Education

¹Keep in mind that this figure doesn’t factor in any potential discounts, partner benefits, or impact of accepted transfer credits, if eligible.

Scholarships

UAGC offers enrolled students access to ScholarshipUniverse, a platform that tailors external scholarship opportunities to your unique situation, making it easier to find and apply for scholarships.

Partnership Savings

UAGC is proud to provide reduced tuition rates for our academic and corporate partners, helping community college transfer students and corporate employees earn their degrees at a lower cost.

Ready to complete your online child development degree? Transfer your approved credits with our undergraduate transfer policy.†

We don’t overlook your time spent outside the classroom. You may be able to earn non-traditional credit for your work/life experience through a Prior Learning Assessment or for your military service.

Freshman Year

Sophomore Year

Junior Year

Senior Year

Freshman Year

In this foundational course, students explore the principles necessary for achieving personal and career success. GEN 101 serves as a road map, guiding students as they begin their academic journey. Through self-discovery, surveying available resources, connecting with UAGC groups, and engaging with Career Services, students learn the essential skills of planning and goal setting. Students apply their personal strengths, skills, and lifelong learning strategies to develop essential career competencies. By making these meaningful connections students gain a deeper understanding of how their education relates to their desired career path. Congratulations on embarking on this college journey filled with growth, exploration, and endless possibilities! This course is not available for non-degree seeking students.
This course offers an overview of digital fluency as it applies to personal, academic, financial, and professional success. Students will analyze the impact of digital technology on personal, social, and diversity issues and will develop digital skills that will assist in achieving academic, personal, and career goals. An overview of digital media is introduced with practical strategies for application in personal and professional life.
Learn and use key, practical skills that are applicable at home, at work, and in all UAGC courses! As UAGC students progress in their academic journey, strategies for personal, professional, and academic success continue to develop. This introductory course takes a two-pronged approach to setting students on a path to success. It merges fundamental informational literacy concepts with essential resources and skills that prepare students for college and career. Students learn how to identify, locate, evaluate, apply, and acknowledge information obtained through UAGC Library databases and internet search engines. By applying the research process, students sharpen critical thinking skills and learn to use information ethically. The final project is a practical and relevant opportunity for students to apply their learning in personally, professionally, and academically meaningful ways.
ENG 121 is designed to introduce students to the standards of writing in both academic and professional settings. The class will operate by first introducing, and then allowing students to practice, several written communication skills. Throughout, we will work to understand writing as a process, one that is strengthened through critical thinking, deepened by research, and built on a foundation of professional standards. Students will articulate a sense of their own skills and goals, and engage in collaborative conversations with peers and their instructor so as to be able to express their ideas more effectively. During the course, students will use the writing process to scrutinize their own perspectives while challenging them to embrace a wider conversation.
This course is designed to expand students’ appreciation of film and knowledge of how films are made. Through analysis of storytelling in a visual medium, students will examine the ways in which movies are shot, develop characters, evoke emotion, depict physical reality, reflect society, and have the power to influence it. Though the focus of the course is film itself, students will gain deeper intercultural fluency while growing their skills in critical thinking, written communication, and visual analysis.
This course is a study of correct and incorrect reasoning involved in everyday activities. The fundamentals of language and argument, deductive and inductive reasoning and other aspects of practical reasoning are examined.
This course examines and evaluates theories and arguments concerning ethics and moral reasoning from a philosophical perspective. By engaging with historical and contemporary sources, students will analyze theories about the meaning, nature, and justification of ethical concepts; determine and assess how different forms of moral reasoning apply to contemporary moral issues; become more reflective and informed about their own moral beliefs; and develop their capacity for critical practical reasoning.
In this course, students will develop and expand their research and writing skills to communicate ideas in informed, ethical, and persuasive written documents intended for a range of audiences across a range of situations and contexts. Students will receive instruction and practice in synthesis and analysis, bolstering their written communication skills with a thorough understanding of academic research while honing critical thinking skills and effective work habits. Through writing well-structured, logical, and effective academic essays, students will explore tools and develop topics in a way that is meaningful to academic and professional lives. Prerequisite: Successful completion of ENG 121 or equivalent with a grade of “C-” or better.
This course is designed to aid students in understanding the dynamics of interpersonal relationships. Verbal and nonverbal communication patterns among people in personal, social, academic, and professional settings will be examined, within and between cultures, including both face-to-face and technologically mediated channels. The nature of these interactions will be evaluated using contemporary communication theory. The course will enable students to identify their interpersonal communication skills and behaviors and to more critically evaluate their own oral communication and that of others. The primary goals of the course are to improve the quality of students’ communication in their personal and professional relationships, to enhance students’ experience and. confidence with oral communication, and increase awareness of the importance of interpersonal communication that is inclusive and equitable.
A survey of government at the national level. Emphasis is placed on the constitutional basis of American government, federalism, the sources and forms of political behavior, the operation of the three branches of government, and the making of national policy.

Sophomore Year

Students explore culture in its role of guiding human behavior and providing social order, structure, and stability for individuals and groups of people. Culture is presented as a system of adaptation involving beliefs, behavior, language, customs, socio/political strategies, traditions, and technology that evolve over time. Recommended prerequisite: ENG 122.
This course focuses on sustainable development from a cross-disciplinary approach, including, economics, management, education, policy, and science. Students discuss sustainability conflicts at the national and international levels, and use online simulations to understand and evaluate sustainability practices. Topics include zero waste, water management, smart growth, green technology, global change, renewable energy, agriculture, and land management.
In this course, students will explore a wide range of Algebra topics. Topics will include study of linear equations, linear relationships, slope, polynomials, and functions, including graphing relations and solving systems of equations. Emphasis will be placed on developing an awareness of historical and current uses of algebra in real life settings, in various careers, and in solving important societal problems.
The capstone serves as an opportunity to reflect upon, integrate, and showcase learning achievement. Through discussions and course-embedded assessments, students will demonstrate a mastery of essential general education competencies as they relate to their personal and professional lives and provide evidence of growth through application of competency related skills to real-world situations. A minimum grade of “C-“ is required to meet course requirements. Prerequisite: 75 completed credits or permission of the student’s college or dean.
This course introduces students to education as both a professional pathway and a dynamic social institution. Students will explore the personal, ethical, and professional qualities that define effective educators while examining how cultural, economic, and policy factors shape schooling in diverse societies. Through the lens of the social sciences, students will analyze human behavior, equity, and institutional practices that influence teaching and learning. Emphasis is placed on developing a personal “why” for teaching, fostering culturally responsive mindsets, and understanding how evidence-based instructional models promote access and achievement for all learners.
This course provides a basic introduction to the nature of human growth and development from conception through adolescence. Students are provided the opportunity to explore the physical, psychosocial, and cognitive factors of growth and development from both a theoretical and a practical perspective. The context and impact of the family and society as well as individual, cultural, moral, and linguistic differences on development will be covered.
This course examines the principles of child development from birth to age 8. Students will explore the essential aspects of child development, focusing on developmental domains, stages, milestones, and theories. Learners will gain an understanding of environments and activities that nurture the developmental domains of young children. Through observations, students will learn to plan developmentally appropriate instruction tailored to individual needs. The course also emphasizes the critical role of family involvement in supporting the growth and development of children.
This course examines the principles and practices of curriculum planning and design tailored for diverse young children, birth to age 8. Students will explore differentiated instruction, research-based curriculum, and pedagogical approaches across several content areas. Students will learn to create inclusive, developmentally appropriate, and challenging learning experiences and environments for diverse young children. The National Association for the Education of Young Children and the Council for Exceptional Children standards are integrated into the coursework.
In this course, students will explore cognitive development from infancy through adolescence. They will be responsible for identifying the theoretical frameworks that support cognitive development. Students will have the opportunity to explain the development of perception, attention, and memory. Students will utilize the concepts of knowledge, categorization, and conceptual development in professional contexts. They will also evaluate concepts of language development, thinking, reasoning, and decision making in diverse environments. Additionally, students will prepare to support cognitive development through professional collaboration.
Students will examine factors that promote effective communication and collaboration between early educators, families of children, and the community. In additional, learners will identify resources to foster these partnerships.

Junior Year

This course describes the stages of developmental growth from conception to early childhood. Students will evaluate theory and research that explains the development of young children. Students will describe how biological, environmental, protective, and adverse factors impact children’s development and learning. They will also analyze developmentally appropriate practices supporting growth and development in physical, cognitive, social and emotional, and linguistic domains. Finally, students will analyze how development and learning intersect across developmental domains.
Adolescence is the largest developmental period other than infancy. The purpose of this course is to provide a solid foundation for educators and professionals to be able to critically think about supporting healthy adolescent development. In this course, students will apply key concepts and developmental theories related to the physical, social-emotional, behavioral, and cognitive changes during adolescence.  Students will interpret research on the development of adolescent gender identity, sexuality, and romantic relationships.  Additionally, students will analyze effective practices for communication with adolescents in the context of family and school.  Throughout the course students will analyze the impact of diverse experiences on adolescent development. Lastly, students will propose strategies for supporting adolescents facing mental health and behavioral issues.
This course provides an examination of educational approaches and their impact on the practice of creating inclusive learning environments for children with exceptionalities. Students will examine methods of assessment and apply evidence-based instructional methods and strategies to support children with diverse needs in inclusive settings. In addition, students will analyze the collaborative models in inclusive settings that support and serve children and their families. Finally, students will create a professional and ethics-based philosophy of inclusion for children with exceptionalities.
The content in this course will allow students to analyze the purpose of assessment in supporting children across all developmental domains. Using this foundation, students will examine the practical application of assessment tools and utilize assessment strategies to enhance the growth and development of children. Finally, students will synthesize their learning by developing an assessment portfolio that contains a plan for interventions to meet the developmental needs of diverse children.
This course will explore the multifaceted dynamics of childhood development within the context of diverse family structures. Students will delve into key theories of family systems, attachment, and child development, examining how these theories impact children's social, emotional, and behavioral well-being. The course will emphasize the importance of building strong, respectful, and collaborative partnerships with families. Students will learn strategies for effective communication and culturally sensitive family engagement. Furthermore, the course will equip students with the knowledge and skills to assess children's developmental needs and explore evidence-based practices for promoting positive behavior.
This course examines the function of play as a theoretical based teaching and learning tool for young learners. Students will evaluate the impact of current issues, trends, and cultural factors on play and the role of play-centered assessments with children. In addition, students will design developmentally appropriate play activities for use at home and in the learning environment and create a framework of play and learning for diverse learners.
College of Education Capstone is designed to equip students at the end of their academic journey with the tools and strategies necessary for a successful transition into the 21st-century workforce. This course provides essential guidance and support, empowering recent graduates to create a compelling message that showcases their skills and abilities, positioning them as valuable assets to potential employers. The curriculum addresses five key areas vital for students entering the job market: sharing one’s story, resume creation, interview skills, portfolio development, and embedding an elevator pitch and personal brand statement into an easily shared and accessed ePortfolio. By mastering these areas, students will be able to market themselves competitively and effectively navigate their career paths. Prerequisite: GEN 499 & majority of major coursework.

Senior Year

Program Requirements

Credit Breakdowns

General Education

Credits

Major Credit Requirements

Credits

Electives

Credits

Total Credits

120

Credits

To earn your Bachelor of Arts in Child Development at the University of Arizona Global Campus, you must complete 120 credits. You will need to complete 30 upper-division credits, of which 18 credits must be from the major program. A total of 30 credits must be completed at the University of Arizona Global Campus to meet the residency requirement. You may be able to transfer approved credits from community colleges, other previous college coursework, or other life experiences such as military service or job training toward your degree.

Licensure and Certification Terms and Conditions

This program is not designed to meet the state educational requirements for teacher licensure or certification in any state. Students seeking teacher licensure shall carefully research their state's requirements prior to enrollment and regularly review the requirements as they are subject to change. Requirements vary by state. Graduates will be subject to additional requirements on a state-by-state basis that will include one or more of the following: student teaching or practicum experience, additional coursework, additional testing, or, if the state requires a specific type of degree, earning an additional degree. None of the University of Arizona Global Campus online education programs are accredited by the Council for the Accreditation of Educator Preparation (CAEP), which is a requirement for certification in some states. Other factors, such as a student’s criminal history, may prevent an applicant from obtaining licensure, certification, or employment in their field of study.

Alabama Students: Authorization to provide an education program does not indicate eligibility for an Alabama professional educator or professional leadership certificate. Applicants who complete an education or educator preparation program at a non-Alabama institution must apply for an Alabama professional educator or professional leadership certificate through the Alabama Certificate Reciprocity Approach. Current requirements may be found at https://www.alabamaachieves.org/teacher-center/.

Certain degree programs may not be available in all states.

Quality Matters Certification

The Online Teaching Support Certification recognizes programs that require all online faculty to undergo training in best practices for online course delivery, provide faculty with ongoing pedagogical support, encourage faculty professional development to increase their knowledge and skill in online teaching, emphasize instructor availability and feedback to learners, and collect and use feedback from learners to improve online teaching. Learn More

The Online Learner Support Certification recognizes programs that provide all the critical student and academic services needed for learner success and use learner feedback to continuously improve those services.

What Can I Do With a Degree in Child Development?

Career Paths

Just a few of the many professional careers that may begin with a Bachelor of Arts in Child Development include:

Family Resource Coordinator
Youth Services Specialist
Teacher Aide
Educational Assistant
Childcare Worker

Connect With Career Services

Career Fields

Professionals with a Bachelor of Arts in Child Development could start careers in the childcare field.

Connect With Career Services

Job Market Outlook

Gain insights into the child development job market by reviewing the Bureau of Labor Statistics market outlook report.

View Full Market Outlook

UAGC gave me the time and freedom to serve my community and to work toward a career educating future generations.

Gigi R.

Class of 2023

Yes, a child development degree is an excellent choice for individuals passionate about working with children. It provides a strong foundation in child development theories, practices, and skills.
The online BA in Child Development program at UAGC is designed to fit your busy schedule. Each class is five weeks long, and you only take one class at a time, so you can focus on one subject and get an in-depth understanding of each topic you’re learning. The classes are fast paced, but you will have 24/7 support and resources available to you.
Understand children and families with your bachelor’s degree in child development. Your child development online classes include a wide variety of topics, from language acquisition to behavior and the critical role of play in children’s development and education.
The increasing quality and accessibility of online education have significantly reduced the stigma associated with online degrees. According to U.S. News & World Report, many employers now recognize the value of online programs, particularly in fields like criminal justice where flexibility and continued education are often essential.
Yes, you’ll have opportunities to connect and collaborate with students, alumni, and faculty through our online learning platform. For example, in our CHAMPS Peer Mentoring program, new students are matched with high-achieving, upper-division students for mentorship that promotes student success. UAGC also has student-run clubs and organizations online, so you can connect with peers outside of class.
Pursuing a career that allows you to work with children gives you the opportunity to serve your community. By educating children, you are making life better for the next generation of young people and the community. Additionally, working with children can not only make an impact on their lives, but they will make an impact on yours. You will learn the valuable opportunity of becoming a positive role model as children will look up to you for both intellectual and emotional support. Lastly, this career can give you a new perspective on life as interacting with kids on a daily basis can open you up to their incredible imaginations and to new ways of thinking about the world.

