Degree requirements master of science in education m s ed penn gse

Degree Requirements: Master of Science in Education (M.S.Ed.)

Course Requirements

Master’s of Science in Education degree programs require between 10-13 CU’s. Check with your division coordinator or academic advisor for the requirements for your degree program. Your academic advisor will assist in planning an appropriate program of study to meet degree requirements. All students must maintain a cumulative grade point average (GPA) of at least 3.0.

To earn an M.S.Ed. degree, the student must complete 10-13 course units (Students should consult with the division for the appropriate number of courses required for their specialization) and pass the master’s comprehensive examination, thesis or portfolio.

  • Courses must be at the 500 level or above
  • A cumulative GPA of 3.0 or better
  • One course must be a distribution (course outside of student’s division, with a GPA of at least 3.0 for this course


Each student will be assigned an academic advisor upon admission. The advisor will help plan the student’s program of study, assist in selecting courses, provide academic advising and monitor academic progress. Students should contact their advisors individually in the first semester of the students first year before the drop/request period has concluded. The planned program of study should be developed between the advisor and the student in the first semester of the first year of study. The planned program of study can be revised over time. After this initial meeting, students and advisors are mutually obligated to stay in regular contact, preferably twice a year, but always at the start of the academic year to review progress and consider alterations to the planned program of study. While the advisor will know much about GSE policies, rules do change. Students should always consult the Student Handbook or the Student Records Office for the most current academic policies, procedures and deadlines for completing academic requirements. To request a change in advisor, the student should see the division coordinator for procedures.

Distribution Requirement

Candidates for the M.S.Ed. degree must demonstrate knowledge of the field of education beyond the area of specialization. This requirement is met by satisfying the distribution requirement. To meet the distribution requirement, students must complete one approved graduate level GSE course outside the student’s area of specialization, earning a grade of “B” or better. Students should check with their Division Coordinator for a list of courses approved to fulfill the distribution requirement. Further requirements regarding these courses may be specified by each division.

Comprehensive Examination (or Portfolio or Thesis)

Master’s degree candidates must demonstrate thorough knowledge of the field of specialization by passing a comprehensive examination in their area of study. The examination/portfolio/thesis serves an educational and evaluative purpose through which students are expected to review and integrate what they have learned in their coursework and fieldwork. All examinations are administered in accordance with the rules set forth in the Code of Academic Integrity. Comprehensive formats vary. The faculty in each specialization determines the appropriate examination format and is responsible for communicating the guidelines, expectations, rationale and evaluation criteria for examination to students. Students may be asked to do one or more of the following: take a timed, written examination administered at GSE, complete a take-home examination, write a master’s thesis, undertake a field project or submit a portfolio. If a sit-down examination is given, it must be at least three hours duration. Students are permitted two opportunities to pass the comprehensive examination. Students who are unsuccessful after two tries will be withdrawn from the degree program. In order to qualify to take the examination, students must first fulfill the following requirements:

  • Be formally admitted to a master’s degree program in the Graduate School of Education.
  • Be registered for the term in which they apply. If coursework has been completed, or student is submitting work for previous Incompletes, student must be registered for Master’s Registration (EDUC 990) during the term in which the examination is taken. Enrollment in EDUC 990 is considered full-time status and may affect the student’s enrollment in University mandatory health insurance.
  • Have completed at least six course units, or be enrolled in at least the sixth course unit of graduate study toward the degree.
  • Have a GPA of 3.0 or better.
  • Have paid tuition for all previous semesters.
  • Register to take the master’s comprehensive examination by completing the form online by the deadline listed in the GSE academic calendar .

There may be additional criteria required to take the comprehensive exams. Check with the division coordinator or faculty advisor.

Transfer of Credit

GSE does not accept courses from another university to be counted as part of a 10 course unit master’s program. Some master’s degree programs that require 11 or more CU’s may accept 1-2 courses in transfer under the following conditions:

  • If the desired course is to be taken after matriculation in a degree program at GSE, the course must be approved by the advisor
  • Student must matriculate at least one semester before submitting the transfer of credit form.
  • Transfer credit will only be granted if the grade received is a “B” or higher. Grades of
  • “Satisfactory” or “Pass” are not transferable.

Time Limitation

A maximum of six consecutive years from the date of matriculation in a master’s degree program will be allowed for completion of the work for the master’s degree, including satisfactory completion of all examinations required. Official leaves of absence will not automatically change this time limit.

