTS IN EDUCATION MAJOR IN RELIGIOUS EDUCATION.pdf (109 downloads)

MASTER OF ARTS IN EDUCATION major in Sports and Physical Education (thesis track)

MASTER OF ARTS IN EDUCATION MAJOR IN SPORTS AND PHYSICAL EDUCATION (Thesis Track).pdf (132 downloads)

MASTER OF ARTS IN EDUCATION major in Sports and Physical Education (non-thesis track)

MASTER OF ARTS IN EDUCATION MAJOR IN SPORTS AND PHYSICAL EDUCATION (Non-Thesis Track).pdf (120 downloads)

MASTER OF ARTS IN EDUCATION major in Social Studies

MASTER OF ARTS IN EDUCATION MAJOR IN SOCIAL STUDIES.pdf (227 downloads)

MASTER OF ARTS IN EDUCATION major in Teaching Mathematics

MASTER OF ARTS IN EDUCATION MAJOR IN TEACHING MATHEMATICS.pdf (197 downloads)

MASTER IN LANGUAGE AND LITERATURE (non-thesis track)

MASTER IN LANGUAGE AND LITERATURE.pdf (325 downloads)

MASTER IN MATHEMATICS 

MASTER IN MATHEMATICS.pdf (290 downloads)

MASTER OF SCIENCE IN COMPUTER SCIENCE (non-thesis track)*

MASTER OF SCIENCE IN INFORMATION TECHNOLOGY (non-thesis track)*

MASTER OF COMPUTER GRAPHICS AND ANIMATION (non-thesis track)**

These graduate programs continually benefit from the strong faculty development program of the university. Among others, this program provided for advanced studies of its faculty members in other top performing schools in the country like the University of the Philippines, Ateneo de Manila University and the De La Salle University – Manila in preparation for their eventual teaching assignments in the Graduate School.

In the nationwide evaluation of graduate programs in Business Administration, Public Administration and Education in the Philippines commissioned by the Commission on Higher Education (CHED) in 2003-2004, the graduate programs of ADNU were classified in the “Very Good” category. This category is the highest ever achieved by graduate programs in Region V.

It is worth noting that based on evaluation report of educational credentials submitted by an ADNU graduate school student conducted by Josef Silny and Associates, Inc., International Education Consultants, earned units in Education and related courses at the ADNU Graduate School are equivalent to those “earned at a regionally accredited institution of higher education in the United States.”

*For Inquiries:   (054) 881- 41- 31 local 2030

(054) 881- 23 – 68 local 2169*

(054) 881- 23 – 68 local 2047**

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Non-Thesis Programs

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Message from the President

"We are committed in providing our students the best education possible –from their first day in school to the day they start their careers. It’s actually a task we’ve been doing since its inception in 1948"

Master of Arts in Education with specialization in Special Education

The program provides teachers further knowledge, skills and training in Special Education Curriculum.

MAEd major in SPED

The program provides teachers further knowledge, skills and training in Special Education Curriculum. The program assists the teachers in the preparation of instructional materials and integration of technology in instruction; the use of teaching principles, strategies and techniques to help the exceptional client; and in diagnosing, designing, developing curriculum program to enable Special client attain independence and live a normal life. Special training for teachers handing clients with difficulties in mobility, hearing and mental retardation will be incorporated in the course. The graduate of MAED SPED is expected to become specialist in this area.

Program Course Requirements:

A. Foundation Courses (12 units)

B. Elective Courses (6 units)

C. Specialization Courses (21 units)

D. Other Program Requirements (9 units)

Graduate School of Teacher Education Officials

Dean – School of Teacher Education (SOTE) Dr. Ferdinand B. Pitagan

Program Head for Graduate School of Teacher Education Prof. Dagame O. Bohol

The National Teachers College is one of the country’s pioneers in higher education training. Our graduate programs will help you reach your highest potential as we emphasize research and leadership and school management. Through our School of Teacher Education, you will be better equipped to take your career to the next level and contribute further to educational institutions in and out of the Philippines. Fill out an application form today to get started

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Master's courses offered in Metro Manila

Results (102), mapúa university.

• Private University, Manila, Metro Manila
•  Master in Information Technology
•  MS in Chemistry
•  MS in Civil Engineering
•  MA in Psychology
•  MS in Materials Science Engineering
•  MS in Computer Science
•  MS in Environmental Engineering
•  MS in Chemical Engineering
•   Master's ₱ 44,000-92,000 per year

"MAPUA have a high learning standards. The school might be demanding on the grades that you should maintain for your chosen course but eventually it would become a challenge for you to stay on your cho..."

C. D.  studied  MEIE ,  graduated 2005

Manila Central University

• Private University, Caloocan City, Metro Manila
• Apply to this School via Edukasyon.ph
•  MA in Education
•  Master in Business Administration
•  MA in Nursing
•   Master's ₱ 36,000 per year

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 studied  ,  graduated 

Mapúa University - Makati

• Private University, Makati, Metro Manila
•  Master in Business Analytics

Southville International School and Colleges

• Private College, Las Pinas, Metro Manila

University of the Philippines Diliman

• State University, Quezon City, Metro Manila
•  Master of Public Administration
•  Master of Management
•  MA in Mathematics
•  MA in Anthropology
•   Master's ₱ 3,800-51,000 per year

"Most of the professors come from the fields of engineering and the social sciences. Most of your classmates will be working. Having classmates from government agencies, NGOs and the academe contribute..."

M. E.  studied  MUP ,  graduated 2012

Ateneo de Manila University

• Private University, Quezon City, Metro Manila
•  MBA Standard Program
•  Master in Education (Non-Thesis)
•  MS in Physics
•  MS in Environmental Science
•   Master's ₱ 50,000-70,000 per year

"The school is situated in a secured village. It is centrally air-conditioned, and this includes the classrooms, library, audio-visual, canteen, and even the chapel. The teachers are among the best in ..."

B. P.  studied  LL.B. ,  graduated 1992

De La Salle University

•  Master of Business Administration
•  Master of Education
•  MS in Information Technology
•   Master's ₱ 37,000-100,000 per year

"The school is one of the best in the country. The professors are a mix of Academe and Industry experts. The facilities are world class and the campus is condusive to studying."

F. C.  studied  MBA ,  graduated 1996

Asian Institute of Management

• Business School, Makati, Metro Manila
•  Master in Development Management
•  Executive Master in Business Administration
•  Master in Entrepreneurship
•  Executive Master in Disaster Risk and Crisis Management
•  MS in Innovation and Business
•  MS in Data Science

"The school has state of the art and cutting edge facilities that help students to have the best learning experience a school has to offer. With very experienced professors to top it all off, what more..."