See What Else UAGC Has to Offer

To access this rate using the Liberty Grant, only eligible undergraduate active duty service members, members of the National Guard, Reservists, spouses of active duty, members of the National Guard and Reservists, Department of Defense employees using Tuition Assistance (TA), and civilian employees of the United States Coast Guard (only if utilizing Military Tuition Assistance) will qualify.

The Technology Fee covers access to University systems such as the online classroom, the Student Portal, and other academic resources. The Technology Fee and the Course Digital Materials (CDM) Fee are fully refundable if a student does not attend beyond Day 3 of a course (Week 3 if covered under the University of Arizona Global Campus Promise Refund Schedule). After this time, the fee becomes non-refundable. Students are charged the Technology Fee for repeated coursework. Students are not charged the CDM fee for repeated coursework if previously charged.

†

The transferability of credits is subject to the University of Arizona Global Campus transfer credit policies and requires the submission of official transcripts. The official transcripts will be evaluated by the Registrar’s Office to determine the credits that will officially apply toward a UAGC degree program. Credits must be earned at the same degree level in order to be applied. Additional restrictions may apply. See the UAGC Academic Catalog for full undergraduate and graduate transfer policies.

Overview #cta-with-side-content-389871 Tuition and Aid #cta-with-side-content-389880 Courses #completion-journey--389896 Careers and Outcomes #zes-two-column-tabs-389910 FAQs #accordion-faq-389918 120 Credits 5-week courses

When earning your online child development degree, you will have the opportunity to focus on the biological and psychological progression of children, from their infancy stages through their adolescent years.

Utilize knowledge of child development to construct and evaluate curriculum that effectively addresses the stages of development, including cognitive, language, physical, and affective development of young children Analyze the influence and impact of families and communities on a child’s learning and development Describe how family structure and cultural backgrounds influence communication processes in a child’s environment Family Resource Coordinator Youth Services Specialist Teacher Aide Educational Assistant Childcare Worker IndividualDegree Tue, 09/09/2025 - 00:00 Tue, 10/14/2025 - 00:00 Off 001Do00000ScUzdIAF On

Online Master’s in Instructional Design & Technology | UAGC

bkeim — Mon, 08 Sep 2025 00:53:03 +0000

Online Master’s in Instructional Design & Technology | UAGC bkeim Sun, 09/07/2025 - 17:53 College of Professional Advancement Education Master's Degrees Master of Science in 25186

Master of Science in Instructional Design and Technology

College of Professional Advancement

Design the Future of Learning

Apply Now

Create Innovative Learning Experiences in a Digital World

A growing number of businesses across multiple industries look to instructional designers to create new standards for employee training and education. Your curriculum in the online Master of Science in Instructional Design and Technology from the University of Arizona Global Campus (UAGC) has been developed from the Instructional Designer Competencies developed and validated by the International Board of Standards for Training, Performance, and Instruction (IBSTPI®).

The mission of the master’s in instructional design and technology program is to prepare professionals to serve varied audiences in diverse educational contexts in the areas of effective learning analysis, design, development, implementation, and evaluation. You will work toward solving existing needs using the instructional design process and be able to customize your interests to create an ePortfolio as you progress through your courses.

Upon completion of the master’s in instructional design and technology program, you will be able to:

Apply fundamental research and communication skills into the instructional design process using instructional designer professional foundations
Conduct comprehensive needs and instructional analyses as part of a learning project including an examination of target populations, environmental and learning characteristics, instructional materials, and multimedia and adaptive technologies
Create learning and performance solutions using learning theory and instructional design techniques and strategies to meet the needs of diverse learners and purposes
Implement and evaluate learning and performance solutions based on instructional design proposals and learning projects
Model instructional designer management skills throughout the instructional design process

Why Choose the University of Arizona Global Campus?

Accelerated 6-week courses

1 course at a time

$0 Application Fee

Accredited by WSCUC

Military Students $350.00/credit

Instructional Design MS Degree Courses $600.00/credit

Technology Fee** $145.00/course

Books and Other Class Materials** $155.00/average per course

Graduation Fee $150.00

Total Program Cost See UAGC Catalog¹

¹Keep in mind that this figure doesn’t factor in any potential discounts, partner benefits, or impact of accepted transfer credits, if eligible.

Scholarships

UAGC offers enrolled students access to ScholarshipUniverse, a platform that tailors external scholarship opportunities to your unique situation, making it easier to find and apply for scholarships.

Partnership Savings

UAGC is proud to provide reduced tuition rates for our academic and corporate partners, helping community college transfer students and corporate employees earn their degrees at a lower cost.

Careers Related to Master of Science in Instructional Design & Technology

Visit Career Services

U.S. Department of Labor data regarding salary ranges and job growth projections are national in nature and do not guarantee employment, any specific salary, or job growth. Also, national long-term projections may not reflect local and/or short-term economic or job conditions. Top Skills are provided via Lightcast job postings data and may not align with UAGC program learning outcomes. UAGC programs are not designed to meet the state educational requirements for a specific professional license or certification in any state. UAGC does not guarantee employment placement, any specific salary from employment, or career advancement.

Ready to complete your online master’s in instructional design and technology? Transfer your approved credits with our graduate transfer policy.†

Your instructional design courses cover the analysis, design, research, development, and evaluation of instructional programs, allowing you to create meaningful and engaging educational experiences.

Year 1

Year 2

Year 1

This course provides an introduction to the instructional design process. Students will start with the identification of a problem or need that can be addressed by an instructional intervention. Weekly course work will then culminate in conducting a complete instructional design front end analysis (IDFEA). Major components to the IDFEA include: gathering data to inform the intervention, identifying and describing a target audience and learning setting, and providing an overview of tasks, instruction, and content that will be associated with the proposed solution to the problem or need. In addition, students will take part in professional network development (PND) activities and discussions to create connections to other professionals via social networking technologies in the field of instructional design and technology.
This course builds on the work completed in IDT 601: Instructional Analysis I. Weekly course work will culminate in the completion of an instructional design project proposal (IDPP) and a conference presentation and proposal (CPP). Major components to the IDPP include: addressing the strategies and resources as well as the outcomes that the target population will achieve as a result of the instructional intervention. The CPP is an opportunity to construct and present a proposal for the instructional design project as if planning to do so at an academic or professional conference. Although an actual conference will not be attended, a presentation will be recorded for MSIDT program peers and the program’s faculty to view. The proposal format used has been adapted from the Association for Educational Communications and Technology (AECT) conference proposal. The AECT was chosen as it is a prominent organization in the field of instructional design and technology. Prerequisite: IDT 601
This course builds on the work completed in IDT 602 Instructional Analysis II. Weekly course work will culminate in the completion of a design document, flowcharts, and storyboards. The design document is where additional factors that may affect the design of the Final Project will be considered while the flowcharts and storyboards will provide graphical and visual details related to project navigation, usability, and design. These storyboards serve as the development specifications for instructional materials developed in the next course, IDT 604: Instructional Design and Technology II. In addition, students will take part in professional network development (PND) activities. Prerequisite: IDT 602.
This course builds on the work completed in IDT 603: Instructional Design and Technology I. Weekly course work will culminate in the completion of instructional materials, the assessment of project changes, and professional network development. Three examples of instructional materials to support the implementation of the final project will be created. Students will also assess their MSIDT coursework up to this point and make necessary project revisions to refine the overall effectiveness of the design, feasibility, usability, and alignment to the project learning objectives. In addition, students will take part in professional network development (PND) activities and discussions to create connections to other professionals via social networking technologies in the field of instructional design and technology. Prerequisite: IDT 603
This course builds on the work completed in IDT 604: Instructional Design and Technology II. Weekly course work will culminate in the completion of a communication and management plan. The communication and management plan will address the communication hierarchy, preferred methods of communication, and how frequently everyone should be communicating. Students will also provide an overview of how the content will be sequenced in their projects as well as conduct a topic and/or concept and/or task analysis depending on the nature of the content and project. Prerequisite: IDT 604
This course builds on the work completed in IDT605 ID Project Management. Students will engage in research activities culminating in a series of article critiques and the completion of a technology market study. Students will also make project design revisions. In addition, students will take part in professional network development (PND) activities and discussions to create connections to other professionals via social networking technologies in the field of instructional design and technology. Prerequisite: IDT 605.
This course builds on the work completed in IDT 606: ID Technology Research. Weekly course work will culminate in the completion of Program/Project Evaluation and an Evaluation Plan. Students will conduct a Program/Project Evaluation through the construction of a logic model while the evaluation plan will be developed to establish how target audience will be assessed to determine whether the solution to the problem has been effective. Prerequisite: IDT 606
This course builds on the work completed in IDT 607: Evaluation of Instructional Systems.Weekly course work will culminate in the completion of a working prototype which reflects the major features, content, and functionality student’s MSIDT project. In addition, students will take part in professional network development (PND) activities and discussions to create connections to other professionals via social networking technologies in the field of instructional design and technology. Prerequisite: IDT 607

Year 2

This course builds on the work completed in IDT 608: Instructional Development. Weekly course work will culminate in students conducting an Alpha Test with the Prototype developed in IDT 608. Once conducted, students will analyze and write up the results of the alpha test in the form of an Alpha Test Report. Prerequisite: IDT 608
This course builds on the work completed in IDT 609: Advanced Instructional Design and Technology I. Weekly course work will culminate in the completion of a design team and stakeholder plan. Student will also make revisions to their projects based on the results of their alpha test that was conducted in IDT 609. In addition, students will take part in professional network development (PND) activities and discussions to create connections to other professionals via social networking technologies in the field of instructional design and technology. Prerequisite: IDT 609
This course builds on the work completed in IDT 610: Advanced Instructional Design and Technology II. Weekly course work will culminate in students conducting a Beta Test with their final project. Once conducted, students will analyze and write up the results of the beta test in the form of a Beta Test Report. Finally, students will make revisions to their projects based on their beta test findings. Prerequisite: IDT 610
This course builds on the work completed in IDT 611: Final Project Phase I. Weekly course work will culminate in the completion of a final project presentation, the creation of an ePortfolio containing various artifacts of MSIDT coursework, and a final project reflection. In addition, students will take part in professional network development (PND) activities and discussions to create connections to other professionals via social networking technologies in the field of instructional design and technology. Prerequisite: IDT 611

Program Requirements

To be awarded the online Master of Science in Instructional Design and Technology degree at UAGC, students must maintain a minimum 3.0 GPA and complete a minimum of 36 credit hours of coursework. Students are required to complete the 12 core courses; each course is equivalent to three credit hours.

Licensure and Certification Terms and Conditions

Kentucky Students: Please be advised that although the University of Arizona Global Campus offers a variety of programs aimed at preparing potential educators in diverse settings, our programs are NOT accredited in Kentucky by the Education Professional Standards Board and are NOT recognized for initial, additional, or renewal of certification or salary enhancement (rank change) for K-12 educators in Kentucky. For more information, please visit the Education Professional Standards Board’s website at http://www.epsb.ky.gov/mod/page/view.php?id=220

Certain degree programs may not be available in all states.

Quality Matters Certification

What Can I Do with a Master’s in Instructional Design and Technology?

Career Paths

With an MS in Instructional Design and Technology, you may be able to pursue careers such as:

Instructional Designer
Learning Development Specialist
Curriculum and Instruction Director
Instructional Technologist
Instructional Systems Specialist

Connect With Career Services

Career Fields

This program aims to prepare you for roles in which you will develop educational experiences for students of all ages. Professionals with instructional design skills are also sought out by businesses and organizations to create impactful training programs for employees.

Connect With Career Services

Job Market Outlook

Gain insights into the instructional design and technology job market by reviewing the Bureau of Labor Statistics market outlook report.

View Full Market Outlook

I looked at a lot of different institutions; however, the friendliness of the staff and knowledgeable advisors really steered me in choosing UAGC.

Rachel B.

Class of 2023

The MS in Instructional Design and Technology degree program from UAGC focuses on developing the skills needed to design, implement, and assess educational programs using the latest technology and learning theories. You’ll learn to create engaging and effective instructional materials for diverse audiences and settings.
Obtaining a master's degree in instructional design and technology may enhance your career prospects. Graduates are equipped to take on roles such as instructional designers, curriculum developers, and instructional systems specialists across various industries, including education, corporate training, and health care.
At ��ɫ��TV��Ƶ, you’ll take one master’s degree course at a time in six-week intervals, allowing you to balance school, work, and family commitments, while still being able to access your online classroom from anywhere. With 36 credits across 12 courses, the online master’s in instructional design and technology program can be completed in less than two years.
No, a teaching background is not a prerequisite to becoming an instructional designer. While experience in education can be beneficial, the field welcomes individuals from diverse professional backgrounds. Key competencies include understanding learning theories, proficiency with instructional technologies, and strong project management skills.
Your instructional design courses at UAGC will cover the analysis, design, research, development, and evaluation of instructional programs, allowing you to create meaningful and engaging educational experiences.

See What Else UAGC Has to Offer

†

Overview #cta-with-side-content-389667 Tuition and Aid #cta-with-side-content-389673 Courses #completion-journey--389685 Careers and Outcomes #zes-two-column-tabs-389699 FAQs #accordion-faq-389706 Meet the demand for professionals that can create training and education programs for a variety of sectors. Discover the master’s in instructional design & technology from UAGC. 36 Credits 6-week Courses

Your curriculum in the online Master of Science in Instructional Design and Technology from the University of Arizona Global Campus (UAGC) has been developed from the Instructional Designer Competencies developed and validated by the International Board of Standards for Training, Performance, and Instruction (ibstpi®).