Graduation Requirements

The GSE academic calendar lists the deadlines for completing degree requirements in order to graduate in any academic term. All degree candidates must apply to graduate online at the beginning of the term in which they plan to receive the degree. Failure to apply for graduation by the published deadline will make it impossible to receive the degree at the time desired.

  • All coursework, including exam/thesis/portfolio must be complete
  • Student must be registered in the term in which they intend to graduate
  • Student’s bill must be paid in full
  • Successfully complete 10-13 CU’s,
  • Take only courses at or above the 500 level
  • Maintain a minimum cumulative GPA of 3.0
  • Take one distribution requirement (a course outside the area of specialization) and earn at least a “B”

GSE holds a commencement ceremony each year in May for students who will be receiving their degrees in that term, as well as for those who completed their degrees in the previous year. Additionally, students who will be receiving their degrees in the following August may participate in the May ceremony if they:

  • Maintain a cumulative GPA of at least 3.0


  • Have completed eight course units of a 10 course unit program, or 9 units of an 11 CU program, or 10 course units of a 12 course unit program

– OR –

  • Have passed the comprehensive examination (or thesis or portfolio)

Designing an internship program free internship searching and posting internweb com

Designing an Effective Internship Program

If you already have or are considering implementing an internship program with your organization, you are not alone. In a recent employer survey conducted by the National Association of Colleges and Employers (NACE), 82.5% said they offer internship and/or co-op programs. Not surprisingly, the same NACE study found that 22% of new hires from the 1998-99 graduating class were from employers’ own internship programs. In today’s tight labor market, offering such programs can be a significant way to lure new talent. In addition, student interns can meet short-term needs for extra assistance and bring enthusiasm and current industry knowledge.

Simply deciding to utilize interns in your organization, however, is only the first step. It is important that organizations take the time to carefully research and plan an effective internship program. We have highlighted several key elements that are crucial to a successful internship program.

Long-Range Planning

Thinking about your internship needs in advance is necessary for a successful internship program. Things to consider include workload and the availability of intern projects, staff support, office space and financial resources. In most cases, you should post internships at least seven to ten weeks prior to your expected start date. This will allow sufficient time to screen and select appropriate candidates. Many companies with established internship programs utilize interns throughout the academic year. You will want to do some research to determine how often your organization can support interns and set appropriate deadlines.

Effective Supervision

Due to the training nature of an internship, it is imperative that interns are provided with sufficient supervision. Considerable time investment will be needed, especially on the front-end, to plan for and implement necessary training. It is also recommended that the supervisor plan ongoing weekly meetings to stay up-to-date with the intern’s progress. Use care in identifying a seasoned staff member who "buys in" to the importance of utilizing interns. The person should realize that the purpose of an internship is two-fold. Interns will provide some useful assistance for the organization while also gaining on-the-job training that will assist them with their future career search.

Meaningful Assignments

Gone are the days of using interns as simple "go-fers". Students are seeking opportunities that will stimulate them and provide real experience. A good internship program will ensure the assignment of challenging projects and tasks. Effective assignments are coupled with adequate supervision so as to provide an information resource and to ensure interns are keeping pace. Be sure to have some additional projects available in case an intern successfully completes a project ahead of schedule. Whenever possible, try to include the intern in organization events such as staff meetings and allow opportunities for networking and informational interviewing with key personnel.

Compensation/Legal Compliance*

A common question from employers is how to compensate interns. If an intern meets the criteria for a learner/trainee, then the employer is not required to pay minimum wage. The criteria for a “learner/trainee” state that the training must be comparable to that given at a vocational school; the training must benefit the student; the student would not replace regular employees; the employer does not immediately benefit from the student’s activities; there is not a promise of a job following the training; and that both employer and student understand that no wages will be given for the training period. Contact your legal counsel or your Human Resources department for more detailed information.

In addition, employers may not be required to pay minimum wage if the student is receiving course credit for their work. In an article by Patterson (1997), she highlights information provided by the NACE general counsel on academic credit. In summary, credit must be obtained; the employer must receive formal documentation from the intern’s college or university stating the educational relevance of the internship; learning objectives must be clearly stated; no more than 50% of the intern’s work should be the same as other employees; and the intern must be supervised by a staff member. Each college or university will also have their own guidelines for internships taken for course credit. Keep in mind that not all students want to receive academic credit for an internship. Many colleges and universities do not require credit for internship experience. You may obtain more detailed information from your legal counsel or your Human Resources department.

If you opt for a paid internship, you will find that intern wages vary. It is a good idea to research common wage ranges within your industry and geographic location. You may consider calling a career services office in your area, as many collect this information.