A. E.  studied  MDM ,  graduated 2004

San Beda University

• Private College, Manila, Metro Manila
•  Bachelor of Laws
•  Master of Laws
•  Master of Arts in Liturgy
•   Master's ₱ 41,000-115,000 per year

"Everyday in law school is like a thesis defense day; its not enough you know the answer, but you must also know how to explain it, expound on it and defend it. My law professors were really great, som..."

J. H.  studied  LL.B. ,  graduated 2009

New Era University

•   Master's ₱ 18,000-38,000 per year

"Everything about the school is alright, atmosphere, the professors, facilities also. They are continually being improved over time."

R. F.  studied  LL.B. ,  graduated 2014

Arellano University School of Law

• Private University, Pasay, Metro Manila
•   Master's ₱ 71,000-105,000 per year

"You cannot joke around here since you're going to be a lawyer. Had to join a fraternity too. Professors were lawyers, which showed how serious this is."

A. M.  studied  LL.B. ,  graduated 1999

Centro Escolar University

•  Master in Public Administration
•  MA in Education Management
•  MS in Nursing
•  MS in Biology
•   Master's ₱ 27,000-51,000 per year

Philippine Women's University

•  MA in Educational Management
•  Master of Music
•   Master's ₱ 32,000-57,000 per year

University of the Philippines Manila

• State University, Manila, Metro Manila
•  MA in Health Policy Studies (Health Sciences Concentration)
•  Master in Nursing
•  Master of Public Health
•  MS in Clinical Medicine
•  MS in Health Informatics
•  Master of Clinical Audiology
•   Master's ₱ 8,900-33,000 per year

Polytechnic University of the Philippines

•  Master in Educational Management
•  Master in Psychology
•  MA in Filipino
•  Master in Communication
•  MA in English Language Teaching
•   Master's ₱ 7,200-14,500 per year

Pamantasan ng Lungsod ng Maynila

• Municipal University, Manila, Metro Manila
•  MA in Special Education
•  MS in Management Engineering
•  Master in Government Management
•  MS in Mathematics Education
•   Master's ₱ 16,000-40,000 per year

Adamson University

• Private School, Manila, Metro Manila
•  MA in Theology
•   Master's ₱ 20,500-45,000 per year

St. Paul University Manila

•  MA in English major in Information Technology and Multimedia Arts
•  MA in Guidance and Counseling
•   Master's ₱ 34,000-52,000 per year

Lyceum of the Philippines University

•  Master in Business Administration (Regular Program, Thesis/Non-Thesis)
•  MA in Communication
•  MA in Foreign Service
•  Master in International Tourism Management
•   Master's ₱ 29,000-50,000 per year

Miriam College

• Private College, Quezon City, Metro Manila
•  Master in Social Work
•  MS in Environmental Planning Management and Studies
•  MA in International Studies
•  MA in Integrated Marketing Communication
•  Master in International Studies
•   Master's ₱ 36,000-62,000 per year

Philippine Christian University

•  Master in Management
•  MA in English
•   Master's ₱ 30,000-41,000 per year

Technological University of the Philippines

•  MA in Industrial Education
•  Master of Technology
•  MS in Electrical Engineering
•  MS in Mechanical Engineering
•  Master in Graphics Technology
•  Master of Technology Education
•   Master's ₱ 12,000-15,500 per year

Our Lady of Fatima University - Quezon City Campus

•  Master of Information Technology
•  MS in Pharmacy
•  Master in Hospital Administration
•  MS in Travel Management
•  MA in College Teaching
•   Master's ₱ 27,000-47,000 per year

Technological Institute of the Philippines - Quezon City

•  Master in Information Systems
•  Professional Science Master’s Degree in Construction Management

St. Scholastica's College

•  MS in Accountancy
•  Master of Music in Music Education
•  MA in Pre-School Management
•  MS in Family Psychology and Counseling
•  MS in Management Psychology and Counseling
•  MS in Guidance and Clinical / Counseling Psychology
•  Master of Business in Business Management
•   Master's ₱ 90,000-100,000 per year

University of Asia and the Pacific

• Private University, Pasig City, Metro Manila
•  Master in Education
•  MS in Management
•  MS in Industrial Economics
•  Master in Applied Business Economics
•  Master in Business Economics
•   Master's ₱ 160,000-170,000 per year

Rizal Technological University

• State University, Mandaluyong, Metro Manila
•  MS in Astronomy
•  MA in Instructional Technology
•  MA in Industrial Psychology
•  MS in Engineering Education
•   Master's ₱ 12,000-18,000 per year

FEU Roosevelt Marikina

• Private College, Marikina City, Metro Manila
•   Master's ₱ 18,000-36,000 per year

Far Eastern University

•  Master in Physical Education
•  MA in Letters
•   Master's ₱ 44,000-70,000 per year

University of the East Ramon Magsaysay

•  MS in Public Health
•  MS in Tropical Medicine
•  MS in Asian Health Practices
•  MS in Internal Medicine major in Diabetology
•  Masters in Health Science Education
•   Master's ₱ 38,000-50,000 per year

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Choosing Between a Thesis or Non-thesis Master's Degree

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•       Resources       Choosing Between a Thesis or Non-thesis Master's Degree

As of 2015, approximately 25.4 million Americans held advanced degrees , with more citizens joining these ranks each year. As studies continue to show the career advancement and salary benefits of completing a master's degree, more and more students elect to pursue advanced educations. When considering their options, many question whether to enroll in a master's requiring a thesis or not. The following guide examines some of the reasons degree seekers may want to write a thesis while also highlighting why they might not. Students on the fence about this important decision can find expert advice, actionable tips, and relevant guidance to help them make an informed choice in the guide that follows.

Understanding the Master's Thesis

What is the difference between a thesis & non-thesis master's program, the decision not to do a thesis.

As students research various master's programs in their chosen discipline, it's common to find that many degrees require a thesis – especially if they want to enter a research-heavy field. While this word gets thrown around a lot in academia, some learners may want more information regarding what it entails in order to make an informed decision.

What is a Master's Thesis?

The master's thesis is an original piece of scholarship allowing the student to dig into a topic and produce an expanded document that demonstrates how their knowledge has grown throughout the degree program. These documents require significant independent research of primary and secondary sources and, depending on the subject, may require interviews and/or surveys to support the overarching argument.

