The Social and Behavioral Sciences programs are designed for people with a passion for making a difference in the lives of others.
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Our degree programs and certificates could help prepare you to teach diverse learners a broad range of academic content and educational foundations.
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Kaplan University offers over 180 degree and certificate programs all available to military, veterans, and spouses of active duty members. In addition, several programs have been developed to complement specific military occupations or programs established by the military.
The Kaplan University School of General Education courses support the academic, social, personal, and professional development of learners throughout their engagement with the University.
Open College at Kaplan University (OC@KU) offers individualized, affordable education that integrates technology and personalized service to help learners meet their career, academic, and personal goals.
Offering the flexibility of online education and support for military students.
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Learning Center Experience
Learn about alternative pathways to certification at Kaplan University through our Classroom Pathways Bundle/American Board Plus+ Program or our ECAP Alliance.
Today's learners need knowledgeable and dedicated teachers. If you are interested in the field of education, and have already earned a bachelor's degree in another field of study or are working in another profession, Kaplan University's Master of Arts in Teaching, noncertification track, can help you answer the call to teach. Although the program on its own will not lead to certification, we have established partnerships with state-approved alternative certification programs that could help you pursue certification in specific states.* Those pursuing certification in specific partner states can do so via the Classroom Pathways Bundle. Students in Texas could also seek alternative certification through our alliance with the Education Career Alternatives Program (ECAP), which offers a state-approved route to teacher certification.
The program is designed to help career changers develop the professional competencies required of secondary educators (grades 5 through 12) and become well versed in academic content, application and theory, assessment, professional responsibilities, and professional relationships. The goal of the program is to provide you with an understanding of secondary teaching practices. While this program is not state-approved for licensure and does not include hands-on field experience, students who have successfully completed the program may be eligible to seek alternative certification in specific states. (Note: Completion of the Master of Arts in Teaching's noncertification track is not required in order to pursue a state alternative teacher certification program.)
The program prepares career changers who have never held a prekindergarten through 12th grade teaching license and who have never been a Teacher of Record or classroom teacher to teach diverse learners and become reflective decision makers who promote student learning.† This program is not for teachers looking for an advanced teacher preparation track.
At this time, residents of Kentucky may not enroll in the online Master of Arts in Teaching—Noncertification program.
The Classroom Pathways Bundle is a unique enrollment package for
students looking to become certified in specific states and consists of two
separate and distinct programs: the American Board’s Plus Program and the
Master of Arts in Teaching’s noncertification track.
Education Career Alternatives Program (ECAP)
University’s alliance with the Education Career Alternatives Program offers you
a state-approved route to teacher certification in Texas and special
opportunities to save time and money by transferring select master’s degree
courses into the ECAP.
Licensing requirements for teaching grades 5 through 12 vary
by state. In almost every state, you must enroll in a state-approved
certification program that may include completing coursework, a supervised
teaching internship or student teaching course, and/or passing a subject area
and pedagogy exam. If you are interested in becoming a certified teacher and live
in a state that is not covered by the Classroom Pathways Bundle or the ECAP
alliance, you must independently research and pursue certification in your
state .On its own, the Master of Arts in Teaching’s noncertification track will
not lead to certification nor will it assist you in becoming a teacher in those
if you live in a state not covered by the Classroom Pathways Bundle or the ECAP
alliance, you may still pursue the Master of Arts in Teaching’s
noncertification track in order to:
licensure requirements vary from state to state and are subject to change. View
the interactive map to
identify your state’s teaching and certification requirements.
Note: Completion of the Master of Arts in Teaching’s
noncertification track is not required in order to pursue a state alternative teacher certification program.
Prior to enrolling in the Classroom Pathways
Bundle, prospective students must confirm via email to their Advisor that they
understand (1) the Master of Arts in Teaching’s noncertification track does not
lead to certification and (2) the certification and eligibility requirements of
the American Board.Students and
their advisors must contact the American Board advisor to confirm costs,
deadlines, additional fees, required approvals, residency, and continuing
requirements for certification.