*Please note: staff does not make any claim (implicit or explicit) to legal expertise is this area. Always contact your organization’s legal counsel or an employment law professional with questions or for information on how your organization may be specifically influenced by these guidelines.

Effective Hiring*

Equal Employment Opportunity laws apply to the hiring of student interns. You will want to check with your state to see if workers’ compensation laws cover interns. Just as you would a regular employee, it is important to provide interns with information on your safety and harassment policies, as employers may be held liable for intern safety and harassment issues. In general, student interns fall into an "at will" employment status and may be terminated for poor conduct.

*Please note: staff does not make any claim (implicit or explicit) to legal expertise is this area. Always contact your organization’s general counsel or an employment law firm with questions or for information on how your organization may be specifically influenced by these guidelines.

Appropriate Documentation

Documentation is very important for effective learning to take place. It is strongly advisable that an employer and intern create mutually agreed upon learning objectives. Well documented learning objectives provide clear direction and targeted goals for the intern. This ensures both parties envision the same experience and reduces the possibility of misunderstanding and disappointment. Effective learning objectives are concise and measurable.

An example of a measurable learning objective:

The intern will produce a marketing plan for XYZ product line.

An example of an immeasurable learning objective:

The intern will receive an understanding of our marketing concepts.

It is a good idea to also document other aspects of your internship program. This may include your internship program mission, internship job descriptions, eligibility and application requirements, compensation structures, supervisory roles, and supervisor/intern evaluations.

In most instances, the intern’s school will require the above information if the intern is receiving college credit for the experience. Additional forms beyond those stated above and/or agreements may be necessary for college credit depending on the school’s requirements.

Ensure Interns Feel Welcome

Just as you would a new full-time employee, it is very important that interns be provided with a warm introduction to your organization. Not only are interns new to your organization, in many cases, they are new to the professional world of work. Before interns arrive, be sure to provide them with any necessary housing, transportation, parking and/or dress code information. Once interns start, they should review necessary policies (i.e. work hours, missing work, harassment, safety, etc.). Acquaint them to their work space and environment by introducing them to co-workers. Interns should become familiar with your organization’s communication process and chain of accountability. The intern should also know the extent of their job authority and decision-making capabilities. You may even want to plan lunch activities with various staff members for the first week. Many organizations plan intern group outings and special events to recognize interns’ accomplishments.


An internship can only be a true learning experience if constructive feedback is provided. An effective evaluation will focus on the interns’ learning objectives that were identified at the start of the internship. Supervisors should take time to evaluate both a students positive accomplishments and weaknesses. If an intern was unable to meet their learning objectives, suggestions for improvement should be given.

In conclusion, utilizing interns in your organization can result in many benefits. It is important to do some careful planning before creating your internship program. You can be sure to continue recruiting from your pool of internship candidates and foster positive public relations by implementing an effective, thorough internship program.


Patterson, V. (1997). The employers’ guide: Successful intern/co-op programs. Journal of Career Planning and Employment, Winter, 30-34, 55-56, 58-59.

Written by Staff. Questions or comments regarding this article may be directed via our feedback form .

Copyright © All rights reserved. This article may not be reproduced or distributed in whole or in part without permission of

Copyright © 1999-2014 All rights reserved.

Geico careers paid internships paid summer internships at geico

Paid Internships

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During our summer internship program, you will gain hands-on experience inside the dynamic and challenging world of insurance. That’s right–dynamic and challenging. We’re going to change the way you think about insurance.

Internships are offered to rising juniors and seniors. We’re now accepting applications for interns in Arizona, California, Georgia, Maryland, New York, Texas and Virginia.

Program Overview

As an intern, you will experience what it’s like to work for an industry leader and nationally recognized brand. You’ll work on meaningful projects, give presentations, receive mentoring and have some fun along the way, too!

Intern to Associate

Getting your foot in the door as an intern is an ideal way to launch your career. Not only do we get to know you, you get to know more about us.

Internship FAQs

Deciding where to apply for an internship is a big decision and chances are you have some questions.

Africa educational trust

Welcome to AET

AET supports education for the poorest and most excluded groups in conflict-affected areas of Africa.

Help us ensure that war and conflict doesn’t stop people from accessing education. Join the Africa Educational Trust team on July 13th for the 10k London Run and raise awareness and support for education in conflict zones.

For more information please contact Adrienne Gregory .

Update on South Sudan

The re-emergence of conflict in South Sudan in December of 2013 has to date impacted over 1 million South Sudanese, who have had to flee their homes for camps within and outside the country.