Individual schools and departments dictate the length of these documents, but they typically range between 60 and 100 pages – or approximately 20,000 to 40,000 words. While tackling a document of such heft may seem overwhelming at first, learners need not fret. Each master's candidate receives a faculty advisor early in their tenure to provide support, feedback, and guidance throughout the process. Because the final thesis is expected to be of a publishable quality, learners seeking the highest marks typically send their supervisor excerpts of the document as they write to ensure they are on the right track.

When picking a thesis topic, no magical formula exists. Students should consider their interests and read extensively on that topic to get a better sense of existing scholarship. They should also speak to other academics working in that sphere to familiarize themselves with ongoing projects. Only after they feel reasonably well-read should they begin looking for uncovered angles or interesting ways of using emerging methodologies to bring new light to the topic.

When considering formatting, degree seekers should check with their specific schools and departments, as they may have unique requirements. To get a general understanding of what to expect, learners can review Simon Fraser University's guidelines on thesis formatting. After completing the thesis, some programs require an oral defense before a committee while others read the document and provide a grade. Check with your prospective schools to get a better sense of procedure.

Format & Components of a Master's Thesis

While this guide attempts to provide helpful and actionable information about the process of deciding whether to follow a thesis or non-thesis track in a master's program, readers should remember that specific components and requirements of a thesis vary according to discipline, university, and department. That being said, some commonalities exist across all these – especially when it comes to what students must include in their final drafts.

As the first section a reader encounters after moving through the table of contents and other anterior text, the introductory allows the writer to firmly establish what they want to accomplish. Sometimes also called the "research question" section, the introductory must clearly state the goals of the paper and the overarching hypothesis guiding the argument. This should be written in a professional yet accessible tone that allows individuals without specializations in the field to understand the text.

This section allows learners to demonstrate their deep knowledge of the field by providing context to existing texts within their chosen discipline Learners review the main bodies of work, highlighting any issues they find within each. Constructive criticism often centers around shortcomings, blind spots, or outdated hypotheses.

Students use this section to explain how they went about their work. While scientists may point to a specific method used to reach conclusions, historians may reference the use of an emerging framework for understanding history to bring new light to a topic. The point of this section is to demonstrate the thought processes that led to your findings.

This section allows for learners to show what they learned during the research process in a non-biased way. Students should simply state what information they gathered by utilizing a specific framework or methodology and arrange those findings, without interpretation, in an easy-to-read fashion.

After providing readers with all the necessary information, the discussion section exists for candidates to interpret the raw data and demonstrate how their research led to a new understanding or contributed a unique perspective to the field. This section should directly connect to the introduction by reinforcing the hypothesis and showing how you answered the questions posed.

Even though the previous sections give prospective degree seekers a better sense of what to expect if they decide to write a thesis during their master's program, they don't necessarily help learners decide whether to pursue a thesis or non-thesis track. The following section highlights some of the reasons students frequently choose to complete a thesis or bypass the process altogether by providing a pros and cons list.

Why a Thesis Program

• Especially when entering a research-heavy discipline, completing a thesis shows prospective schools and employers that you possess the skills needed for researching and writing long-form reports.
• Students hoping to pursue a Ph.D. stand in better stead with admissions panels if they wrote a thesis during a master's program.
• Individuals hoping to enter a field that values syntax and grammar often better their writing skills by completing a thesis.
• Students who write a thesis can submit the final product to various academic journals, increasing their chances of getting published.
• Theses expand students' understanding of what they're capable of, deepen their ability to carry out an argument, and develop their skills in making connections between ideas.

Why a Non-thesis Program

• Because they don't require a significant written product, non-thesis master's tend to take less time to complete.
• Often mirrors a bachelor's program in terms of structure, allowing learners to complete classes and take exams without a great deal of research or writing.
• Students who excel in project-based assignments can continue building skills in this arena rather than focusing on skills they don't plan to use (e.g. research)
• Provides learners the opportunity to work more closely and more frequently with faculty on real-world projects since they don't spend hundreds of hours researching/writing.
• Allows learners to take more classes and gain hands-on skills to fill the time they would have spent researching and writing a thesis.

How to Choose a Master's Program: FAQs

Within some academic disciplines and professional fields, research and writing plays a key role in work done on a daily basis. Because of this, master's programs in these fields require learners to complete theses to compete against peers and be seen as competent in their work. Other disciplines, conversely, rely on other tools to accomplish work and progress ideas – making theses less important.

Yes. Master's programs focused more on application than research typically don't require a thesis – although they may still give students the option. Examples of common non-thesis master's programs include nursing, business, and education.

Even though non-thesis students won't be writing a 100-page paper, that doesn't mean they avoid completing a significant project. In place of a thesis, most applied master's programs require students to take part in at least one internship or complete a culminating project. These projects typically ask learners to take what they learned throughout coursework and create an expansive final project – examples include case studies, creative works, or portfolios.

While students who followed a non-thesis path routinely receive acceptance to Ph.D. programs, those with theses often find the process easier. Even if a learner pursues a Ph.D. in a discipline that isn't research-heavy, admissions panels still want to get a sense of your academic interests and ability to engage in independent, nuanced thought. Students with theses can provide solid proof of these skills, while those without may struggle to demonstrate preparedness as thoroughly.

The answer to this question depends on many factors, but typically it is okay not to do a thesis if you plan to enter a field that doesn't depend heavily on research or writing, or if you don't plan to complete a Ph.D.

Students wanting to work in academic, research, or writing should always opt for the thesis track. They should also follow this path if they have any doctoral degree aspirations.

Ultimately, the decision of whether or not to complete a thesis rests with the individual student. Figuring out how to proceed on this front requires lots of careful consideration, and learners should ensure they consider various aspects before coming to a final decision. The following section helps students consider how they should and should not come to a conclusion.