Apply fundamental research and communication skills into the instructional design process using instructional designer professional foundations Conduct comprehensive needs and instructional analyses as part of a learning project including an examination of target populations, environmental and learning characteristics, instructional materials, and multimedia and adaptive technologies Create learning and performance solutions using learning theory and instructional design techniques and strategies to meet the needs of diverse learners and purposes Instructional Designer Learning Development Specialist Curriculum and Instruction Director Instructional Technologist Instructional Systems Specialist IndividualDegree Tue, 08/26/2025 - 00:00 Tue, 09/09/2025 - 00:00 Tue, 09/30/2025 - 00:00 Off 001Do00000ScUzQIAV On

Online MA in Special Education | UAGC

bkeim — Sun, 07 Sep 2025 21:56:49 +0000

Online MA in Special Education | UAGC bkeim Sun, 09/07/2025 - 14:56 College of Professional Advancement Education Master's Degrees Master of Arts in 296

Master of Arts in Special Education

College of Professional Advancement

Support Diverse Learners

Apply Now

Create an Environment That Cultivates Learning for All

Learn to make education more accessible to all students with your Master of Arts in Special Education from the University of Arizona Global Campus (UAGC). In this special education master’s degree program, you will be provided with meaningful learning experiences based on the ways that exceptional students develop. Learn to design and implement curricula and collaborate with families, fellow educators, and communities to address the needs of exceptional students.

Upon completion of your online master’s in special education, you will be able to:

Design safe, inclusive, appropriate learning experiences for students with exceptionalities that are informed by diverse cultural experiences, individualized patterns of learning and development, and evidence-based practices
Construct learning experiences that cultivate active learning through technology, collaboration, and accommodations to support students with exceptionalities
Create cross-disciplinary learning experiences using evidenced-based strategies that support individualized academic skills, social/emotional/behavioral abilities, attitudes, values, interests, and career options for students with exceptionalities
Synthesize results from multiple evidence-based assessments to guide the decision-making process and incorporate research-based academic and behavioral strategies to enhance instructional delivery for students with exceptionalities
Incorporate leadership, written/oral/technology-based communication, and career development skills to support professional expectations in the field of special education
Evaluate how special education laws, regulations, and individual professional accountability influence ethical principles and practice standards
Apply diverse methods and principles of research, critical inquiry, evaluation, and original scholarship to educational research questions and academic practices
Integrate positive collaborative practices with various stakeholders to address the needs of students with exceptionalities across a range of learning experiences

Why Choose the University of Arizona Global Campus?

Accelerated 6-week courses

1 course at a time

$0 Application Fee

Accredited by WSCUC

Military Students $350.00/credit

Education Master’s Degree Courses $600.00/credit

Technology Fee** $145.00/course

Books and Other Class Materials** $155.00/average per course

Graduation Fee $150.00

Total Program Cost See UAGC Catalog¹

¹Keep in mind that this figure doesn’t factor in any potential discounts, partner benefits, or impact of accepted transfer credits, if eligible.

Scholarships

UAGC offers enrolled students access to ScholarshipUniverse, a platform that tailors external scholarship opportunities to your unique situation, making it easier to find and apply for scholarships.

Partnership Savings

UAGC is proud to provide reduced tuition rates for our academic and corporate partners, helping community college transfer students and corporate employees earn their degrees at a lower cost.

Ready to complete your master’s in special education online? Transfer your approved credits with our graduate transfer policy.†

Your online courses in the Master of Arts in Special Education cover research, assessment, collaboration, and behavior management. Through embedded video observation, simulations, and interviews with professionals in the field, students’ online courses will guide them to apply what they learn in classroom settings. Graduates will come away with foundational knowledge as well as insights on laws, assessment, classroom instruction, and best practices for communication. They will also build an ePortfolio to showcase their learning through the program.

Year 1

Year 2

Year 1

This course provides an introduction to the education of students in the school setting with exceptional needs, specifically those with mild to moderate disabilities, who qualify for services under one or more of the eligibility criteria covered by special education federal laws. Special education key terms and common strategies that influence learning and behavior as well as ethical and legal privacy rights of families of children with disabilities are introduced. Additionally, variations, characteristics, and patterns of individual differences in learning and academic progress are investigated.
Law and Ethics in Special Education explores the fundamental civil and legal principles and pivotal legislation that contribute to the eligibility, learning environment placement, instruction, service delivery, and privacy issues of those who have a qualifying disability under federal laws. Learners will identify critical issues that may lead to ethical, professional, and legal conflicts of student and family rights and between interdisciplinary team participants, as well as proactive strategies for resolution. The course analyzes personal biases and considers diverse cultural experiences and individualized patterns of learning and development in relation to professional ethics and practice standards. Prerequisite: ESE 601.
Assessment and Evaluation of Students with Mild to Moderate Disabilities provides a comprehensive examination of the assessment and evaluation cycle employed within the special education process. During this course, learners will distinguish the special educator’s role within the multidisciplinary assessment process including how the evaluative data drives the planning and development of an individualized program. Additionally, the mandatory safeguards that assure ethical evaluation and assessment practices do not discriminate on the basis of human difference, identity, or social group difference (including but not limited to race, ethnicity, creed, color, sex, gender, gender identity, sexual identity, socio-economic status, language, culture, national origin, religion/spirituality, age, or (dis)ability).
This course focuses on collaboration strategies for special education professionals who work with other key stakeholders in supporting student success, including students with exceptionalities and their families, educators, leaders, service providers, and other professionals. A focus on educator collaborative skill sets, including communication, problem-solving, sharing ideas, planning, active listening, teamwork, and strategies for dealing effectively with conflict, provides support for academic and functional skills, as well as social emotional well-being across educational environments and instructional settings. Prerequisite: ESE 601.
This course explores the methods of evidence-based instructional planning, lesson design, and instructional strategies and supports for students with exceptionalities. Learners will create an instructional design and lesson plan portfolio that incorporates individualized goals and objectives across skill domains and progress assessment, as well as aligned quality differentiated instruction techniques, assistive technologies, collaborative planning, and scaffolded supports for learning activities assisting students in various inclusive learning environments. Prerequisite: ESE 601.
This course explores the foundational principles of behavior theory while providing practical, applied strategies tailored to contemporary inclusive educational settings, empowering educators to effectively meet the diverse needs of students with exceptionalities. Students will develop skills to design and implement personalized positive behavior support plans, emphasizing behavior functions, modifications, and comprehensive data collection methods. Additionally, the course examines the impact of diverse cultural and environmental factors on student behavior, fostering culturally responsive practices to create a supportive and inclusive learning environment. Prerequisite: ESE 601.
In this course, learners will gain practical knowledge about the purposeful integration of technologies to enhance instruction and support diverse learners using the three principles of the Universal Design for Learning (UDL). Learners will evaluate each UDL principle to inform the use of technology in improving learner motivation, stimulating critical thinking, ensuring flexibility and promoting authentic learning experiences to support diverse learners. Prerequisite: EDU 673 or ESE 601 or ECI 601.
In this course, learners will explore multiple aspects of differentiated curriculum design and instruction and create meaningful programming and supports that align with curriculum, relevant standards, and individualized goals. The course will equip learners with the skills to collaboratively create and implement evidence-based instructional strategies, fostering a data-driven approach derived from individualized assessment results. The overarching goal is to empower educators to align evidence-based practice strategies that not only meet student-centered goals but also build and generalize skills across instructional content areas, promoting an inclusive and effective learning environment and individualized educational programming. Prerequisite: ESE 601.

Year 2

This course introduces learners to action research as a systematic, ethical, and reflective approach to improving practice within educational and organizational contexts. Learners will explore the purpose, goals, and ethical foundations of action research and examine its role in fostering professional growth and leadership development. Through critical analysis of current research literature, students will evaluate the quality, relevance, and ethical neutrality of scholarly work using both traditional and emerging digital research tools. The course emphasizes methodological decision-making as learners assess research designs and justify appropriate approaches for addressing real-world problems of practice.
As a culminating experience, learners will develop a comprehensive, feasible, and ethically sound action research proposal grounded in their professional context. This proposal will serve as the foundation for ECI 696: Capstone 2 Culminating Project, in which learners will implement their approved action research plan, collect and analyze data, and reflect on findings to inform professional practice, leadership growth, and organizational improvement. Prerequisite: ECI 685, EDU 620, or ECE 673.
The Capstone 2: Culminating Project is a course in which students will demonstrate their attainment of the program outcomes through a spiraled process of skill demonstration including reflection, application, synthesis, and evaluation. This comprehensive course is designed to integrate and apply the knowledge, skills, and dispositions acquired throughout their programs, providing students with an opportunity to demonstrate their mastery of educational theory, research, and practice. The course emphasizes the development of advanced competencies in areas such as curriculum design, assessment and evaluation, instructional leadership, and educational research. Through this capstone experience, students will emerge as confident, reflective, and skilled education professionals prepared to make a positive impact in diverse educational settings. Prerequisite: EDU 694 or ECE 660

Program Requirements

To be awarded the MA in Special Education degree, all students must complete 30 credits, with a 3.0 minimum grade point average in all coursework attempted at UAGC.

Licensure and Certification Terms and Conditions

Certain degree programs may not be available in all states.

Quality Matters Certification

What Can I Do with a Master’s in Special Education?

Career Paths

Already-credentialed teachers may pursue a Master of Arts in Special Education degree to enhance or add a specialization to their career. Additional career options and fields may include:

Teaching Assistants
Special Education
Administration
Special Services
Tutoring Services
Test Preparation

Connect With Career Services

Job Market Outlook

Gain insights into the special education job market by reviewing the Bureau of Labor Statistics market outlook report.

View Full Market Outlook

UAGC gave me the time and freedom to serve my community and to work toward a career educating future generations.

Gigi R.

Class of 2023

Earning a master's degree in special education may lead to making a profound difference in the lives of students with special needs. This advanced degree equips you with specialized skills to address diverse learning challenges, making you a valuable asset in educational settings.
To enroll in the UAGC online master's program in special education, you will need:
- Bachelor's Degree: A bachelor's degree from an accredited institution.
- Minimum GPA: A cumulative GPA of 2.0 or higher.
- Access to Technology: Reliable access to a computer and internet connection.
Specific admission requirements may vary, so we recommend consulting with an enrollment advisor to understand all criteria and ensure you meet them.
At ��ɫ��TV��Ƶ, you’ll take one master’s degree course at a time in six-week intervals, allowing you to balance school, work, and family commitments, while still being able to access your online classroom from anywhere. With 30 credits across 10 courses, the master’s in special education program can be completed in less than two years.
Your online courses in the UAGC Master of Arts in Special Education program cover research, assessment, collaboration, and behavior management. Through embedded video observation, simulations, and interviews with professionals in the field, your online courses will guide you to apply what you learn in classroom settings. Graduates will come away with foundational knowledge as well as insights on laws, assessment, classroom instruction, and best practices for communication. You will also build an ePortfolio to showcase your learning through the program.

See What Else UAGC Has to Offer

†

Overview #cta-with-side-content-389282 Tuition and Aid #cta-with-side-content-389288 Courses #completion-journey--389300 Careers and Outcomes #zes-two-column-tabs-389312 FAQs #accordion-faq-389318 Earn your Master of Arts in Special Education online at UAGC. Discover new tools and expand your knowledge while working towards your degree. 30 Credits 6-week Courses

Learn to make education more accessible to all students with your Master of Arts in Special Education from the University of Arizona Global Campus (UAGC).

Design appropriate learning experiences for students with exceptionalities that are informed by diverse cultural experiences and varied patterns of learning and development Create a safe, inclusive, culturally responsive environment that cultivates active and effective learning for students with exceptionalities Plan cross-disciplinary learning experiences that promote individualized academic and social abilities, attitudes, values, interests, and career options for students with exceptionalities Teaching Assistants Special Education Administration Special Services Tutoring Services Test Preparation IndividualDegree Tue, 08/26/2025 - 00:00 Tue, 09/09/2025 - 00:00 Tue, 09/30/2025 - 00:00 Tue, 10/21/2025 - 00:00 Off 001Do00000ScUzSIAV On

Online MA in Education | UAGC

bkeim — Sun, 07 Sep 2025 18:39:38 +0000

Online MA in Education | UAGC bkeim Sun, 09/07/2025 - 11:39 College of Professional Advancement Education Master's Degrees Master of Arts in 276

Master of Arts in Education

College of Professional Advancement

Inspire, Lead, and Elevate Education

Apply Now

Transform Your Career and Become a Leader in Education

Enhance your credentials and knowledge in the Master of Arts in Education (MAEd) degree program at the University of Arizona Global Campus (UAGC). In this program, you will examine the education process and strengthen your background in critical areas such as curriculum design, instructional methods, assessment strategies, and more so you can empower students by applying what you learn immediately. You’ll also reinforce soft skills such as problem-solving and research while gaining up-to-date insight into learning tools and technologies.

With your MAEd degree, you will become more effective in your practice and deepen your impact as an educator while having a strong and positive influence on students. Upon completion of your online master’s in education, you will be able to:

Design appropriate, challenging, and diverse learning experiences informed by contemporary, research-based theory and practice
Design a variety of strategies and experiences to elicit evidence of learner growth and responsive instructional decisions
Analyze research that generates positive social change, along with evidence-based practices and academic writing
Demonstrate innovative actions serving as an advocate and change agent within communities by engaging in continuous professional growth
Construct effective methods of collaboration, communication, and partnership with colleagues, community, and stakeholders
Apply confidence, competence, and purpose around digital citizenship, consuming, creating, and communicating information and ideas using technology

Why Choose the University of Arizona Global Campus?

Accelerated 6-week courses

1 course at a time

$0 Application Fee

Accredited by WSCUC

Military Students $350.00/credit

Education Master’s Degree Courses $600.00/credit

Technology Fee** $145.00/course

Books and Other Class Materials** $155.00/average per course

Graduation Fee $150.00

Total Program Cost See UAGC Catalog¹

¹Keep in mind that this figure doesn’t factor in any potential discounts, partner benefits, or impact of accepted transfer credits, if eligible.

Scholarships

UAGC offers enrolled students access to ScholarshipUniverse, a platform that tailors external scholarship opportunities to your unique situation, making it easier to find and apply for scholarships.

Partnership Savings

UAGC is proud to provide reduced tuition rates for our academic and corporate partners, helping community college transfer students and corporate employees earn their degrees at a lower cost.

Ready to complete your online master’s in education? Transfer your approved credits with our graduate transfer policy.†

Your eight core education courses, worth 24 credits, define the foundation of knowledge and skills for you to provide instruction to diverse populations. You will study in-depth those areas that most influence educational institutions, including instructional methods, curriculum design, assessment strategies, advanced pedagogical theory, and principles of leadership. Your specialization options are composed of courses that you can select for yourself, based on your personal interests and expertise. Your courses are taught by education faculty members who represent a rich cross-section of education professionals, all have advanced degrees, and who are leaders in the field.

