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How to structure a Language Analysis for two or more texts!

Christine Liu

April 5, 2016

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In your Language Analysis (or Analysing Argument) SAC, you will be required to analyse how language is used to persuade in three or more texts. While this may seem a bit daunting at first, it really isn’t much harder than a single text analysis once you know how to approach it. Of course, there are multiple ways to tackle this task, but here is just one possible method!

Introduction:

Begin with a sentence that briefly describes the incident that sparked the debate or the nature/context of the debate. Remember to use the background information already provided for you on the task book!

Next, introduce the texts one at a time, including the main aspects for each (eg. title, writer, source, form, tone, contention and target audience). You want to show the examiner that you are comparing the articles, rather than analysing them separately. To do this, use appropriate linking words as you move onto your outline of each new text.

Consider significant features for comparison, for example:

  • Is the tone/style the same?
  • Is there a different target audience?
  • How do their key persuasive strategies differ?

You may choose to finish your introduction with a brief comment on any key difference or similarity.

Sample introduction: The recent return to vinyls and decline in CD sales has sparked discussion about the merits of the two forms of recorded sound. In his feature article, For the Record, published in the monthly magazine Audioworld in June 2015, Robert Tan contends that vinyls, as the more traditional form, are preferable to CDs. He utilises a disparaging tone within his article to criticise CDs as less functional than vinyls. In response to Tan’s article, reader Julie Parker uses a condescending and mocking tone to lampoon Tan for his point of view, in a letter published in the same magazine one month later.

Body paragraphs:

Block structure

Spend the first half of your essay focused on Article 1, then move into Article 2 for the second half of your essay (and, for those doing three articles, the later part of your essay based on Article 3). This structure is the most simple of all, and unfortunately does not offer you ample opportunity to delve into an insightful analysis. Hence, we would not recommend this structure for you. If possible, adopt the Bridge or Integrated structures discussed below.

Bridge structure

Analyse the first text, including any visuals that may accompany it. Students often spend too long on the first text and leave too little time to analyse the remaining texts in sufficient depth, so try to keep your analysis specific and concise! Remember to focus on the effects on the reader, rather than having a broad discussion of persuasive techniques.

Linking is essential in body paragraphs! Begin your analysis of each new text with a linking sentence to enable a smooth transition and to provide a specific point of contrast. Continue to link the texts throughout your analysis, for example, you could compare:

  • The tone
  • The techniques of each writer and how these aim to position the reader in different ways.

Often your second and/or third texts will be a direct response to the first, so you could pick up on how the author rebuts or agrees with the arguments of the first text.

Integrated structure

In this type of structure, you will analyse both articles in each body paragraph. Watch Lisa’s video above (coming soon) for a sample paragraph based on this structure.

Conclusion:

In Lisa’s video above, she suggested a short and sweet summary in your conclusion by incorporting some quotes from the author’s own conclusion. 

Alternatively, you could opt for a different approach. In your conclusion, aim to focus on how each text differs from the others in terms of the main techniques used by the author, and more importantly, the effect of these techniques on the reader or audience. You should summarise the main similarities and differences of each text without indicating any personal bias (ie. you should not state whether one text might be more or less persuasive than another). For example, a point of comparison could be the audience appeal – will any particular audience group be particularly engaged or offended? Why?

Finally, finish with a sentence suggesting a possible outlook for the issue. Good luck!

By the way, did you know that our Ultimate VCE English Study Guide includes a more comprehensive review of structuring two or more articles on language analysis?

Download a FREE sample chapter Ultimate VCE English Study Guide here !

*This blog post was originally created by Christine Liu, with additions made by Lisa Tran to suit the new modifications in the English study design.

Click here to check out FREE snippets from the course!

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Essay

Introduction


beginning of content:

Essay:Introduction

The directions below are representative of what students will encounter on test day.

The essay gives you an opportunity to show how effectively you can read and comprehend a passage and write an essay analyzing the passage. In your essay, you should demonstrate that you have read the passage carefully, present a clear and logical analysis, and use language precisely.

Your essay must be written on the lines provided in your answer booklet; except for the planning page of the answer booklet, you will receive no other paper on which to write. You will have enough space if you write on every line, avoid wide margins, and keep your handwriting to a reasonable size. Remember that people who are not familiar with your handwriting will read what you write. Try to write or print so that what you are writing is legible to those readers.

You have 50 minutes to read the passage and write an essay in response to the prompt provided inside this booklet.

  1. Do not write your essay in this booklet. Only what you write on the lined pages of your answer booklet will be evaluated.
  2. An off-topic essay will not be evaluated.

The student responses provided in the following set illustrate common score combinations earned on the redesigned SAT. Each response has received a separate score for each of the three domains assessed: Reading, Analysis, and Writing. The scores are presented in order by domain directly preceding each sample essay. Scores for the samples provided below were assigned on a 1-4 scale according to the redesigned SAT Essay Scoring Rubric. It is important to note that although these are representative samples of student ability at each score point, the set itself does not exhaustively illustrate the range of skills in Reading, Analysis, and Writing associated with each score point.

Although all of the sample essays were handwritten by students, they are shown typed here for ease of reading. The essays have been typed exactly as each student wrote his or her essay, without corrections to spelling, punctuation, or paragraph breaks.

Practice using sample essay 1.

Practice using sample essay 2.

Learn more about how the essay is scored.  

★Example of a Literary Analysis Essay

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What Is a Literary Essay?

A literary analysis essay is an academic assignment that examines and evaluates a work of literature or a given aspect of a specific literary piece. It tells about the big idea or theme of a book you’ve read. The literary essay may be about any book or any literary topic imaginable.

How to Write a Literary Analysis Essay

When you’re taking a literature course , you clearly expect some degree of academic writing to be involved. You’ll be reading books, and you’ll be discussing them in class. However, you’ll also analyze those books in written.

There’s a problem: your professors assign you the books and they ask you to write the paper, but they don’t teach you how to write a literary essay step by step. Some students assume they can find some reviews on Goodreads and paraphrase them. Others go through blogs maintained by passionate readers, and they assume that that’s the style they should follow.

This type of paper needs a specific format. Plus, you’ll have to maintain an adequate style of academic writing. You can’t write like a blogger would write, and you cannot copy Goodreads or Amazon reviews. What you should do is read that book and write a proper literary essay that would leave your professor impressed.

Are there any guidelines you can follow to achieve that goal? Of course there are! In the most basic form, these are the steps you should follow:

  • Understand the purpose of a literary analysis;
  • Understand the format (learn what this type of assignment must include in its content);
  • Plan
  • Write
  • Edit

Sounds pretty simple, doesn’t it? As any other student, you need more tangible guidelines that teach you how to handle this particular assignment. As always, we’re here to help with that! Read through this step-by-step guide, and you’ll be ready to start writing the literary analysis by the end of the day.

What Is the Purpose of a Literary Analysis Essay?

The main purpose of a literary analysis essay is to prove that you’ve carefully examined and evaluated a work of literature from various aspects. First of all, you must understand the term analysis. It means breaking something up to its essential components, and analyzing how their features contribute towards the overall impression.

Let’s take an example: you’re analyzing Fitzgerald’s The Great Gatsby. It’s a highly popular book with countless reviews all over the Internet. If you check out those reviews, you’ll notice they are highly personal. They are all about the way the reader perceived the book. You’re allowed to share your own impressions in a literary analysis, but they have to be part of a more structured format. Most of all, you’ll focus on the analysis of all components of the book.

You’ll be reading the book differently, too. When you’re reading for pleasure, you’re mainly focused on emotions and visualizations of the scenes and characters. You’ll still pay attention to those elements of the reading process, but you’ll also be analytical towards the book. You’ll consider these elements:

  • Subject
  • Form
  • Style
  • Main theme
  • The relationship between form and content
  • The relationship between the main plot and the subplot
  • Characters’ strengths and flaws
  • Storyline strengths and flaws

In most cases, professors ask you to focus on one aspect analyzing a book. For example, they will ask you to analyze the strengths and flaws of Gatsby’s character. An overall analysis is a much larger and more complex paper, whose structure is closer to a research paper than it is to an essay.

So let’s sum up:

  • The purpose of a literary analysis is to analyze a particular theme or aspect of the book or poem you’ve read.
  • Your writing will be sharp and focused. You will express not only your personal thoughts and emotions regarding the piece, but your studious approach towards it as well.
  • Think of it this way: you’re putting yourself in the shoes of a literary critic. If you’ve ever read the critiques in popular magazines, you’ll notice they are objective; not personal. Your essay will have a specific format, but it will maintain that critical approach you’ve seen from real critics.
  • Your goal is to convince the reader that you’re making a valid point with your analysis.

What Must a Literary Analysis Essay Include?

When students don’t know how to write a literary essay, they make a common mistake: freewriting. This assignment is not based on freewriting, where you sit and write whatever comes to mind regarding the book. The paper must be organized, and it needs specific elements that will turn freewriting into an actual literary analysis:

  • A specific topic, which you’ll formulate in accordance with the central idea you want to convey.
  • A central thesis statement, which tells the reader what to expect from the rest of the paper. This is a very clear declarative sentence that conveys the main point of your essay. Every single sentence you write in your literary analysis will be directly connected to this central idea.
  • An introduction, body, and conclusion – that’s the basic structure to maintain in most formats of academic writing. The literary analysis is no different; it needs an intro, body, and conclusion. The only difference is that you’re not obliged to stick to the 5-paragraph format. If you need more paragraphs in the body, you’re free to include them unless your professor tells you otherwise.

How to Write a Literary Analysis Essay Introduction

Now that you’re aware of all elements this essay should include, it’s easier for you to write the literary essay outline. It should briefly describe the points you’re going to include in the introduction, body, and conclusion. Once you have the outline ready, it will be easier for you to start writing the paper.

How do you start? That’s the greatest challenge to overcome throughout this process.

In the introduction, it’s important to capture the interest of your reader. You will do that by bringing immediate focus to the main point you’re going to make. Explain the reader (your professor) what aspect of the book or poem you’re going to analyze. Is it the format, a specific character, or an element of the plot?

  • You may start with a quote that conveys this main point for you. If, for example, you’re analyzing Gatsby’s character, you may include this quote:

“If personality is an unbroken series of successful gestures, then there was something gorgeous about him, some heightened sensitivity to the promises of life, as if he were related to one of those intricate machines that register earthquakes ten thousand miles away. This responsiveness had nothing to do with that flabby impressionability which is dignified under the name of the ‘creative temperament’ – it was an extraordinary gift for hope, a romantic readiness such as I have never found in any other person and which is not likely I shall ever find again.”

With this quote, the author practically expressed Gatsby’s personality, so you have where to start from. From here on, you’ll analyze the character’s personality in different scenes and you’ll describe how they are related to the description from this quote.

  • It’s also allowed for you to include some background information relevant to the literature genre or to the author of the piece you’re analyzing.
  • At the end of the introduction, you’ll include your thesis statement. It’s recommended for it to be in a single sentence. That rule will push you towards clarity and scarcity.

Once you have the introduction with a clear thesis statement, it won’t be that difficult for you to write the body of your paper. You don’t necessarily have to write three paragraphs in it, but it’s the minimum number of paragraphs for an essay of 500 – 700 words. You may separate the body in more paragraphs, but less than three would make the paper look like a bulky and overwhelming read.

Each paragraph needs a topic sentence, which is directly related to the thesis statement.

How to End a Literary Analysis Essay

Naturally, your literary analysis needs a strong, convincing conclusion. This final paragraph will make the essay complete and well-rounded. It will give the reader an impression that you made a clear point that they are ready to agree or disagree with.

How do you write such a conclusion?

  • Don’t introduce new points of discussion in the conclusion.
  • It should summarize and restate the main points you made, but it mustn’t be repetitive. You may make a relevant comment from a different perspective, or restate the main thesis to show how your arguments proved it.

Conclusion

The literary analysis is not an easy essay to write. They say that the best critics are geniuses. They know how to penetrate deep into the essence of the book they read, and understand the author’s intentions for each element of their writing.

No one expects a college student to achieve that level of literary criticism, but the least you can do is try. If you follow the tips above, you can start writing the literary analysis essay as soon as you’re done with the reading.

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    Believe it or not, but I’m fully satisfied with the essay you’ve written for me. I have got an excellent mark and I’m now convinced in the truth of your promises. Thanks!

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What Is a Literary Essay?

A literary analysis essay is an academic assignment that examines and evaluates a work of literature or a given aspect of a specific literary piece. It tells about the big idea or theme of a book you’ve read. The literary essay may be about any book or any literary topic imaginable.

How to Write a Literary Analysis Essay

When you’re taking a literature course , you clearly expect some degree of academic writing to be involved. You’ll be reading books, and you’ll be discussing them in class. However, you’ll also analyze those books in written.

There’s a problem: your professors assign you the books and they ask you to write the paper, but they don’t teach you how to write a literary essay step by step. Some students assume they can find some reviews on Goodreads and paraphrase them. Others go through blogs maintained by passionate readers, and they assume that that’s the style they should follow.

This type of paper needs a specific format. Plus, you’ll have to maintain an adequate style of academic writing. You can’t write like a blogger would write, and you cannot copy Goodreads or Amazon reviews. What you should do is read that book and write a proper literary essay that would leave your professor impressed.

Are there any guidelines you can follow to achieve that goal? Of course there are! In the most basic form, these are the steps you should follow:

  • Understand the purpose of a literary analysis;
  • Understand the format (learn what this type of assignment must include in its content);
  • Plan
  • Write
  • Edit

Sounds pretty simple, doesn’t it? As any other student, you need more tangible guidelines that teach you how to handle this particular assignment. As always, we’re here to help with that! Read through this step-by-step guide, and you’ll be ready to start writing the literary analysis by the end of the day.

What Is the Purpose of a Literary Analysis Essay?

The main purpose of a literary analysis essay is to prove that you’ve carefully examined and evaluated a work of literature from various aspects. First of all, you must understand the term analysis. It means breaking something up to its essential components, and analyzing how their features contribute towards the overall impression.

Let’s take an example: you’re analyzing Fitzgerald’s The Great Gatsby. It’s a highly popular book with countless reviews all over the Internet. If you check out those reviews, you’ll notice they are highly personal. They are all about the way the reader perceived the book. You’re allowed to share your own impressions in a literary analysis, but they have to be part of a more structured format. Most of all, you’ll focus on the analysis of all components of the book.

You’ll be reading the book differently, too. When you’re reading for pleasure, you’re mainly focused on emotions and visualizations of the scenes and characters. You’ll still pay attention to those elements of the reading process, but you’ll also be analytical towards the book. You’ll consider these elements:

  • Subject
  • Form
  • Style
  • Main theme
  • The relationship between form and content
  • The relationship between the main plot and the subplot
  • Characters’ strengths and flaws
  • Storyline strengths and flaws

In most cases, professors ask you to focus on one aspect analyzing a book. For example, they will ask you to analyze the strengths and flaws of Gatsby’s character. An overall analysis is a much larger and more complex paper, whose structure is closer to a research paper than it is to an essay.

So let’s sum up:

  • The purpose of a literary analysis is to analyze a particular theme or aspect of the book or poem you’ve read.
  • Your writing will be sharp and focused. You will express not only your personal thoughts and emotions regarding the piece, but your studious approach towards it as well.
  • Think of it this way: you’re putting yourself in the shoes of a literary critic. If you’ve ever read the critiques in popular magazines, you’ll notice they are objective; not personal. Your essay will have a specific format, but it will maintain that critical approach you’ve seen from real critics.
  • Your goal is to convince the reader that you’re making a valid point with your analysis.

What Must a Literary Analysis Essay Include?

When students don’t know how to write a literary essay, they make a common mistake: freewriting. This assignment is not based on freewriting, where you sit and write whatever comes to mind regarding the book. The paper must be organized, and it needs specific elements that will turn freewriting into an actual literary analysis:

  • A specific topic, which you’ll formulate in accordance with the central idea you want to convey.
  • A central thesis statement, which tells the reader what to expect from the rest of the paper. This is a very clear declarative sentence that conveys the main point of your essay. Every single sentence you write in your literary analysis will be directly connected to this central idea.
  • An introduction, body, and conclusion – that’s the basic structure to maintain in most formats of academic writing. The literary analysis is no different; it needs an intro, body, and conclusion. The only difference is that you’re not obliged to stick to the 5-paragraph format. If you need more paragraphs in the body, you’re free to include them unless your professor tells you otherwise.

How to Write a Literary Analysis Essay Introduction

Now that you’re aware of all elements this essay should include, it’s easier for you to write the literary essay outline. It should briefly describe the points you’re going to include in the introduction, body, and conclusion. Once you have the outline ready, it will be easier for you to start writing the paper.

How do you start? That’s the greatest challenge to overcome throughout this process.

In the introduction, it’s important to capture the interest of your reader. You will do that by bringing immediate focus to the main point you’re going to make. Explain the reader (your professor) what aspect of the book or poem you’re going to analyze. Is it the format, a specific character, or an element of the plot?

  • You may start with a quote that conveys this main point for you. If, for example, you’re analyzing Gatsby’s character, you may include this quote:

“If personality is an unbroken series of successful gestures, then there was something gorgeous about him, some heightened sensitivity to the promises of life, as if he were related to one of those intricate machines that register earthquakes ten thousand miles away. This responsiveness had nothing to do with that flabby impressionability which is dignified under the name of the ‘creative temperament’ – it was an extraordinary gift for hope, a romantic readiness such as I have never found in any other person and which is not likely I shall ever find again.”

With this quote, the author practically expressed Gatsby’s personality, so you have where to start from. From here on, you’ll analyze the character’s personality in different scenes and you’ll describe how they are related to the description from this quote.

  • It’s also allowed for you to include some background information relevant to the literature genre or to the author of the piece you’re analyzing.
  • At the end of the introduction, you’ll include your thesis statement. It’s recommended for it to be in a single sentence. That rule will push you towards clarity and scarcity.

Once you have the introduction with a clear thesis statement, it won’t be that difficult for you to write the body of your paper. You don’t necessarily have to write three paragraphs in it, but it’s the minimum number of paragraphs for an essay of 500 – 700 words. You may separate the body in more paragraphs, but less than three would make the paper look like a bulky and overwhelming read.

Each paragraph needs a topic sentence, which is directly related to the thesis statement.