Dos and Don'ts of Choosing a Thesis or Non-thesis Program

• Consider the longevity of your decision: will you feel the same in 5-10 years or are you making a decision based on current desires?
• Talk to others who with experience in this area. Ask them questions about their decision-making process and if they regret their choice.
• Research potential thesis topics before starting a program. Going in with a game plan can help you feel more confident and settled about the process than if you're scrambling for a topic while in school.
• Reach out to prospective schools to speak with faculty and/or current students following both tracks. This will provide knowledge specific to the school while also expanding your network if you choose to attend there.
• Research Ph.D. entrance requirements to ascertain if the majority expect learners to possess a thesis when applying. This will give you a sense of whether you may experience issues later on if you do not complete one.
• Decide not to complete a thesis simply because you have never taken on such a task and feel overwhelmed or fearful that you will fail.
• Complete a thesis simply because you think it will look good on your resume. Theses require intense devotion over an extended amount of time; learners who complete them without conviction often find the process miserable.
• Forget to research alternatives to writing a thesis. Just because you don't complete a research paper doesn't mean a non-thesis track lacks rigor or challenging coursework.
• Forget to read examples of theses by previous students. If you feel overwhelmed by the task, reading work other people have done can often make the task at hand feel less scary.
• Let yourself off easy by taking the non-thesis path. If you find you have extra time in the program, talk to your advisor about taking more classes, develop meaningful projects for yourself, or see about presenting at an academic conference.

From the Expert

Sudiksha Joshi, Ph.D. is a learning advocate. Her mission is to empower our youth to think bigger, bolder thoughts and forge a career path that will change the world. She taps into her natural curiosity and ability to identify strengths to help students and those in transition find their path from feeling lost in the traditional ways of achieving success to charting their own path. Her work has been featured in Forbes, Huffington Post, Thrive Global, Medium and LinkedIn.

Why might a student decide to follow a thesis track? Why might they follow a non-thesis track?

A student might decide to take a thesis track if she/he wants to pursue a Ph.D. Also, if the students want to focus on careers where research and writing have a strong focus, the students opt for the thesis option. Research assistantships at the graduate level are also more often available to students who opt for the thesis option.

A student who might feel that writing is not one of their strengths might choose to go the non-thesis track. Likewise, a student who has other work commitments may find a non-thesis option more convenient.

Do you have any tips for deciding on a program?

I chose a thesis option because being able to conduct independent research was a big reason to go to graduate school. Also, showing the ability that I could do research was what afforded me research assistantships which meant that my tuition was paid for and I got a stipend that paid for expenses while I was in graduate school. This also allowed me the opportunity to work closely with the faculty mentor that provided me with the support and the accountability I wanted.

I would not recommend taking a non-thesis option if all the degree requires is for you to take courses. You have little to show in terms of your learning other than your grades unless you are already working on something on the side that does that for you and all you need is a certificate.

Opt for a non-thesis option if you can still work closely with a professor or on a project and if you'd rather be involved in multiple projects rather than focus on a single project. If you already have a good (informed) reason for choosing one over the other, go for it.

What's the most important thing to consider when choosing a program?

The most important thing to consider when choosing a program is getting excited about the projects that at least one of the faculty members are involved in. Do some research and see why you are excited about a particular work that at least one of the faculty members have been involved in.

Who should students talk to when considering options?

Students should talk to other students and also reach out directly to the graduate coordinator and even individual faculty members. This means that students should have done prior homework and have some good questions ready. Asking good questions will get you at least halfway through to make the right decision.

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What to Think About When Choosing Between a Thesis & Non-Thesis Master’s Degree

When choosing a graduate program, you’ll find that you may have to decide between pursuing either a thesis or non-thesis master’s degree. Although employers do not consider which you choose during the hiring process, your decision can significantly impact the skills you acquire in your academic career. 

What Is the difference?

A non-thesis master’s degree focuses on coursework . Students are immersed into projects and learning environments that help strengthen their knowledge in their field. Similar to undergraduate programs, a non-thesis program is structured around assignments, group and individual projects, and exams. Research may be included somewhere in the program, but it is primarily focused on helping students achieve skills that will help them become more successful in their careers. This degree path typically has more courses than a non-thesis degree but can be completed in a shorter amount of time.

A thesis master’s degree is more research intensive. Students who aim to work on a thesis can expect to do more reading and writing as they specialize their knowledge. The coursework is generally centered around preparation for a final thesis, building their skills in research, data collection, analysis, and writing. Professors act more as guides and advisors who help students clarify their goals and aid in their research projects and thesis development. Master’s theses are a great primer for anyone looking to pursue a Ph.D., as research skills will be crucial in the development of a dissertation.

Which One Should You Choose?

Ultimately, there is no right or wrong degree path. Both degrees offer a quality education that can help you excel. One thing to consider when deliberating is why you’re pursuing your graduate degree. If you’re going back to college to help you change fields or get to that next level of your career, a non-thesis master’s degree can help you get there. If you want to dive into a career in research and development or pursue a Ph.D., a thesis master’s degree may be more worthwhile. 

Another thing to consider is your learning style. What methods of learning do you enjoy more? If you thrive in group projects and assignments, a non-thesis degree may be more efficient in helping you retain information. For those of you independent thinkers who love to dive deeply into subjects, you might relish in the idea of the research needed in the production of a thesis. Think about what type of academic environment will motivate you to earn your degree. 

Here are 7 questions that you can ask yourself to help you decide:

• What are my career goals?
• Where do I see myself in 5 to 10 years?
• What motivated me to pursue a master’s degree in the first place?
• What are my plans after graduation?
• Do I want to learn in a classroom setting, or do I want to be more independent?
• Am I interested in learning about research?
• How much writing do I want in my program?

If you have any questions or want to learn more about what each program has to offer, reach out to your school’s faculty and admissions officers. After all, the most important thing about a program isn’t the name of the degree, but what you gain from it.

Ultimate Guide to Grad School Applications

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Master in Public Administration (NON-THESIS)

Program description.

The Master in Public Administration Program aims to provide students with the theoretical background and technical skills needed for the effective implementation of public policy in the Philippines. The courses in the program from the following fields of specialization: public policy and program administration, organization studies, fiscal administration, local government and regional development, human resources, and research to enable them to gain expertise in solving complex problems that public administrations encounter. Graduates with a MPA Program are prepared for career opportunities in research, management, leadership, and the administration of public organizations.

The MPA Program is a practitioner-oriented degree that helps students develop the essential leadership, management, communication, and problem solving abilities necessary to succeed in today’s public professional environment. The courses in the program are designed to suit the information and skill needs of professionals currently in the field.

• English Enhancement Program

• Core Courses

• Major Courses

• Comprehensive Exam / Cognates

Important Dates

Application period for NEW students:

June 14 - July 22, 2024

Enrollment Period for ALL students:

July 29 - August 10, 2024

• 80 Shaw Boulevard, Mandaluyong City
• 8531-8031 to 35
• [email protected]

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This is an accessible University. Persons with disabilities are welcome to enroll.