Year 1

Specializations

Year 1

This course is designed to give students a real-world perspective into what it is like to teach, learn, and lead in the 21st-century classroom. This course provides an opportunity for students to experience the world of the classroom and analyze the range of perspectives and topics that impact being a successful teacher, learner, and leader in the 21st century. The course will bring together a unique set of ‘voices’ from the field to explore the contemporary nature of what it is like to teach in today’s changing schools while focusing on identifying innovations that can develop students’ capacity to be agents of innovation, collaboration, and creativity.
This course provides rich opportunities for participants to examine the impact of culturally responsive teaching within diverse learning environments to foster positive social change. Participants will adopt a cultural and global perspective of teaching and learning to understand how they can best support diverse learners and become agents of social change in their respective fields. Through scenario-based activities, participants will directly apply skills needed to make informed decisions about the design, development, implementation, and evaluation of culturally relevant instructional practices to facilitate the learning of diverse learners. Prerequisite: EDU 650.
During this course, students will apply evidence-based, differentiated strategies in relationship to practice, process, product, content, assessment, and grouping to meet diverse academic instructional needs. Students will construct assessments, learning objectives, and instructional strategies that offer a rich inquiry of learning styles. This approach to instructional design will promote critical thinking for learning along with the inclusion of cultural schemata (i.e., personal experiences, cultural and language norms, and family belief systems). Prerequisite: EDU 650.
This course will prepare participants to effectively use assessments to enhance student learning and planning for instruction. Participants will have the opportunity to examine different types of assessments and create their own assessments utilizing components of the Backward Design Model. Participants will gain experience in interpreting data to support the individual needs of students through differentiated instruction. This course will also explore the importance of using feedback to help guide instruction and for student self-assessment. Furthermore, current literature will be evaluated to examine relevant issues related to assessments. Prerequisite: EDU 673.
In this course, learners will gain practical knowledge about the purposeful integration of technologies to enhance instruction and support diverse learners using the three principles of the Universal Design for Learning (UDL). Learners will evaluate each UDL principle to inform the use of technology in improving learner motivation, stimulating critical thinking, ensuring flexibility and promoting authentic learning experiences to support diverse learners. Prerequisite: EDU 673 or ESE 601 or ECI 601.
This course provides an introduction to the education of students in the school setting with exceptional needs, specifically those with mild to moderate disabilities, who qualify for services under one or more of the eligibility criteria covered by special education federal laws. Special education key terms and common strategies that influence learning and behavior as well as ethical and legal privacy rights of families of children with disabilities are introduced. Additionally, variations, characteristics, and patterns of individual differences in learning and academic progress are investigated.
This course introduces learners to action research as a systematic, ethical, and reflective approach to improving practice within educational and organizational contexts. Learners will explore the purpose, goals, and ethical foundations of action research and examine its role in fostering professional growth and leadership development. Through critical analysis of current research literature, students will evaluate the quality, relevance, and ethical neutrality of scholarly work using both traditional and emerging digital research tools. The course emphasizes methodological decision-making as learners assess research designs and justify appropriate approaches for addressing real-world problems of practice.
As a culminating experience, learners will develop a comprehensive, feasible, and ethically sound action research proposal grounded in their professional context. This proposal will serve as the foundation for ECI 696: Capstone 2 Culminating Project, in which learners will implement their approved action research plan, collect and analyze data, and reflect on findings to inform professional practice, leadership growth, and organizational improvement. Prerequisite: ECI 685, EDU 620, or ECE 673.
The Capstone 2: Culminating Project is a course in which students will demonstrate their attainment of the program outcomes through a spiraled process of skill demonstration including reflection, application, synthesis, and evaluation. This comprehensive course is designed to integrate and apply the knowledge, skills, and dispositions acquired throughout their programs, providing students with an opportunity to demonstrate their mastery of educational theory, research, and practice. The course emphasizes the development of advanced competencies in areas such as curriculum design, assessment and evaluation, instructional leadership, and educational research. Through this capstone experience, students will emerge as confident, reflective, and skilled education professionals prepared to make a positive impact in diverse educational settings. Prerequisite: EDU 694 or ECE 660

Specializations

Program Requirements

To be awarded the Master of Arts in Education degree, all students must complete 36 credits, with a 3.0 minimum grade point average.

Licensure and Certification Terms and Conditions

California Students: An education degree offered through the University of Arizona Global Campus online modality does not lead to teacher licensure in the state of California. In order to obtain teacher licensure, a baccalaureate or higher degree, except in professional education, from an approved accredited college or university is required. Residents that meet the education requirement must also complete a California Commission on Teacher Credentialing approved teacher preparation program which includes specific coursework, a teaching performance assessment, and a formal recommendation by the program sponsor where the preparation program was completed. For additional details regarding the single subject teaching credential requirements for teachers prepared in California, please visit: https://www.ctc.ca.gov/credentials/leaflets/Single-Multiple-Subject-Credentials-(CL-560C). For additional details regarding the single subject teaching credential requirements for teachers prepared outside of California, please visit: https://www.ctc.ca.gov/credentials/leaflets/Single-Subject-Credentials-Outside-CA-(CL-560).

Certain degree programs may not be available in all states.

Quality Matters Certification

What Can I Do with a Master’s in Education?

Career Paths

You will benefit from opportunities to enhance your career with a degree in education at the graduate level. With a Master of Arts in Education, you may be able to pursue education careers such as:

Admission Director
Financial Aid Director
Registrar
Educational, Guidance, and Career Counselors and Advisors
Social and Community Service Managers

Connect With Career Services

Job Market Outlook

Gain insights into the education job market by reviewing the Bureau of Labor Statistics market outlook report.

View Full Market Outlook

The ability to work toward my degree and maintain my daily life was a huge factor in my decision to go back.

Deborah O.

Class of 2023

Earning a master's in education may be a valuable investment in your future. This degree equips you with advanced skills and knowledge, positioning you to pursue leadership roles within educational settings and beyond. Moreover, the flexibility of the online program at UAGC allows you to balance your studies with personal and professional commitments, making it an excellent choice for educators seeking to enhance their careers.
At ��ɫ��TV��Ƶ, you’ll take one master’s degree course at a time in six-week intervals, allowing you to balance school, work, and family commitments, while still being able to access your online classroom from anywhere. With 36 credits across 12 courses, the MAEd program can be completed in less than two years.
Your eight core education courses in the online master’s in education program define the foundation of knowledge and skills for you to provide instruction to diverse populations. You will get in-depth study of the areas that most influence educational institutions, including instructional methods, curriculum design, assessment strategies, advanced pedagogical theory, and principles of leadership.
Your specialization options are composed of courses that you can select for yourself, based on your personal interests and expertise. Your courses are taught by education faculty members who represent a rich cross-section of education professionals, all have advanced degrees, and are leaders in the field.

See What Else UAGC Has to Offer

†

Overview #cta-with-side-content-389086 Tuition and Aid #cta-with-side-content-389092 Courses #completion-journey--389108 Careers and Outcomes #zes-two-column-tabs-389120 FAQs #accordion-faq-389125 The master’s degree in early childhood education is 100% online and is designed to benefit working educators who need flexible and accelerated classes. 36 Credits 6-week Courses

A Master of Arts in Education, or MAEd, will help you to enhance your credentials and knowledge and reinforce critical soft skills such as problem-solving and research while gaining up-to-date insight into learning tools and technologies.

Design appropriate, challenging, and diverse learning experiences informed by contemporary, research-based theory and practice Design a variety of strategies and experiences to elicit evidence of learner growth and responsive instructional decisions Analyze research that generates positive social change, along with evidence-based practices and academic writing Admission Director Financial Aid Director Registrar Educational, Guidance, and Career Counselors and Advisors Social and Community Service Managers IndividualDegree Tue, 08/26/2025 - 00:00 Tue, 09/09/2025 - 00:00 Tue, 09/30/2025 - 00:00 Tue, 10/21/2025 - 00:00 Off 001Do00000ScUzcIAF On

Online MA in Early Childhood Education Leadership | UAGC

bkeim — Sun, 07 Sep 2025 18:06:25 +0000

Online MA in Early Childhood Education Leadership | UAGC bkeim Sun, 09/07/2025 - 11:06 College of Professional Advancement Education Master's Degrees Master of Arts in 25066

Master of Arts in Early Childhood Education Leadership

College of Professional Advancement

Create Positive Learning Environments

Apply Now

Shape the Future for Generations to Come

The Master of Arts in Early Childhood Education Leadership from the University of Arizona Global Campus (UAGC) is offered 100% online and is designed to benefit working educators who need flexible and accelerated classes. This program prepares professionals in early childhood education to address the developmental needs of young children in a variety of settings using ethical practice, innovative technology, and research-based advocacy.

By pursuing an online master’s degree in early childhood education leadership, you will get the chance to continue growing and supporting young children as they go through their most transformative phase. When you successfully complete your early childhood education leadership degree, you will be able to:

Evaluate evidence-based theories and strategies aligned with early development and learning needs to support high-quality learning environments
Assess effective communication and collaboration strategies to positively influence partnerships with community agencies and families with young children
Evaluate early childhood curricula designed to promote development and learning across all domains of development
Evaluate effective assessment and evaluation strategies, tools, and procedures designed to improve outcomes for young children, families, and programs
Design discipline-specific action research based on relevant theory and research methodology
Propose ethical solutions that promote educational transformation in the field of early childhood education
Construct a personal definition of leadership as an early childhood education professional

Why Choose the University of Arizona Global Campus?

Accelerated 6-week courses

1 course at a time

$0 Application Fee

Accredited by WSCUC

Military Students $350.00/credit

ECE Leadership Master’s Degree Courses $600.00/credit

Technology Fee** $145.00/course

Books and Other Class Materials** $155.00/average per course

Graduation Fee $150.00

Total Program Cost See UAGC Catalog¹

¹Keep in mind that this figure doesn’t factor in any potential discounts, partner benefits, or impact of accepted transfer credits, if eligible.

Scholarships

UAGC offers enrolled students access to ScholarshipUniverse, a platform that tailors external scholarship opportunities to your unique situation, making it easier to find and apply for scholarships.

Partnership Savings

UAGC is proud to provide reduced tuition rates for our academic and corporate partners, helping community college transfer students and corporate employees earn their degrees at a lower cost.

Ready to complete your online master’s in early childhood education leadership? Transfer your approved credits with our graduate transfer policy.†

This master’s in early childhood education leadership online will give you a greater understanding of child development and the multiple influences on learning. Your advanced courses will increase your knowledge of the foundations, functions, and current challenges in the field of early childhood education.

Year 1

Year 2

Year 1

Students in this course will be introduced to the professional knowledge, skills, dispositions, and standards expected of early childhood education professionals and innovative leaders in the field. Further, this course will introduce several programmatic themes—social justice, 21st century teaching and learning, and leadership—to inspire students to be active early childhood advocates for children. Students will also gain insights and understanding related to the academic, personal, and professional expectations of graduate students to support their success in the MAECEL program and in their profession.
This course examines current issues, trends, theories, and research related to child development and developmentally appropriate practices in the early childhood classroom. Students generate ethical solutions to relevant issues in the field of early childhood education and social justice. Further, students will examine how various leadership models foster professional knowledge and skills within their chosen field of study. Using this information, students design a classroom environment that incorporates evidence-based and developmentally appropriate strategies that promote optimal learning and development in young children. Prerequisite: ECE 600 or EDU 650
This course provides opportunities for students to examine partnerships among early childhood professionals, families, and the communities in which they work. Throughout the course, students evaluate how their daily instructional practices promote positive outcomes for young children. Students explore the various partnerships necessary in early childhood education and discover how these partnerships can support curriculum, learners’ development, and the learning environment. Course requirements provide several opportunities for students to examine and discuss the effectiveness of ethical communication and collaboration strategies. Approaching course topics as reflective practitioners, students are able to determine how these specific partnerships fit into their future roles. Prerequisite: ECE 600 or EDU 650
In this course, students examine the relationship between theory, research, and practice in creating quality curriculum for the early childhood classroom. In addition, students evaluate a wide array of approaches, instructional strategies, and tools utilized to positively influence each child’s learning and development. Students also analyze their roles as leaders in evaluating curriculum materials and models that align with state and national standards. Utilizing this information, students design challenging curriculum that promotes comprehensive development and learning outcomes for all young children and across all domains of development. Prerequisite: ECE 600 or EDU 650
In this course, students examine the purpose and ethical use of assessment and evaluation strategies, tools, and procedures in early childhood education. In addition, students analyze assessment methods related to developmental concerns and intervention strategies in early childhood settings. Students also evaluate leadership roles and responsibilities in building effective learning environments and programs through assessment partnerships and action research initiatives with families and colleagues. Throughout the course, students learn how to utilize effective assessment strategies to positively influence child development.
Students enrolled in this course are introduced to action research and are provided with an explanation of the goals, rationale, and value of action research in the early childhood environment. Students will demonstrate effective use of research sources using digital tools and evaluative methods. They will apply methodologies and use ethics to evaluate various educational theories and research and acquire skills that support best practices. During this course, students will identify a problem, construct an action research proposal, collect and analyze data, and identify implications for future action research while considering their professional and leadership capabilities. Prerequisite: ECE 631, ECE 642 and ECE 657
This course provides students with an overview of the knowledge and skills necessary to develop and administrate an early childhood facility. Students will create a personal definition of leadership and evaluate high-quality early childhood programs that meet the needs of diverse children, families, and communities. In addition, students will develop a strategic plan that meets high-quality and developmentally appropriate aspects of early childhood programs. Students will also examine how early childhood administrators evaluate faculty and staff. Prerequisite: ECE 600 or EDU 650
In this course, students evaluate professional early childhood learning resources that target learning outcomes, program needs, and support family and community partnerships. Students also develop a strategic plan to foster professional learning and development for early childhood staff and teachers that includes professional learning models. In addition, students create a system that supports the development of effective personnel management practices and promotes high-quality programs. Throughout the course, students analyze ethical and professionally sound decision-making and leadership practices used in early childhood education.

Year 2

In this course, students will learn about public policy and law as it relates to early childhood education. Students will leverage leadership skills, advocacy skills, and professional knowledge to promote educational transformation, social justice, and positive change in early childhood education. Prerequisite: ECE 671
The Capstone 2: Culminating Project is a course in which students will demonstrate their attainment of the program outcomes through a spiraled process of skill demonstration including reflection, application, synthesis, and evaluation. This comprehensive course is designed to integrate and apply the knowledge, skills, and dispositions acquired throughout their programs, providing students with an opportunity to demonstrate their mastery of educational theory, research, and practice. The course emphasizes the development of advanced competencies in areas such as curriculum design, assessment and evaluation, instructional leadership, and educational research. Through this capstone experience, students will emerge as confident, reflective, and skilled education professionals prepared to make a positive impact in diverse educational settings. Prerequisite: EDU 694 or ECE 660

Program Requirements

To be awarded the Master of Arts in Early Childhood Education Leadership degree, all students must complete 30 credits with a 3.0 minimum grade point average.