How to End a Literary Analysis Essay

Naturally, your literary analysis needs a strong, convincing conclusion. This final paragraph will make the essay complete and well-rounded. It will give the reader an impression that you made a clear point that they are ready to agree or disagree with.

How do you write such a conclusion?

  • Don’t introduce new points of discussion in the conclusion.
  • It should summarize and restate the main points you made, but it mustn’t be repetitive. You may make a relevant comment from a different perspective, or restate the main thesis to show how your arguments proved it.

Conclusion

The literary analysis is not an easy essay to write. They say that the best critics are geniuses. They know how to penetrate deep into the essence of the book they read, and understand the author’s intentions for each element of their writing.

No one expects a college student to achieve that level of literary criticism, but the least you can do is try. If you follow the tips above, you can start writing the literary analysis essay as soon as you’re done with the reading.

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What is a literary essay and why do we need it?

Often a college piece of writing needs to deal with some piece of literary work – a play, a novel, French poetry and so on. Your ability to analyze and assess pieces of literary writing can be directly addressed in such tasks by your professor. It is a very frequent task for students of many humanitarian faculties, but even a technical syllabus may contain an art history paper or a literary analysis essay that you may have to deal with, even if you don’t have any special skills in writing and have never written any type of essay before.

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What is a literary essay and why do we need it?


So what is a literary analysis essay? The basic definition is: it is a piece of writing, measuring around 250-300 words (but otherwise may be specified by your teacher or professor, so make sure to check the requirements) that analyzes a literary work. It may analyze each and every aspect of, say, a novel: the style, the contribution to the literature in general, reflection of the author’s biography in the essay, the plot, the literary language and so on. Or, alternatively, it may focus on one of a few aspects which have just been mentioned. The idea of a literary essay is very close to how to write an article critique . However, the object of your critical analysis will not be an article, but a literary work.

How to approach your literary essay?


Before writing any literary essay, you will need to read the literary work that has been given to you for analysis. You may try reading shorter versions of it, specifically designed to help students tackle their literature tasks in shorter spans of time. Select characters and plot pieces that seem the most important to you and read more general information about the style and form of literary composition that you are going to write about, like prose, poetry, drama. All of them have their distinctive features and you may need to analyze them globally in order to cope with your literary essay task better. Always remember that any literary piece must be analyzed in a many-sided way, from every angle there is. Also, a good idea would be to collect relevant quotes from the literary work while reading, because then you’ll be able to refer to these or mention them in your essay, even quoting straight away. Anyways, you will need to come back to the text of the novel or poem several times while writing, because the focus of your essay may change and may need adjustments as you proceed.

The plan for developing the text of your essay includes the following stages:

  • decide how many paragraphs you want to have
  • decide how many main points will sufficiently cover the task given
  • plan your essay
  • produce the writing part
  • check and proofread your essay

The number of paragraphs mostly depends on the tasks you’ve been given. Several tasks may require several paragraphs: for instance, one paragraph for style features of the novel, one for the plotline and its analysis, one for the main characters, one for your own opinion (in case you’ve been asked to give any). The introduction and the conclusion are mandatory parts or any written work, so if you add up everything, you will get a decent essay outline which we can see in almost any literary analysis essay example. When I need someone to write my paper , I usually contact writing services and ask them for any relevant examples or pay them for writing a literary analysis essay for me.

Writing a literary essay


When you’re done planning, the next logical step would be to try to produce a continuous text on the given assignment. Some students experience difficulty with beginning their essay, because words just seem to be missing and they can’t come up with any decent ideas, but that’s what planning is actually for: you can start with any part you want, and finish with the hardest one. If you already know what you want to write in any of the paragraphs you have planned, it’s ok to go there right away and just write what you know best. As you can see in a sample book report , the style of your essay needs to be pretty formal. You are writing to your teacher, and it is an official document, so avoid any informal language, much personal information or any exclamatory punctuation.

Formally, a literary essay should contain information about the parts of a literary work and the general structure of the text, the form and the style it was written in. It is a good idea to mention the specificity of the language which the author used in the original, and the specific features of his author’s style (because, as we know, each author has their own unique way of conceiving their literary work, which may add value to the literary piece you’re analyzing). To get a better idea about the value of his work, get acquainted with the artistic styles and the characteristic features of the époque which the writer represents, in this way you will be able to understand it better and also make more points about how successful his work was. Always analyze the plot not only from the position of being interesting or intriguing, but from the position of the underlying philosophical message as well. Every great book has multiple hidden subtexts, and everybody perceives them at their own level. Make sure you do your best to identify those points and dwell upon them. And finally, express your opinion about the text in a subtle manner. Don’t claim you know everything and that your opinion is the ultimate truth. Always mention what other opinions exist about this literary piece and why you may be wrong, however, use factual information from the text to prove your points. And, of course, don’t be afraid to ask for help. If you need help with your literary essay, Digital Photography homework help or 3D Art homework help , you can always address the services that will gladly help you out.

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Writing an argumentative essay can sometimes be confusing because you don’t necessarily know how to write a convincing argument. If you’re new to writing argumentative essays, there are a few key factors that you can learn that can help you write a better argumentative essay. Argumentative essays are where you try and convince your reader to take a specific stance on a topic. This can range from politics, debates, news, and many other topics.

A persuasive, argumentative essay will use credible sources to find facts, information, and statistics that help support that specific stance. If you load your essay full of credible sources, you’re only further going to convince your audience that taking your stance is the best stance. To write an excellent argumentative essay, there are four major parts of the essay you’re going to need to be aware of. Keep reading, and we’ll teach you how to come up with a great argumentative essay by argumentative essay examples.

What is an Argumentative Essay?

In an argumentative essay, you’re going to want to convince your audience to agree with your idea or opinion by using credible information. Writing an argument essay can help you better understand how to present an argument and how to persuade your readers to be on your side. Learning how to write an argumentative essay can help you in many other aspects of life, so make sure you pay close attention to what you’ll need for a convincing argument. You first need to select a solid topic with an argument, credible information to support your viewpoint, a solid stance on your side, and an excellent counter-argument to help you sound less biased.

Argument

Argumentative essays should use a topic in which you can persuade an audience to agree with your side. If you’re a student, consider using a topic that is interesting to other students or your professor. Many argumentative topics come from politics, the news, or ethics. Don’t choose a topic that you can’t write a two-sided story on. Every argumentative argument should include either two or more sides. The easier arguments use at least two arguments and no more than three or four arguments at once. The more stances an argument has, the harder it will be to convince your readers that your stance is the best stance. Our examples of argumentative essay can help you understand what topics are appropriate.

Your Stance

Every argumentative essay includes persuading an audience into believing one side of an argument. You need to make sure that you stay on that one side during your entire essay. It may be tempting to agree with the opposing side, but that will only cause your audience to be less convinced about your stance. The whole point of an argumentative essay is to persuade the reader into agreeing with the side you support. Therefore, you need to use research to back up your viewpoint consistently. The only thing you need to keep an eye out for is sticking with one side of an argument that doesn’t have enough credible information to help back up your claims. Check out our argumentative essay example to properly understand how to stay on one side of an argument.

Evidence

Your essay should include recent statistics and information from reliable sources. Many students make the mistake of including personal viewpoints and opinions in their essays. This only weakens your argument and drives your readers away from your stance. To avoid this situation, only use information that you know is from a reliable source. Your teacher should provide you with a list of acceptable sources or if your sources need to be from empirical studies. Always double check your facts and make sure that they are the most recent. Using too old of facts may cause your argument to weaken.

Counter Argument

Another final component is being able to draw out the pros and cons of the opposition and disprove their argument. In this area of your paper, you can agree with your opponent temporarily to exploit any reasoning that does not work in their favor. This also shows you’ve taken into consideration the opponents views and examined the possible outcomes. By embodying both sides of the argument, you further solidify your position and make it seem like there is another ultimate conclusion.

Conclusion

A conclusion can be included in the counter-argument, but it is better to allocate two separate paragraphs for them. A sound finale will have your essay summarize quickly and powerfully. Appealing to emotion, using statistics and facts will help refresh your reader’s memory and convince them to take up your position. The last few sentences should be extremely clear and have a lasting image on your audience. Always make sure that you end your paper reinstating your side of the argument and why people should join.

Two Examples of Argumentative Essays

Writing a persuasive, argumentative essay can be complicated, and sometimes it can get a little confusing. To write an excellent argumentative essay, you’re going to have to practice rewriting your essay to help eliminate useless facts. Remember to not confuse an argumentative essay with a persuasive essay. Argumentative essays need to use facts to help back up your side of the argument, instead of just making different claims. To help you learn how to write an argumentative essay, we’ve listed some argumentative essay examples to help you. They are listed below.

Argumentative Essay Example #1

Students Should Use Smart Phones in School

Technology has become so advanced that your smartphone is essential a working computer. Students are starting to be encouraged to use technology such as laptops, computers, and ipads during class. Many parents don’t want their kids to use technology during class because they feel like their child wouldn’t use the smartphones for learning purposes, but instead use them to send text messages, play games, and stay plugged into social media outlets. The question we’re trying to cover in this essay is whether students should be allowed to use smart phones in their schools.

Students are already encouraged to use other sources of technology in class such as laptops and ipads to help increase their learning. Many teachers are already using projectors which are linked to laptops and demonstrate how to complete an assignment. If you’re in higher education such as college, you’re allowed to use your smartphone in class to complete any work or take notes. But, when you’re in high school, you’re not allowed to use your smartphones during class. If you can use smartphones in college, you should be able to use smartphones in high school and middle school. There need to be set rules on what you can do while using your smartphone.

We believe that smartphones could help bring more learning to every classroom. Using smartphones in school can help students have instant access to information related to their classes. During classes teachers no longer have to use their projector or have to make print outs on information. They could share a google document with the students, and the students can access it from their phone. All of the daily’s information will be saved on there, giving students instant and continuous access to everything they learned that day.

In classes, many students use their phones to take pictures of lectures, powerpoints and record the lecture. The issue is that taking pictures and videos require special permission from your professor. College students take pictures of lectures and then also record the class. This can help them later when they need to study information. Now, one thing we do have to consider is that college classes have students who need to pass the class, while in high school it’s more of choice. So the motivation for using smartphones in high school and college is both different.

Many parents and staff members disagree that the use of smartphones would help their classrooms. And while we get where they are coming from, that still doesn’t mean that students shouldn’t be allowed to use their smartphones in class. For example, smartphones can be used as calculators and can help anyone who is taking a math class. Regular calculators cost a lot of money for a student to use, therefore using their phone is easier and more effective. Not only that but students will be able to access their online courses and be able to follow the lecture through powerpoints. Lastly, students can also take pictures of powerpoint slides and take notes by using their phones. This would make it much easier than having them learn how to take notes.

With the advancements in technology, we believe that smartphones should be used in classrooms. They offer students and teacher instant access to any and all information. Of course, they can’t be used during testing, quizzes, or other activities that could be considered cheating. Therefore, they should only be used during the lecture. It would make taking notes in class a brass, and for those students who want to ace the class, they would be able to access the lecture if they recorded it at a later time and review materials.

Argumentative Essay Example #2

Can Smoking be Prevented by Making Tobacco Illegal

Tobacco is the main ingredient that you find in cigars, cigarettes, and as a chew. It’s no secret that tobacco has finally been linked to being a bad drug which wreaks havoc on the body. Not only does it contribute to lung failure, but it also has a negative effect on the liver and brain. Many people still choose to smoke even though they have been told that it’s bad for them. Would choose to ban tobacco and make it illegal prevent people from smoking? Would making tobacco-related products illegal even help the smoking population? Would it stop younger people from deciding to smoke?

The issue is that there are so many people who are still smoking. The goal is to end up getting fewer people to smoke. By banning tobacco and tobacco-related products, the hope is that fewer people will be able to smoke and gain access to them. Cigarettes are stocked in every single store you go to. From convenience stores, gas stations, and even supermarkets. You can find cigarettes online, and also buy them through designated cigarette shops. You can find them everywhere and anywhere. Many cigarette packets don’t come cheap, and an estimate millions of dollars are spent on people buying cigarettes or tobacco related products every single day.

Our stance on this issue is that by making tobacco, illegal people will still find a way to get it and smoke it. Just because there is a continuous ban on a product doesn’t mean that it can help the people who already know what using cigarettes is like. You have to think about all the people who would need to get into rehabilitation clinics because of withdrawal effects from tobacco. If a massive user does not get enough, they could end up going into withdrawal and even death if their body decides to give up. The ban on illegal substances would only end up hurting the population who needs the drug to slowly come off of it.

Tobacco is used in many other drugs and can be either consumed by chewing or be in the form of cigars or cigarettes. It has been shown that tobacco has adverse effects on the skin, lungs, liver, and kidney. It also damages your brain cells and can cause you to have lung problems. If you want to avoid respiratory failure, you may want to consider stopping smoking tobacco. Any drug that has this many adverse effects should not be consumed on a regular basis. Some populations smoke more than one cigarette a day, and sometimes the extreme cases smoke up to a pack or two a day.

Think about a very similar incident that happened almost a century ago. The ban on alcohol did not end up stopping people from drinking alcohol. Instead, it may have even boosted illegal activity because so many speakers started to show up. People ended up finding other sources to get their hands on alcohol. If we were to place a ban on tobacco, then people would still find out a way to produce them illegally. We already have enough drug wars going on; we don’t need another just because the US decides to ban tobacco.

As you can see, banning tobacco will not stop individuals from deciding to smoke. People will end up doing whatever they want even if the drug gets banned. Reducing smoking can be done through education, as smoking is not something you want to advocate for. To prevent smoking educate people on the adverse effects of tobacco and make it clear that just starting to smoke can end up giving you lifetime problems. You can’t control anyone’s opinion, and everyone is entitled to make their own choices, even when it comes to smoking. So, tobacco should not be banned or made illegal.

Conclusion

An excellent argument will use credible sources that help back up its claim. Always fact checks your argument and avoids using or making false or fake claims just to make your argument seem like the better side. Good argumentative essays not only provide facts to support the body of the argument and support your viewpoint but also use facts to help refute the opposing side of the argument. This can help convince your reader to stick with your side over the other. Choose from popular topics that people are passionate about. Never choose a topic that lacks research or evidence, as this leads to a weak argument overall. Hopefully, our argumentative essay example helped demonstrate how to write an argumentative essay.

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What Is a Descriptive Essay? Answers, Writing Tips, and 100 Examples of Topics

What is a descriptive essay? A descriptive essay is a short paper which is all about describing or summarizing a topic. You don’t need to collect responses from other people like you do when writing an argumentative essay . Based on my own experience, I can tell that expository essays barely occupy more than one page. They won’t take a plenty of time. Still, if you have no desire to work on the stuff like that or you want to impress your essay reader even with such a simple assignment, contact academic writers for hire to have your vivid essay done in several hours.

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No details, no proofs, no special effort… It is the simplest academic homework essay. In general, students should illustrate a descriptive essay with words instead of using pictures. Describe whatever you see, feel, touch, taste, or hear about the target topic. Learn here how to write an A-level college essay .

A descriptive essay about a place, for instance, must provide author’s impressions from attending a certain place in the world: from a small town to the biggest country. We explain how to write a descriptive essay based on its types.

How to Write a Descriptive Essay: Types to Consider

Study professional descriptive essay examples to understand each type listed below better. A descriptive essay can describe any of the following issues:

  • Human essay. It is much harder to tell about a person. Overall, such task would mean telling about the appearance, actions, behaviors, mood, and qualities of the chosen individual.
  • Place essay. The primary thing you should understand to find out how to write a descriptive essay about a place is the paper’s focus. Focus on describing places with the most breathtaking sights; let your reader feel the might of such cities as New York or Rome in your description.
  • Event essay. You can describe your last vacation, loud rock gig, summer music festival, graduation day, or Euro trip.
  • Animal essay. Wild nature is full of wonders – choose the animal you like most of all or the one you can associate with yourself.
  • Occupation essay. Writing about the job of your dream is good training before preparing an admissions essay or job resume.
  • Behavior essay. If you want to describe the freaky behavior of your best friend to show how the same people act under different conditions, it’s your chance!

We can explain just anything in details. The goal is to make it sound both artistically and officially.

Keep in mind you can count on help with writing a descriptive essay from academic experts who care about your performance.

100 Descriptive Essay Topics for Any Taste

We have selected 100 most outstanding descriptive essay topics most of the school and college tutors expect to see from each student. Mind that these are only the examples of the descriptive essay ideas; students can think of their own original topics by replacing some words with more suitable.

Despite there are many topics you might want to describe in detail, it is better to focus on a single person/place/event/object not to lose the point. Consider these 100 topics for your argumentative essay . A descriptive essay refers to showing than telling; deliver the main idea to your readers through drawing a picture of what you want to say.

Person/People Essay Ideas

  1. Make a detailed description of your mother (other relatives).
  2. Provide a vivid description of your role model. It could be your favorite actor, singer, movie director, fashion model, political figure, best friend, parents, etc.
  3. Why does Martin Luther King deserve respect?
  4. Describe a character from your favorite TV show (e.g. Buffy Summers, Piper Halliwell, Clark Kent, etc.)
  5. Choose a famous villain and reveal his personality.
  6. Describe specific traits you enjoy in one of your peers.
  7. List features of your boyfriend/girlfriend (fiancé/bride) which make this person so important in your life.
  8. Would you prefer Wonder Woman or Xena, Warrior Princess?
  9. Essay: Share a description of your most liked teacher.
  10. Why do you believe John Kennedy was a great political figure on the examples of his contribution to the US society?
  11. Explain why your favorite actress is better than the others.
  12. Why would a certain person behave in the way he/she does?
  13. Which psychological factors had the greatest impact on your own behavior?
  14. Describe a person whom you hate.
  15. Share description of your least favorite movie.
  16. Essay: Which horror film character has scared you to death?
  17. How would you act if you meet your favorite celebrity on the street one day?
  18. What traits belong to the term “best friend”?
  19. How would you define your potential enemies?
  20. Describe why you believe in a friendship between man and woman based on your own experience.
  21. Write who your favorite business manager is.
  22. Write how a perfect fashion model should look like today.
  23. Write why you think Abraham Lincoln deserves a special place in the history of the US.
  24. Essay: List specific features which make your mom stand out from the rest of the mothers.
  25. Why is your dad the kindest dad in the world?

