You can make a difference. Every gift — large or small— is important in helping the College provide higher education for a diverse population of working adults. Additionally, CC gave me and my wife Leslie, a speech-language pathologist, the ability to spend 30 years in the Malden Public Schools working with autistic and special needs students. We both love Cambridge College, and we hope President Jackson, a superior person and leader, stays for years!
For people struggling to survive financially — my hope is that they can enhance their career with a degree from Cambridge College. Your gift of support during this Golden Anniversary can make their dreams come true. Skip to main content. Posted January 13, Cambridge College Boston. Search Menu. For specific Lynch School questions, please contact the appropriate department:. Commit to enhancing the human condition. Apply Now. The Lynch School is named in honor of Carolyn A.
Lynch, renowned philanthropists with a lifelong commitment to education. Carolyn and Peter were both children of educators whose upbringings stressed the importance of basic human values and spiritual traditions.
Their approach to philanthropy seeks to make a lasting impact, as exemplified by their charitable investments in changemaking organizations such as City Year, Teach for America, Posse Foundation, Year Up Foundation, and Mass Mentoring Partnership. Learn more about the Lynch family. What do we mean? The Lynch School community is defined by collaboration and cooperation.
Students also develop a strong foundation in both quantitative and qualitative research methods, as well as an understanding of the social and historical foundations of higher education. Six Higher Education scholars serve as full-time faculty in the program. The Higher Education Program has an excellent track-record of graduating doctoral students and fostering their professional advancement.
Here are a few highlights, based on our latest program review:. Each year, the program admits a cohort of between 10 to 12 students, who take courses together throughout their program of study. The cohort model fosters collaborative approaches to learning, exploration, development and problem solving. Through cohort development, students build strong peer-to-peer relationships that cultivate a vibrant learning environment founded in meaningful connection, active engagement, and a commitment to individual and group development.
In the classroom, the cohort model fosters a learning environment in which students can establish meaningful connections to theory, research, and practice. The success of our program is measured by the success of our students. Students described how their participation in the program was already contributing to their professional advancement. Two-thirds of student survey respondents 34 of 51, In fact, 9 students Furthermore, The students attributed their job promotions and new responsibilities to the knowledge and skills that they gained in the program:.
Specifically, the knowledge I gained about student success, university policy, and finances were key factors in my job interview and that led to this promotional opportunity. Students noted that the curriculum is relevant to their work as a practitioner. A total of Only one student disagreed fall survey. The survey of recent alumni demonstrated a similar level of agreement for this item: Survey results showed that students find the curriculum to be highly relevant to higher education as a field of study.
A signed employer agreement describing the arrangement made between the applicant and their employing institution is required. All application materials are due to graduate admissions by February 1. Requirements for admission are described in detail below. Go to the Graduate Admissions website when you are ready to submit your application.
Contact the program office In addition to completing the online application for graduate admission, applicants interested in the Higher Education Program must submit:. Recommenders should have worked closely with the applicant in an academic, professional, or community service setting.
These include three June sessions and a full weekday Friday on campus each week during the semesters leading up to the dissertation seminars. Submission of these scores is optional. This program is for full time administrators. This program consists of 13 courses for a total of 39 credits. Full time students will complete the program in 3 years.
Two week sessions each summer for 3 summers are required. Students can begin the program only in the Summer semester. A new cohort is accepted every other year. This course addresses the political and legal aspects of the role of education in our democratic society. Provides an introductory survey of public policy issues and laws governing preschool, elementary, and secondary school with a specific focus on the role of school district leadership.
Included are such topics as religious freedom, free speech, and due process; the liability of educational institutions and educators; the legal distinctions between private and public institutions; student and parent privacy rights; disability rights; and the promotion of educational equity among all groups regardless of gender, sexual orientation, language, race, religion, ethnicity, or socioeconomic background.
This course is an introduction to and survey of major historical and contemporary theories of educational leadership. Through this course, you will learn about these different theories of leadership, each of which can be of use when researching or evaluating district-level dilemmas, problems, and critical incidents you will encounter in your sites of professional practice.
The other overarching objective is to provide you the space to enhance your practical wisdom by thinking through how to enact a grounded theory of leadership in your site of professional practice.
Leadership for Social Justice: District Focus. This course introduces students to the theory and practice of leadership for social justice at the school and district level. Definitions, approaches, and controversies in this emerging field will be examined. Readings, films, class discussions, and case studies related to the topics of race, ethnicity, culture, language, gender, social class, religion, sexual orientation, and disability will focus on how these issues affect educators, students and their families in today's K schools.
In particular, students will learn about leadership which is culturally and linguistically responsive; strengthens parent-community-school relationships; and formulates diversity policies to promote educational equity for students from diverse groups. Introduces students to many of the contested issues in the field of supervision, such as the relationship between supervision and teacher development, teacher empowerment, teacher alienation, learning theories, school effectiveness, school restructuring, curriculum development, and scientific management.
Supervision will be viewed also as a moral, community-nested, artistic, motivating, and collaborative activity. Will stress the need for a restructuring of supervision as an institutional process. This interdisciplinary seminar addresses the role of law in education reform and the relationship between law and social science in efforts to promote educational attainment in the nation's elementary and secondary schools. The primary focus will be contemporary education reform issues, including educator quality, access to meaningful opportunity to learn, curriculum control, and student, teacher, administrator, and parental rights.
The focus of the course will be inquiry on the role of law in school reform, the limits of law-based education reform, and the consequences of statutory requirements for scientific evidence-based approaches to education programs.
This course builds on Research Design I to provide tools and training to support the dissertation-in-practice. As part of this specialized course for PSAP candidates, students will carefully examine the parts of a dissertation proposal, developing both their group and individual proposals.
Students will critically examine the processes of empirical inquiry, including a formulating research questions from literature reviews, b articulating conceptual frameworks, and c formalizing methodology. In order to ensure that all students graduating from the program have a fundamental understanding of the field which they are about to enter, they are required to complete a comprehensive examination covering the broad areas of the core courses.
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