Kaplan University makes no representations
or warranties as to whether the program meets the specific requirements for any
individual state or school system for pay increase purposes. Students must
independently research the requirements in their state or school system.
This program is based on national professional standards for beginning teachers and is offered to students nationwide. The online coursework will provide you with an opportunity to:
The program’s curriculum is designed to help you build a strong foundation in teaching methods and does not include fieldwork, student teaching, or internship requirements—the entire program can be completed online
Dr. Harry Wong's eLearning Course
Students taking ED 581: Secondary Classroom Management are given access to Dr. Harry Wong’s popular Classroom Management eLearning course, as well as his bundle of materials that includes a binder of activities and his text, The First Days of School. Dr. Harry Wong is known as the expert in classroom management for K-12 education. After students successfully complete Dr. Wong’s eLearning, students will receive a classroom management certificate from Dr. Wong.
Access gainful employment information, including program length, tuition costs, financing options, and success rates.
The Master of Arts in Teaching's noncertification track is designed to help career changers enter the field of secondary teaching (grades 5 through 12).† The Bureau of Labor Statistics predicts that the increases in enrollment may result in job growth for kindergarten and high school teachers through 2024.‡§ If you are interested in obtaining a teaching position in your area, Kaplan University career specialists can provide you with information. If you are interested in pursuing certification in your home state, your Admissions Advisor can explain how to pursue alternative certification and who to contact at your state department. Upon successful completion of the program, you will receive a master’s degree and may be eligible to pursue further doctorate-level studies.#
Kaplan University offers multiple start dates, giving you greater flexibility with your education, life, and work schedules.
Online Start Date
Aug 24, 2016
Online Start Date
Oct 05, 2016
Online Start Date
Nov 23, 2016
course introduces students to prominent research-based theories of learning and
examines the impact of these theories on students, learning and motivation,
teaching, and assessment. Students critically evaluate opposing sides of
current issues in educational psychology and articulate and defend personal positions
on these issues.
Total Program Credits: 45
This course explores major middle and
secondary school issues, providing prospective teachers with the
opportunity to reflect upon and develop their own practical
vision of building a classroom environment that effectively
promotes student learning. Focus is placed on a variety of
instructional strategies, principles, and best practices for
helping students learn in secondary school
This course examines the course of normal child and adolescent development. Emphasis is placed on strategies for applying development theory to classroom management and educational practice, and understanding how development influences academic achievement. Students will learn how to apply knowledge of child and adolescent development to their teaching practice as a way to identify various student behaviors and create classroom management strategies that address those behaviors.
This course, grounded in the theoretical bases of balanced literacy and constructivist learning, focuses on building prospective teachers’ competence in the processes of planning, implementing, and evaluating content-area literacy learning for secondary students. Students will use a standards-based approach in crafting strategies to increase reading comprehension in different content areas. Topics covered include using writing to improve reading, teaching diverse students, and using technology in reading instruction.
This course acquaints students with the broad body of research on effective teaching, with an emphasis on applying research findings to students’ own classroom instruction. Students will review and synthesize the theoretical and methodological contributions of current research on a selected topic related to K–12 teaching practice.
This course examines best practices of
assessing secondary student learning, with particular emphasis on
the relationship between assessment procedures, instruction, and
student achievement. Topics include the use of both formal and
informal assessments, norm-referenced and criterion-referenced
assessments, formative and summative assessments, and methods of
using assessment data to improve instruction and student
This course explores the various issues of student diversity and challenges students to examine and define their own educational experiences with regard to culture and ethnicity, socioeconomic class, race, gender, religion, language, learning style, and exceptionality. Particular emphasis will be placed on the practical implications of diversity issues in classroom practice.
This course focuses on preparing you to plan and deliver appropriate instruction for all students in diverse and inclusive classroom settings, including students with disabilities, gifted/talented students, culturally or socioeconomically diverse students, and students with limited English proficiency. The course examines a range of learning, emotional, and physiological disabilities, the history of attitudes toward those disabilities, and the federal mandates governing them. You will develop a classroom environment to support the diverse students within the general student population using strategies and methodologies. Additionally, the course addresses individualized education programs, 504 plans, and the role you will play in implementing them.