Download Brochure

• Follow us for more updates!

• Master in Public Administration (Non-Thesis)

Students who graduate from this degree can work in the industries of Academe and Research in which they can perform the work of a Program Manager, Administration Officer, Administrative and Finance Officer, Municipal Officer, General Administration.

Download Forms

Registration Form

List of schedules.

Accepting Students 1st SEM AY 2021-2020

• New Student
• Old Student

PhD MathEd student receives Best Scientific Paper award in NCEME 2024

02 Sep 2024

Mark Lester B Garcia, a PhD Mathematics Education student, is one of the recipients of the Best Scientific Paper award at the National Conference on Educational Measurement and Evaluation (NCEME) 2024 for his paper entitled "Leveraging International Large-Scale Assessments: Insights from an Item-Writing Professional Development Program for High School Mathematics Teachers." This paper is co-authored by his dissertation adviser, Dr Catherine P Vistro-Yu.

Held on 29 August to 31 August 2024 at De La Salle University, Manila and organized by the Philippine Educational Measurement and Evaluation Association (PEMEA), NCEME 2024 aims to bring together various educational stakeholders to discuss issues and propose solutions related to educational assessment at the national level. In line with this year's theme, "Assessment Innovations: Initiatives for Education Reform in the Philippines," the keynote speeches and panel discussions were about the dissemination of research findings and recommendations geared towards education reform, particularly in the planning and implementation of assessments, with emphasis on those from the report of the Second Congressional Commission on Education. The conference was attended by 220 in-person participants and 100 online participants. Seven, out of 45 accepted papers, were named Best Scientific Paper during the awarding ceremony. 

As a PhD MathEd student, Garcia believes in the importance of being cognizant of the broader societal issues, significant research studies, as well as national policies and legislation that may have direct or indirect effects to both teaching and assessment practices down to the classroom level. Attending NCEME 2024 also provided him critical updates about the imminent trends in educational assessment, such as the increased importance of embracing international education standards promoted by International Large-Scale Assessments such as PISA and TIMSS, and the movement towards the incorporation of advanced assessment strategies such as those in adaptive learning. 

Garcia is grateful to the Office of the Assistant Vice President for Research, Creative Work, and Innovation, the School of Science and Engineering, and the Office of the Assistant Vice President for Graduate Education for supporting his participation in the NCEME 2024.

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Capability Building in Tarlac: A Journey Toward Community Development and Nation Building

Uaap87 ticket selling guidelines (men's basketball tournament), mpox in focus: a new global health emergency (a webinar by asmph and the oavp for health, care, and well-being), research paper by veloso, castro & alfonso presented at apa conference in seattle, dr gina hechanova-alampay on doing good, doing it for others, and what it means to be successful, university gender and development focal committee (memo u2425-032), shift of onsite classes to online, for september 4, 2024 (memo no. agsb-od-2425-017), shift of onsite classes to online, for september 3, 2024 (memo no. agsb-od-2425-016).

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(Memo # U2425-030) For 2024, the Board of Trustees has chosen to award the following individuals, all exemplars in their respective fields:

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The University of Chicago The Law School

Innovation clinic—significant achievements for 2023-24.

The Innovation Clinic continued its track record of success during the 2023-2024 school year, facing unprecedented demand for our pro bono services as our reputation for providing high caliber transactional and regulatory representation spread. The overwhelming number of assistance requests we received from the University of Chicago, City of Chicago, and even national startup and venture capital communities enabled our students to cherry-pick the most interesting, pedagogically valuable assignments offered to them. Our focus on serving startups, rather than all small- to medium-sized businesses, and our specialization in the needs and considerations that these companies have, which differ substantially from the needs of more traditional small businesses, has proven to be a strong differentiator for the program both in terms of business development and prospective and current student interest, as has our further focus on tackling idiosyncratic, complex regulatory challenges for first-of-their kind startups. We are also beginning to enjoy more long-term relationships with clients who repeatedly engage us for multiple projects over the course of a year or more as their legal needs develop.

This year’s twelve students completed over twenty projects and represented clients in a very broad range of industries: mental health and wellbeing, content creation, medical education, biotech and drug discovery, chemistry, food and beverage, art, personal finance, renewable energy, fintech, consumer products and services, artificial intelligence (“AI”), and others. The matters that the students handled gave them an unparalleled view into the emerging companies and venture capital space, at a level of complexity and agency that most junior lawyers will not experience until several years into their careers.

Representative Engagements

While the Innovation Clinic’s engagements are highly confidential and cannot be described in detail, a high-level description of a representative sample of projects undertaken by the Innovation Clinic this year includes:

Transactional/Commercial Work

• A previous client developing a symptom-tracking wellness app for chronic disease sufferers engaged the Innovation Clinic again, this time to restructure its cap table by moving one founder’s interest in the company to a foreign holding company and subjecting the holding company to appropriate protections in favor of the startup.
• Another client with whom the Innovation Clinic had already worked several times engaged us for several new projects, including (1) restructuring their cap table and issuing equity to an additional, new founder, (2) drafting several different forms of license agreements that the company could use when generating content for the platform, covering situations in which the company would license existing content from other providers, jointly develop new content together with contractors or specialists that would then be jointly owned by all creators, or commission contractors to make content solely owned by the company, (3) drafting simple agreements for future equity (“Safes”) for the company to use in its seed stage fundraising round, and (4) drafting terms of service and a privacy policy for the platform.
• Yet another repeat client, an internet platform that supports independent artists by creating short films featuring the artists to promote their work and facilitates sales of the artists’ art through its platform, retained us this year to draft a form of independent contractor agreement that could be used when the company hires artists to be featured in content that the company’s Fortune 500 brand partners commission from the company, and to create capsule art collections that could be sold by these Fortune 500 brand partners in conjunction with the content promotion.
• We worked with a platform using AI to accelerate the Investigational New Drug (IND) approval and application process to draft a form of license agreement for use with its customers and an NDA for prospective investors.
• A novel personal finance platform for young, high-earning individuals engaged the Innovation Clinic to form an entity for the platform, including helping the founders to negotiate a deal among them with respect to roles and equity, terms that the equity would be subject to, and other post-incorporation matters, as well as to draft terms of service and a privacy policy for the platform.
• Students also formed an entity for a biotech therapeutics company founded by University of Chicago faculty members and an AI-powered legal billing management platform founded by University of Chicago students.
• A founder the Innovation Clinic had represented in connection with one venture engaged us on behalf of his other venture team to draft an equity incentive plan for the company as well as other required implementing documentation. His venture with which we previously worked also engaged us this year to draft Safes to be used with over twenty investors in a seed financing round.