Place/Location Descriptive Essay Examples

  1. Provide details on the house you’re living in. Would you like to change something about it, move away to another location, or stay without fixing anything, and why?
  2. Where would you like to rest next winter and why?
  3. Share an example of a perfect summer location with your readers.
  4. Provide details on your favorite winter location.
  5. Some students want to describe the rooms they are living in on campus. Share ideas how the college/university community could unite to make this place better.
  6. Describe the top favorite place in your native country.
  7. Essay: How do you picture an ideal place to have a wedding ceremony?
  8. Write about the place where people can see the brightest stars in the sky.
  9. Think of the features of the perfect place to have the loudest rock gig ever!
  10. List the names of the countries you would like to visit.
  11. My hometown is in my heart and soul.
  12. Why has Melbourne the heart of Australia despite it is not even its capital city?
  13. Describe the loudest place you used to visit.
  14. Write about the place you think is the best in the whole world.
  15. Essay: Tell more about the place you’re studying in.
  16. Describe the places you attended with your parents.
  17. Describe the most beautiful garden you have ever seen.
  18. Name the place you would choose for the summer festival.
  19. Write about 7 Wonders of the World.
  20. Write what you believe is the eighth Wonder of the World.
  21. Write how you feel when attending your childhood places.
  22. Essay: Write down why you prefer your native country over any other places in the world.
  23. Write how you can get to the certain destination.
  24. Describe a location for a perfect student party.
  25. Write about your favorite place which exists only in the fiction.
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Memory/Mind Essay Ideas

  1. Help your readers picture the best day of your life using vivid descriptions, different examples, original comparisons, and more attributes of the talented essay writer.
  2. What was the most special thing on your last trip to the sea?
  3. Do you remember the first birthday of your best friend?
  4. Create a map which would allow people to travel your mind to see a bit of your experience.
  5. Describe the introductory day in any of the existing educational institution – school, college, or university – using the entire spectrum of emotions.
  6. Essay: What would you call the ugliest experience in your life?
  7. Find proper words to describe the memories associated with the beloved person who used to die.
  8. List the things you like doing with your grandparents.
  9. Describe the event in your academic life which makes you proud enough to share it with the admissions officers later.
  10. Provide a description of the first time falling in love.
  11. Provide a description of the day in your life when something you like (e.g. hobby, art, music band, comic book, other objects) has almost changed your vision completely.
  12. Describe what you believe young children tend to memorize best of all.
  13. Essay: Help your readers understand how it feels like in the mountains.
  14. Do you like riding the bicycle?
  15. Describe the last time you were abroad.
  16. Share your feelings with the readers who wish to learn more about taking part in the exchange
  17. How did you feel during your English language exam?
  18. Which event from your life made you feel scared?
  19. Describe something that made you laugh to death.
  20. Offer details on your visit to London.
  21. Describe a silent place in the woods you love since your early ages.
  22. Write how you remember the first snow in your life.
  23. Write why it is important to keep a diary.
  24. Essay: Write down several things you remember from your tenth birthday.
  25. Write how it feels to attend the funeral based on your memory.

Object/Thing Descriptive Essay Topics

  1. Dedicate several powerful paragraphs to what you consider your family relict.
  2. Describe an object which you believe has once saved your life or prevented other adverse consequences for you or one of your close people.
  3. The Silk Road.
  4. Find appropriate words to describe something you wanted so bad you were ready to steal it due to the fact you did not have enough money to buy it.
  5. The most expensive painting ever sold.
  6. Pick one of the recent technological innovations. Make a description explaining why this particular thing plays in important role in the development of modern society.
  7. Essay: There is one more thing every writer should keep in mind to have a full vision of how to write a descriptive essay about yourself.
  8. Providing a description of distance and time from the physical aspect.
  9. Wonderful things every human should know from the Ancient World (choose Egypt, Greece, or Rome)
  10. How would you describe the icons in your home?
  11. The Empire State Building (or any other magnificent construction)
  12. Taj Mahal: historical value.
  13. Solar System and planets in it.
  14. The role of Bible in our life.
  15. Essay: A comfortable bed as a definition of good sleep.
  16. Can a dress make a man?
  17. Why do we love soft toys that much?
  18. Things to take with you on a sea trip.
  19. What can money change in the life of every person?
  20. The true value of vegetables in the markets.
  21. Essay: Write why your old Tamagotchi still matters to you.
  22. Write how your favorite video game has impacted you.
  23. Write down specific attributes which make your favorite doll special.
  24. Describe your living rooms in detail.
  25. Describe the neighboring house in detail.

Want to view several good descriptive essay examples from experts? We have attached the best samples to observe!

Common Structure: How to Write a Descriptive Essay

The structure of such essay depends on the topic. There is no need to follow strict chronology if you write about a person/object, but you should mind the order of events in the essay describing a place. Do not waste time on in-depth research or search for many sources – focus on writing about your feelings.

Work on the senses. To succeed, it is important to create 5 titled columns on a separate worksheet to list five human senses. Any good descriptive essay must cover each of the five senses, taste, sight, touch, smell and sound, to make the reader(s) feel the full spectrum of emotions associated with the chosen topic. It is obvious that some topics are better associated with certain feelings than others; focus on these feelings when describing the issue in detail.

Writing an outline. Create an outline to be your action plan during the entire writing process. No matter whether you’re a high school student or the one studying in college, the teachers everywhere expect to see a 5-paragraph descriptive essay. Descriptive essays belong to the category of creative pieces. Use them to expand your imagination by lengthening the text. The standard outline covers five paragraphs: introduction, 3-5 body paragraphs, and conclusion. Descriptive essays do not have a reference page as the obligatory part. Add important sources if you’re not reflecting personal experience.

Explore how a professional descriptive writing looks in several great descriptive essay examples!

Descriptive writing is not a piece of cake, but some expert recommendations help students to overcome different obstacles in their academic life:

“Most of my students wondered how to write a descriptive essay about a person, place, or object. The best topic is one that writer has a deep connection with. No matter whether you have a list of wonderful topics or the one your teacher expects to see: brainstorming is the key! I recommend this technique to every student. Once you master brainstorming, it would be easier for you to work in a team within any environment. I like original ideas such as Things to Do in Your City, The Funniest Memory, A Perfect Day with a Favorite Rock Star, Detailed Description of the Self-Invented Food, and more.”

Lisa Head, Literature Professor at University College London (UCL)

DESCRIPTIVE ESSAY FORMULA

  1. Pre-writing stage. Do you have a clear image of the object you’re going to describe? Look at all sources you have on hands to define whether they provide all important information on the topic of your choice. Mind that having an experience in the discussed field would be a plus. Focus on your own senses, taste, smell, and other feelings while recalling your example, and then create an action plan for further writing.
  2. How to start a descriptive essay? Start writing with a powerful, eye-catching hook to grab the reader’s attention: simile, metaphor, literary quote, famous people quotations, poetry lines, interesting facts, jokes, etc.
  3. Create a draft of your expository essay. You may put all words that come to your mind; you’ll have a chance to make your ideas shorter later. It’s not enough to tell – show the image of the object with the help of words only. The way you create a mental image for the reader defines your ability to make up a good descriptive essay. It is the quality of a skilled narrator as well.
  4. Adding details to your essay with the help of enriched English vocabulary and online dictionaries. Use your English language vocabulary to add all missing feelings like hearing to the descriptive essay last Play with adjectives and adverbs. Mind your language when writing a descriptive paper – it must be lyrical to deliver all your feelings in full. Involve many different adjectives.
  5. Take time to revise and edit the paper with the help of various free online grammar checking tools. Once you have described your vivid place, check the structure of your essay again to answer several critical questions: Can the sentences or paragraphs be arranged in a better way? Are any transition words missing? Put down all sources used to describe your topic; make sure the descriptive essay is following the tutor’s instructions in full.
  6. Edit the descriptive essay. Try to avoid any grammar, spelling, or punctuation mistakes to show how great your knowledge of the language is.

After completing your final descriptive essay draft, it is better to keep in touch with some experts to have the assignment fully checked. You should evaluate your work critically. Proofread and edit the descriptive essay to eliminate or fix any mistakes. You may be interested in adding some details in case you require telling something more about your main object.

  • What does a general revision process involve?
  • Are there enough details to make it possible for your readers to obtain a full and vivid perception?
  • Have you missed any small but significant descriptive details?
  • Are there words that convey the emotion, feeling (touch, smell, etc.) or perspective?
  • Does your essay possess any unnecessary details in your description which can be thrown away or replaced by the more meaningful information?
  • Does each section of your essay focus on one aspect of your description?
  • Are all paragraphs arranged in the most efficient way; are they properly connected with the help of corresponding transition words?

Want a professional academic writing help to get rid of all troubles? Students tend to have too many homework assignments along with the need to study important material for their exams. We would like to offer a better opportunity than hiring expensive freelance writers who lack corresponding experience – place your order with the team of certified online academic tutors, and obtain top-quality descriptive essay on the topic of your choice!

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How to Write a Descriptive Essay Sample

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Understanding what is a descriptive essay (Definition)

A descriptive essay is an essay that you may be asked to write about a place, for example about a beach or a forest, about a person, a situation or adventure. You may be asked to describe anything; the main objective of descriptive essays is to test the ability of the writer to express themselves and explain their experiences. For you to be a pro in this kind of writing, you also have to be a good narrator because description goes hand in hand with narration.

You should be able to describe every aspect surrounding your topic without discrimination. A good description should be able to bring the reader of your essay to the real happening of events. The reader should not question themselves or be left in suspense in a way; you should ensure that you exhaust your descriptions. Every point has to come out clearly in your writing. To come up with a good essay, you have to learn how to create a picture of what you are talking about in the reader’s mind. To achieve attracting the reader to your writing you have to understand how to apply the five-common sense. When you learn how to apply the five-common sense well, then you are sure to satisfy your reader.

For you to come up with a good descriptive essay, you should learn to encrypt a good thesis statement. Writing a thesis is important while starting a sample descriptive essay because it reflects what the essay is going to cover in the summary. Brainstorming is also important as it gives you the points for your body paragraphs.

How to design a good descriptive essay outline

Like all other essays, a descriptive essay will need you to come up with a specific format to ensure quality content. The outline of a descriptive essay contains the segments that should be included in your essay writing. It is the structure of the essay that will guide you on how you should format your essay to meet the requirements. A descriptive essay can be divided into three parts, the introduction, the body and the conclusion.

  1. Introduction

Tips on how to come up with a good introduction:

It is the introduction of your essay that sets footing for the reader in your work. Before heading to the body, the reader will first come across your introduction. It is the introduction that makes the first impression of your work, so should it be attractive. From reading the introduction, the reader will either get bored with the rest of your work or gain the zeal to proceed. It is through the introduction that you can be able to make the reader understand what is to be shared in the essay. The following tips will guide you in writing a good introduction to your descriptive essay:

  • Start the introduction with suspense – you have to choose the right words in the introduction to capture the eye of the reader. To achieve this, you should apply phrases or even questions so that the reader can find the answers later in your essay.
  • Go straight to the points – the introduction should not constitute a lot of description; you should give a brief overview of what you intend to talk about in the body paragraph. At the same time, you should not reveal the objective of the essay in the introduction, because it would make the reader disinterested with the rest of your work. When the reader gets a hint of what you intend to achieve in the first paragraph, they will see no need to head to the body.

Write a thesis statement at the end of the introduction – a thesis statement is a single sentence that mentions the objective of the essay in summary. The thesis should act as a guide for the reader on what to expect in the body; it is like a table of contents for a particular book. When you read through the table of contents for a particular book, you will be able to know what the book is all about and when you proceed in reading it, you get to understand it better. A good thesis should:

  • Define the scope of the essay – the thesis should be narrow for clarity purposes. Do not include an explanation of your thesis as it will mislead the reader on the major points, be short and clear to your points.
  • Avoid common words (clichés) – you should be creative in the choice of words so that your thesis does not look common. Most writers would start their thesis with statements such as ‘This essay will talk about….’ Try to be unique in your thesis if you want to score highly.
  • Create suspense in your thesis – you should make your thesis attract the reader to the body of your essay.
  1. The body

After the introduction and the thesis, what comes next is the body. The body is the main part that constitutes your essay. All the points should be covered in the body. The body should support your thesis statement. To achieve great body paragraphs, you should:

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  • Use topic sentences at the start of every paragraph. The idea should come out clearly at the beginning before you proceed to give descriptions. After the topic sentence, proceed with your description to back up your idea.
  • Link your paragraphs using good transition words for descriptive essays. Most of the transition words are usually conjunctions, so you should be able to select appropriate conjunctions to suit your explanations. If you are connecting contradicting sentences, you should use contradicting conjunctions such as ‘however’ if you are adding, use addition conjunctions such as ‘in addition to.’
  • Organize your paragraphs appropriately – the organization of your work is fundamental for the merit in essay writing. You have to place each idea into its paragraph. The length of the paragraphs should also be standard, do not make your paragraphs too short or too long. A body paragraph should constitute at most six sentences.
  1. The conclusion

The last part of your descriptive essay is the conclusion. A conclusion is the last chance that you have as a writer to impress the reader of your work. The last part that the reader can contain in their mind about your essay is the conclusion, and so it is also the determiner of the grading level that you will be categorized, so you have to pay all attention to this section. In conclusion: Make sure that the reader knows they are approaching the end, by use of words that suggest ending, such as ‘to finish with.’

Restate the thesis statement – this is just to remind the reader of what the essay was obliged to cover. After reminding them of the thesis support your thesis with a summary of the points in the body paragraphs. You should state the main points briefly without much description as a support for the thesis. Your last parting shot with the reader should be intriguing so that they can leave with a memory for your essay. After your conclusion, you should make a review of your essay by proofreading. The importance of reading through your essay is that it enables you to identify the mistakes and maintain a good tone throughout your work.

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How to come up with descriptive essay ideas. (Hints)

A descriptive essay will need a creative mind because it tests one’s ability to express what they can see in writing. Before writing a descriptive essay, you should be able to know how you are going to encrypt your essay to meet the question needs. Some of the hints on how to come up with great ideas for your description include:

  • Take time to brainstorm about the topic before starting. Brainstorming involves thinking about the topic and coming up with rough ideas to support your title. You should not think as you write the essay because points may not come out clearly, just take your time and think as you jot down, in summary, the points in the topic on a piece of paper. The best way is creating a list of points before you proceed to the actual paper.
  • Use your senses extensively – the only way that you can link with the reader is by use of senses. There are five common senses that you should use in your descriptions to bring the reader the real picture of the scene or person you are describing. You should be able to engage the reader in your work by the use of senses. You should be able to give a testimony about the scene, how you felt about the situation and what you think about the happenings. A rhetorical question can also be a good way of making the reader engaged in your work.
  • Choose right words for your descriptions – you should choose words that imply the situation or person under description to avoid misleading. You have to equip yourself with vocabularies to explain different feelings lest you have loose essay imagery.
  • Satisfactory descriptions – you should be able to describe the events clearly, so that the readers of your work do not find themselves asking questions on your essay.
  • Good organization of your work – you should be able to plan your work, to avoid mix up of emotions. The reader might be confused when you do not attach appropriate emotions to the description you are giving.

Some of the descriptive essay topics you can come across

There are many descriptive essay topics that you may be examined on as a writer. You should be ready to handle any topic when you have the essay format. It is good to get exposed to different topics as a writer as it gives you the experience and prowess in writing. Most of the descriptive essays are usually about events and ceremonies. You may be asked to write about an event that was held somewhere at a particular time of the year. In this case, you should explain the events as one of the attendees for the situation. Choosing a good topic for your essay is important. The topic of the essay should be attractive to those intending to read your essay.

Your topic should be manageable and have ample points to cater for the length of the essay. The title for your essay is dependent on the topic is given. The difference between a topic and a title is that the topic is a theme that you are to write about whereas the title is the description that you give as a heading to your essay. A good example of a descriptive essay is an essay about ‘my best teacher.’ In such as essay, in the introduction, you should give a memory about the teacher that makes you adore the teacher. From that, the reader would be able to ask themselves more about the teacher, and they would anticipate for the body. In the body, you can give the attributes of the teacher and support your claims with relevant illustrations. In conclusion, summarize the main attributes and give a reason that makes that teacher the best.

Significance of descriptive essay examples

It is good to go through various examples of descriptive essays to advance in writing techniques. As a writer, you should go through various samples so that you can get exposed. Going through various samples can enable you to note the mistakes of other authors and correct the same when you get to your own. Due to the advancement of technology, you can easily get access to this examples from different resources online. Some of the common resources that may contain descriptive essay examples are articles, journals, and magazines. Most of the stories in the magazines constitute a lot of description, and by going through this samples, you will be able to acquire the right words to use for your description.

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Best Ideas For Descriptive Essay Topics

For students, you are familiar with descriptive essays and know that they should provide readers with detailed info about the chosen idea or subject. They should be impressive, interesting and let other learn something significant and new. When working on academic essays, be sure to choose your topic carefully. Some students make a huge mistake because they think descriptive essays can be great regardless of their chosen topics, but they are wrong. That’s why you should spend some time to come up with a good, original, and impressing one. Who can write my paper ? If you’re asking this question, you have no ideas in your mind, but the good news is that you can always get our professional help and be sure in its highest quality and fast speed.

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Best Ideas For Descriptive Essay Topics


  • Childhood memories. Everyone has them, and you are not an exception. It can be something humorous, so don’t hesitate to use your personal feelings and thoughts when writing a great descriptive essay.
  • When writing your mla format paper , you can focus on widespread fears, like snakes and height phobias, but they may not sound original enough for your picky professor. That’s why you should have a more unusual feat that can provide you with a better topic for your essay. You have many options to choose from, so start with working from your ideas and suggestions.
  • Scenic views. They provide students with a great flexibility to fully use their creativity. Make sure you choose the right words when describing favorite views to provide readers with a unique opportunity to imagine them too.
  • Embarrassing moments. When looking for unusual descriptive essay topics, use your humor to become a real writing genius, and the best part is that you are provided with plenty of room.
  • This topic idea is quite personal, and you are free to write about anything, such as influencing the life of other people, and so on.

Great Examples of Descriptive Essay Topics


If you still have no suitable topic in your mind, focus on this list of interesting and fresh ideas to get inspired by them. Choose the most interesting one that you can describe well because it’s hard to write a good academic essay if you don’t like its subject.