In the face of this impossible situation, AET is in awe of the continued determination of the South Sudanese people not just to survive but to develop and grow. We have seen teachers who have continued their training through distance education despite having fled their homes. We have also seen school mothers working to ensure girls are able to access schools within camps.

It is because of the dedication of these people and our local staff that we are able to continue to support those who still envision a better future for themselves and their community even when surrounded by conflict.

Support AET, consider Good Gifts!

An excellent way of solving your gift problems, and supporting our work.

Best paying summer jobs

Best-Paying Summer Jobs

Updated May 10th 2013 @ 4:49PM Posted May 6th 2013 @ 8:00AM

Getting a summer job is a rite of passage for many young people. In addition to earning wages to help pay for tuition or make car payments, it’s where many first-time employees learn the fundamentals of work — showing up on time, teamwork, communicating effectively, managing workloads and more. But summer jobs can also be fun. giving teenagers an opportunity to bond and hang out with a group of people beyond their schools and neighborhoods.

In recent years, because of the recession and subsequent slow recovery in the labor market, summer jobs have been hard to come by for many teenagers. This year, many economic indicators point to an improved job market. suggesting that high school and college students looking for work this summer may have an easier time of it.

To help with the search, AOL Jobs has compiled a list of eight best-paying summer jobs — nearly all of which require little if any previous job experience. All of the jobs pay more than the current federal minimum wage — $7.25 an hour (though, depending on where you live, the minimum wage may be higher ).

What’s more, forecasts from the Bureau of Labor Statistics suggest that many of these jobs are fast growing, meaning employers likely need to fill lots of positions. Take a look at the list, and then tell us what you think in the comments section below — and offer suggestions of your own.

Food Server (take orders and serve food and beverages to customers in dining establishments):

  • 2010 Median Pay: $18,330, or $8.81 an hour.*
  • Work Experience: None.
  • Education and Training: Less than high school; short-term on-the-job training.
  • Number of Jobs: 2.26 million.
  • Employment Change (through 2020): +195,900 jobs, or 9 percent growth (slower than average).

Lifeguard (ensures the safety of swimmers at pools, beaches and parks):

  • 2011 Median Pay: $18,900, or $9.09 an hour.**
  • Work Experience: None.
  • Education and Training: Less than high school; American Red Cross Lifeguard certification is required and can be taken at age 15.
  • Number of Jobs: 122,000.
  • Employment Change (through 2020): +23,180 jobs, or 19 percent growth (average).

Babysitter (cares for basic needs of children, such as bathing and feeding; may help older children with homework):

  • 2010 Median Pay: $19,300, or $9.28 an hour.*
  • Work Experience: None.
  • Education and Training: Ranges from less than a high school diploma to early childhood education certification, depending on employer and locality.
  • Number of Jobs: 1.28 million.
  • Employment Change (through 2020): +262,000 jobs, or 20 percent growth (faster than average).

Housekeeper (perform general cleaning tasks, including making beds and vacuuming floors in private homes, hotels and other commercial establishments):

  • 2010 Median Pay: $19,300, or $9.28 an hour.*
  • Work Experience: None.
  • Education and Training: Less than high school; short-term on-the-job training.
  • Number of Jobs: 1.43 million.
  • Employment Change (through 2020): +111,600 jobs, or 8 percent growth (slower than average).

Home Health or Personal Care Aide (helps older adults or people who are disabled, chronically ill or mentally impaired with activities such as bathing and dressing; performs light housekeeping):

  • 2010 Median Pay: $20,170, or $9.70 an hour.*
  • Work Experience: None.
  • Education and Training: Less than high school; short-term on-the-job training.
  • Number of Jobs: 1.88 million.
  • Employment Change (through 2020): +1.3 million jobs, or 70 percent growth (much faster than average).

Retail Sales Clerk (assists with store operations, helps consumers find products and processes customers’ payments):

  • 2010 Median Pay: $20,990, or $10.09 an hour.*
  • Work Experience: None.
  • Education and Training: Less than high school; short- to moderate-term on-the-job training.
  • Number of Jobs: 4.47 million.
  • Employment Change (through 2020): +739,400 jobs, or 17 percent growth (average).

Product Merchandiser (stocks store shelves, takes inventory and hands out product samples to customers):

  • 2011 Median Pay: $23,110, or $11.11 an hour.**
  • Work Experience: None.
  • Education and Training: High school diploma; short-term on-the-job training.
  • Number of Jobs: 90,100.
  • Employment Change (through 2020): +15,800 jobs, or 18 percent growth (average).