More information regarding other types of transactional projects that we typically take on can be found here .

Regulatory Research and Advice

• A team of Innovation Clinic students invested a substantial portion of our regulatory time this year performing highly detailed and complicated research into public utilities laws of several states to advise a groundbreaking renewable energy technology company as to how its product might be regulated in these states and its clearest path to market. This project involved a review of not only the relevant state statutes but also an analysis of the interplay between state and federal statutes as it relates to public utilities law, the administrative codes of the relevant state executive branch agencies, and binding and non-binding administrative orders, decisions and guidance from such agencies in other contexts that could shed light on how such states would regulate this never-before-seen product that their laws clearly never contemplated could exist. The highly varied approach to utilities regulation in all states examined led to a nuanced set of analysis and recommendations for the client.
• In another significant research project, a separate team of Innovation Clinic students undertook a comprehensive review of all settlement orders and court decisions related to actions brought by the Consumer Financial Protection Bureau for violations of the prohibition on unfair, deceptive, or abusive acts and practices under the Consumer Financial Protection Act, as well as selected relevant settlement orders, court decisions, and other formal and informal guidance documents related to actions brought by the Federal Trade Commission for violations of the prohibition on unfair or deceptive acts or practices under Section 5 of the Federal Trade Commission Act, to assemble a playbook for a fintech company regarding compliance. This playbook, which distilled very complicated, voluminous legal decisions and concepts into a series of bullet points with clear, easy-to-follow rules and best practices, designed to be distributed to non-lawyers in many different facets of this business, covered all aspects of operations that could subject a company like this one to liability under the laws examined, including with respect to asset purchase transactions, marketing and consumer onboarding, usage of certain terms of art in advertising, disclosure requirements, fee structures, communications with customers, legal documentation requirements, customer service and support, debt collection practices, arrangements with third parties who act on the company’s behalf, and more.

Miscellaneous

• Last year’s students built upon the Innovation Clinic’s progress in shaping the rules promulgated by the Financial Crimes Enforcement Network (“FinCEN”) pursuant to the Corporate Transparency Act to create a client alert summarizing the final rule, its impact on startups, and what startups need to know in order to comply. When FinCEN issued additional guidance with respect to that final rule and changed portions of the final rule including timelines for compliance, this year’s students updated the alert, then distributed it to current and former clients to notify them of the need to comply. The final bulletin is available here .
• In furtherance of that work, additional Innovation Clinic students this year analyzed the impact of the final rule not just on the Innovation Clinic’s clients but also its impact on the Innovation Clinic, and how the Innovation Clinic should change its practices to ensure compliance and minimize risk to the Innovation Clinic. This also involved putting together a comprehensive filing guide for companies that are ready to file their certificates of incorporation to show them procedurally how to do so and explain the choices they must make during the filing process, so that the Innovation Clinic would not be involved in directing or controlling the filings and thus would not be considered a “company applicant” on any client’s Corporate Transparency Act filings with FinCEN.
• The Innovation Clinic also began producing thought leadership pieces regarding AI, leveraging our distinct and uniquely University of Chicago expertise in structuring early-stage companies and analyzing complex regulatory issues with a law and economics lens to add our voice to those speaking on this important topic. One student wrote about whether non-profits are really the most desirable form of entity for mitigating risks associated with AI development, and another team of students prepared an analysis of the EU’s AI Act, comparing it to the Executive Order on AI from President Biden, and recommended a path forward for an AI regulatory environment in the United States. Both pieces can be found here , with more to come!

Innovation Trek

Thanks to another generous gift from Douglas Clark, ’89, and managing partner of Wilson, Sonsini, Goodrich & Rosati, we were able to operationalize the second Innovation Trek over Spring Break 2024. The Innovation Trek provides University of Chicago Law School students with a rare opportunity to explore the innovation and venture capital ecosystem in its epicenter, Silicon Valley. The program enables participating students to learn from business and legal experts in a variety of different industries and roles within the ecosystem to see how the law and economics principles that students learn about in the classroom play out in the real world, and facilitates meaningful connections between alumni, students, and other speakers who are leaders in their fields. This year, we took twenty-three students (as opposed to twelve during the first Trek) and expanded the offering to include not just Innovation Clinic students but also interested students from our JD/MBA Program and Doctoroff Business Leadership Program. We also enjoyed four jam-packed days in Silicon Valley, expanding the trip from the two and a half days that we spent in the Bay Area during our 2022 Trek.

The substantive sessions of the Trek were varied and impactful, and enabled in no small part thanks to substantial contributions from numerous alumni of the Law School. Students were fortunate to visit Coinbase’s Mountain View headquarters to learn from legal leaders at the company on all things Coinbase, crypto, and in-house, Plug & Play Tech Center’s Sunnyvale location to learn more about its investment thesis and accelerator programming, and Google’s Moonshot Factory, X, where we heard from lawyers at a number of different Alphabet companies about their lives as in-house counsel and the varied roles that in-house lawyers can have. We were also hosted by Wilson, Sonsini, Goodrich & Rosati and Fenwick & West LLP where we held sessions featuring lawyers from those firms, alumni from within and outside of those firms, and non-lawyer industry experts on topics such as artificial intelligence, climate tech and renewables, intellectual property, biotech, investing in Silicon Valley, and growth stage companies, and general advice on career trajectories and strategies. We further held a young alumni roundtable, where our students got to speak with alumni who graduated in the past five years for intimate, candid discussions about life as junior associates. In total, our students heard from more than forty speakers, including over twenty University of Chicago alumni from various divisions.

The Trek didn’t stop with education, though. Throughout the week students also had the opportunity to network with speakers to learn more from them outside the confines of panel presentations and to grow their networks. We had a networking dinner with Kirkland & Ellis, a closing dinner with all Trek participants, and for the first time hosted an event for admitted students, Trek participants, and alumni to come together to share experiences and recruit the next generation of Law School students. Several speakers and students stayed in touch following the Trek, and this resulted not just in meaningful relationships but also in employment for some students who attended.

More information on the purposes of the Trek is available here , the full itinerary is available here , and one student participant’s story describing her reflections on and descriptions of her experience on the Trek is available here .