  • Your favorite character from book, movies, and cartoons.
  • A person you’d like to resemble.
  • The worst place in the world.
  • The best place for your next vacation.
  • A holiday celebration in any chosen country.
  • Your perfect house.
  • Your favorite season.
  • The best cuisine in your opinion.
  • Your perfect partner to write a sample case study .
  • Your first day at high school.
  • The worst and best moments in your life.
  • The most convenient place and way to do academic homework.
  • Your experiences in learning foreign languages.
  • Your favorite piece of art.

How to Prewrite Descriptive Essays


Choosing your topic is only the first step to write a good descriptive essay, so there are other stages involved, including prewriting or getting ready.

  • Create your thesis statement, which is the main idea of your future essay. Make sure it can tell readers more about the purpose of writing it and use the right thesis format . Pick the most important and interesting details to describe to support your thesis and include them into the main body.
  • Create an outline to list the ideas discussed in every paragraph of your academic essay. Don’t forget about the introductory one, at least a few main paragraphs, and your conclusion.

Tips on Writing a Good Academic Essay


  • It should be structured in a way that really makes sense in terms of your chosen topic. For example, if you’re writing about a specific event, your paragraphs should be listed in a chronological order. If you are trying to describe a place, they should go from general to specific.
  • Write a clear and interesting introduction. It’s a bit different from other papers, such as a cv example , and it should establish the main purpose of your descriptive essay.
  • Write a concise and clear topic sentence at the beginning of every main body paragraph. This is what provides readers with a better idea of its basic purpose. Make sure each of them is related to a topic sentence.
  • Give more sensory details to support your thesis. You can use a wide range of literary tools, including metaphors, similes, and so on.
  • Write a great conclusion that summarizes everything stated in your descriptive essay. It should literally restate your main thesis because it’s the last thing others will read, so your conclusion will stay in their mind the longest.

Ideas on how to Finalize Your Descriptive Essay


  • Once your academic paper is finished, take a break and relax to refresh your mind. Take a look at it after a while to evaluate it as future readers.
  • Read your essay while keeping readers in mind and ask a few basic questions. Does it unfold in a certain way to help them understand your chosen topic? Are there any confusing paragraphs?
  • Reread it a few times, as it will help you achieve a few important goals, such as locating sections that may be confusing or awkward.
  • Ask your friends or other students to read your descriptive essay to ensure that it makes sense and has no mistakes to be fixed.
  • Proofread it once again for spelling, grammar, and other errors and clichés.

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Why Students Ask Writing Services To Write My Essay For Me

These days, kids are so exposed to a lot of information and things online. Most of them are on social media, and this usually takes up a lot of their time. Teenagers love to share things with other people, and even though they post a lot of things on the Internet, not all of them still know how to write well. While you would think that being online and being exposed to all this information would make for better writers, a lot of adults lament that the opposite is actually happening and kids these days have both forgotten and don’t really appreciate the art of writing.

Schools though still give importance to writing and essays are just one of the things that teachers ask students to do in school to help them practice their writing skills. Essays are the most common type of writing assignments, since there is no rigid format to writing one, and you can write an essay on any given topic — history, literature, art, science, music, books, sports, celebrities, politics — name it, you can write an essay about it. Essay assignments can be given as early as elementary, and go on to high school, with more challenging writing assignments as you graduate to college.

Even in these days where you can pretty much get everything off of the Internet, knowing how to write and write well is still an important life skill to have. Being a good writer will serve you well not only in school but even, and actually most especially, in your future chosen profession in the future. A lot of students might take for granted these kinds of assignments, especially for those who think that they won’t be writing that much when they eventually graduate and find work like those who work in more numbers-intensive fields like accountants and engineers.

Contrary to what anyone might think, writing will always be a part of any person’s life both in school and work and also in your personal life. The things such as essay assignments that your teachers assign to you in school are just their way of making sure that regular writing helps you learn how to think and read more critically and communicate and express yourself better through writing.

Things To Do Before Asking A Writer To Write My Essay Online

Since writing assignments is a way of life and something that you can’t escape as long as you’re a student, and even beyond, you really have to learn how to improve your writing if you think you aren’t very good at it. Not everyone is good at writing, and some students may need help with this area especially since it may affect their grades and overall performance in school.

So what can you do to improve your writing skills? These are just some the things that we have in mind to help you become a better writer:

Practice By Writing Everyday

One of the things that people say they do when they want to be better at something is to make it a practice to do it everyday. Writing is no exception, as even advanced and professional writers still make it a habit of taking time out of their day just to sit down and write. You don’t even have to have very complicated rules about this practice; it can be as simple as just writing for 5 to 10 minutes everyday on any topic, like keeping a journal. If sitting down to write is more challenging for you, you can also start by using writing prompts which a lot of writers say are very helpful for them. You can find a lot of writing prompts and timers online, and use this to track your progress. Before you know it, you’ll find yourself getting better at writing everyday.

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There is saying that goes that “to be a good writer, be a better reader.” This couldn’t be more true, because even now that kids are exposed to more information than ever because of the Internet, not a lot of them really take to read the way previous generations used to. Devote some time to just go through a book, even short ones that don’t feel so intimidating if you feel like you’re not a reader. If you don’t know where to start, you can go to your local or school library and look for books and other reading materials that might interest you. I’m pretty sure you have hobbies and interests, and you can just ask the librarian what the books that you can read that are related to these are.

Work With A Tutor Or Go To Writing Workshops

Getting a writing tutor is a bit trickier compared to getting someone to teach you other subjects since writing is inherently very personal and subjective. If a one-on-one tutor is too expensive, you can also try going to basic writing workshops. If you’re in luck, you can even find some writing workshops that are free which are sponsored by your school or your local library. If your school also has an English or Literature club or a local paper, you can also ask them if they would be willing to do a mini-seminar or workshop for literary-challenged students like you.

If you’ve already done most of these but are still not getting the results that you need, maybe it’s time for you to get the services of an online writer who can help you with your writing assignments without having to spend too much. There are a lot of these kinds of service available online promising to help students and claiming to be the best out there, so you really need to be extra careful when choosing which one to get to help you with your paper since this will affect your grades and your credibility in school. Read on to find out how we stand out and provide a higher quality service than the rest.

What You Get When You Ask Us To Write My Essay For Me Cheap – Our Amazing Benefits

You are probably looking to pay someone to write my essay, which is how you stumbled upon our website, or perhaps one of your friends or classmates who has already tried our service recommended us to you. But first, a primer on what we do. We are an online writing service that has already been on the market for more than 5 years, and we’ve worked on all types of student projects that you can possibly imagine. Whether you need a simple essay, research paper, lab report, case study, or more lengthy and complex school assignments and papers, we can do that for you. We also do other writing assignments like college admission and application papers, including college admission essays and personal statements. If you want to see more of our work, you can look through the sample works available on our website.

These are just some of the great benefits and advantages that students get when they order any kind of paper from us:

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Students are usually living on an allowance, and might not have a lot of extra money left over for other unexpected expenses. We’ve made our rates very affordable for students on a budget, with papers starting at only $11.30 per page. If you’re a first-time customer, we’ll even throw in a 5% discount on your order.

More Than 1000 Writers Across Different Areas Of Study

One of the things that we are most proud of is that we have been able to build a steady and amazing group of writers over the years. Right now we have a 1200-strong pool of writers who all come from top colleges and universities across the US and UK. Our strength as an online writing service also comes from the fact that all of these writers come from different fields of study. Thus we are able to work on any kind of order that students may order from us.

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When you order a paper from us, you are guaranteed to get a paper that is 100% original and written firsthand. There are no plagiarized or copied papers here, as all papers go through our strict quality checks including running them through Copyscape. We know that teachers and professors have also become more tech-savvy when checking student papers, so we also make sure that you won’t get into trouble when you order a paper from us.

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If you have any questions or inquiries about our services, especially on how to order or if you want to follow-up on an existing order, you can always call or chat with our customer support specialists who are available 24/7 to assist you with your needs.

Ask Us To Write My Essay Cheap And Get These Awesome Freebies And Guarantees

Aside from our amazing benefits, we also have great freebies for all students who ask us to help me write my essay:

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Other online writing services charge for revisions and edits after they have given you your paper. Us on the other hand will be giving you free revisions for up to 2 weeks after the final paper has already been submitted to you with no extra charges or fees.

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A lot (in fact 9 out of 10) of our customers end up becoming repeat and loyal customers because they are very satisfied with the quality of our service. To give the love back, we offer bonuses and rewards for these customers through our Loyalty Program, giving you a 5% bonus for each order you make. The more you order papers and assignments from us, the more bonuses you get which you can use to pay for future orders.

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And last but not the least, our guarantee that sets us apart from other paper writing services online — our money back guarantee. If you are still on the fence about asking us to help write my essay perhaps this will be the one to change your mind. Ordering a paper from us is virtually risk-free since if the paper submitted to you by our writers do not meet your standards or did not follow your given instructions or guidelines, you can ask us for a full refund of your payment.

Small Stepp Towards the Getting Best Writing Help

If you’ve already made up your decision to order an essay from us, we’ve got you covered with these 3 simple steps:

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National Academies Press: OpenBook

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National Academies Press: OpenBook

How People Learn: Brain, Mind, Experience, and School: Expanded Edition
(2000)

Chapter: 6 The Design of Learning Environments


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Visit NAP.edu/10766 to get more information about this book, to buy it in print, or to download it as a free PDF.

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6
The Design of Learning Environments

In this chapter we discuss implications of new knowledge about learning for the design of learning environments, especially schools. Learning theory does not provide a simple recipe for designing effective learning environments; similarly, physics constrains but does not dictate how to build a bridge (e.g., Simon, 1969). Nevertheless, new developments in the science of learning raise important questions about the design of learning environments—questions that suggest the value of rethinking what is taught, how it is taught, and how it is assessed. The focus in this chapter is on general characteristics of learning environments that need to be examined in light of new developments in the science of learning; Chapter 7 provides specific examples of instruction in the areas of mathematics, science, and history—examples that make the arguments in the present chapter more concrete.

We begin our discussion of learning environments by revisiting a point made in Chapter 1 —that the learning goals for schools have undergone major changes during the past century. Everyone expects much more from today’s schools than was expected 100 years ago. A fundamental tenet of modern learning theory is that different kinds of learning goals require different approaches to instruction ( Chapter 3 ); new goals for education require changes in opportunities to learn. After discussing changes in goals, we explore the design of learning environments from four perspectives that appear to be particularly important given current data about human learning, namely, the degree to which learning environments are learner centered, knowledge centered, assessment centered, and community centered. Later, we define these perspectives and explain how they relate to the preceding discussions in Chapters 1 – 4 .

CHANGES IN EDUCATIONAL GOALS

As discussed in Chapter 1 , educational goals for the twenty-first century are very different from the goals of earlier times. This shift is important to keep in mind when considering claims that schools are “getting worse.” In

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many cases, schools seem to be functioning as well as ever, but the challenges and expectations have changed quite dramatically (e.g., Bruer, 1993; Resnick, 1987).

Consider the goals of schooling in the early 1800s. Instruction in writing focused on the mechanics of making notation as dictated by the teacher, transforming oral messages into written ones. It was not until the mid to late 1800s that writing began to be taught on a mass level in most European countries, and school children began to be asked to compose their own written texts. Even then, writing instruction was largely aimed at giving children the capacity to closely imitate very simple text forms. It was not until the 1930s that the idea emerged of primary school students expressing themselves in writing (Alcorta, 1994; Schneuwly, 1994). As in writing, it was not until relatively recently that analysis and interpretation of what is read became an expectation of skilled reading by all school children. Overall, the definition of functional literacy changed from being able to sign one’s name to word decoding to reading for new information (Resnick and Resnick, 1977); see Box 6.1 .

In the early 1900s, the challenge of providing mass education was seen by many as analogous to mass production in factories. School administrators were eager to make use of the “scientific” organization of factories to structure efficient classrooms. Children were regarded as raw materials to be efficiently processed by technical workers (the teachers) to reach the end product (Bennett and LeCompte, 1990; Callahan, 1962; Kliebard, 1975). This approach attempted to sort the raw materials (the children) so that they could be treated somewhat as an assembly line. Teachers were viewed as workers whose job was to carry out directives from their superiors—the efficiency experts of schooling (administrators and researchers).

The emulation of factory efficiency fostered the development of standardized tests for measurement of the “product,” of clerical work by teachers to keep records of costs and progress (often at the expense of teaching), and of “management” of teaching by central district authorities who had little knowledge of educational practice or philosophy (Callahan, 1962). In short, the factory model affected the design of curriculum, instruction, and assessment in schools.

Today, students need to understand the current state of their knowledge and to build on it, improve it, and make decisions in the face of uncertainty (Talbert and McLaughlin, 1993). These two notions of knowledge were identified by John Dewey (1916) as “records” of previous cultural accomplishments and engagement in active processes as represented by the phrase “to do.” For example, doing mathematics involves solving problems, abstracting, inventing, proving (see, e.g., Romberg, 1983). Doing history involves the construction and evaluation of historical documents (see, e.g., Wineberg, 1996). Doing science includes such activities as testing theories

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BOX 6.1 Literacy: Then and Now

Colonists were literate enough if they could sign their name, or even an X, on deeds. When immigrants arrived in large numbers in the 1800s, educators urged schools to deliver “recitation literacy” to the foreign children who filled the schoolrooms. That literacy was the ability to hold a book and reel off memorized portions of basic American texts such as the opening paragraph of the Declaration of Independence, a part of the Gettysburg address, or some Bryant or Longfellow. With the coming of World War I, and the prospect of large numbers of men handling new equipment in foreign countries, Army testers redefined reading. Suddenly, to the dismay of men used to reading familiar passages, passing the army reading test meant being able to make sense, on the spot, of never-before-seen text. Currently, that kind of “extraction literacy,” revolutionary in 1914, looks meager. Finding out who, what, when, where or how simply does not yield the inferences, questions, or ideas we now think of as defining full or “higher literacy.” The idea of a classroom where young women, poor and minority students, and learning disabled students all read (not recite) and write about (not copy) Shakespeare or Steinbeck is a radical and hopeful departure from the long-running conception of literacy as serviceable skills for the many and generative, reflective reading and writing for the few (Wolf, 1988:1).

through experimentation and observation (e.g., Lehrer and Schauble, 1996a, b; Linn, 1992, 1994; Schwab, 1978). Society envisions graduates of school systems who can identify and solve problems and make contributions to society throughout their lifetime—who display the qualities of “adaptive expertise” discussed in Chapter 3 . To achieve this vision requires rethinking what is taught, how teachers teach, and how what students learn is assessed.

The remainder of this chapter is organized around Figure 6.1 , which illustrates four perspectives on learning environments that seem particularly important given the principles of learning discussed in earlier chapters. Although we discuss these perspectives separately, they need to be conceptualized as a system of interconnected components that mutually support one another (e.g., Brown and Campione, 1996); we first discuss each perspective separately and then describe how they interrelate.

LEARNER-CENTERED ENVIRONMENTS

We use the term “learner centered” to refer to environments that pay careful attention to the knowledge, skills, attitudes, and beliefs that learners bring to the educational setting. This term includes teaching practices that

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×

FIGURE 6.1 Perspectives on learning environments. SOURCE: Bransford et al. (1998).

have been called “culturally responsive,” “culturally appropriate,” “culturally compatible,” and “culturally relevant” (Ladson-Billings, 1995). The term also fits the concept of “diagnostic teaching” (Bell et al., 1980): attempting to discover what students think in relation to the problems on hand, discussing their misconceptions sensitively, and giving them situations to go on thinking about which will enable them to readjust their ideas (Bell, 1982a:7). Teachers who are learner centered recognize the importance of building on the conceptual and cultural knowledge that students bring with them to the classroom (see Chapters 3 and 4 ).

Diagnostic teaching provides an example of starting from the structure of a child’s knowledge. The information on which to base a diagnosis may be acquired through observation, questioning and conversation, and reflection on the products of student activity. A key strategy is to prompt children to explain and develop their knowledge structures by asking them to make predictions about various situations and explain the reasons for their predictions. By selecting critical tasks that embody known misconceptions, teachers can help students test their thinking and see how and why various ideas might need to change (Bell, 1982a, b, 1985; Bell et al., 1986; Bell and Purdy, 1985). The model is one of engaging students in cognitive conflict and then having discussions about conflicting viewpoints (see Piaget, 1973; Festinger, 1957). “To promote learning, it is important to focus on controlled changes

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×

of structure in a fixed context…or on deliberate transfer of a structure from one context to another” (Bell, 1985:72; see Chapter 7 ).

Learner-centered instruction also includes a sensitivity to the cultural practices of students and the effect of those practices on classroom learning. In a study of the Kamehameha School in Hawaii, teachers were deliberate in learning about students’ home and community cultural practices and language use and incorporated them in classroom literacy instruction (Au and Jordan, 1981). After using the native Hawaiian “talk-story” (jointly produced student narratives), shifting the focus of instruction from decoding to comprehending, and including students’ home experiences as a part of the discussion of reading materials, students demonstrated significant improvement in standardized test performance in reading.

Learner-centered teachers also respect the language practices of their students because they provide a basis for further learning. In science, one standard way of talking in both school and professional science is impersonal and expository, without any reference to personal or social intentions or experiences (Lemke, 1990; Wertsch, 1991). This way, which predominates in schools, privileges middle-class, mainstream ways of knowing and constitutes a barrier for students from other backgrounds who do not come to school already practiced in “school talk” (Heath, 1983). Everyday and scientific discourses need to be coordinated to assist students’ scientific understanding.

In science discourse as it develops in most classrooms, students’ talk frequently expresses multiple intentions or voices (see Ballenger, 1997; Bakhtin, 1984; Warren and Rosebery, 1996; Wertsch, 1991). In their narratives and arguments, students express both scientific and social intentions: scientific in that the students present evidence in support of a scientific argument; social in that they also talk about themselves as certain types of people (e.g., virtuous, honest, trustworthy). If the responses of other students and the teacher to these multivoiced narratives are always keyed to the scientific point, it helps to shape the meaning that is taken from them and relates them back to the context of the unfolding scientific argument (Ballenger, 1997). In standard science lessons, the scientific point in the talk of many students, particularly those whose discourse is not mainstream, is often missed, and the social intention is often devalued (Lemke, 1990; Michaels and Bruce, 1989; Wertsch, 1991; see Chapter 7 ).