Applicants to the Master of Arts in Early Childhood Education Leadership must have:

Earned a bachelor’s degree** from an approved accredited university in early childhood education or a related field; or Current or previous employment in the field of early childhood education.

**Unofficial or official transcripts showing an earned undergraduate degree in Early Childhood Education or a related field must be submitted with the Application for Admission.

Licensure and Certification Terms and Conditions

Certain degree programs may not be available in all states.

Quality Matters Certification

What Can I Do with a Master of Arts in Early Childhood Education Leadership?

Career Paths

The Master of Arts in Early Childhood Education Leadership degree program will prepare you for leadership positions in various early childhood education settings. Some of the opportunities you might pursue include:

Site Manager
Preschool Program Director
Childcare Director

Connect With Career Services

Job Market Outlook

Gain insights into the early childhood education leadership job market by reviewing the Bureau of Labor Statistics market outlook report.

View Full Market Outlook

I looked at a lot of different institutions; however, the friendliness of the staff and knowledgeable advisors really steered me in choosing UAGC.

Rachel B.

Class of 2023

Early childhood education leadership revolves around creating learning environments where both students and staff feel safe, respected, and motivated. ECE leadership programs prepare individuals to advocate for young children, mentor educators, and implement effective educational practices.
A degree in educational leadership, particularly in early childhood education, can be very valuable. It provides the skills to make a significant impact on the lives of young children and their families, and may help you pursue leadership positions. We recommend you speak with an Enrollment Advisor about your career goals to see if this program is right for you.
The early childhood education leadership degree program at UAGC will give you a greater understanding of child development and the multiple influences on learning, helping you take the next steps in your career as an educator. Your advanced courses will increase your knowledge of the foundations, functions, and current challenges in the field of early childhood education.
Early childhood education leadership involves mentoring and supporting teachers, developing curriculum, building relationships with families and the community, and advocating for high-quality early childhood education. It's about creating a positive and enriching learning environment for young children.
While related, leadership focuses on realizing an organizational vision, inspiring others, and driving change, while management emphasizes the day-to-day operations, organization, and resource allocation of a program.

See What Else UAGC Has to Offer

†

Overview #cta-with-side-content-389022 Tuition and Aid #cta-with-side-content-389028 Courses #completion-journey--389040 Careers and Outcomes #zes-two-column-tabs-389052 FAQs #accordion-faq-389059 The master’s degree in early childhood education is 100% online and is designed to benefit working educators who need flexible and accelerated classes. 30 Credits 6-week Courses

Your advanced early childhood education leadership coursework can help you take the next steps in your career as an educator and can help with opportunities in and out of the classroom.

Evaluate evidence-based theories and strategies aligned with early development and learning needs to support high-quality learning environments Assess effective communication and collaboration strategies to positively influence partnerships with community agencies and families with young children Evaluate early childhood curricula designed to promote development and learning across all domains of development Site Manager Preschool Program Director Childcare Director IndividualDegree Tue, 08/26/2025 - 00:00 Tue, 09/09/2025 - 00:00 Tue, 09/30/2025 - 00:00 Tue, 10/21/2025 - 00:00 Off 001Do00000ScUzbIAF On

Online BA in Instructional Design | UAGC

bkeim — Tue, 02 Sep 2025 17:32:52 +0000

Online BA in Instructional Design | UAGC bkeim Tue, 09/02/2025 - 10:32 College of Professional Advancement Education Bachelor's Degrees Bachelor of Arts in 161

Bachelor of Arts in Instructional Design

College of Professional Advancement

Design the Future of Learning

Apply Now

Impact Lives with Instructional Solutions

Prepare to design training and instruction for online, place-based, and blended learning environments with the online Bachelor of Arts in Instructional Design degree program from the University of Arizona Global Campus (UAGC).

Instructional design is the process of determining the needs of a learner, identifying the material they need to acquire, and then designing a learning plan that caters to their needs through various instructional solutions. These solutions can come in the form of digital or physical products and experiences. As an instructional designer, you’ll build, develop, and deliver instructional products and experiences for classrooms and even corporations.

Based on the Instructional Designer Competencies of the International Board of Standards for Training and Performance Instruction (IBSTPI), the bachelor’s degree in instructional design ensures you are prepared to serve in the global education economy where instructional designers are in demand.

Upon completion of the instructional design program, you will be able to:

Design instructional and training interventions and assessments for online, place-based, and blended delivery
Apply the results of learning, task, performance, and other analyses to the design of training and instruction
Apply evaluations of technologies for developing, delivering, and assessing instructional design and training interventions
Distinguish how different principles and theories of learning, design, and assessment influence design processes and outcomes
Develop plans to manage collaborative processes and participants typically involved in an instructional design project
Respond appropriately to ethical, legal, and political factors influencing instructional design projects for diverse learners and contexts
Justify design decisions through effective communication in visual, oral, and written form

Why Choose the University of Arizona Global Campus?

Accelerated 5 week courses

1 course at a time

$0 Application Fee

Accredited by WSCUC

Military Students $250.00/credit

Undergraduate Courses $460.00/credit

Technology Fee** $115.00/course

Books and Other Class Materials** $125.00/average per course

Graduation Fee $150.00

Total Program Cost See UAGC Catalog¹

¹Keep in mind that this figure doesn’t factor in any potential discounts, partner benefits, or impact of accepted transfer credits, if eligible.

Scholarships

UAGC offers enrolled students access to ScholarshipUniverse, a platform that tailors external scholarship opportunities to your unique situation, making it easier to find and apply for scholarships.

Partnership Savings

UAGC is proud to provide reduced tuition rates for our academic and corporate partners, helping community college transfer students and corporate employees earn their degrees at a lower cost.

Careers Related to Bachelor of Arts in Instructional Design

Visit Career Services

Ready to complete your instructional design bachelor’s degree online? Transfer your approved credits with our undergraduate transfer policy.†

Your instructional design courses will examine learning theory, studies in assessment, adult learning, and virtual collaboration.

Freshman Year

Sophomore Year

Junior Year

Senior Year

Freshman Year

In this foundational course, students explore the principles necessary for achieving personal and career success. GEN 101 serves as a road map, guiding students as they begin their academic journey. Through self-discovery, surveying available resources, connecting with UAGC groups, and engaging with Career Services, students learn the essential skills of planning and goal setting. Students apply their personal strengths, skills, and lifelong learning strategies to develop essential career competencies. By making these meaningful connections students gain a deeper understanding of how their education relates to their desired career path. Congratulations on embarking on this college journey filled with growth, exploration, and endless possibilities! This course is not available for non-degree seeking students.
This course offers an overview of digital fluency as it applies to personal, academic, financial, and professional success. Students will analyze the impact of digital technology on personal, social, and diversity issues and will develop digital skills that will assist in achieving academic, personal, and career goals. An overview of digital media is introduced with practical strategies for application in personal and professional life.
Learn and use key, practical skills that are applicable at home, at work, and in all UAGC courses! As UAGC students progress in their academic journey, strategies for personal, professional, and academic success continue to develop. This introductory course takes a two-pronged approach to setting students on a path to success. It merges fundamental informational literacy concepts with essential resources and skills that prepare students for college and career. Students learn how to identify, locate, evaluate, apply, and acknowledge information obtained through UAGC Library databases and internet search engines. By applying the research process, students sharpen critical thinking skills and learn to use information ethically. The final project is a practical and relevant opportunity for students to apply their learning in personally, professionally, and academically meaningful ways.
ENG 121 is designed to introduce students to the standards of writing in both academic and professional settings. The class will operate by first introducing, and then allowing students to practice, several written communication skills. Throughout, we will work to understand writing as a process, one that is strengthened through critical thinking, deepened by research, and built on a foundation of professional standards. Students will articulate a sense of their own skills and goals, and engage in collaborative conversations with peers and their instructor so as to be able to express their ideas more effectively. During the course, students will use the writing process to scrutinize their own perspectives while challenging them to embrace a wider conversation.
This course is designed to expand students’ appreciation of film and knowledge of how films are made. Through analysis of storytelling in a visual medium, students will examine the ways in which movies are shot, develop characters, evoke emotion, depict physical reality, reflect society, and have the power to influence it. Though the focus of the course is film itself, students will gain deeper intercultural fluency while growing their skills in critical thinking, written communication, and visual analysis.
This course is a study of correct and incorrect reasoning involved in everyday activities. The fundamentals of language and argument, deductive and inductive reasoning and other aspects of practical reasoning are examined.
This course examines and evaluates theories and arguments concerning ethics and moral reasoning from a philosophical perspective. By engaging with historical and contemporary sources, students will analyze theories about the meaning, nature, and justification of ethical concepts; determine and assess how different forms of moral reasoning apply to contemporary moral issues; become more reflective and informed about their own moral beliefs; and develop their capacity for critical practical reasoning.
In this course, students will develop and expand their research and writing skills to communicate ideas in informed, ethical, and persuasive written documents intended for a range of audiences across a range of situations and contexts. Students will receive instruction and practice in synthesis and analysis, bolstering their written communication skills with a thorough understanding of academic research while honing critical thinking skills and effective work habits. Through writing well-structured, logical, and effective academic essays, students will explore tools and develop topics in a way that is meaningful to academic and professional lives. Prerequisite: Successful completion of ENG 121 or equivalent with a grade of “C-” or better.
This course is designed to aid students in understanding the dynamics of interpersonal relationships. Verbal and nonverbal communication patterns among people in personal, social, academic, and professional settings will be examined, within and between cultures, including both face-to-face and technologically mediated channels. The nature of these interactions will be evaluated using contemporary communication theory. The course will enable students to identify their interpersonal communication skills and behaviors and to more critically evaluate their own oral communication and that of others. The primary goals of the course are to improve the quality of students’ communication in their personal and professional relationships, to enhance students’ experience and. confidence with oral communication, and increase awareness of the importance of interpersonal communication that is inclusive and equitable.
A survey of government at the national level. Emphasis is placed on the constitutional basis of American government, federalism, the sources and forms of political behavior, the operation of the three branches of government, and the making of national policy.

Sophomore Year

Students explore culture in its role of guiding human behavior and providing social order, structure, and stability for individuals and groups of people. Culture is presented as a system of adaptation involving beliefs, behavior, language, customs, socio/political strategies, traditions, and technology that evolve over time. Recommended prerequisite: ENG 122.
This course focuses on sustainable development from a cross-disciplinary approach, including, economics, management, education, policy, and science. Students discuss sustainability conflicts at the national and international levels, and use online simulations to understand and evaluate sustainability practices. Topics include zero waste, water management, smart growth, green technology, global change, renewable energy, agriculture, and land management.
In this course, students will explore a wide range of Algebra topics. Topics will include study of linear equations, linear relationships, slope, polynomials, and functions, including graphing relations and solving systems of equations. Emphasis will be placed on developing an awareness of historical and current uses of algebra in real life settings, in various careers, and in solving important societal problems.
The capstone serves as an opportunity to reflect upon, integrate, and showcase learning achievement. Through discussions and course-embedded assessments, students will demonstrate a mastery of essential general education competencies as they relate to their personal and professional lives and provide evidence of growth through application of competency related skills to real-world situations. A minimum grade of “C-“ is required to meet course requirements. Prerequisite: 75 completed credits or permission of the student’s college or dean.
This course introduces students to education as both a professional pathway and a dynamic social institution. Students will explore the personal, ethical, and professional qualities that define effective educators while examining how cultural, economic, and policy factors shape schooling in diverse societies. Through the lens of the social sciences, students will analyze human behavior, equity, and institutional practices that influence teaching and learning. Emphasis is placed on developing a personal “why” for teaching, fostering culturally responsive mindsets, and understanding how evidence-based instructional models promote access and achievement for all learners.
This course explores the principles of the science of learning, providing students with a comprehensive understanding of how people learn based on current research in cognitive science, neuroscience, and educational psychology. Through the study of memory, motivation, emotion, and neurodiversity, students will learn how to design and implement evidence-based teaching strategies that enhance learning outcomes across diverse educational settings. Key topics include major learning theories, the role of memory in learning, the impact of motivation and emotion, the neuroscience of learning differences, and practical applications of learning science in instructional design. By the end of the course, students will be equipped with tools to create more effective, inclusive, and motivating learning environments that support all learners.
This introductory course will cover learning theories including behaviorist, cognitive, constructivist and social learning as well as examine their relationship to instructional practices and course design. Basic principles and vocabulary for instructional design will be introduced. Additional topics covered will include factors that influence learning including motivation, learner engagement and learning styles. Students will begin to identify learning outcomes that can be addressed in an instructional design setting.
This course will introduce students to a variety of e-Learning strategies preparing them to select and evaluate e-Learning for a variety of learners and organizational contexts. Throughout this course, students will explore e-Learning theory and practice while having an opportunity to design and develop effective eLearning activities. Additionally, students build on prior learning about needs assessment in instructional design contexts. Prerequisite: EDU 120.
The application of instructional design for online learning will be emphasized as students apply their knowledge to analyze, select and design instructional strategies that are most effective for engaging and teaching online learners. Students will learn methods for managing and delivering online instruction utilizing course management tools and multimedia technologies in both synchronous and asynchronous environments. Prerequisites: EDU 120 and EDU 232.
In this course, students will discuss issues related to collaboration in the online environment and explore the use of technology to promote virtual collaboration, teamwork, and interaction. In addition, students will examine strategies for managing virtual teams and will utilize a variety of tools to design activities that leverage technology to support online collaboration and interaction. Prerequisites: EDU 120 and EDU 232.