The Innovation Clinic is grateful to all of its clients for continuing to provide its students with challenging, high-quality legal work, and to the many alumni who engage with us for providing an irreplaceable client pipeline and for sharing their time and energy with our students. Our clients are breaking the mold and bringing innovations to market that will improve the lives of people around the world in numerous ways. We are glad to aid in their success in any way that we can. We look forward to another productive year in 2024-2025!

• Master in Counseling (Non-Thesis Program)
• Br. Andrew Gonzalez FSC College of Education
• BAGCED Graduate Degree Programs

Master in Counseling

(non-thesis program, ntmaclg).

The Master in Counseling Program (non-thesis) is designed for practitioners of counseling in various settings or for those who wish to get into the practice but are without the professional training for it.  It offers specializations in school and community counseling.

PROGRAM LEARNING OUTCOMES (PLOs)

Graduates of Master in Counseling (Non-thesis program) are expected to possess the following Lasallian attributes, namely:

LO1: Critical and Creative Thinker

• Demonstrates knowledge of the philosophies, theories, practices, techniques, and tools for individual and group counseling. (Areas: Counseling Intervention; Career Counseling and Development)
• Articulate a philosophical/theoretical framework for counseling. (Areas: Counseling Intervention; Career Counseling and Development)
• Develop assessment/appraisal instruments relevant to guidance and counseling interventions. (Area: Psychological assessment)
• Demonstrate knowledge and skills relevant to the selection, administration, and interpretation of psychological assessment data. (Area: Psychological Assessment)
• Demonstrate knowledge of the different psychological assessment tools and techniques necessary to enhance client career decision-making and lifestyle planning. ( Area: Career Counseling and Development )
• Demonstrate a comprehensive knowledge and understanding of the theories, principles, and models of organizing, administering, and managing guidance and counseling programs. (Area: Organization, Administration, and Management of Guidance Programs)
• Demonstrate knowledge of and application of the theories, models, and skills in program development, implementation, and evaluation relevant to guidance and counseling programs. (Area: Group Process and Program Development)
• Demonstrate knowledge of relevant career trends, occupational outlook, and career development information. (Career Counseling and Development)
• Access scientific knowledge bases continuously and apply those appropriately. (Area: Scientific Foundation and Research)

LO2: Effective Communicator

• Demonstrate knowledge and skills in the proper writing and communication of counseling- and assessment-related reports. (Areas: Psychological Assessment; Counseling Interventions; Career Counseling and Development)
• Demonstrate knowledge and skills in the proper writing and communication of guidance and counseling programs. ( Areas: Organization, Administration, and Management of Guidance Programs; Group Process and Program Development )
• Contribute to knowledge, broadly defined (e.g., publication/presentation, dissemination of information about practice to researchers, contributing to a practice database, participating in peer supervision, contributing to communities and psychoeducational settings; ( Area: Scientific Foundation and Research ).

LO3: Reflective Lifelong Learner

• Assess the effectiveness of one’s own counseling intervention. (Area: Counseling Intervention)
• Critically evaluate the appropriateness of psychological assessment tools to local context and client characteristics. (Area: Psychological assessment)
• Promote multicultural awareness, cultural sensitivity, and appreciation of cultural diversity. (Area: Organization, Administration, and Management of Guidance Programs)
• Critically evaluate the appropriateness of the different approaches to group process, program development, and career counseling and development. (Area: Group Process and Program Development; Career Counseling and Development)
• Demonstrate the ability to be culturally sensitive in interpersonal and group skills and interventions that facilitate counseling effectiveness and client outcomes. (Areas: Counseling Intervention; Group process and Program Development)
• Critically evaluate one’s own interventions and outcomes. (Area: Scientific Foundation and Research)
• Show appreciation for science as a dynamic and continuous process by continually updating and evaluating one’s knowledge and skills. (Area: Scientific Foundation and Research)

LO4: Service-Driven Citizen

• Demonstrate facilitating and counseling skills relevant to and appropriate for individual and group counseling. (Area: Counseling Intervention)
• Establish effective counselor-client relationships that facilitate client change and well-being. (Area: Counseling Intervention)
• Demonstrate ability to design, implement, and evaluate need-based, developmental, and structured guidance and counseling programs, that provide preventive, remedial, and crisis interventions for clients across settings and developmental phases. (Area: Organization, Administration, and Management of Guidance Programs)
• Demonstrate knowledge of and skills relevant for effective management of program resources and components, as well as, personnel supervision and evaluation. (Area: Organization, Administration, and Management of Guidance Programs)
• Systematically deliver group interventions using contemporary theories of group process, functioning, and counseling. (Area: Group Process and Program Development)
• Utilize appropriate assessment and evaluation tools to define client needs, identify program content, and measure program effectiveness. (Area: Group Process and Program Development)
• Demonstrate facilitating and counseling skills relevant to and appropriate for individual and group interventions in career counseling and development. (Area: Career Counseling and Development)
• Demonstrate culturally sensitive interpersonal and group skills that facilitate counseling effectiveness and career development outcomes. (Area: Career Counseling and Development)
• Demonstrate knowledge in developing interventions for either community or school setting (Area: Counseling Intervention)

LO5: Innovator and Constant Seeker of Improvement

• Formulate appropriate modifications for counseling interventions. (Area: Counseling Intervention)
• Provide empirical evidence to support the effectiveness of guidance and counseling programs. (Area: Organization, Administration, and Management of Guidance Programs)
• Demonstrate knowledge and skills in organizing, analyzing, and utilizing assessment data for evaluating and improving programs and group-based interventions. (Area: Group Process and Program Development)
• Demonstrate knowledge of and apply scientific concepts that influence practice, including the internal and external validity inherent in cultural/social diversity. (Area: Scientific Foundation and Research)
• Subject one’s work to the scientific scrutiny of colleagues, stakeholders, and the public. (Area: Scientific Foundation and Research)

ADMISSION REQUIREMENTS

• A Bachelor’s degree with 15 units of required subjects in psychology (i.e., 3 units each of general psychology, developmental psychology, social psychology, theories of personality, and abnormal psychology);
• A college grade-point average equivalent to 2.5 or 85%;
• Passing the admissions test administered by the ITEO;
• An interview with the department chairperson;
• For non-English speaking applicants, enrollment in an English language course at the Center for English Language Learning (CELL) prior the first trimester of the program.

An additional six (6) units of Advanced Technical Reading and Writing 1&2 will be required for applicants with a low score in the essay part of the entrance examination.

COURSE REQUIREMENTS

Written Comprehensive Examination

The WCE is the final check on the student’s competency in both pedagogy and his/her major field. Hence, the student takes the WCE in two tranches: the first part is on pedagogical knowledge and the second part is on the content knowledge.