In another example of connecting everyday talk and school talk, African American high school students were shown that many of their forms of everyday speech were examples of a very high form of literacy that was taught in school, but never before connected with their everyday experience (Lee, 1991, 1992). Like Proust who discovered he had been speaking prose all of his life, the students discovered that they were fluent in a set of competencies that were considered academically advanced.

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×

Overall, learner-centered environments include teachers who are aware that learners construct their own meanings, beginning with the beliefs, understandings, and cultural practices they bring to the classroom. If teaching is conceived as constructing a bridge between the subject matter and the student, learner-centered teachers keep a constant eye on both ends of the bridge. The teachers attempt to get a sense of what students know and can do as well as their interests and passions—what each student knows, cares about, is able to do, and wants to do. Accomplished teachers “give learners reason,” by respecting and understanding learners’ prior experiences and understandings, assuming that these can serve as a foundation on which to build bridges to new understandings (Duckworth, 1987). Chapter 7 illustrates how these bridges can be built.

KNOWLEDGE-CENTERED ENVIRONMENTS

Environments that are solely learner centered would not necessarily help students acquire the knowledge and skills necessary to function effectively in society. As noted in Chapter 2 , the ability of experts to think and solve problems is not simply due to a generic set of “thinking skills” or strategies but, instead, requires well-organized bodies of knowledge that support planning and strategic thinking. Knowledge-centered environments take seriously the need to help students become knowledgeable (Bruner, 1981) by learning in ways that lead to understanding and subsequent transfer. Current knowledge on learning and transfer ( Chapter 3 ) and development ( Chapter 4 ) provide important guidelines for achieving these goals. Standards in areas such as mathematics and science help define the knowledge and competencies that students need to acquire (e.g., American Association for the Advancement of Science, 1989; National Council of Teachers of Mathematics, 1989; National Research Council, 1996).

Knowledge-centered environments intersect with learner-centered environments when instruction begins with a concern for students’ initial preconceptions about the subject matter. The story Fish Is Fish ( Chapter 1 ) illustrates how people construct new knowledge based on their current knowledge. Without carefully considering the knowledge that students’ bring to the learning situation, it is difficult to predict what they will understand about new information that is presented to them (see Chapters 3 and 4 ).

Knowledge-centered environments also focus on the kinds of information and activities that help students develop an understanding of disciplines (e.g., Prawat et al., 1992). This focus requires a critical examination of existing curricula. In history, a widely used history text on the American Revolution left out crucial information necessary to understand rather than merely memorize (Beck et al., 1989, 1991). In science, existing curricula tend to overemphasize facts and underemphasize “doing science” to ex-

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plore and test big ideas (American Association for the Advancement of Science, 1989; National Research Council, 1996). As noted in Chapter 2 , the Third International Mathematics and Science Study (Schmidt et al., 1997) characterized American curricula in mathematics and science as being “a mile wide and an inch deep.” (Examples of teaching for depth rather than breadth are illustrated in Chapter 7 .)

As discussed in the first part of this book, knowledge-centered environments also include an emphasis on sense-making—on helping students become metacognitive by expecting new information to make sense and asking for clarification when it doesn’t (e.g., Palincsar and Brown, 1984; Schoenfeld, 1983, 1985, 1991). A concern with sense-making raises questions about many existing curricula. For example, it has been argued that many mathematics curricula emphasize

…not so much a form of thinking as a substitute for thinking. The process of calculation or computation only involves the deployment of a set routine with no room for ingenuity or flair, no place for guess work or surprise, no chance for discovery, no need for the human being, in fact (Scheffler, 1975:184).

The argument here is not that students should never learn to compute, but that they should also learn other things about mathematics, especially the fact that it is possible for them to make sense of mathematics and to think mathematically (e.g., Cobb et al., 1992).

There are interesting new approaches to the development of curricula that support learning with understanding and encourage sense making. One is “progressive formalization,” which begins with the informal ideas that students bring to school and gradually helps them see how these ideas can be transformed and formalized. Instructional units encourage students to build on their informal ideas in a gradual but structured manner so that they acquire the concepts and procedures of a discipline.

The idea of progressive formalization is exemplified by the algebra strand for middle school students using Mathematics in Context (National Center for Research in Mathematical Sciences Education and Freudenthal Institute, 1997). It begins by having students use their own words, pictures, or diagrams to describe mathematical situations to organize their own knowledge and work and to explain their strategies. In later units, students gradually begin to use symbols to describe situations, organize their mathematical work, or express their strategies. At this level, students devise their own symbols or learn some nonconventional notation. Their representations of problem situations and explanations of their work are a mixture of words and symbols. Later, students learn and use standard conventional algebraic notation for writing expressions and equations, for manipulating algebraic expressions and solving equations, and for graphing equations. Movement along this continuum is not necessarily smooth, nor all in one direction.

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Although students are actually doing algebra less formally in the earlier grades, they are not forced to generalize their knowledge to a more formal level, nor to operate at a more formal level, before they have had sufficient experience with the underlying concepts. Thus, students may move back and forth among levels of formality depending on the problem situation or on the mathematics involved.

Central to curriculum frameworks such as “progressive formalization” are questions about what is developmentally appropriate to teach at various ages. Such questions represent another example of overlap between learnercentered and knowledge-centered perspectives. Older views that young children are incapable of complex reasoning have been replaced by evidence that children are capable of sophisticated levels of thinking and reasoning when they have the knowledge necessary to support these activities (see Chapter 4 ). An impressive body of research shows the potential benefit of early access by students to important conceptual ideas. In classrooms using a form of “cognitively guided” instruction in geometry, second-grade children’s skills for representing and visualizing three-dimensional forms exceeded those of comparison groups of undergraduate students at a leading university (Lehrer and Chazan, 1998). Young children have also demonstrated powerful forms of early algebraic generalization (Lehrer and Chazan, 1998). Forms of generalization in science, such as experimentation, can be introduced before the secondary school years through a developmental approach to important mathematical and scientific ideas (Schauble et al., 1995; Warren and Rosebery, 1996). Such an approach entails becoming cognizant of the early origins of students’ thinking and then identifying how those ideas can be fostered and elaborated (Brown and Campione, 1994).

Attempts to create environments that are knowledge centered also raise important questions about how to foster an integrated understanding of a discipline. Many models of curriculum design seem to produce knowledge and skills that are disconnected rather than organized into coherent wholes. The National Research Council (1990:4) notes that “To the Romans, a curriculum was a rutted course that guided the path of two-wheeled chariots.” This rutted path metaphor is an appropriate description of the curriculum for many school subjects:

Vast numbers of learning objectives, each associated with pedagogical strategies, serve as mile posts along the trail mapped by texts from kindergarten to twelfth grade…. Problems are solved not by observing and responding to the natural landscape through which the mathematics curriculum passes, but by mastering time tested routines, conveniently placed along the path (National Research Council, 1990:4).

An alternative to a “rutted path” curriculum is one of “learning the landscape” (Greeno, 1991). In this metaphor, learning is analogous to learning

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to live in an environment: learning your way around, learning what resources are available, and learning how to use those resources in conducting your activities productively and enjoyably (Greeno, 1991:175). The progressive formalization framework discussed above is consistent with this metaphor. Knowing where one is in a landscape requires a network of connections that link one’s present location to the larger space.

Traditional curricula often fail to help students “learn their way around” a discipline. The curricula include the familiar scope and sequence charts that specify procedural objectives to be mastered by students at each grade: though an individual objective might be reasonable, it is not seen as part of a larger network. Yet it is the network, the connections among objectives, that is important. This is the kind of knowledge that characterizes expertise (see Chapter 2 ). Stress on isolated parts can train students in a series of routines without educating them to understand an overall picture that will ensure the development of integrated knowledge structures and information about conditions of applicability.

An alternative to simply progressing through a series of exercises that derive from a scope and sequence chart is to expose students to the major features of a subject domain as they arise naturally in problem situations. Activities can be structured so that students are able to explore, explain, extend, and evaluate their progress. Ideas are best introduced when students see a need or a reason for their use—this helps them see relevant uses of knowledge to make sense of what they are learning. Problem situations used to engage students may include the historic reasons for the development of the domain, the relationship of that domain to other domains, or the uses of ideas in that domain (see Webb and Romberg, 1992). In Chapter 7 we present examples from history, science, and mathematics instruction that emphasize the importance of introducing ideas and concepts in ways that promote deep understanding.

A challenge for the design of knowledge-centered environments is to strike the appropriate balance between activities designed to promote understanding and those designed to promote the automaticity of skills necessary to function effectively without being overwhelmed by attentional requirements. Students for whom it is effortful to read, write, and calculate can encounter serious difficulties learning. The importance of automaticity has been demonstrated in a number of areas (e.g., Beck et al., 1989, 1991; Hasselbring et al., 1987; LaBerge and Samuels, 1974; see Chapter 2 ).

ASSESSMENT-CENTERED ENVIRONMENTS

In addition to being learner centered and knowledge centered, effectively designed learning environments must also be assessment centered. The key principles of assessment are that they should provide opportunities

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for feedback and revision and that what is assessed must be congruent with one’s learning goals.

It is important to distinguish between two major uses of assessment. The first, formative assessment, involves the use of assessments (usually administered in the context of the classroom) as sources of feedback to improve teaching and learning. The second, summative assessment, measures what students have learned at the end of some set of learning activities. Examples of formative assessments include teachers’ comments on work in progress, such as drafts of papers or preparations for presentations. Examples of summative assessments include teacher-made tests given at the end of a unit of study and state and national achievement tests that students take at the end of a year. Ideally, teachers’ formative and summative assessments are aligned with the state and national assessments that students take at the end of the year; often, however, this is not the case. Issues of summative assessment for purposes of national, state, and district accountability are beyond the scope of this volume; our discussion focuses on classroom-based formative and summative assessments.

Formative Assessments and Feedback

Studies of adaptive expertise, learning, transfer, and early development show that feedback is extremely important (see Chapters 2 , 3 , and 4 ). Students’ thinking must be made visible (through discussions, papers, or tests), and feedback must be provided. Given the goal of learning with understanding, assessments and feedback must focus on understanding, and not only on memory for procedures or facts (although these can be valuable, too). Assessments that emphasize understanding do not necessarily require elaborate or complicated assessment procedures. Even multiple-choice tests can be organized in ways that assess understanding (see below).

Opportunities for feedback should occur continuously, but not intrusively, as a part of instruction. Effective teachers continually attempt to learn about their students’ thinking and understanding. They do a great deal of on-line monitoring of both group work and individual performances, and they attempt to assess students’ abilities to link their current activities to other parts of the curriculum and their lives. The feedback they give to students can be formal or informal. Effective teachers also help students build skills of self-assessment. Students learn to assess their own work, as well as the work of their peers, in order to help everyone learn more effectively (see, e.g., Vye et al., 1998a, b). Such self-assessment is an important part of the metacognitive approach to instruction (discussed in Chapters 3 , 4 , and 7 ).

In many classrooms, opportunities for feedback appear to occur relatively infrequently. Most teacher feedback—grades on tests, papers,

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worksheets, homework, and on report cards—represent summative assessments that are intended to measure the results of learning. After receiving grades, students typically move on to a new topic and work for another set of grades. Feedback is most valuable when students have the opportunity to use it to revise their thinking as they are working on a unit or project. The addition of opportunities for formative assessment increases students’ learning and transfer, and they learn to value opportunities to revise (Barron et al., 1998; Black and William, 1998; Vye et al., 1998b). Opportunities to work collaboratively in groups can also increase the quality of the feedback available to students (Barron, 1991; Bereiter and Scardamalia, 1989; Fuchs et al., 1992; Johnson and Johnson, 1975; Slavin, 1987; Vye et al., 1998a), although many students must be helped to learn how to work collaboratively. New technologies provide opportunities to increase feedback by allowing students, teachers, and content experts to interact both synchronously and asynchronously (see Chapter 9 ).

A challenge of implementing good assessment practices involves the need to change many teachers’, parents’, and students’ models of what effective learning looks like. Many assessments developed by teachers overly emphasize memory for procedures and facts (Porter et al., 1993). In addition, many standardized tests that are used for accountability still overemphasize memory for isolated facts and procedures, yet teachers are often judged by how well their students do on such tests. One mathematics teacher consistently produced students who scored high on statewide examinations by helping students memorize a number of mathematical procedures (e.g., proofs) that typically appeared on the examinations, but the students did not really understand what they were doing, and often could not answer questions that required an understanding of mathematics (Schoenfeld, 1988).

Appropriately designed assessments can help teachers realize the need to rethink their teaching practices. Many physics teachers have been surprised at their students’ inabilities to answer seemingly obvious (to the expert) questions that assessed their students’ understanding, and this outcome has motivated them to revise their instructional practices (Redish, 1996). Similarly, visually based assessments of “number sense” (see Case and Moss, 1996) have helped teachers discover the need to help their students develop important aspects of mathematical understanding (Bransford et al., 1998). Innovative assessments that reveal students’ understanding of important concepts in science and mathematics have also been developed (Lehrer and Schauble, 1996a, b).

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Formats for Assessing Understanding

Teachers have limited time to assess students’ performances and provide feedback, but new advances in technology can help solve this problem (see Chapter 9 ). Even without technology, however, advances have been made in devising simple assessments that measure understanding rather than memorization. In the area of physics, assessments like those used in Chapter 2 to compare experts and novices have been revised for use in classrooms. One task presents students with two problems and asks them to state whether both would be solved using a similar approach and state the reason for the decision:

  1. A 2.5-kilogram ball with a radius of 4 centimeters is traveling at 7 meters/second on a rough horizontal surface, but not spinning. At some later time, the ball is rolling without slipping 5 meters/second. How much work was done by friction?

  2. A 0.5-kilogram ball with a radius of 15 centimeters is initially sliding at 10 meters/second without spinning. The ball travels on a horizontal surface and eventually rolls without slipping. Find the ball’s final velocity.

Novices typically state that these two problems are solved similarly because they match on surface features—both involve a ball sliding and rolling on a horizontal surface. Students who are learning with understanding state that the problems are solved differently: the first can be solved by applying the work-energy theorem; the second can be solved by applying conservation of angular momentum (Hardiman et al., 1989); see Box 6.2 . These kinds of assessment items can be used during the course of instruction to monitor the depth of conceptual understanding.

Portfolio assessments are another method of formative assessment. They provide a format for keeping records of students’ work as they progress throughout the year and, most importantly, for allowing students to discuss their achievements and difficulties with their teachers, parents, and fellow students (e.g., Wiske, 1997; Wolf, 1988). They take time to implement and they are often implemented poorly—portfolios often become simply another place to store student work but no discussion of the work takes place— but used properly, they provide students and others with valuable information about their learning progress over time.

Theoretical Frameworks for Assessment

A challenge for the learning sciences is to provide a theoretical framework that links assessment practices to learning theory. An important step in this direction is represented by the work of Baxter and Glaser (1997), who

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BOX 6.2 How Do You Know?

A 1-kilogram stick that is 2 meters long is placed on a frictionless surface and is free to rotate about a vertical pivot through one end. A 50-gram lump of putty is attached 80 centimeters from the pivot. Which of the following principles would allow you to determine the magnitude of the net force between the stick and the putty when the angular velocity of the system is 3 radians/second?

  1. Newton’s second law,

  2. Angular momentum or conservation of angular momentum

  3. Linear momentum or conservation of linear momentum

  4. Work-energy theorem or conservation of mechanical energy

  5. Conservation of linear momentum followed by conservation of mechanical energy

Performance on this item was near random for students finishing an introductory calculus-based physics course. The temptation is to match the “rotation” surface feature of the problem with “angular momentum,” when in fact the problem is solved by a simple application of Newton’s second law. Data such as these are important for helping teachers guide students toward the development of fluid, transferable knowledge (Leonard et al., 1996).

provide a framework for integrating cognition and context in assessing achievement in science. In their report, performance is described in terms of the content and process task demands of the subject matter and the nature and extent of cognitive activity likely to be observed in a particular assessment situation. The framework provides a basis for examining how developers’ intentions are realized in performance assessments that purport to measure reasoning, understanding, and complex problem solving.

Characterizing assessments in terms of components of competence and the content-process demands of the subject matter brings specificity to generic assessment objectives such as “higher level thinking and deep understanding.” Characterizing student performance in terms of cognitive activities focuses attention on the differences in competence and subject-matter achievement that can be observed in learning and assessment situations. The kind and quality of cognitive activities in an assessment is a function of the content and process demands of the task involved. For example, consider the content-process framework for science assessment shown in Figure 6.2 (Baxter and Glaser, 1997). In this figure, task demands for content

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FIGURE 6.2 Content-process space of science assessments.

knowledge are conceptualized on a continuum from rich to lean (y axis). At one extreme are knowledge-rich tasks, tasks that require in-depth understanding of subject matter for their completion. At the other extreme are tasks that are not dependent on prior knowledge or related experiences; rather, performance is primarily dependent on the information given in the assessment situation. The task demands for process skills are conceptualized as a continuum from constrained to open (x axis). In open situations, explicit directions are minimized; students are expected to generate and carry out appropriate process skills for problem solution. In process-constrained situations, directions can be of two types: step-by-step, subject-specific procedures given as part of the task, or directions to explain the process skills that are necessary for task completion. In this situation, students are asked to generate explanations, an activity that does not require using the process skills. Assessment tasks can involve many possible combinations of content knowledge and process skills; Table 6.1 illustrates the relationship between the structure of knowledge and the organized cognitive activities.

COMMUNITY-CENTERED ENVIRONMENTS

New developments in the science of learning suggest that the degree to which environments are community centered is also important for learning. Especially important are norms for people learning from one another and continually attempting to improve. We use the term community centered to refer to several aspects of community, including the classroom as a commu-

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TABLE 6.1 Cognitive Activity and Structure of Knowledge

 

Structure of Knowledge

 

Organized Cognitive Activity

Fragmented

Meaningful

Problem Representation

Surface features and shallow understanding

Underlying principles and relevant concepts

Strategy Use

Undirected trial-and-error problem solving

Efficient, informative, and goal oriented

Self-Monitoring

Minimal and sporadic

Ongoing and flexible

Explanation

Single statement of fact of description of superficial factors

Principled and coherent

nity, the school as a community, and the degree to which students, teachers, and administers feel connected to the larger community of homes, businesses, states, the nation, and even the world.