Junior Year

Strategies and ideas of including the latest in technology advancements to promote student engagement and learner success will be examined in this course. Students will also gain hands on experience using a variety of technology to create instructional materials. Prerequisites: EDU 120 and EDU 232.
Students will learn to identify the differences in formative and summative evaluation data and design online learning scenarios to address both of these. The effectiveness of e-learning will be explored through research. The philosophy, use and development of grading rubrics for assignments will be explored. Issues of plagiarism and cheating in e-learning will also be examined. Prerequisites: EDU 120 and EDU 232.
In this course, students will examine eLearning in a variety of forms. Students will explore various instructional design eLearning principles, their application to eLearning materials, and will develop the skills necessary to evaluate eLearning products. Through the study of eLearning, students will also learn to identify evaluation methods that are appropriate to both context and audience. Prerequisites: EDU 120 and EDU 232.
Students will learn about the various theories and practices associated with adult learning, how learning may be designed and implemented for adult learners, as well as how learning as an adult differs from younger learners. Various modalities for instruction will be examined including e-learning, accelerated courses, and training sessions.
In this course, students will apply the systematic approach of instructional design to design and develop instruction that addresses a performance problem. Throughout this course, students will evaluate trends and issues in the field of instructional design. In addition, students will apply knowledge and skills acquired throughout the Bachelor of Arts in Instructional Design program to assess the quality of instructional design projects. Prerequisites: EDU 120 and EDU 232.
Instructional design requires careful and thoughtful collaboration among a variety of design team members. In this course various project management tools, procedures, and methodologies will be introduced as they are applied to projects in education or training. Students will explore the relationship of time constraints, cost, scope and the nature of the project being designed. Prerequisites: EDU 120 and EDU 232.
College of Education Capstone is designed to equip students at the end of their academic journey with the tools and strategies necessary for a successful transition into the 21st-century workforce. This course provides essential guidance and support, empowering recent graduates to create a compelling message that showcases their skills and abilities, positioning them as valuable assets to potential employers. The curriculum addresses five key areas vital for students entering the job market: sharing one’s story, resume creation, interview skills, portfolio development, and embedding an elevator pitch and personal brand statement into an easily shared and accessed ePortfolio. By mastering these areas, students will be able to market themselves competitively and effectively navigate their career paths. Prerequisite: GEN 499 & majority of major coursework.

Senior Year

Program Requirements

Credit Breakdowns

General Education

Credits

Major Credit Requirements

Credits

Electives

Credits

Total Credits

120

Credits

To earn your Bachelor of Arts in Instructional Design at the University of Arizona Global Campus, you must complete 120 credits. You will need to complete 30 upper-division credits, of which 18 credits must be from the major program. A total of 30 credits must be completed at the University of Arizona Global Campus to meet the residency requirement. You may be able to transfer approved credits from community colleges, other previous college coursework, or other life experiences such as military service or job training toward your degree.

Licensure and Certification Terms and Conditions

Certain degree programs may not be available in all states.

Quality Matters Certification

What Can I Do with a Degree in Instructional Design?

Career Paths

Just a few of the many professional careers that often begin with a bachelor’s degree in instructional design include:

Training and Development Specialists
Corporate Trainer
E-Learning Developer
Management Development Specialist
Job Training Specialist
Training Specialist
Audio-Visual and Multimedia Collections Specialist

Connect With Career Services

Career Fields

Schools and corporations recognize the need to provide learners with more choices in their learning environments. Professionals in all industries are concerned with teaching and training employees and customers. An instructional designer could work in higher education, corporate, government, military, and non-profit sectors.

Connect With Career Services

Job Market Outlook

Gain insights into the instructional design job market by reviewing the Bureau of Labor Statistics market outlook report.

View Full Market Outlook

This degree was perfect for me. The advisors were so very helpful, and the classes were very informative. I definitely got my money's worth.

Savannah F.

Class of 2023

A Bachelor of Arts in Instructional Design prepares you to create effective learning experiences and materials. The online program at UAGC teaches how to apply learning theories and design principles to develop engaging and impactful instruction across various formats and platforms for diverse learners.
Whether you have prior experience as an educator or trainer, or you are completely new to the profession, pursuing your bachelor’s degree can be a rewarding endeavor while being an important steppingstone as you prepare your move into instructional design. If becoming an instructional designer is your goal, it’s important to take into consideration that employers may require a master’s degree in instructional design and technology.
Companies looking to hire instructional designers to focus on things like employee training, or technology tutorials, often place more value on relevant work experience. At the end of the day, it’s important to determine the kind of work you want to do, as this can determine how far you take your education.
Teachers typically deliver pre-designed curriculum in a classroom setting, while instructional designers create and develop those learning experiences and materials, often for diverse settings and audiences. Instructional designers focus on the "behind-the-scenes" work of designing effective instruction.
If you enjoy problem-solving, have a passion for education and technology, and are fascinated by how people learn, instructional design might be a good fit for you. Speak with a UAGC Enrollment Advisor about your career goals to find out if our bachelor’s degree in instructional design is right for you.
The ever-changing role of the instructional designer is reflected in the degree curriculum. This online degree explores learning theory, curriculum development, and the development and implementation of training processes. The relevant and current subject material that is covered in this degree in instructional design focuses on the emerging issues in educational technology and making instructional experiences through e-learning more efficient.

See What Else UAGC Has to Offer

†

Overview #cta-with-side-content-388228 Tuition and Aid #cta-with-side-content-388237 Courses #completion-journey--388253 Careers and Outcomes #zes-two-column-tabs-388267 FAQs #accordion-faq-388274 An instructional design degree explores the connections between learning, thinking, and technology. Discover if bachelor's in instructional design right for you! 120 Credits 5-week courses

Turn technology into business solutions with your Bachelor of Science in Information Technology degree from the Forbes School of Business and Technology® at the University of Arizona Global Campus.

Analyze a complex computing problem and to apply principles of computing and other relevant disciplines to identify solutions Design, implement, and evaluate a computing-based solution to meet a given set of computing requirements in the context of the program’s discipline Communicate effectively in a variety of professional contexts Training and Development Specialists Corporate Trainer E-Learning Developer Management Development Specialist Job Training Specialist Training Specialist IndividualDegree Tue, 09/09/2025 - 00:00 Tue, 10/14/2025 - 00:00 Off 001Do00000ScUzZIAV On

Online BA in Education Studies | UAGC

bkeim — Tue, 02 Sep 2025 02:29:07 +0000

Online BA in Education Studies | UAGC bkeim Mon, 09/01/2025 - 19:29 College of Professional Advancement Education Bachelor's Degrees Bachelor of Arts in 86

Bachelor of Arts in Education Studies

College of Professional Advancement

Prepare to Work with Diverse Learners

Apply Now

Take the First Step Toward Becoming an Educator

You can play a vital role in a student’s life by improving their educational experience when you earn your Bachelor of Arts in Education Studies from UAGC. With your online education studies degree, you’ll help shape the education of children, adolescents, and adults in a wide range of environments.

In this program, you’ll build a strong foundation and develop your instructional skills, including communication, group behavior, and human development. Your bachelor’s degree in education studies courses cover topics from phonics and English language learning to educational curriculum creation and child development. You will learn to adapt instructions to meet the unique needs of diverse learners.

Upon completion of your education studies degree online, you will be able to:

Design effective curriculum, instruction, and assessment to meet the needs of diverse learners
Demonstrate knowledge of child and adolescent development in the cognitive, social, physical, and emotional domains
Identify the unique needs of special learners and adapt curriculum and instruction to meet these needs
Apply alignment practices of standards, instruction, and assessment to identified academic, district and state standards, goals, and priorities as part of the planning and material selection process
Apply foundational research skills to a topic of interest in an area of education

Why Choose the University of Arizona Global Campus?

Accelerated 5 week courses

1 course at a time

$0 Application Fee

Accredited by WSCUC

Military Students $250.00/credit

Undergraduate Courses $460.00/credit

Technology Fee** $115.00/course

Books and Other Class Materials** $125.00/average per course

Graduation Fee $150.00

Total Program Cost See UAGC Catalog¹

¹Keep in mind that this figure doesn’t factor in any potential discounts, partner benefits, or impact of accepted transfer credits, if eligible.

Scholarships

UAGC offers enrolled students access to ScholarshipUniverse, a platform that tailors external scholarship opportunities to your unique situation, making it easier to find and apply for scholarships.

Partnership Savings

UAGC is proud to provide reduced tuition rates for our academic and corporate partners, helping community college transfer students and corporate employees earn their degrees at a lower cost.

Ready to complete your online education studies degree? Transfer your approved credits with our undergraduate transfer policy.†

Freshman Year

Sophomore Year

Junior Year

Senior Year

Freshman Year

In this foundational course, students explore the principles necessary for achieving personal and career success. GEN 101 serves as a road map, guiding students as they begin their academic journey. Through self-discovery, surveying available resources, connecting with UAGC groups, and engaging with Career Services, students learn the essential skills of planning and goal setting. Students apply their personal strengths, skills, and lifelong learning strategies to develop essential career competencies. By making these meaningful connections students gain a deeper understanding of how their education relates to their desired career path. Congratulations on embarking on this college journey filled with growth, exploration, and endless possibilities! This course is not available for non-degree seeking students.
This course offers an overview of digital fluency as it applies to personal, academic, financial, and professional success. Students will analyze the impact of digital technology on personal, social, and diversity issues and will develop digital skills that will assist in achieving academic, personal, and career goals. An overview of digital media is introduced with practical strategies for application in personal and professional life.
Learn and use key, practical skills that are applicable at home, at work, and in all UAGC courses! As UAGC students progress in their academic journey, strategies for personal, professional, and academic success continue to develop. This introductory course takes a two-pronged approach to setting students on a path to success. It merges fundamental informational literacy concepts with essential resources and skills that prepare students for college and career. Students learn how to identify, locate, evaluate, apply, and acknowledge information obtained through UAGC Library databases and internet search engines. By applying the research process, students sharpen critical thinking skills and learn to use information ethically. The final project is a practical and relevant opportunity for students to apply their learning in personally, professionally, and academically meaningful ways.
ENG 121 is designed to introduce students to the standards of writing in both academic and professional settings. The class will operate by first introducing, and then allowing students to practice, several written communication skills. Throughout, we will work to understand writing as a process, one that is strengthened through critical thinking, deepened by research, and built on a foundation of professional standards. Students will articulate a sense of their own skills and goals, and engage in collaborative conversations with peers and their instructor so as to be able to express their ideas more effectively. During the course, students will use the writing process to scrutinize their own perspectives while challenging them to embrace a wider conversation.
This course is designed to expand students’ appreciation of film and knowledge of how films are made. Through analysis of storytelling in a visual medium, students will examine the ways in which movies are shot, develop characters, evoke emotion, depict physical reality, reflect society, and have the power to influence it. Though the focus of the course is film itself, students will gain deeper intercultural fluency while growing their skills in critical thinking, written communication, and visual analysis.
This course is a study of correct and incorrect reasoning involved in everyday activities. The fundamentals of language and argument, deductive and inductive reasoning and other aspects of practical reasoning are examined.
This course examines and evaluates theories and arguments concerning ethics and moral reasoning from a philosophical perspective. By engaging with historical and contemporary sources, students will analyze theories about the meaning, nature, and justification of ethical concepts; determine and assess how different forms of moral reasoning apply to contemporary moral issues; become more reflective and informed about their own moral beliefs; and develop their capacity for critical practical reasoning.
In this course, students will develop and expand their research and writing skills to communicate ideas in informed, ethical, and persuasive written documents intended for a range of audiences across a range of situations and contexts. Students will receive instruction and practice in synthesis and analysis, bolstering their written communication skills with a thorough understanding of academic research while honing critical thinking skills and effective work habits. Through writing well-structured, logical, and effective academic essays, students will explore tools and develop topics in a way that is meaningful to academic and professional lives. Prerequisite: Successful completion of ENG 121 or equivalent with a grade of “C-” or better.
This course is designed to aid students in understanding the dynamics of interpersonal relationships. Verbal and nonverbal communication patterns among people in personal, social, academic, and professional settings will be examined, within and between cultures, including both face-to-face and technologically mediated channels. The nature of these interactions will be evaluated using contemporary communication theory. The course will enable students to identify their interpersonal communication skills and behaviors and to more critically evaluate their own oral communication and that of others. The primary goals of the course are to improve the quality of students’ communication in their personal and professional relationships, to enhance students’ experience and. confidence with oral communication, and increase awareness of the importance of interpersonal communication that is inclusive and equitable.
A survey of government at the national level. Emphasis is placed on the constitutional basis of American government, federalism, the sources and forms of political behavior, the operation of the three branches of government, and the making of national policy.

Sophomore Year

Students explore culture in its role of guiding human behavior and providing social order, structure, and stability for individuals and groups of people. Culture is presented as a system of adaptation involving beliefs, behavior, language, customs, socio/political strategies, traditions, and technology that evolve over time. Recommended prerequisite: ENG 122.
This course focuses on sustainable development from a cross-disciplinary approach, including, economics, management, education, policy, and science. Students discuss sustainability conflicts at the national and international levels, and use online simulations to understand and evaluate sustainability practices. Topics include zero waste, water management, smart growth, green technology, global change, renewable energy, agriculture, and land management.
In this course, students will explore a wide range of Algebra topics. Topics will include study of linear equations, linear relationships, slope, polynomials, and functions, including graphing relations and solving systems of equations. Emphasis will be placed on developing an awareness of historical and current uses of algebra in real life settings, in various careers, and in solving important societal problems.
The capstone serves as an opportunity to reflect upon, integrate, and showcase learning achievement. Through discussions and course-embedded assessments, students will demonstrate a mastery of essential general education competencies as they relate to their personal and professional lives and provide evidence of growth through application of competency related skills to real-world situations. A minimum grade of “C-“ is required to meet course requirements. Prerequisite: 75 completed credits or permission of the student’s college or dean.
This course introduces students to education as both a professional pathway and a dynamic social institution. Students will explore the personal, ethical, and professional qualities that define effective educators while examining how cultural, economic, and policy factors shape schooling in diverse societies. Through the lens of the social sciences, students will analyze human behavior, equity, and institutional practices that influence teaching and learning. Emphasis is placed on developing a personal “why” for teaching, fostering culturally responsive mindsets, and understanding how evidence-based instructional models promote access and achievement for all learners.
Introduction to Education, exposes students to current theories, issues, and practices that apply to the field of education. Students will learn about and apply varied instructional strategies, both individually and collaboratively. Topics include the role and responsibilities of professional educators, federal and state legislation in education, and serving students with special needs and language barriers. Students will discuss the importance of standards-based instruction and effective assessment methods. The concepts of educational equity, diversity, and inclusive practices for special populations are emphasized and woven into the instructional techniques, strategies, and developmental theories, taught in EDU 304. This course is designed to ensure that course completers can effectively support the needs of students from diverse backgrounds in the 21st century classroom.
In this course students are introduced to the history of education in the United States by exploring the ideologies and theoretical frameworks that have shaped the social, political, cultural, and economic tenets within educational institutions in America. The course explores a historical perspective on the experiences of diverse groups of people within our nation’s schools. A particular focus on issues of power and privilege and the ways that race, class, gender, and sexuality intersect with school policies is highlighted. As a culminating project, students will demonstrate an understanding of the development of American education by explaining key historical conditions and events that have shaped the realities of the present-day educational system. (Cross-listed as HIS 324).
Educational Psychology explores the theories of how people learn. Selected learning theories are analyzed from the perspective of teaching and learning. Developmental theory and environmental and social factors are explored as they interface with the learning process. Educational psychology’s research is applied to the measurement, assessment, and evaluation of learning and the effectiveness and efficiency of teaching-learning interactions.
This course explores the principles of the science of learning, providing students with a comprehensive understanding of how people learn based on current research in cognitive science, neuroscience, and educational psychology. Through the study of memory, motivation, emotion, and neurodiversity, students will learn how to design and implement evidence-based teaching strategies that enhance learning outcomes across diverse educational settings. Key topics include major learning theories, the role of memory in learning, the impact of motivation and emotion, the neuroscience of learning differences, and practical applications of learning science in instructional design. By the end of the course, students will be equipped with tools to create more effective, inclusive, and motivating learning environments that support all learners.
This course provides a basic introduction to the nature of human growth and development from conception through adolescence. Students are provided the opportunity to explore the physical, psychosocial, and cognitive factors of growth and development from both a theoretical and a practical perspective. The context and impact of the family and society as well as individual, cultural, moral, and linguistic differences on development will be covered.