Accountability scorecard

The Accountability Scorecard report shows federally required school and district accountability ratings under the No Child Left Behind Act of 2001 (NCLB).

Michigan received a waiver from the U.S. Department of Education in 2012 that allowed for the development of a new reporting system for school performance. You can find more information about accountability scorecards on the MDE website .

The data are important because they represent the official determination of school status.Up to five components make up a School or District Accountability Scorecard:

  • Student participation on state assessments;
  • Student proficiency on state assessments;
  • Student graduation OR attendance rates;
  • Educator effectiveness label reporting and teacher/student data link reporting rates; and
  • School Improvement Plan reporting and school diagnostic reporting.

Scorecards use a color coding system. In order of highest color to lowest, they are: Green, Lime, Yellow, Orange, and Red. Colors are based on meeting targets in the different Scorecard components. Missing targets in some components will automatically lower the overall Scorecard color even if the school or district is meeting all other targets.

A three color coding scheme is used for proficiency, attendance, and graduation. Green represents meeting a specific target, yellow represents meeting an improvement target, and red represents not meeting the target nor improvement target.

A two color coding scheme is used for educator evaluations, compliance factors, and participation. Green represents meeting the component requirements, and red represents not meeting the component requirements.

Why should i seek a higher education

Why Should I Seek a Higher Education?

Society is now placing more importance on higher education than ever before. This article discusses the benefits of postsecondary education.

View 28 Popular Schools »

Many people value higher education for monetary reasons. They believe that a higher education will allow them to find more lucrative careers that have high salaries and bountiful opportunities for raises and bonuses. These monetary benefits may be able to increase a person’s living condition because he or she will be able to afford housing and health costs. Despite these monetary reasons, there are other reasons why higher education is important.

Learning How to Solve Problems

During your higher education, you will be faced with a variety of problems. These problems will occur inside as well as outside the classroom. In the classroom, your professor may randomly call on you to explain a theory or a principle. You may have to solve problems with equations for your homework or during lectures depending on your major. Midterms and finals also demand you to be able to solve a variety of problems including problems that aren’t on the test like how to manage your study time. As you face these problems, you will need to learn how to solve them on your own.

When solving problems during your time in school, you can learn how to approach them in different ways and be open to alternate solutions. You’re also able to develop your critical thinking skills. By learning how to solve problems, you may be able to solve problems in your workplace or in your home much easier later on.

Learning How to Deal with Other People

While you’re attending school, you may meet a variety of people from different social backgrounds, which is what you will probably face in your workplace. You will be dealing with professors as well as other students. When you’re dealing with your professor, you can practice how you would approach a person in an authoritative position in a working environment. When making a request, would you ask in person or through an e-mail? When you feel like you’re being treated unfairly, would you be confrontational or try your best to be polite?

Other than professors, you will also be dealing with other students. Learning how to collaborate with other students especially during group projects may help you learn how to interact better in a group, which may benefit your career later on. Collaboration is often an essential aspect of any type of work environment.

A Final Thought on Higher Education

Higher education skills will help you find a lucrative career while teaching you how to deal with a variety of other real-life situations. The ability to solve problems and the ability to communicate with other people are even important in personal relationships. Higher education is more than a stepping stone to a career. It’s about learning how to develop a better you.

Best schools in america website rankings

What is Best Education Sites?

We’ve gathered a panel of specialists from the fields of graphic design, web development, and college counseling to analyze the state of the academic web space in 2011. We set out to answer one question: Are schools doing the best job they can of reaching out to students through edu websites?


At Best Education Sites, we believe that many of our colleges and universities are failing their students in one crucial way – by not providing them with a rich and easy learning experience on their educational sites. As the world of web design progresses at a dizzying pace, education websites seem to be lost in the past, unable or unwilling to keep up. Anyone who has visited edu sites has probably had the experience: clunky user interface, incomprehensible navigation, ugly design, and no content of any real use for students. We are well aware of this situation, and that is why we decided to create this project of ranking the best educational websites: to try to help fix it.

Our 2011 report on the state of the academic web space. in particular educational websites for students, was compiled by our team of over 2,000 web specialists for the single purpose of assessing where we stand, as a nation of colleges and universities, right now. Rating each school’s educational website in terms of design, content, and usability, our experts have sought to create a full and thorough picture of what each educational site has to offer, and what it lacks. We‘ve also looked at schools’ use (or misuse) of social media outlets such as Facebook and Twitter. Although we believe that, by and large, schools, through their learning websites, are inadequately supplying their students with a web experience of quality, we also want to acknowledge those that have done a stellar job at creating some of the best educational sites for students. This is how we give the best sites their proper due.