Classroom and School Communities

At the level of classrooms and schools, learning seems to be enhanced by social norms that value the search for understanding and allow students (and teachers) the freedom to make mistakes in order to learn (e.g., Brown and Campione, 1994; Cobb et al., 1992). Different classrooms and schools reflect different sets of norms and expectations. For example, an unwritten norm that operates in some classrooms is never to get caught making a mistake or not knowing an answer (see, e.g., Holt, 1964). This norm can hinder students’ willingness to ask questions when they do not understand the material or to explore new questions and hypotheses. Some norms and expectations are more subject specific. For example, the norms in a mathematics class may be that mathematics is knowing how to compute answers; a much better norm would be that the goal of inquiry is mathematical understanding. Different norms and practices have major effects on what is taught and how it is assessed (e.g., Cobb et al., 1992). Sometimes there are different sets of expectations for different students. Teachers may convey expectations for school success to some students and expectations for school failure to others (MacCorquodale, 1988). For example, girls are sometimes discouraged from participating in higher level mathematics and science. Students, too, may share and convey cultural expectations that proscribe the participation of girls in some classes (Schofield et al., 1990).

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BOX 6.3 Talking in Class

A speech-language pathologist working in an Inuit school (in northern Canada) asked a principal—who was not an Inuit—to compile a list of children who had speech and language problems in the school. The list contained a third of the students in the school, and next to several names the principal wrote, “Does not talk in class.” The speech-language pathologist consulted a local Inuit teacher for help determining how each child functioned in his or her native language. She looked at the names and said, “Well raised Inuit children should not talk in class. They should be learning by looking

When the speech-language pathologist asked that teacher about one toddler she was studying who was very talkative and seemed to the non-Inuit researcher to be very bright, the teacher said: “Do you think he might have a learning problem? Some of these children who don’t have such high intelligence have trouble stopping themselves. They don’t know when to stop talking” (Crago, 1988:219).

Classroom norms can also encourage modes of participation that may be unfamiliar to some students. For example, some groups rely on learning by observation and listening and then becoming involved in ongoing activities; school-like forms of talking may be unfamiliar for the children whose community has only recently included schools (Rogoff et al., 1993); see Box 6.3 .

The sense of community in classrooms is also affected by grading practices, and these can have positive or negative effects depending on the students. For example, Navajo high school students do not treat tests and grades as competitive events the way that Anglo students do (Deyhle and Margonis, 1995). An Anglo high school counselor reported that Navajo parents complained about their children being singled out when the counselor started a “high achiever” bulletin board and wanted to put up the pictures of students with B averages or better. The counselor “compromised” by putting up happy stickers with the students’ names on them. A Navajo student, staring at the board, said “The board embarrasses us, to be stuck out like that” (Deyhle and Margonis, 1995:28).

More broadly, competition among students for teacher attention, approval, and grades is a commonly used motivator in U.S. schools. And in some situations, competition may create situations that impede learning. This is especially so if individual competition is at odds with a community ethic of individuals’ contributing their strengths to the community (Suina and Smolkin, 1994).

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An emphasis on community is also imortant when attempting to borrow successful educational practices from other countries. For example, Japanese teachers spend considerable time working with the whole class, and they frequently ask students who have made errors to share their thinking with the rest of the class. This can be very valuable because it leads to discussions that deepen the understanding of everyone in the class. However, this practice works only because Japanese teachers have developed a classroom culture in which students are skilled at learning from one another and respect the fact that an analysis of errors is fruitful for learning (Hatano and Inagaki, 1996). Japanese students value listening, so they learn from large class discussions even if they do not have many chances to participate. The culture of American classrooms is often very different—many emphasize the importance of being right and contributing by talking. Teaching and learning must be viewed from the perspective of the overall culture of the society and its relationship to the norms of the classrooms. To simply attempt to import one or two Japanese teaching techniques into American classrooms may not produce the desired results.

The sense of community in a school also appears to be strongly affected by the adults who work in that environment. As Barth (1988) states:

The relationship among adults who live in a school has more to do with the character and quality of the school and with the accomplishments of the students than any other factor.

Studies by Bray (1998) and Talbert and McLaughlin (1993) emphasize the importance of teacher learning communities. We say more about this in Chapter 8 .

Connections to the Broader Community

An analysis of learning environments from the perspective of community also includes a concern for connections between the school environment and the broader community, including homes, community centers, after-school programs, and businesses. Chapters 3 , 4 , and 5 showed that learning takes time; ideally, what is learned in school can be connected to out-of-school learning and vice versa. Often, however, this ideal is not reached. As John Dewey (1916) noted long ago:

From the standpoint of the child, the great waste in school comes from his inability to utilize the experience he gets outside…while on the other hand, he is unable to apply in daily life what he is learning in school. That is the isolation of the school—its isolation from life.

The importance of connecting the school with outside learning activities can be appreciated by considering Figure 6.3 , which shows the percentage of time during a typical school year that students spend in school, sleeping,

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and engaged in other activities (see Bransford et al., 2000). The percentage of time spent in school is comparatively small. If students spend one-third of their nonsleeping time outside of school watching television, this means that they spend more time watching television in a year than they spend in school. (We say more about television and learning in the next section.)

A key environment for learning is the family. Even when family members do not focus consciously on instructional roles, they provide resources for children’s learning, activities in which learning occurs, and connections to community (Moll, 1986a, b, 1990). Children also learn from the attitudes of family members toward skills and values of schooling.

The success of the family as a learning environment, especially in children’s early years (see Chapter 4 ), has provided inspiration and guidance for some of the changes recommended in schools. The phenomenal development of children from birth to age 4 or 5 is generally supported by family interactions in which children learn by engaging with and observing others in shared endeavors. Conversations and other interactions that occur around events of interest with trusted and skilled adult and child companions are especially powerful environments for children’s learning. Many of the recommendations for changes in schools can be seen as extensions of the learning activities that occur within families. In addition, recommendations

FIGURES 6.3 Comparison of time spent in school, home and community, and sleep. Percentages were calculated using 180 school days each year, and each school day was estimated to be 6.5 hours in length.

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to include families in classroom activities and planning hold promise of bringing together two powerful systems for supporting children’s learning.

Children participate in many other institutions outside their homes that can foster learning. Some of these institutions have learning as part of their goals, including many after-school programs, organizations such as Boy and Girl Scouts and 4-H Clubs, museums, and religious groups. Others make learning more incidental, but learning takes place nevertheless (see McLaughlin, 1990, on youth clubs; Griffin and Cole, 1984, on the Fifth Dimension Program).

Connections to experts outside of school can also have a positive influence on in-school learning because they provide opportunities for students to interact with parents and other people who take an interest in what students are doing. It can be very motivating both to students and teachers to have opportunities to share their work with others. Opportunities to prepare for these events helps teachers raise standards because the consequences go beyond mere scores on a test (e.g., Brown and Campione, 1994, 1996; Cognition and Technology Group at Vanderbilt, in press b).

The idea of outside audiences who present challenges (complete with deadlines) has been incorporated into a number of instructional programs (e.g., Cognition and Technology Group at Vanderbilt, 1997; Wiske, 1997). Working to prepare for outsiders provides motivation that helps teachers maintain student interest. In addition, teachers and students develop a better sense of community as they prepare to face a common challenge. Students are also motivated to prepare for outside audiences who do not come to the classroom but will see their projects. Preparing exhibits for museums represents an excellent example (see Collins et al., 1991). New technologies that enhance the ability to connect classrooms to others in the school, to parents, business leaders, college students, content area experts, and others around the world are discussed in Chapter 9 .

TELEVISION

For better or for worse, most children spent a considerable amount of time watching television; it has played an increasingly prominent role in children’s development over the past 50 years. Children watch a great deal of television before entering school, and television viewing continues throughout life. In fact, many students spend more hours watching television than attending school. Parents want their children to learn from television; at the same time they are concerned about what they are learning from the programs they watch (Greenfield, 1984).

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Watching Different Kinds of Programs

Television programming for children ranges from educational to purely entertaining (see Wright and Huston, 1995). And there are different ways of watching programs—a child may watch in isolation or with an adult. Furthermore, just as in domains like chess, physics, or teaching (see Chapter 2 ), people’s existing knowledge and beliefs affect what they notice, understand, and remember from viewing television (Newcomb and Collins, 1979). The same program can have different effects depending on who is watching and whether the viewing is a solo activity or part of an interactive group. An important distinction is whether the program is intended to be educational or not.

One group of preschoolers aged 2–4 and first-grade students aged 6–7 watched about 7–8 hours of noneducational programming per week; the preschool children also watched an average of 2 hours of educational programming per week, and the older students watched 1 hour. Despite the low ratio of educational to noneducational viewing, the educational programs seemed to have positive benefits. The 2- to 4-year-old preschoolers performed better than non-viewers of educational programs on tests of school readiness, reading, mathematics, and vocabulary as much as 3 years later (Wright and Huston, 1995). Specifically, viewing educational programs was a positive predictor of letter-word knowledge, vocabulary size, and school readiness on standardized achievement tests. For the older students, the viewing of educational programs was related to better performance on tests of reading comprehension and teachers’ judgments of school adjustment in first and second grades, compared with children who were infrequent viewers. Overall, the effects of television viewing were not as widespread for the older students, and there were fewer significant effects for the older children than for the preschoolers. It is important to note that the effects of watching educational programs were evident “even when initial language skills, family education, income, and the quality of the home environment are taken into account” (Wright and Huston, 1995:22).

Effects on Beliefs and Attitudes

Television also provides images and role models that can affect how children view themselves, how they see others, attitudes about what academic subjects they should be interested in, and other topics related to person perception. These images can have both positive and negative effects. For example, when 8- to 14-year-olds watched programs designed to show positive attributes of children around the world, they were less likely to say that children from their own country were more interesting or more intelligent (O’Brien, 1981), and they began to see more similarities among

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people around the world (Greenfield, 1984). And children who watched episodes of Sesame Street featuring handicapped children had more positive feelings toward children with disabilities.

However, children can also misinterpret programs about people from different cultures, depending on what they already know (Newcomb and Collins, 1979). Stereotyping represents a powerful effect of watching television that is potentially negative. Children bring sex role stereotypes with them to school that derive from television programs and commercials (Dorr, 1982).

As a powerful visual medium, television creates stereotypes even when there is no intent to sell an image. But experimental studies indicate that such stereotyping effects decrease with children as young as 5 if adults offer critiques of the stereotypic portrayals as the children watch programs (Dorr, 1982). Thus, entertainment programs can educate in positive ways and learned information can be extended through adult guidance and commentary.

In sum, television has an impact on children’s learning that must be taken seriously. But the medium is neither inherently beneficial nor harmful. The content that students watch, and how they watch it, has important effects on what they learn. Especially significant is the fact that informative or educational programming has been shown to have beneficial effects on school achievement and that a preponderance of non-educational, entertainment viewing can have negative effects. Furthermore, the benefits of informative viewing occur despite the fact that the ratio of young children’s viewing tends to be 7:1 in favor of entertainment television. These findings support the wisdom of continued attempts to develop and study television programs that can help students acquire the kinds of knowledge, skills, and attitudes that support their learning in school.

THE IMPORTANCE OF ALIGNMENT

In the beginning of this chapter we noted that the four perspectives on learning environments (the degree to which they are learner, knowledge, assessment, and community centered) would be discussed separately but ultimately needed to be aligned in ways that mutually support one another. Alignment is as important for schools as for organizations in general (e.g., Covey, 1990). A key aspect of task analysis (see Chapter 2 ) is the idea of aligning goals for learning with what is taught, how it is taught, and how it is assessed (both formatively and summatively). Without this alignment, it is difficult to know what is being learned. Students may be learning valuable information, but one cannot tell unless there is alignment between what they are learning and the assessment of that learning. Similarly, students may be learning things that others don’t value unless curricula and assess-

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ments are aligned with the broad learning goals of communities (Lehrer and Shumow, 1997).

A systems approach to promote coordination among activities is needed to design effective learning environments (Brown and Campione, 1996). Many schools have checklists of innovative practices, such as the use of collaborative learning, teaching for understanding and problem solving, and using formative assessment. Often, however, these activities are not coordinated with one another. Teaching for understanding and problem solving may be “what we do on Fridays”; collaborative learning may be used to promote memorization of fact-based tests; and formative assessments may focus on skills that are totally disconnected from the rest of the students’ curriculum. In addition, students may be given opportunities to study collaboratively for tests yet be graded on a curve so that they compete with one another rather than trying to meet particular performance standards. In these situations, activities in the classroom are not aligned.

Activities within a particular classroom may be aligned yet fail to fit with the rest of the school. And a school as a whole needs to have a consistent alignment. Some schools communicate a consistent policy about norms and expectations for conduct and achievement. Others send mixed messages. For example, teachers may send behavior problems to the principal, who may inadvertently undermine the teacher by making light of the students’ behavior. Similarly, schedules may or may not be made flexible in order to accommodate in-depth inquiry, and schools may or may not be adjusted to minimize disruptions, including nonacademic “pullout” programs and even the number of classroom interruptions made by a principal’s overzealous use of the classroom intercom. Overall, different activities within a school may or may not compete with one another and impede overall progress. When principals and teachers work together to define a common vision for their entire school, learning can improve (e.g., Barth, 1988, 1991; Peterson et al., 1995).

Activities within schools must also be aligned with the goals and assessment practices of the community. Ideally, teachers’ goals for learning fit with the curriculum they teach and the school’s goals, which in turn fit the goals implicit in the tests of accountability used by the school system. Often these factors are out of alignment. Effective change requires a simultaneous consideration of all these factors (e.g., Bransford et al., 1998). The new scientific findings about learning provide a framework for guiding systemic change.

CONCLUSION

The goals and expectations for schooling have changed quite dramatically during the past century, and new goals suggest the need to rethink

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such questions as what is taught, how it is taught, and how students are assessed. We emphasized that research on learning does not provide a recipe for designing effective learning environments, but it does support the value of asking certain kinds of questions about the design of learning environments.

Four perspectives on the design of learning environments—the degree to which they are student centered, knowledge centered, assessment centered, and community centered—are important in designing these environments.

A focus on the degree to which environments are learner centered is consistent with the strong body of evidence suggesting that learners’ use their current knowledge to construct new knowledge and that what they know and believe at the moment affects how they interpret new information. Sometimes learners’ current knowledge supports new learning, sometimes it hampers learning: effective instruction begins with what learners bring to the setting; this includes cultural practices and beliefs as well as knowledge of academic content.

Learner-centered environments attempt to help students make connections between their previous knowledge and their current academic tasks. Parents are especially good at helping their children make connections. Teachers have a harder time because they do not share the life experiences of each of their students. Nevertheless, there are ways to systematically become familiar with each student’s special interests and strengths.

Effective environments must also be knowledge centered. It is not sufficient only to attempt to teach general problem solving and thinking skills; the ability to think and solve problems requires well-organized knowledge that is accessible in appropriate contexts. An emphasis on being knowledge centered raises a number of questions, such as the degree to which instruction begins with students’ current knowledge and skills, rather than simply presents new facts about the subject matter. While young students are capable of grasping more complex concepts than was believed previously, those concepts must be presented in ways that are developmentally appropriate. A knowledge-centered perspective on learning environments also highlights the importance of thinking about designs for curricula. To what extent do they help students learn with understanding versus promote the acquisition of disconnected sets of facts and skills? Curricula that emphasize an excessively broad range of subjects run the risk of developing disconnected rather than connected knowledge; they fit well with the idea of a curriculum as being a well-worn path in a road. An alternative metaphor for curriculum is to help students develop interconnected pathways within a discipline so that they “learn their away around in it” and not lose sight of where they are.

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Issues of assessment also represent an important perspective for viewing the design of learning environments. Feedback is fundamental to learning, but opportunities to receive it are often scarce in classrooms. Students may receive grades on tests and essays, but these are summative assessments that occur at the end of projects; also needed are formative assessments that provide students opportunities to revise and hence improve the quality of their thinking and learning. Assessments must reflect the learning goals that define various environments. If the goal is to enhance understanding, it is not sufficient to provide assessments that focus primarily on memory for facts and formulas. Many instructors have changed their approach to teaching after seeing how their students failed to understand seemingly obvious (to the expert) ideas.

The fourth perspective on learning environments involves the degree to which they promote a sense of community. Ideally, students, teachers, and other interested participants share norms that value learning and high standards. Norms such as these increase people’s opportunities to interact, receive feedback, and learn. There are several aspects of community, including the community of the classroom, the school, and the connections between the school and the larger community, including the home. The importance of connected communities becomes clear when one examines the relatively small amount of time spent in school compared to other settings. Activities in homes, community centers, and after-school clubs can have important effects on students’ academic achievement.

Finally, there needs to be alignment among the four perspectives of learning environments. They all have the potential to overlap and mutually influence one another. Issues of alignment appear to be very important for accelerating learning both within and outside of schools.

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First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning.

Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods–to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb.

How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system.

Topics include:

  • How learning actually changes the physical structure of the brain.
  • How existing knowledge affects what people notice and how they learn.
  • What the thought processes of experts tell us about how to teach.
  • The amazing learning potential of infants.
  • The relationship of classroom learning and everyday settings of community and workplace.
  • Learning needs and opportunities for teachers.
  • A realistic look at the role of technology in education.

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Essay on Is Cricket a Global Game

Is Cricket a Global Game Indeed?

Recently the International Cricket Council has started a campaign named “Bigger Better Global Game”. The campaign is calculated for four sequent years, and enshrines the increasing popularity of cricket, which is believed to turn cricket into a truly global game with increased number of teams and fans. But aren’t the board of ICC too optimistic, and have they any reasons for making such claims on a day before the fair? Let’s take a closer look on the game of cricket and try to identify can it really be called a global game.
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Persuasive Speech on Abortion

Abortion

Abortion is one of the most debatable and controversial issues that exist today in our society. There are people who support the idea that it should be a choice of each and every woman – whether to do it or not, while others claim that no one has a power to decide, whether to bring life on the planet, or put an end to it. As for me, I have done a certain research on the subject and I found out that there is no other right variant for me, than to choose life. I will explain what I mean.

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Should Privileges of Teenage Drivers Be Restricted?

It is Friday evening… I cannot wait to have my friends jump into the car to catch up with Tom’s birthday party. We have barely driven a mile when a police officer greets me with a ticket. Why? I am 16 years old, carrying four teenagers, at night and in absence of an adult. Our plan for some fun just failed. So, is there a basis for restricting the privileges of teenage drivers? Yes, I do find merit in that reasoning.

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What Are the Positive Effects of Teenagers Surfing the Net?