Junior Year

Curriculum and Instructional Design is a comprehensive course that delves into the intricate interplay between content standards, curriculum design, lesson planning, and instructional models, with a primary focus on enhancing student achievement and ensuring equitable access to mastery for all learners. This course provides educators, instructional designers, and curriculum developers with the knowledge and skills necessary to navigate the complex relationship between content standards and effective instructional practices. Students will engage in practical lesson planning activities and collaborative discussions to apply their knowledge in real-world scenarios. By the end of the course, students will be equipped with the tools and insights needed to design and implement instruction that not only meets content standards but also fosters an equitable and inclusive learning environment, ultimately leading to increased student achievement for all.
This course provides an examination of educational approaches and their impact on the practice of creating inclusive learning environments for children with exceptionalities. Students will examine methods of assessment and apply evidence-based instructional methods and strategies to support children with diverse needs in inclusive settings. In addition, students will analyze the collaborative models in inclusive settings that support and serve children and their families. Finally, students will create a professional and ethics-based philosophy of inclusion for children with exceptionalities.
This course provides an overview of research-based concepts and instructional practices for teaching children how to read following the Science of Reading. In addition, the course will review assessments for evaluating the performance of developing readers, including phonemic awareness, letter-sound identification, word reading, and fluency. This course will also cover early literacy principles and the stages and components of early literacy development. Finally, the course will help students draw connections between oral language, phonological awareness, phonemic awareness, phonics, and fluent reading.
This course provides a sufficiently broad yet detailed exposure to the realities of teaching a diverse group of English language learners (ELL) and how to best meet their needs using various instructional and assessment strategies. Students will reflect upon their own language learning experiences to aid in their understanding of language development, acquisition, and proficiency in reading, writing, speaking, and listening. Additionally, students will examine the advantages and disadvantages of various English learning programs and significant historical and legislative events in bilingual education. The course is designed to prepare students to deliver content area instruction to ELLs with diverse abilities and backgrounds including but not limited to language, culture, socioeconomic status, and immigration status, using the sheltered instruction approach.
Foundations of Educational Technology is a comprehensive course that examines the influence of educational technology on teaching and learning, with a primary focus on utilizing emerging technology to enhance culturally-responsive student learning and engagement. This course provides prospective educators, instructional designers, and curriculum developers with the knowledge and skills necessary to navigate the complex relationship between a variety of technology applications and diverse learning environments. Students will engage in collaborative discussions examining ethics in utilizing technology and will apply their knowledge in real-world scenarios. By the end of the course, students will be equipped with necessary tools and insights to analyze various applications of educational technology within learning environments and to synthesize an instructional unit using integrated educational technology that promotes achievement for all learners.
College of Education Capstone is designed to equip students at the end of their academic journey with the tools and strategies necessary for a successful transition into the 21st-century workforce. This course provides essential guidance and support, empowering recent graduates to create a compelling message that showcases their skills and abilities, positioning them as valuable assets to potential employers. The curriculum addresses five key areas vital for students entering the job market: sharing one’s story, resume creation, interview skills, portfolio development, and embedding an elevator pitch and personal brand statement into an easily shared and accessed ePortfolio. By mastering these areas, students will be able to market themselves competitively and effectively navigate their career paths. Prerequisite: GEN 499 & majority of major coursework.

Senior Year

Program Requirements

Credit Breakdowns

General Education

Credits

Major Credit Requirements

Credits

Electives

Credits

Total Credits

120

Credits

To earn your Bachelor of Arts in Education Studies at the University of Arizona Global Campus, you must complete 120 credits. You will need to complete 30 upper-division credits, of which 18 credits must be from the major program. A total of 30 credits must be completed at the University of Arizona Global Campus to meet the residency requirement. You may be able to transfer approved credits from community colleges, other previous college coursework, or other life experiences such as military service or job training toward your degree.

Licensure and Certification Terms and Conditions

Current requirements for the single subject teaching credential for teachers prepared in California may be found at https://www.ctc.ca.gov/credentials/leaflets/single-multiple-subject-credentials-(cl-560c).

Current requirements for the single subject teaching credential for teachers prepared outside of California may be found at https://www.ctc.ca.gov/credentials/leaflets/Single-Subject-Credentials-Outside-CA-(CL-560).

Current requirements for the multiple subject teaching credential for teachers prepared in California may be found at https://www.ctc.ca.gov/credentials/leaflets/multiple-subject-teaching-credential-(cl-561c).

Current requirements for the multiple subject teaching credential for teachers prepared outside of California can be found at https://www.ctc.ca.gov/credentials/leaflets/multiple-subject-teaching-cred-(cl-561).

Missouri Students: Contact the Missouri Department of Elementary and Secondary Education, Routes to Certification at 573-751-0051 or at https://dese.mo.gov/educator-quality/certification/routes-certification to verify additional coursework and/or other requirements and how those requirements can be met in Missouri.

Certain degree programs may not be available in all states.

Quality Matters Certification

What Can I Do With a Degree in Education Studies?

Career Paths

If you earn a BA in Education Studies, some of careers you may choose to pursue include:

Teacher Aide
Educational Assistant
Childcare Worker
Tutor

Connect With Career Services

Job Market Outlook

Gain insights into the education studies job market by reviewing the Bureau of Labor Statistics market outlook report.

View Full Market Outlook

I chose UAGC because of the flexibility with the schedule and the accessibility to staff whenever I needed guidance.

Marline D.

Class of 2023

Explore a wide variety of job possibilities while pursuing your passion for educating others. An online BA in Education Studies can teach you the necessary skills to educate others in a multitude of career fields. If you aren’t quite sure what sector you are interested in working in just yet, that’s OK, because a bachelor’s degree in education studies can offer you the educational skills that can be relevant in a wide variety of fields. Education studies students are presented with many options, as there are different specialties that can fit your specific interests.
Explore child and adolescent development through the lens of learning and education. Your bachelor’s in education studies courses cover topics such as phonics and English language learners, curriculum, and educational psychology.
The online education studies program at UAGC incorporates elements of educational theory and practice, such as reflective assignments, online discussions, and virtual simulations. Students can also apply these principles in their future educational roles, whether in person or online.
The online BA in Education Studies program at UAGC is designed to fit your busy schedule. Each class is five weeks long, and you only take one class at a time, so you can focus on one subject and get an in-depth understanding of each topic you’re learning. The classes are fast paced, but you will have 24/7 support and resources available to you.
Yes, a BA in Education Studies is an excellent choice for those who are passionate about education and working with people of all ages.

See What Else UAGC Has to Offer

†

Overview #cta-with-side-content-387854 Tuition and Aid #cta-with-side-content-387863 Courses #completion-journey--387879 Careers and Outcomes #zes-two-column-tabs-387891 FAQs #accordion-faq-387898 Complete your bachelor's degree in education - 100% online - at UAGC. With accelerated courses and flexible schedules, there is no reason to wait. Apply today! 120 Credits 5-week courses

With your online education studies degree, help shape the education of children, adolescents, and adults in a wide range of environments from the classroom to corporate training settings.

Design effective curriculum, instruction, and assessment to meet the needs of diverse learners Demonstrate knowledge of child and adolescent development in the cognitive, social, physical, and emotional domains Identify the unique needs of special learners and adapt curriculum and instruction to meet these needs Teacher Aide Educational Assistant Childcare Worker Tutor IndividualDegree Tue, 09/09/2025 - 00:00 Tue, 09/30/2025 - 00:00 Tue, 10/14/2025 - 00:00 Off 001Do00000ScUzhIAF On

Online BA in Early Childhood Education Administration | UAGC

bkeim — Mon, 01 Sep 2025 03:14:24 +0000

Online BA in Early Childhood Education Administration | UAGC bkeim Sun, 08/31/2025 - 20:14 College of Professional Advancement Education Bachelor's Degrees Bachelor of Arts in 81

Bachelor of Arts in Early Childhood Education Administration

College of Professional Advancement

Prepare to Manage Educational Organizations

Apply Now

Lead Equitable, Inclusive Learning Environments

Realize your management potential while enhancing your understanding of the many aspects of children’s education and administration with your Bachelor of Arts in Early Childhood Education (ECE) Administration from the University of Arizona Global Campus (UAGC). Grow your knowledge in the highly gratifying field of ECE administration as you learn ways to apply your knowledge and skills to manage an educational organization.

This program prepares you for a career in early childcare administration and management. You’ll grow acquainted with the role of an administrator in early childhood education, become highly trained in high-quality leadership practices, and exhibit advanced marketable leadership skills relevant to early childhood education administration.

Upon completion of your administration-focused degree, you will be able to:

Summarize principles of child development including cognitive, physical, linguistic, social-emotional, and affective domains that define healthy, respectful, supportive, and developmentally stimulating environments for children
Design developmentally appropriate teaching strategies to implement professional learning standards and curriculum focused on meeting the academic and developmental needs of children
Justify the goals, benefits, and responsible use of observation, documentation, and assessment strategies in working with families, colleagues, and communities to determine appropriate learning methods for children
Analyze effective strategies that focus on collaboration and communication with families, communities, and colleagues to foster positive and supportive relationships that impact learning and development of children
Analyze the principles of equity, pedagogy, and inclusivity to meet the needs of typically and atypically developing children, as well as culturally and linguistically diverse children and their families
Promote ethical standards through reflective practice and collaboration, critical application of current research and theories, and identification as an early childhood professional and leader while continually advocating on behalf of children and families
Integrate leadership skills by fostering critical decision-making and the process of change to effectively lead and manage early childhood education and care settings
Analyze the resources and skills necessary to communicate and implement the fiscal, legal, and ethical requirements of administering a quality childcare program

Why Choose the University of Arizona Global Campus?

Accelerated 5 week courses

1 course at a time

$0 Application Fee

Accredited by WSCUC

Military Students $250.00/credit

Undergraduate Courses $460.00/credit

Technology Fee** $115.00/course

Books and Other Class Materials** $125.00/average per course

Graduation Fee $150.00

Total Program Cost See UAGC Catalog¹

¹Keep in mind that this figure doesn’t factor in any potential discounts, partner benefits, or impact of accepted transfer credits, if eligible.

Scholarships

UAGC offers enrolled students access to ScholarshipUniverse, a platform that tailors external scholarship opportunities to your unique situation, making it easier to find and apply for scholarships.

Partnership Savings

UAGC is proud to provide reduced tuition rates for our academic and corporate partners, helping community college transfer students and corporate employees earn their degrees at a lower cost.

Ready to complete your online early childhood education administration degree? Transfer your approved credits with our undergraduate transfer policy.†

Freshman Year

Sophomore Year

Junior Year

Senior Year

Freshman Year

In this foundational course, students explore the principles necessary for achieving personal and career success. GEN 101 serves as a road map, guiding students as they begin their academic journey. Through self-discovery, surveying available resources, connecting with UAGC groups, and engaging with Career Services, students learn the essential skills of planning and goal setting. Students apply their personal strengths, skills, and lifelong learning strategies to develop essential career competencies. By making these meaningful connections students gain a deeper understanding of how their education relates to their desired career path. Congratulations on embarking on this college journey filled with growth, exploration, and endless possibilities! This course is not available for non-degree seeking students.
This course offers an overview of digital fluency as it applies to personal, academic, financial, and professional success. Students will analyze the impact of digital technology on personal, social, and diversity issues and will develop digital skills that will assist in achieving academic, personal, and career goals. An overview of digital media is introduced with practical strategies for application in personal and professional life.
Learn and use key, practical skills that are applicable at home, at work, and in all UAGC courses! As UAGC students progress in their academic journey, strategies for personal, professional, and academic success continue to develop. This introductory course takes a two-pronged approach to setting students on a path to success. It merges fundamental informational literacy concepts with essential resources and skills that prepare students for college and career. Students learn how to identify, locate, evaluate, apply, and acknowledge information obtained through UAGC Library databases and internet search engines. By applying the research process, students sharpen critical thinking skills and learn to use information ethically. The final project is a practical and relevant opportunity for students to apply their learning in personally, professionally, and academically meaningful ways.
ENG 121 is designed to introduce students to the standards of writing in both academic and professional settings. The class will operate by first introducing, and then allowing students to practice, several written communication skills. Throughout, we will work to understand writing as a process, one that is strengthened through critical thinking, deepened by research, and built on a foundation of professional standards. Students will articulate a sense of their own skills and goals, and engage in collaborative conversations with peers and their instructor so as to be able to express their ideas more effectively. During the course, students will use the writing process to scrutinize their own perspectives while challenging them to embrace a wider conversation.
This course is designed to expand students’ appreciation of film and knowledge of how films are made. Through analysis of storytelling in a visual medium, students will examine the ways in which movies are shot, develop characters, evoke emotion, depict physical reality, reflect society, and have the power to influence it. Though the focus of the course is film itself, students will gain deeper intercultural fluency while growing their skills in critical thinking, written communication, and visual analysis.
This course is a study of correct and incorrect reasoning involved in everyday activities. The fundamentals of language and argument, deductive and inductive reasoning and other aspects of practical reasoning are examined.
This course examines and evaluates theories and arguments concerning ethics and moral reasoning from a philosophical perspective. By engaging with historical and contemporary sources, students will analyze theories about the meaning, nature, and justification of ethical concepts; determine and assess how different forms of moral reasoning apply to contemporary moral issues; become more reflective and informed about their own moral beliefs; and develop their capacity for critical practical reasoning.
In this course, students will develop and expand their research and writing skills to communicate ideas in informed, ethical, and persuasive written documents intended for a range of audiences across a range of situations and contexts. Students will receive instruction and practice in synthesis and analysis, bolstering their written communication skills with a thorough understanding of academic research while honing critical thinking skills and effective work habits. Through writing well-structured, logical, and effective academic essays, students will explore tools and develop topics in a way that is meaningful to academic and professional lives. Prerequisite: Successful completion of ENG 121 or equivalent with a grade of “C-” or better.
This course is designed to aid students in understanding the dynamics of interpersonal relationships. Verbal and nonverbal communication patterns among people in personal, social, academic, and professional settings will be examined, within and between cultures, including both face-to-face and technologically mediated channels. The nature of these interactions will be evaluated using contemporary communication theory. The course will enable students to identify their interpersonal communication skills and behaviors and to more critically evaluate their own oral communication and that of others. The primary goals of the course are to improve the quality of students’ communication in their personal and professional relationships, to enhance students’ experience and. confidence with oral communication, and increase awareness of the importance of interpersonal communication that is inclusive and equitable.
A survey of government at the national level. Emphasis is placed on the constitutional basis of American government, federalism, the sources and forms of political behavior, the operation of the three branches of government, and the making of national policy.