This course introduces the concept of instructional leaders and explores strategies for managing change in educational settings including best practices for collaborative decision-making in schools. You will critically examine your current knowledge base, skillsets, and leadership abilities with the goal of improvement and increased self-awareness and reflection. You will explore the importance of the instructional leader in school cultures, the instructional leader’s impact on student learning, and how you can help facilitate effective change in school culture and student achievement.
This course introduces philosophical
viewpoints that can affect new teachers' priorities and strategy
choices in their practice. This course will also provide a
historical perspective of how public education has become a
democratic right in the United States. Candidates will compare
and contrast philosophical theories that have driven pedagogy
over the past two centuries. Candidates will also evaluate
current research in their quest to develop as reflective and
creative practitioners in the twenty-first century
This course focuses on training teachers to
organize their classroom to maximize the amount of time students
are actively engaged in learning. The foundation of the course
uses classroom-management strategies developed by leading
educators, including Harry K. and Rosemary Wong. Students will go
through online instruction and in-depth reflection, and will
demonstrate mastery of course material by designing a personal
classroom management action plan that will be easily implemented
in their classroom.
The 25% tuition reduction applies only to international students living outside of the United States. This discount does not apply to military students. Please check with your advisor to see if you are eligible.
Cost Per Credit
Number of Credits / Terms
Online & Learning Center
Some programs have additional associated fees that are not included in the price of tuition. Click here or check with an Admissions Advisor for more information.
Maine residents interested in enrolling in an online program: click here for tuition and fee information.
Learn More about Kaplan University Tuition and Fees
Kaplan University Learning Center students will only complete a portion of their program on site. You will need to complete at least 50% of the program requirements online, or through transfer credit awarded via prior learning assessment. If you have any questions about these requirements, please speak with an Admissions Advisor. Not all programs are available for enrollment at the Kaplan University Learning Center.
Learn more about grants and Kaplan University Scholarships that may help reduce the cost of your education.
Kaplan University tuition reductions (including military servicemember, spouse, and veterans tuition rates; scholarships; grants; vouchers; and alumni and alliance reductions) cannot be combined.
Kaplan University has significantly reduced many of our tuition rates and fees for servicemembers, their spouses, and veterans. Click here for more information.
* Some states require teacher education programs to be accredited by the National Council for the Accreditation of Teacher Education (NCATE) or Council for the Accreditation of Educator Preparation (CAEP). Kaplan University’s Master of Arts in Teaching program is not NCATE or CAEP-accredited, nor is it state approved for teacher certification or endorsements of any kind. Accordingly, you should determine whether graduation from a NCATE or CAEP-accredited program is required in the state in which you intend to seek licensure.
The Master of Arts in Teaching program and curriculum are designed to provide candidates with the background and practical experience that meet nationally recognized standards for such a degree. However, individual state licensing requirements vary and are subject to change. Thus, the University makes no representations or warranties as to whether the program meets the specific licensing requirements for any individual state. Candidates enrolled in the noncertification track who are interested in state certification must independently research the licensing requirements in any states in which they intend to seek licensure.
† Kaplan University cannot guarantee employment or career advancement.
‡ Source: U.S. Department of Labor, Bureau of Labor Statistics, Occupational Outlook Handbook, 2016-17 Edition, Kindergarten and Elementary School Teachers, on the Internet at www.bls.gov/ooh/Education-Training-and-Library/Kindergarten-and-elementary-school-teachers.htm. National long-term projections may not reflect local and/or short-term economic or job conditions, and do not guarantee actual job growth.
§ Source: U.S. Department of Labor, Bureau of Labor Statistics, Occupational Outlook Handbook, 2016-17 Edition, High School Teachers, on the Internet at www.bls.gov/ooh/education-training-and-library/high-school-teachers.htm. National long-term projections may not reflect local and/or short-term economic or job conditions, and do not guarantee actual job growth.
# While many of Kaplan University's degree programs are designed to prepare graduates to pursue continued bachelor-, graduate-, or doctorate-level education, the University cannot guarantee that students will be granted admission to any programs.
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