BestEdSites is intended for anyone who has ever become frustrated by the education website of a college or university, and for everyone who thinks that our schools can – and should – do better. Best Education Sites is also for anyone interested in web design and higher education, and how the two seemingly disparate fields of interest interact in profoundly important ways. Most of all, Best Education Sites is for students. Today’s college students are engaged with an online world in a way that no other generation ever has before. Our schools must step up to the challenge of meeting them there by providing them with the best education websites possible. And we will try to help them do just that.

Click here for a list of educational websites and educational links including the best educational websites for kids, the top educational websites for teachers, the top language arts educational sites for kids and the best websites for students regarding math and science.

making a good website is hard

If you represent a college or university, we would love to help you with yours. Contact us today for free professional guidance from our experts

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We are the only organization in the UK who guarantees an internship placement. Internship In London is working with over 1400 companies who take interns through us. Since 1992 Internship In London has placed thousands of interns, helping them to make the first step towards their professional life and successfully complete their university projects.

Once you have selected an internship placement suitable for you, we will do everything else, you are guaranteed an internship placement in your selected field. You can relax knowing that we are taking care of your internship, accommodation and language school ( if required).

Internship In London (Eurojob) has rapidly become a leader in the placement of interns into London based companies on Internship programmes. Internship In London is a member of WYSETC (World Youth Student Education Travel Confederation) and is a founding member of BETA (British Educational Travel Association).

The staff at Internship In London have expert internship placement knowledge assuring all interns are offered the highest levels of customer satisfaction and guaranteed internship placement!

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What’s Happening at AAACE

Updates from the Field

AAACE helps to support and promote adult education by providing information on activities and events in the field. Click here to learn what’s going on. You’ll find information on how to get fact sheets about PIAAC from the National Coalition for Literacy, about the 33rd Annual Research-to-Practice Conference in Adult and Higher Education, and more!

” Adult Educators: Making a Difference!”

Conference registration is now open!

Just click on 2014 Conference for more information on Keynote Speakers, Draft Conference Schedule, Conference Hotel, Exhibitor Information, and more! If you are unable to find the conference information you need on the website, please write to

Call for Proposals for AAACE (Nov. 4-7) – Closed April 25th. THANK YOU to everyone who submitted a proposal.

Call for Proposals for Papers for the International Pre-Conference – Closed May 23rd. THANK YOU to everyone who submitted a paper for presentation!

Benefits of AAACE Membership

What are the benefits of being a AAACE member? We’d like to highlight just two!

  • Members have online access to AAACE journals! When you log in as a member on the AAACE website (upper right corner), you will find a link to instructions for setting up your online account.
  • Members enjoy discounted conference registration rates!

Join today and discover the many other benefits of being a AAACE member. A listing of all benefits for individuals, students, and affiliate organizations is provided here. Just click here for a new member application. Click here to renew your membership and find out what you’ve been missing! Or, if you wish to update your membership profile, please click here .

New Board Members

Congratulations to Jean Fleming, new AAACE President-elect, and to Christy Rhodes, new Director-At-Large. Jean and Christy were installed as officers at the AAACE annual conference in Lexington, Kentucky in November. Additional changes to the AAACE Board of Directors are as follows: Steve Schmidt became AAACE President, Linda Morris became Past-president, and Nancy Fire became director of the Commission for Community, Minority and Non-Formal Education (CCMNFE).

This spring, we welcome the arrival of two additional new board members. J. Bernard Bradley is the new director of the Commission for Distance Learning and Technology (CDLT) and Steve McCaskey became the new director of the Commission for Program Management (CPM).

Past AAACE Conferences

The AAACE conferences have been held all over the United States in places such as Cleveland, Denver, and Norfolk. Each conference has included participants from over 43 states and more than 15 countries, providing opportunities to participate in 180 individual, multiple and roundtable concurrent presentations, general sessions, and pre- and co-conferences. Following are the program schedules for 2013. Lexington, KY, 2012. Las Vegas, NV, 2011. Indianapolis, IN, 2010. Clearwater Beach, FL, and 2009. Cleveland, OH.

Members Helping Members (MHM)

MHM matches those members who are interested in finding out about particular topics or in need of specific skills with those who can provide ideas or assistance. Please click here to find out more and to participate.

Handbook of Adult and Continuing Education