University of Memphis

What you'll study

The MEd is organised around a combination of core education studies and specialist coursework tailored to your chosen concentration. Common thematic areas include curriculum design and assessment, instructional strategies, educational research and data‑informed decision making, classroom management, diversity and inclusive practice, and the use of educational technology. Concentrations that are regularly offered include Curriculum and Instruction, Educational Leadership, Special Education, School Counseling, TESOL, Instructional Design and Technology, and Early Childhood Education.

Course format varies by concentration and may include seminar courses, applied practicum or internship experiences, capstone projects and, in some cases, a research thesis option. Typical modules you might encounter are:

• Advanced Instructional Methods and Curriculum Development
• Assessment, Measurement and Data Use in Schools
• Leadership, Law and Policy in Education
• Foundations of Special Education and Inclusive Practices
• Second Language Acquisition and TESOL Methodology
• Learning Technologies and Instructional Design
• Research Methods and Educational Inquiry

For licensure‑track programmes (for example, principal licensure or school counseling), supervised clinical experiences and district placements are integrated into the curriculum to meet state certification requirements. The programme is offered in a mix of delivery modes, including face‑to‑face, evening classes and online courses, allowing flexibility for working professionals.

Entry requirements

Applicants are normally required to hold a recognised bachelor’s degree from an accredited institution. Admission considers academic transcripts, a personal statement outlining professional goals and reasons for graduate study, and one or more professional references. Many specialisms prefer or require prior classroom experience or a state teaching licence for admission to certain tracks.

Some concentrations may request additional documentation such as a résumé/CV, practicum clearance (background check) for those involving work with children, or evidence of professional practice. Standardised tests may be optional or waived for applicants who meet other academic criteria; check the programme guidance for the specific concentration you are applying to.

Career prospects

Graduates of the MEd follow a range of careers across K–12 and higher education sectors, as well as in non‑profit and private education organisations. Typical roles include:

• Classroom teacher with advanced specialism or endorsement
• Instructional coach or curriculum coordinator
• School administrator or aspiring principal (with appropriate licensure)
• Special education teacher or behaviour support specialist
• School counsellor or pupil services professional (from counselling track)
• TESOL instructor or English language programme coordinator
• Instructional designer, eLearning specialist or education consultant

Graduates often move into roles that combine classroom practice with leadership responsibilities, curriculum development or district‑level policy and programme implementation. The applied practicum and district partnerships available through the University of Memphis support career transitions and networking with local school systems.

Why study at University of Memphis

The University of Memphis is an urban research university with strong connections to local school districts and community organisations, providing a practical setting for applied learning and placements. Faculty typically include experienced practitioners and researchers whose work addresses urban education, equity, inclusive practice and instructional innovation.

Students benefit from flexible delivery options designed for working educators, a variety of specialisation pathways to match career goals, and access to research centres and professional development resources on campus. The programme’s partnerships with regional schools and agencies support hands‑on experience, mentorship and opportunities to apply new practice directly in classroom and district contexts.