Sophomore Year

This course introduces students to the interdisciplinary field of social sciences and some of the disciplines that comprise this field, including anthropology, psychology, economics, sociology, political science, and history. In this course, students will learn important social science concepts and theoretical approaches, along with the research methods that social scientists use to study human behavior. They will also learn how research and findings from the social sciences can be applied broadly throughout society. Throughout the course and through a summative assignment, students will examine how social factors shape social behavior and some of the consequences of current social problems.
In this course, learners deepen their understanding of the importance of natural resources to mankind. Students explore physical, biological, and ecological principles, examine how human alterations affect the environment, and reflect on the controversies surrounding various approaches to addressing environmental problems and the steps some communities have taken to address these challenges.
In this course, students will explore a wide range of Algebra topics. Topics will include study of linear equations, linear relationships, slope, polynomials, and functions, including graphing relations and solving systems of equations. Emphasis will be placed on developing an awareness of historical and current uses of algebra in real life settings, in various careers, and in solving important societal problems.
The capstone serves as an opportunity to reflect upon, integrate, and showcase learning achievement. Through discussions and course-embedded assessments, students will demonstrate a mastery of essential general education competencies as they relate to their personal and professional lives and provide evidence of growth through application of competency related skills to real-world situations. A minimum grade of “C-“ is required to meet course requirements. Prerequisite: 75 completed credits or permission of the student’s college or dean.
This course introduces students to education as both a professional pathway and a dynamic social institution. Students will explore the personal, ethical, and professional qualities that define effective educators while examining how cultural, economic, and policy factors shape schooling in diverse societies. Through the lens of the social sciences, students will analyze human behavior, equity, and institutional practices that influence teaching and learning. Emphasis is placed on developing a personal “why” for teaching, fostering culturally responsive mindsets, and understanding how evidence-based instructional models promote access and achievement for all learners.
In this course, learners will be introduced to the developmental theories, learning models, issues, and trends that inform quality early childhood education programs and policies, as well as the qualifications, competencies, and professionalism required for different careers in the field. In addition, students will examine developmental domains, assessment, partnership between educators and families, and the relationship between developmentally appropriate practice and learning environments.
Introduction to Early Childhood Behavior Management will address age-appropriate behavioral expectations and the learning environment as a tool for promoting positive and prosocial behavior. Current research and theory related to managing young children’s behavior and strategies for communicating with and involving diverse families to support positive behavioral outcomes will be examined. Learners will apply knowledge of observing, collecting data, and recording children’s behavior to support and address behavioral challenges in the classroom and develop strategies for responding to challenging behavior.
This course will introduce students to strategies that support and encourage the involvement of families in promoting children's health, safety, and nutrition, as well as the importance of establishing a safe and healthy environment that fosters growth and development in young children. Learners will develop educator philosophies that prioritize children’s well-being and design activities that teach children about health, nutrition, and safety.
Professional Responsibilities in the Early Childhood Environment examines key topics related to ensuring high-quality early learning environments by examining what it means to be an early childhood professional. In this course, students will describe the professional standards and ethical behaviors necessary to maintain a high-quality learning environment. Students will also analyze the concept of professionalism within the context of early childhood education and examine administrative practices for running well maintained early childhood facilities. Additionally, students evaluate the importance of professional development, reflective practice, and lifelong learning for early childhood professionals. Finally, students develop a plan to foster advocacy in the field of early childhood education and care.
This course will provide students with a solid foundation of the knowledge, skills, and competencies needed by leaders in the field of early childhood education. The various diverse expectations, responsibilities, and duties of a leader in a high-quality early childhood education program will be explored. The course will provide students with a comprehensive understanding of the role of the early childhood educator leader in leading a quality early childhood education program.

Junior Year

This course describes the stages of developmental growth from conception to early childhood. Students will evaluate theory and research that explains the development of young children. Students will describe how biological, environmental, protective, and adverse factors impact children’s development and learning. They will also analyze developmentally appropriate practices supporting growth and development in physical, cognitive, social and emotional, and linguistic domains. Finally, students will analyze how development and learning intersect across developmental domains.
This course examines the principles and practices of curriculum planning and design tailored for diverse young children, birth to age 8. Students will explore differentiated instruction, research-based curriculum, and pedagogical approaches across several content areas. Students will learn to create inclusive, developmentally appropriate, and challenging learning experiences and environments for diverse young children. The National Association for the Education of Young Children and the Council for Exceptional Children standards are integrated into the coursework.
This course provides an examination of educational approaches and their impact on the practice of creating inclusive learning environments for children with exceptionalities. Students will examine methods of assessment and apply evidence-based instructional methods and strategies to support children with diverse needs in inclusive settings. In addition, students will analyze the collaborative models in inclusive settings that support and serve children and their families. Finally, students will create a professional and ethics-based philosophy of inclusion for children with exceptionalities.
Students will examine factors that promote effective communication and collaboration between early educators, families of children, and the community. In additional, learners will identify resources to foster these partnerships.
This course will explore the multifaceted dynamics of childhood development within the context of diverse family structures. Students will delve into key theories of family systems, attachment, and child development, examining how these theories impact children's social, emotional, and behavioral well-being. The course will emphasize the importance of building strong, respectful, and collaborative partnerships with families. Students will learn strategies for effective communication and culturally sensitive family engagement. Furthermore, the course will equip students with the knowledge and skills to assess children's developmental needs and explore evidence-based practices for promoting positive behavior.
In this course, learners will explore current research theories and the use of community and virtual resources supporting English language learners and their families. In addition, students will analyze instructional strategies that support learners of diverse cultural backgrounds, academic needs, and proficiency levels, and design learning activities that foster social interaction, linguistic skills, and literacy development for English language learners.
This course provides an overview of research-based concepts and instructional practices for teaching children how to read following the Science of Reading. In addition, the course will review assessments for evaluating the performance of developing readers, including phonemic awareness, letter-sound identification, word reading, and fluency. This course will also cover early literacy principles and the stages and components of early literacy development. Finally, the course will help students draw connections between oral language, phonological awareness, phonemic awareness, phonics, and fluent reading.
The content in this course will allow students to analyze the purpose of assessment in supporting children across all developmental domains. Using this foundation, students will examine the practical application of assessment tools and utilize assessment strategies to enhance the growth and development of children. Finally, students will synthesize their learning by developing an assessment portfolio that contains a plan for interventions to meet the developmental needs of diverse children.
The course will provide students with a comprehensive understanding of the role of the early childhood educator in supporting and promoting the development of children and positive partnerships with families from diverse backgrounds. This course explores the complex dynamics within families and communities and emphasizes the importance of cultural responsiveness, inclusivity, and equity in early childhood education.
This course will provide students with a clear and practical introduction to the leadership foundation including the knowledge, skills, theories, roles, and responsibilities prevalent in early childhood education administration today. This course will provide students with the framework to begin to build their leadership philosophy. Prerequisite: ECE 312.

Senior Year

This course will further explore the knowledge, skills and roles of an early childhood professional in leading staff, families, children and communities. Students will explore the building, maintaining, and leading of early childhood programs fostering communication, collaboration, and high quality practices. Prerequisite: ECA 380
This course explores fiscal management, policies, and law topics surrounding the field of early childhood education. This course culminates in the development of the student’s personal vision of leadership and a plan for a high-quality early childhood education program. Prerequisite: ECA 400.
College of Education Capstone is designed to equip students at the end of their academic journey with the tools and strategies necessary for a successful transition into the 21st-century workforce. This course provides essential guidance and support, empowering recent graduates to create a compelling message that showcases their skills and abilities, positioning them as valuable assets to potential employers. The curriculum addresses five key areas vital for students entering the job market: sharing one’s story, resume creation, interview skills, portfolio development, and embedding an elevator pitch and personal brand statement into an easily shared and accessed ePortfolio. By mastering these areas, students will be able to market themselves competitively and effectively navigate their career paths. Prerequisite: GEN 499 & majority of major coursework.

Program Requirements

Credit Breakdowns

General Education

43*

Credits

Major Credit Requirements

57*

Credits

Electives

Credits

Total Credits

120

Credits

To earn your Bachelor of Arts in Early Childhood Administration at the University of Arizona Global Campus, you must complete 120 credits. You will need to complete 30 upper-division credits, of which 18 credits must be from the major program. A total of 30 credits must be completed at the University of Arizona Global Campus to meet the residency requirement. You may be able to transfer approved credits from community colleges, other previous college coursework, or other life experiences such as military service or job training toward your degree.

*In this program, 6 credits from the core may also satisfy General Education requirements.

Licensure and Certification Terms and Conditions

Certain degree programs may not be available in all states.

Quality Matters Certification

Program Mission

The mission of the Bachelor of Arts in Early Childhood Education Administration program is to develop future leaders who are proficient in their knowledge, skills, competencies, and ethical principles necessary to lead high-quality, equitable, and inclusive early childhood education environments aligned to professional standards.

What Can I Do With a Degree in Early Childhood Education Administration?

Career Paths

A degree in Early Childhood Education Administration could be your key to any of these occupations:

Education Coordinator
Site Manager
Preschool Program Director
Childcare Director

Connect With Career Services

Career Fields

When you complete your Bachelor of Arts in Early Childhood Education Administration, you will have the skills to provide direction and day-to-day management of pre-schools, day care centers, or other early childhood organizations. Strong leadership and communication skills are a great help to those seeking careers in this field.

Connect With Career Services

Job Market Outlook

Gain insights into the early childhood education administration job market by reviewing the Bureau of Labor Statistics market outlook report.

View Full Market Outlook

This degree was perfect for me. The advisors were so very helpful and the classes were very informative. I definitely got my money's worth.

Savannah F.

Class of 2023

Early childhood education administration focuses on the management and leadership aspects of early childhood education programs. It involves overseeing curriculum development, staff management, budgeting, and program evaluation.
Your ECE administration coursework will help you to understand how parents and communities have an impact on childhood education through several relevant topics that include organization behavior and management, curricula and program administration, and child development and language acquisition.
The online program at UAGC incorporates elements of leadership development, such as virtual team projects, online discussions, and reflective assignments. You can also apply these principles in future administrative roles, whether in person or online.
The online BA in Early Childhood Education Administration program at UAGC is designed to fit your busy schedule. Each class is five weeks long, and you only take one class at a time, so you can focus on one subject and get an in-depth understanding of each topic you’re learning. The classes are fast paced, but you will have 24/7 support and resources available to you.

See What Else UAGC Has to Offer

†

Overview #cta-with-side-content-387781 Tuition and Aid #cta-with-side-content-387790 Courses #completion-journey--387805 Careers and Outcomes #zes-two-column-tabs-387821 FAQs #accordion-faq-387827 Shape the future by earning a bachelor's in early childhood education online. A bachelor's in ECE will set you down a rewarding career path. Learn more today! 120 Credits 5-week courses

Summarize principles of child development including cognitive, physical, linguistic, social-emotional, and affective domains that define healthy, respectful, supportive, and developmentally stimulating environments for children Design developmentally appropriate teaching strategies to implement professional learning standards and curriculum focused on meeting the academic and developmental needs of children Justify the goals, benefits, and responsible use of observation, documentation, and assessment strategies in working with families, colleagues, and communities to determine appropriate learning methods for children Education Coordinator Site Manager Preschool Program Director Childcare Director IndividualDegree Tue, 09/09/2025 - 00:00 Tue, 10/14/2025 - 00:00 Off 001Do00000ScUzgIAF On

Online Bachelor's Degree in Early Childhood Development | UAGC

bkeim — Sat, 30 Aug 2025 19:33:37 +0000

Online Bachelor's Degree in Early Childhood Development | UAGC bkeim Sat, 08/30/2025 - 12:33 College of Professional Advancement Education Bachelor's Degrees Bachelor of Arts in 25686

Bachelor of Arts in Early Childhood Development with Differentiated Instruction

College of Professional Advancement

Support Diverse Learners

Apply Now

Be the Difference in the Life of a Child

Are you driven by a desire to help children learn, grow, and develop? Early childhood experiences provide the foundation for all future learning and development. The online Bachelor of Arts in Early Childhood Development with Differentiated Instruction from the University of Arizona Global Campus (UAGC) will teach you how to support learning and early development for diverse learners.

The early childhood development with differentiated instruction bachelor's degree program will help you to understand typical and atypical early childhood development and will provide you with the skills to adapt learning environments to match the abilities of a wide range of students.

Upon completion, you will be able to:

Synthesize theories, processes, and approaches in the study of early child development from diverse perspectives across domains
Analyze theories which address the interrelationship of child, family, community, and culture on the growth, behavior, and development of children
Compile evidence-based strategies that demonstrate an awareness of exceptionalities and cultural diversity within the field of early child development
Assess the impact of contemporary issues and trends relating to the field of early child development and their multiple influences on current practice and knowledge
Propose diverse models of inclusion to emphasize access, participation, and partnerships with children and families
Apply professional and ethical practice with national standards to include critical thinking, individual, reflection, and collaboration

Why Choose the University of Arizona Global Campus?

Accelerated 5 week courses

1 course at a time

$0 Application Fee

Accredited by WSCUC

Military Students $250.00/credit

Undergraduate Courses $460.00/credit

Technology Fee** $115.00/course

Books and Other Class Materials** $125.00/average per course

Graduation Fee $150.00

Total Program Cost See UAGC Catalog¹

¹Keep in mind that this figure doesn’t factor in any potential discounts, partner benefits, or impact of accepted transfer credits, if eligible.

Scholarships

UAGC offers enrolled students access to ScholarshipUniverse, a platform that tailors external scholarship opportunities to your unique situation, making it easier to find and apply for scholarships.

Partnership Savings

UAGC is proud to provide reduced tuition rates for our academic and corporate partners, helping community college transfer students and corporate employees earn their degrees at a lower cost.

Ready to complete your online early childhood education with differentiated instruction degree? Transfer your approved credits with our undergraduate transfer policy.†