Oral Comprehensive Examination (capstone project evaluation)

The student presents and defends his/her research work to a panel. The research, or the capstone project for the program, is done during enrollment in the Graduate Seminar course. A manuscript of the completed work must be submitted to the panel members prior to defense.

PROGRAM CURRICULUM

Core courses (6 units).

CPS545M   Foundations of Guidance and Counseling (3 units) This course provides an overview of the concepts, principles and practices of guidance and counseling.  It provides a study of the rationale for the elements of the guidance and counseling processes in both school and community setting.

CPS675M   Human Development and Multicultural Awareness (3 units) This course highlights the intricate relationship between culture and human development.  It provides an overview of the developmental stages of men and women from early childhood to late adulthood.  The aim of the course is to increase the awareness and appreciation of students on the important contribution of cultural factors in directing the course of human development.

MAJOR COURSES (10 units)

CLG550M   Theories and Techniques in Counseling (3 units) This course is a discussion of the meaning and dynamics of the counseling process, covering general principles as well as various selected theories.  It is also designed to familiarize the student, through laboratory training, with the use of basic and advance counseling skills and techniques, applied with multicultural and ethical sensitivity.

CPS560M   Assessment Tools with Laboratory Training (4 units) This course provides students with an overview of different assessment tools, including standardized tests and alternate and authentic techniques, which are used for counseling.  It equips prospective test-users with skills to select, administer, score, interpret and evaluate these measures.

CPS595M   Development and Management of Counseling Services (3 units) This course covers two areas of counselor competency:  program development and the management of guidance and counseling services.  The course provides students with opportunities to learn and apply the principle of planning, designing, implementing and evaluating psychoeducational programs.  The course also focuses on the (1) organization and management of guidance and counseling services in the elementary, secondary, and tertiary levels; (2) responsiveness of the programs to contemporary social issues and client needs, and (3) the expanding roles of counselors in the school and community settings.

CLG593M  Group Process (3 units) The course deals with the theoretical and experiential understanding of group, purpose, development, dynamics and group counseling methods and skills and other group approaches.  Students will be exposed to various group activities/exercises to learn how to become effective members and facilitators of groups in different settings.

CLG601M   Career Counseling and Development (3 units) This course allows the students to examine the different career development theories and their use in understanding the individual’s personal and career needs across work settings.

COGNATE COURSES (6 units)

For school counseling.

CLG695M   Current Trends in School Counseling (3 units)  The course discusses the current trends and contemporary issues in school counseling.

CLG543M   Consultation with Individuals and Groups (3 units)

This course trains counseling students on basic skills in consultation with individuals and groups in schools, industry and the community.  This shall be done through exploration of the theoretical concepts in consultation, experiential learning, and actual field practice.

for Community Counseling

CPS600M   Counseling Special Populations (3 units) This course covers the counseling approaches and interventions that could be utilized when working with individuals and groups from traditionally underserved populations.  In counseling, such populations have traditionally included minorities, the elderly, the poor, homosexuals, and other groups that have encountered barriers in obtaining appropriate treatment.  Students will be given an opportunity to survey recent literature on how counseling has been used in serving special populations.

CPS621M   Trauma Counseling (3 units) This course examines the history, scope, and impact of human trauma, how human beings adapt to traumatic experience in different contexts.  The course also explores treatment, intervention, adaptation, resiliency, and recovery as applied in varied community, school, and other counseling settings.

ELECTIVE COURSES (to be offered upon request)

CPS612M   Marital & Family Counseling (3 units) This masteral subject is an introduction to selected theories and approaches to couple and family counseling.  Multicultural contexts, especially Filipino socio-cultural value systems, will be considered.

CPS662M   Creative Therapy (3 units) This course deals with theories and concepts of various creative therapies and their applications in particular settings.

CPS670M   Studies on Philippine Culture and Personality (3 units) A course which examines the role of Philippine social institutions and Filipino personality in counseling.

CLG695M   Current Trends in School Counseling (3 units) 

PRACTICUM (3 units)

CLG925M   Practicum (3 units) A course designed for actual field experience and practice, closely guided and supervised on the following areas:  application of assessment tools, counseling techniques and skills in different settings/practicum sites, and other pertinent counselor functions/services.

Align practicum placement with specialization

COMPREHENSIVE EXAMINATIONS (0 units)

NTMC-CW   Written Comprehensive Examination

NTMC-OCE   Oral Comprehensive Examination (capstone project evaluation)

PREREQUISITE COURSES

CLG200M   Psychological Foundations 1 (3 units) (Personality, Abnormal Psychology, Developmental Psychology and Social Psychology)

This three-unit course is designed to provide students with a brief overview on the psychological foundation courses that includes Personality, Abnormal Psychology, Development Psychology and Social Psychology. Personality emphasizes on the application of their contributions to understanding normal behavior and personality in contrast to psychopathology.  Abnormal Psychology covers various theoretical perspectives on maladaptive behavior and the major diagnostic and treatment issues for a variety of categories of abnormal behavior according to the Diagnostic and Statistical Manual of Mental Disorders. Human development focuses on current research and theory on the biological, linguistic, social and emotional dimensions of development and the factors that affect the progress of development. Social psychology with emphasizes on how individuals form social cognition

CLG500M   Statistics (3 units) This course focuses on the fundamental principles and techniques of descriptive and inferential statistics as applied in counseling and education. The definition, data requirements and interpretation of statistical analysis are covered in the course. Each statistical analysis is performed through the process of hypothesis testing. Part of the course is training the students in performing statistical analyses using statistical software. Possible research problems in the different fields of counseling psychology and education are posed and data are gathered and analyzed statistically. The statistical analyses in the course are useful as a tool in conducting research.

ENG501M   Advanced Technical Reading and Writing 1 (3 units)  The first part of an intensive English academic reading and writing course focuses on the review of basic reading and writing skills and their application in the preparation of short academic papers such as definitions and descriptions, and non-prose forms. It emphasizes the mastery of active reading strategies, the effective use of rhetorical and organizational features of academic writing and proper documentation.

ENG502M   Advanced Technical Reading and Writing 2 (3 units ) The second part of an intensive English academic reading and writing course, focuses on the writing of data commentary and the various parts of a research report, with emphasis on the different rhetorical moves and the linguistic features that realize these moves. The course continues to emphasize the observance of integrity in writing and research.