Everywhere you look nowadays there will be an article or a news story on the detriments of teenagers using the Internet: from social networking disasters, to them being scammed out of their (or their parents’) money. However, very few people have taken the time to look at the positive effects of teenagers surfing the Internet, and this is a great shame.

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Plagiarism Essay

Effects of Plagiarism

Plagiarism, one of the main scourges of the academic life, is quite an easy concept, but, nonetheless, harmful. In short, to plagiarize means to steal someone else’s idea or part of work and use it as your own. But why exactly it is considered to be so bad and immoral? And it is really considered immoral and a serious offence. In case it is discovered, it may lead to very unpleasant consequences; the higher the position of the offender is, the more unpleasant they are.

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Sample Persuasive Speech on Why Discrimination Will Always Exist

Our society is developing and continuously improving. That is what we hear all the time from TV screens and front pages of the newspapers. Undoubtedly, there are problems, but we are becoming more socially oriented, tolerant, and culturally diverse. There is less discrimination and more understanding. And we are on the way to our ideal future. It all sounds very enthusiastic, but the truth is that discrimination will never be eliminated.

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Sample Persuasive Speech on War Is a Female Game

It seems that the time of sexual prejudice and discrimination, when war and military service were thought to be a purely male affair, has long become a thing in the past, giving women a freedom to choose such a career. However, if you consider this issue seriously, you will be surprised to find that an idea of a woman joining the army is still met with lots of raised eyebrows.

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Sample Persuasive Speech on Society Is Not the Key Factor in the Development of a Human Being

Almost all theories of human development agree upon the fact that society is the key factor in the development of a human being. This is what teaches people to learn how the world is organized and structured by means of communication and provides them with possibility to evaluate themselves through the perception of other individuals. However, I strongly disagree that society is the key factor shaping a personality.

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Sample Persuasive Speech on School Is Not Necessary for Successful Socialization of the Personality

School education is traditionally considered to be the necessary prerequisite of the successful socialization of a personality. Going to school children not only acquire knowledge about the surrounding world, but also go through a preparation stage for successful adaptation to life in the modern world. It helps children learn how to organize their day, communicate with peers, evaluate and assess themselves and others and form a complex system of ties with the surrounding world.

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Sample Persuasive Speech on Natural Parenting as the Only Right Way to Bring up a Child

For more than a century we have been taught by the medical science how to bring children up and take care of them in the correct, up-to-date way. However, nowadays more and more people turn to what is called natural parenting – simple, instinctive and traditional methods of parenting without any common goods created just to enrich commercial companies and make you feel more distant and separated from your baby.

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    College Affordability Guide

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    The Best Schools

    Finding the best school for you

    The Best Online Colleges in Georgia for 2018

    The-best-online-colleges-in-georgia

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    Georgia is home to several online schools associated with the state’s excellent higher education institutions. Georgia’s colleges and universities are known for their strong academics and their low tuition rates; according to U.S. News and World Report rankings, Georgia offers the 12th lowest tuition rates in the country.

    See the 100 Best Online Colleges

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    The state’s 2012 Online Learning Act maximizes online learning opportunities for students at all grade levels. As a result of this bill, there are a variety of online learning platforms and online schools in Georgia. Offered through the state department of education, the Georgia Virtual School works with parents and teachers to offer middle school and high school students online coursework options.

    Georgia also provides several options for undergraduate and graduate college students interested in distance learning. Ranging from Emory University’s extensive online courses in law, business, public health, and other subjects to the Savannah College of Art and Design’s online programs, students can find online courses or programs in nearly any field.

    Enrolling in online coursework or attending an online college in Georgia is a smart choice for students seeking a more flexible education timeline. Because online students can often live off campus, online programs help students earn degrees while still keeping up with family and career responsibilities. Additionally, some online courses and programs offer self-paced formats or asynchronous learning, both of which allow students to access and complete coursework on their own schedule. Online programs also help students save money on transportation and room and board for a traditional on-campus program.

    Four reasons to find an online college in your state:

    • Guaranteed in-state tuition saves you money
    • Be a part of a university or college you know and love
    • Get a degree from a school employers know and trust
    • Be close enough to easily visit when desired

    Ranking guidelines for the best online colleges in Georgia:

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    Download this Badge

    We selected the online colleges and universities here based on the quality of their programs, types of courses and degrees offered, faculty strengths, as well as school awards, rankings, and reputation, including a strong reputation for online degree programs.

    Note: In ranking the best online colleges in Georgia, giving attention to the variety of degree programs available at the institutions is of utmost importance. For this reason, a more prestigious school in Georgia may offer one, or a few online degrees, but that may not be enough for that school rank highly among the best online colleges in the state. In this ranking, we are dedicated to showing who’s leading the way in delivering quality online degree programs in Georgia.

    • See who ranks as the best college and university in Georgia today .
    • Georgia Institute of Technology ranks among The 100 Best Universities in the World .
    • Brenau University , Kennesaw State University , and Columbus State University rank among the 100 Best Online Colleges for 2018 .

    The Best Online Colleges in Georgia

    1. Brenau University

    Gainesville, Georgia

    Image of School: Brenau UniversityBrenau University ranks #1 on The Best Online Colleges in Georgia for 2018!

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    Brenau University, founded in 1878 as a women’s college, is a liberal arts-centered university. Its name is a combination of the German word brennen, meaning “to burn,” and the Latin word aurum, meaning “gold.”

    The university has over 3,000 students, a third of whom are minorities. The university offers more than 70 degree programs total and several educational endorsements, graduate and post-graduate certificates.

    Brenau University offers a variety of associate, bachelor, master and educational specialist degrees online. Associate degree offerings include liberal studies. Bachelor’s degrees available online include human resources and nursing. Master’s degree options include interior design and accounting. Educational specialist degrees online include early childhood education.

    Online student resources include an online library with access to a number of scholarly article databases, streaming video and streaming audio, online math and writing, tutoring and multiple online job boards.

    Brenau University is regionally accredited by Southern Association of Colleges and Schools Commission on Colleges (SACS) .

    See some of Brenau University’s top rankings on TBS

    • 100 Best Online Colleges for 2018
    • Best Online Master’s and MBA in Project Management Degree Programs
    • The 10 Best Online Master’s in Gerontology Programs

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    2. Kennesaw State University

    Kennesaw, Georgia

    Image of School: Kennesaw State UniversityKennesaw State University ranks #2 on The Best Online Colleges in Georgia for 2018!

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    Kennesaw State University is a massive 384-acre university with over 35,800 students. The school provides over 100 degree programs. In 2013, the university merged with Southern Polytechnic University to form the university here today.

    Kennesaw State University offers a plethora of online bachelor’s, master’s, doctoral and certificate programs. Online bachelor’s degrees include fashion design and geography. Online master’s degree options include educational leadership and information technology. Online doctoral degrees include teacher leadership. Certificate programs include digital and social media, as well as information security.

    Resources available to online students include an online library with scholarly article database and live chat with a librarian, technical support, online tutoring, an online writing center and academic advising.

    Kennesaw State University is regionally accredited by Southern Association of Colleges and Schools Commission on Colleges (SACS) .

    See some of Kennesaw State University’s top rankings on TBS

    • 100 Best Online Colleges for 2018
    • The Best Online Bachelor in Information Assurance and Security Degree Programs
    • The 25 Best Online Master’s in English Language Learning Programs
    • The 25 Best Online Bachelor’s in Cybercrime Programs

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    3. Columbus State University

    Columbus, Georgia

    Image of School: Columbus State UniversityColumbus State University ranks #3 on The Best Online Colleges in Georgia for 2018!

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    Part of the University System of Georgia, Columbus State University is a public university founded in 1958. CSU enrolls 8,200 students and offers more than 90 academic disciplines.

    Through CSU Online, students can complete one of eight bachelor’s degrees in business, communication, information technology, nursing, and more.

    Students can pursue graduate degree programs online as well. CSU Online offers nearly two dozen master’s degree programs, such as educational leadership, nursing, secondary education, family nurse practitioner, and criminal justice.

    CSU offers several certificates and endorsements to online students as well.

    Columbus State University is accredited by the Southern Association of Colleges and Schools (SACS) . The university’s programs also received accreditation from National Council for Accreditation of Teacher Education (NCATE) and Association to Advance Collegiate Schools of Business (AACSB International).

    See some of Columbus State University’s top rankings on TBS

    • 100 Best Online Colleges for 2018
    • The 50 Most Affordable Online Four-Year Colleges
    • The 10 Best Online Master’s in Math Education Programs
    • The 10 Best Online Master’s in Science Education Programs

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    4. Savannah College of Art and Design

    Savannah, Georgia

    Image of School: Savannah College of Art and DesignSavannah College of Art and Design ranks #4 on The Best Online Colleges in Georgia for 2018!

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    Located in Georgia’s oldest city, Savannah College of Art and Design opened its doors in the late 1970s in response to the lack of professional art programs in the southeastern U.S. This progressive college features satellite locations in Atlanta and Hong Kong in addition to an online branch.

    Online students can earn a bachelor of arts in areas such as advertising, graphic design, and sequential art. This online college in GA prepares master’s students for careers in several creative areas, including photography, interior design, and fashion management. All online courses feature asynchronous instruction, discussion forums, and online critiques.

    Savannah College of Art and Design is regionally accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

    See some of Savannah College of Art and Design’s top rankings on TBS

    • The 10 Best Online Bachelor’s in Game Design Programs
    • The 15 Best Online Bachelor’s in Graphic Design Programs
    • The 7 Best Online Bachelor’s in Internet Marketing Programs

    5. Valdosta State University

    Valdosta, Georgia

    Image of School: Valdosta State UniversityValdosta State University ranks #5 on The Best Online Colleges in Georgia for 2018!

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    Valdosta State University, founded in 1906, serves over 11,000 students, has five academic colleges and offers over 100 undergraduate and graduate degree programs in total. Valdosta State University, a public university is part of the University System of Georgia. The student body includes students from all 50 states and 76 countries around the world.

    Valdosta State University offers a wide variety of online bachelor, master, educational specialist and certificate programs online. Online bachelor’s degree options include criminal justice and human capital performance. Master’s degrees attainable online include language arts and healthcare administration. Educational specialist degrees include educational leadership and school counseling.

    Online students have access to several resources, including an online library with scholarly article database, librarian live chat and research assistance.

    Valdosta State University is regionally accredited by Southern Association of Colleges and Schools Commission on Colleges (SACS) .

    See some of Valdosta State University’s top rankings on TBS

    • The Best Online Doctorate in Public Administration Degree Programs
    • The Best Online Doctorate in Public Policy Programs

    6. Georgia Southern University

    Statesboro, Georgia

    Image of School: Georgia Southern UniversityGeorgia Southern University ranks #6 on The Best Online Colleges in Georgia for 2018!

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    Georgia Southern University opened its doors in 1906 and has since become one of the largest universities in Georgia. Initially, an agricultural school, it became a teacher training school in 1939. Today, it boasts over 120 academic programs in total, more than 20,000 students and nine academic colleges. The campus features a museum, a performing arts center and multiple art galleries.

    Georgia Southern University’s online programs focus a bit more on graduate than undergraduate programs. Online bachelor’s degrees include nursing and information technology. Online master’s degrees include kinesiology and business. Online doctoral programs include a wide range of topics in education, while online certificates include nonprofit management.

    Students have access to multiple resources online, including an online library with scholarly article database and librarian live chat, technical support, multiple online job boards and online counseling workshops.

    Georgia Southern University is regionally accredited by Southern Association of Colleges and Schools Commission on Colleges (SACS) .

    See some of Georgia Southern University’s top rankings on TBS

    • The 25 Best Online Bachelor’s in Information Technology Degree Programs
    • The 30 Best Online Master’s in Secondary Education Programs
    • The Best Online Master’s in Economics Programs
    • The 45 Best Online Bachelor’s in General Studies Programs

    7. Toccoa Falls College

    Toccoa Falls, Georgia

    Image of School: Toccoa Falls CollegeToccoa Falls College ranks #7 on The Best Online Colleges in Georgia for 2018!

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    Toccoa Falls College is a Christian liberal arts college affiliated with a wide variety of Christian academic organizations. The college offers over 70 degree programs via three academic schools: Professional Studies, Arts and Sciences, and Christian Ministries.

    Toccoa Falls College offers a variety of associate, bachelor and certificate programs online. Online associate’s degrees include general studies and business administration. Online bachelor’s degrees include counseling and organizational leadership. Options for online certificates include cross-cultural studies and biblical studies.

    Online student resources include academic advising, counseling, technical support, tutoring, chapel, study abroad services and an online library, eBook, video and statistics databases.

    Toccoa Falls College is regionally accredited by Southern Association of Colleges and Schools Commission on Colleges (SACS) .

    See some of Toccoa Falls College’s top rankings on TBS

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    8. Clayton State University

    Morrow, Georgia

    Image of School: Clayton State UniversityClayton State University ranks #8 on The Best Online Colleges in Georgia for 2018!

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    Clayton State University became a four-year institution in 1986. It contains five academic colleges, teaches over 7,000 students and offers more than 50 graduate and undergraduate degree programs. Additionally, the Association to Advance Collegiate Schools of Business, an accreditation that a mere 5% of business schools worldwide possess, accredits the university’s business school.

    The university offers bachelor’s degrees and master’s degrees online. Clayton State University has an affiliation with eCore, which provides the first two years of university core curriculum coursework completely online. Bachelor’s degree options include English and information technology, while master’s degree options include nursing and archival studies.

    Online student resources include online job boards, online writing studio, and an online library with scholarly article database.

    Clayton State University is regionally accredited by Southern Association of Colleges and Schools Commission on Colleges (SACS) .

    See some of Clayton State University’s top rankings on TBS

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    9. Mercer University

    Macon, Georgia

    Image of School: Mercer UniversityMercer University ranks #9 on The Best Online Colleges in Georgia for 2018!

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    Founded in the early 1800’s, Mercer University began as a preparatory school for boys and evolved into a military training institute during WWII. Georgia’s oldest private college, its iteration as an inclusive postsecondary institution began with the establishment of liberal arts program and a law school. Today, the university offers 20 fully online programs and several hybrid programs. Distance learners complete a combination of synchronous and asynchronous courses. Some programs may require students to attend an on-campus orientation.

    This online college in Georgia offers online degrees in several fields, including business, computer science, and public health. Current teachers can complete Mercer’s online Ed.S. in early childhood education in as little as 16 months.

    Mercer College is regionally accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

    See some of Mercer College’s top rankings on TBS

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    10. University of West Georgia

    Carrollton, Georgia

    Image of School: University of West GeorgiaUniversity of West Georgia ranks #10 on The Best Online Colleges in Georgia for 2018!

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    The University of West Georgia, a public university and a charter member of the University System of Georgia, provides an array of graduate and undergraduate degrees. The school teaches over 10,000 students. The university has seven academic colleges.

    The University of West Georgia has an affiliation with eCore, which provides the first two years of university-level core curriculum coursework completely online. Alongside this, the university offers bachelor, master, doctoral and certificate programs. Bachelor’s degrees available online include real estate and criminology. Master’s degree offerings include music and nursing. Doctoral degree offerings include counseling and nursing. Certificate programs include instructional technology and health systems leadership.

    Online student resources include an online library with scholarly article database and technical support.

    The University of West Georgia is regionally accredited by Southern Association of Colleges and Schools Commission on Colleges (SACS) .

    See some of The University of West Georgia’s top rankings on TBS

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    11. University of Georgia

    Athens, Georgia

    Image of School: University of GeorgiaUniversity of Georgia ranks among The Best Online Colleges in Georgia for 2018!

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    The University of Georgia is a land-grant and sea-grant university established in 1785 as well as the flagship university for the state of Georgia. The university offers more than 140 degree programs taught in 19 colleges and has over 35,000 students. The University of Georgia also has several on-campus research facilities in bioinformatics, artificial intelligence, bioenergy systems and more.

    There are a number of online bachelor, master, doctoral and certificate programs available at the University of Georgia. Online bachelor’s degree options include business administration and special education. Online Master’s degrees include writing and avian health. Online doctoral degrees include educational psychology. Online certificate programs include e-learning and clinical trial management.

    Services open to online students include online tutoring in math and writing, an online resume creator, online job interview practice, links to multiple online job boards, online test proctoring and an online library with librarian live chat and scholarly article database.

    The University of Georgia is regionally accredited by Southern Association of Colleges and Schools Commission on Colleges (SACS) .

    See some of The University of Georgia’s top rankings on TBS

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    12. Point University

    West Point, Georgia

    Image of School: Point UniversityPoint University ranks among The Best Online Colleges in Georgia for 2018!

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    Located in West Point, Georgia, Point University offers numerous online associate, bachelor’s, and master’s degrees. Each program is rooted in the school’s foundation as a Christ-centered university, and all students complete biblical studies coursework. Undergraduate programs at this online school in Georgia fall under five major fields of study: arts and sciences, Bible and ministry, business and leadership, education, and social and behavioral sciences.

    Asynchronous online courses allow Point students to create their own schedules. Degree options include information technology, organizational leadership, and youth ministry. Point also offers online graduate degrees in business administration and transformative ministry. This school’s online MBA features a concentration in business transformation, which emphasizes change management. All online students participate in a mentoring program that encourages individual professional development.

    Point University is regionally accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

    13. Albany State University

    Albany, Georgia

    Image of School: Albany State UniversityAlbany State University ranks among The Best Online Colleges in Georgia for 2018!

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    Albany State University first opened its doors in 1903, but a major part of its legacy comes from the Civil Rights Movement. More than 1,000 of the university’s students were arrested for participating in demonstrations during that time. The university caters to over 4,000 students. The school offers more than 30 degree programs and has four academic colleges.

    The university offers online bachelor’s degrees and online master’s degrees. Albany State University has an affiliation with a program called eCore. This provides the first two years of university-level core curriculum coursework completely online. Online bachelor’s degrees include nursing and fire services, while online master’s degrees include criminal justice and education.

    Resources available for online students include technical support over the phone and an online library with several scholarly article databases.

    Albany State University is regionally accredited by Southern Association of Colleges and Schools Commission on Colleges (SACS) .

    14. Shorter University

    Rome, Georgia

    Image of School: Shorter UniversityShorter University ranks among The Best Online Colleges in Georgia for 2018!

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    Shorter University is a private Christian university which first opened its doors in 1873. It originally was a women’s university, but it became a co-ed university in the 1950s due to an increasing need. Later in the decade, the university saw its first African-American graduate. The university caters to more than 3,000 students and offers over 30 programs of study. Employees are required to sign written statements affirming they will adhere to Christian beliefs and values.

    Shorter University offers online associate, bachelor, and master degrees in a wide range of subjects. Associate’s degrees available include sports management and criminal justice. Bachelor’s degrees include business and human services. Master’s degree options include accounting and multiple subjects in management.

    Online student resources include an online job board, career planning, academic advising, technical support and an online library with access to a scholarly article database, music database, eBook collection, periodicals and more.

    Shorter University is regionally accredited by Southern Association of Colleges and Schools Commission on Colleges (SACS) .

    See some of Shorter University’s top rankings on TBS

    • The 25 Best Online Bachelor’s in Human Services Degree Programs

    15. Thomas University

    Thomasville, Georgia

    Image of School: Thomas UniversityThomas University ranks among The Best Online Colleges in Georgia for 2018!

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    Located in the culturally vibrant community of Thomasville, Thomas University’s academic programs promote community engagement in southwestern Georgia and around the globe. This school’s unique partnerships with several Chinese higher education institutions, including Jiangxi University of Traditional Chinese Medicine and South China University of Technology, set it apart as one of the most globally innovative online colleges in Georgia.

    Thomas University offers several fully online degrees that prepare students for careers in areas such as clinical mental health counseling, criminal justice, and medical laboratory science. This school’s unique MSN-MBA dual degree integrates knowledge of nursing and business practices. Registered nurses can complete this degree in three years while maintaining full-time employment. This school also features an online rehabilitation studies bachelor’s degree that allows students to enter the master’s counseling program with advanced standing.

    Thomas University is regionally accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

    See some of Thomas University’s top rankings on TBS

    • The 20 Best Online Masters in Substance Abuse Counseling Degree Programs

    16. Georgia Southwestern State University

    Americus, Georgia

    Image of School: Georgia Southwestern State UniversityGeorgia Southwestern State University ranks among The Best Online Colleges in Georgia for 2018!

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    Producing graduates with strong written communication, cultural awareness, and quantitative reasoning abilities, Georgia Southwestern State University cultivates leadership skills and professional development. The school educates 17,000 students through its on-campus degrees and accessible online programs . Online students can pursue degrees in areas such as criminal justice, computer information systems, and human resource management. The school’s prior learning assessment program allows students to earn credit for previous work and learning experiences.

    One of the leading online colleges in Georgia for registered nurses seeking a bachelor’s degree, the school’s RN-BSN online degree typically takes less than two years to complete. Approved by the Georgia Board of Nursing, the BSN implements synchronous and asynchronous instructional methods.

    Georgia Southwestern State University is regionally accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

    17. University of North Georgia

    Dahlonega, Georgia

    Image of School: University of North GeorgiaUniversity of North Georgia ranks among The Best Online Colleges in Georgia for 2018!

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    With some of the most diverse graduate degree options among online schools in Georgia, the University of North Georgia prepares students for careers in areas such as higher education, international affairs, and public administration. The school offers five associate degrees that prepare students for bachelor’s programs in fields including political science, social work, and sociology. Students can also complete an online RN-to-BSN degree.

    The school’s online doctorate in education with a concentration in higher education leadership and practice prepares students for careers as administrators, researchers, and professors. Professionals seeking additional education to expand their career opportunities can benefit from numerous certificate options, including three 12-credit teacher certification endorsements. All online programs follow an asynchronous format so students can complete assignments on their own time.

    The University of North Georgia is regionally accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

    See some of The University of North Georgia’s top rankings on TBS

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    18. Fort Valley State University

    Fort Valley, Georgia

    Image of School: Fort Valley State UniversityFort Valley State University ranks among The Best Online Colleges in Georgia for 2018!

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    Founded on the premise that education provides the means for upward mobility and social enlightenment, this progressive university is one of the only higher education institutions established by former slaves. Fort Valley State University welcomes students of all ethnic and racial backgrounds. The school produces a large number of African American psychology graduates.

    FVSU offers online undergraduate degrees in areas such as criminal justice, organizational leadership, and political science. The school’s online master of science in rehabilitation counseling and case management prepares students for rehabilitation counselor certification and professional counselor licensure.

    Fort Valley State University is regionally accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

    19. Truett McConnell University

    Cleveland, Georgia

    Image of School: Truett McConnell UniversityTruett McConnell University ranks among The Best Online Colleges in Georgia for 2018!

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    This private Baptist college fosters intellectual and personal growth through Christian teachings. Truett McConnell University’s academic programs cultivate authenticity, community engagement, and biblical family values. Located in northern Georgia, the school offers flexible online degrees in areas such as business administration, Christian studies, and psychology. Powered by Brightspace, the majority of online classes feature an asynchronous format and follow eight-week terms.

    TMU’s online master of arts in theology equips students with the knowledge necessary for professions such as pastoral care, religious counseling, and church ministry. In addition to coursework in ethics in ministry and contemporary apologetics, students complete two internships in their home community.

    Truett McConnell University is regionally accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

    20. Emory University

    Atlanta, Georgia

    Image of School: Emory UniversityEmory University ranks among The Best Online Colleges in Georgia for 2018!

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    Educating more than 15,000 students each year, Emory University demonstrates its dedication to community growth and wellbeing through its international initiatives, sustainability programs, and outstanding healthcare research. Known for its health sciences programs, this online school in Georgia offers several cutting-edge degrees that prepare students for careers in the healthcare industry. Options include a hybrid bachelor’s degree in medical imaging and hybrid graduate degrees in nursing and public health. Emory’s doctor of nursing practice features two plans of study that are suitable for BSN or MSN graduates.

    Emory has also received international recognition for its law school. The university offers an online juris master in health care law or business law. The school also provides an online doctor of ministry for religion students. These online programs require campus residencies once or twice a year.

    Emory University is regionally accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

    GO TO SCHOOL PROFILE

    21. Georgia Institute of Technology

    Atlanta, Georgia

    Image of School: Georgia Institute of TechnologyGeorgia Institute of Technology ranks among The Best Online Colleges in Georgia for 2018!

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    Focused on societal advancement through technological innovation, Georgia Institute of Technology educates more than 25,000 students each year. Often referred to as Georgia Tech, this online school in Georgia offers several online master’s degrees in areas such as mechanical engineering, medical physics, and manufacturing leadership. Online students complete asynchronous coursework and participate in synchronous video conferencing with professors and faculty advisors.

    In addition to graduate degrees, Georgia Tech features three online programs for high school students and undergraduates. The summer online undergraduate program allows students to enroll in high-demand courses and graduate sooner. Georgia Tech also hosts an expansive database of online courses in areas such as data analytics, supply chain principles, and music technology. These massive open online courses cost nothing and students can complete them at their own pace.

    Georgia Institute of Technology is regionally accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

    See some of Georgia Institute of Technology’s top rankings on TBS

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    22. Reinhardt University

    Waleska, Georgia

    Image of School: Reinhardt UniversityReinhardt University ranks among The Best Online Colleges in Georgia for 2018!

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    Located 50 miles north of Atlanta, Reinhardt University focuses on personalized education. One of the top online colleges in Georgia offering fully online programs , Reinhardt University’s online degrees require zero campus visits. All courses follow an asynchronous format.

    Online students earn degrees in areas such as business administration, criminal justice, and healthcare administration. With a curriculum designed for working professionals, Reinhardt University’s bachelor’s in business administration allows new students to begin every eight weeks. Students who attend this program full time take two courses per eight-week term and complete major coursework in two years or less. This university’s customizable online RN-to-BSN degree allows professional nurses to tailor their program to fit their career goals. Nurses can specialize in areas such as population health, aging and health, and nursing leadership.

    Reinhardt University is regionally accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

    23. Middle Georgia State University

    Macon, Georgia

    Image of School: Middle Georgia State UniversityMiddle Georgia State University ranks among The Best Online Colleges in Georgia for 2018!

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    Located in the heart of Georgia, Middle Georgia State University is one of Macon’s nine institutions of higher education. One of the leading online colleges in GA, MGA operates five campuses and numerous online programs.

    Offering associate, bachelor’s, and master’s degrees , MGA prepares students for successful careers in fields such as criminal justice, information technology, and nursing. The school’s fully online master of science in information technology features four concentration options in areas such as health informatics and information security. MGA is also one of the few online schools in Georgia to offer one-year certification training programs in airline or airport management.

    Middle Georgia State University is regionally accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

    See some of Middle Georgia State University’s top rankings on TBS

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    24. College of Coastal Georgia

    Brunswick, Georgia

    Image of School: College of Coastal GeorgiaCollege of Coastal Georgia ranks among The Best Online Colleges in Georgia for 2018!

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    Located in one of the state’s oldest settlements, the College of Coastal Georgia emphasizes community service, global engagement, entrepreneurship, and creative scholarship. The college features scholarship opportunities for new, transfer, and returning students. Learners from Alabama, Florida, South Carolina, and Tennessee pay in-state tuition.

    One of the only online colleges in Georgia to offer online degrees in French language and literature and Spanish language and literature, these bachelor of arts programs integrate language acquisition, fluency courses, and topics in literature. These courses prepare students for influential roles in culturally diverse communities. Furthermore, the online completion program in workforce management and leadership allows graduates of an associate degree to earn their bachelor’s in approximately two years.

    The College of Coastal Georgia is regionally accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

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    Albany, Georgia

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    Warner Robins, Georgia

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    Morrow, Georgia

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    Waycross, Georgia

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    Columbus, Georgia

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    Dalton, Georgia

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    Milledgeville, Georgia

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    Vidalia, Georgia

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    Dalton State College

    Dalton, Georgia

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    Georgia College and State University

    Milledgeville, Georgia

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    Milledgeville, Georgia

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    Georgia Piedmont Technical College

    Dekalb County, Georgia

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    Atlanta, Georgia

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    Oakwood, Georgia

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    Luther Rice College & Seminary

    Lithonia, Georgia

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    Affordable MBA Programs

    Scroll down to see the most affordable MBA degrees, as well as info on the different types of MBA programs and MBA program accreditation.

    Affordable MBA Programs
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    1022

    School Rankings

    1

    University of California-Irvine

    • see their mba programs
    • Irvine, California

    The Paul Merage School of Business at UC Irvine offers the following Master of Business Administration programs: full-time MBA, Fully Employed MBA (FEMBA), Executive MBA (EMBA), and Health Care MBA (HCMBA). Dual degree options are available in medicine (MD/MBA) and law (JD/MBA). The FEMBA is a part-time program that can be completed in 24-33 months. The program is available on campus or via a combination of online and on-site delivery. The 21-month EMBA is designed for professionals with at least eight years of managerial experience. The HCMBA provides students with the fundamentals of business management within the content of the global healthcare industry. California residents admitted to the full-time MBA program are automatically guaranteed to receive at least a $10,000 fellowship.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 97.2

    • Advanced Placement Credit
    • ROTC Program

    30,836 Students

    2

    Texas A & M University-College Station

    • see their mba programs
    • College Station, Texas

    The Mays Business School at the Texas A & M University College Station offers a full-time 16-month MBA program that allows students to customize their degree through electives, study abroad opportunities or internships. Their Professional MBA program is a 22-month program for working professionals. Classes meet on alternating weekends at their private City Center facility. The Executive MBA is a two-year program designed to transform seasoned professionals into effective business leaders. The program was ranked by Financial Times (2014) as the No. 6 program offered by a public institution. All Mays Business School programs are accredited by the Association to Advance Collegiate Schools of Business International.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 97.0

    • Advanced Placement Credit
    • ROTC Program

    63,813 Students

    3

    University of North Carolina at Chapel Hill

    • see their mba programs
    • Chapel Hill, North Carolina

    The full-time MBA program offered by the Kenan-Flagler Business School at the University of North Carolina Chapel Hill was ranked No. 12 overall by Bloomberg Businessweek in 2014. The Executive MBA at Kenan-Flagler is offered in three formats – Evening MBA, Weekend MBA and Global OneMBA. These programs are ranked in the national Top 10 by U.S. News and World Report (2015). UNC also offers an online MBA program with concentrations in Corporate Finance, Entrepreneurship, Global Supply Chain Management, Marketing, Investment Management, and Sustainable Enterprise. This program has been ranked as the No. 1 online MBA program in the country (U.S. News and World Report, 2015). UNC Kenan-Flagler is accredited by Association to Advance Collegiate Schools of Business International.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 96.9

    • Advanced Placement Credit
    • ROTC Program

    29,084 Students

    4

    University of California-Los Angeles

    • see their mba programs
    • Los Angeles, California

    The full-time MBA program at UCLA’s John E. Anderson Graduate School of Management has 13 areas of specialization and 10 concurrent degree programs. The Fully-employed MBA (FEMBA) program offers three flexible schedules, including one that allows students to attend classes one weekend per month on campus, with the remainder of the coursework completed online. The Executive MBA (EMBA) is a two-year program that meets on campus on alternate weekends throughout the academic year, with electives offered during the summer term. Students who complete the 15-month Global EMBA for Asia Pacific receive two unique MBA degrees (one from UCLA and another from the National University of Singapore). Global EMBA classes are held in four international business hubs – Singapore, Los Angeles, Shanghai, and Bangalore.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 96.8

    • Advanced Placement Credit
    • ROTC Program

    41,908 Students

    5

    University of Illinois at Chicago

    • see their mba programs
    • Chicago, Illinois

    The full-time, accelerated Master of Business Administration (MBA) degree offered at Liautaud Graduate School of Business is a day-time, on-campus, cohort program that can be completed in as little as a year. Liautaud also offers a two-year, weekend MBA program that meets on Saturdays and a flexible online MBA program that can be completed in 18 months. The program’s core curriculum consists of the following seven courses: financial accounting, corporate finance, marketing, microeconomics, operations management, organizational behavior, and enterprise strategy. MBA students have the option of completing another graduate degree at the same time as their MBA. The following joint degree options are currently available: MBA/PharmD (Doctor of Pharmacy), MBA/MSA (Master of Science in Accounting), and MBA/MIS (Master of Information Systems).

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 96.8

    • Advanced Placement Credit
    • ROTC Program

    29,048 Students

    6

    CUNY Bernard M Baruch College

    • see their mba programs
    • New York, New York

    Through its Zicklin School of Business, Baruch College offers both a full-time MBA program and a flexible MBA program. The full-time MBA program can be completed in four semesters (22 months) of full-time study, while the flexible MBA program allows students to vary the number of courses they take per semester and is completed in three to four-years on average. The flexible MBA program is also offered primarily through evening courses to accommodate the schedules of working students. MBA students at Baruch can choose from over 15 majors, including accountancy, decision sciences, economics, finance, marketing, real estate, statistics, taxation, international business and four different management concentrations.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 96.7

    • Advanced Placement Credit
    • ROTC Program

    18,433 Students

    7

    University of California-Riverside

    • see their mba programs
    • Newark, California

    According to U.S. News and World Report, MBA graduates from the UC Riverside School of Business have one of the best salary-to-debt ratios in the country. The average 2016 grad pulled in $103,000 in annual earnings within three months of graduating – and owed less than $42,000. To cut down on that loan debt, students in the MBA or Flex MBA programs can apply for nearly a dozen Anderson Graduate School of Management awards, and two are even reserved for them. The George DuBois Memorial Award is a $1,500 scholarship for second-year students; the Jamie Fang Scholarship pays $1,000 to outstanding international students.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 96.6

    • Advanced Placement Credit
    • ROTC Program

    21,385 Students

    8

    University of California-San Diego

    • see their mba programs
    • La Jolla, California

    The Rady School of Management at UC San Diego offers both Full-time MBA and Flex MBA programs. Students can customize their MBA degree by taking electives in areas such as finance, marketing, operations, new product development, technology commercialization, and venture capital management. College seniors or recent graduates with excellent academic credentials can apply for the Direct to Rady program that admits exceptional individuals to the MBA program. The Flex MBA offers two scheduling options. The evening program meets two evenings a week and can be completed in 30 months, while the weekend program meets on Friday and Saturday of alternating weekends and can be completed in 24 months. Rady School provides a number of merit-based fellowships for academically outstanding MBA applicants.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 96.6

    • Advanced Placement Credit
    • ROTC Program

    32,906 Students

    9

    University of Minnesota-Twin Cities

    • see their mba programs
    • Minneapolis, Minnesota

    The Carlson School of Management at the University of Minnesota Twin Cities offers a traditional full-time MBA program, (a two-year program with a two-week overseas study exploration), a part-time MBA program (average program completion is 3.5 years), an Executive MBA program and a dual degree program. Its Executive MBA program can be pursued at the Minneapolis campus, in Vienna, Austria (in partnership with the Vienna University of Economics and Business) or in Guangzhou, China (in partnership with the Lingnan College at the Sun Yat-sen University). The Carlson School also offers a Dual Degree Program that enables students to earn their MBA in addition to the following degrees: MA-HRIR, Juris Doctor, MD, Master of Healthcare Administration, Master of Public Policy and Doctor of Pharmacy.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 96.6

    • Advanced Placement Credit
    • ROTC Program

    50,678 Students

    10

    Rutgers University

    • see their mba programs
    • Camden, New Jersey

    The Business School at Rutgers University offers a full-time M.B.A. program, a part-time M.B.A. program and an executive M.B.A. program. The full-time M.B.A. is a traditional, on-campus program with concentrations in analytics and information management, entrepreneurship, finance, global business, marketing, marketing research insights and analytics, pharmaceutical management, strategy and leadership, and supply chain management. The part-time M.B.A. program offers traditional on-campus classes, along with online, evening and weekend classes. The part-time program offers the same concentrations as the full-time program, as well as an accounting concentration and customized concentrations. The executive M.B.A. is a 57-credit program designed for experienced business professionals and can be completed in 20 months. Dual M.B.A. degrees are also available in 11 fields, including medicine, public health and public policy.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 96.5

    • Advanced Placement Credit
    • ROTC Program

    6,408 Students

    11

    SUNY College at Oswego

    • see their mba programs
    • Oswego, New York

    The MBA programs at SUNY Oswego are designed to be flexible and have an elective focus. MBAs are offered in Health Services Administration, Business Administration, and Public Accounting. Students who meet the foundation requirements can complete the program with 36 credits, including six core classes, four electives, and a capstone course. Students are accepted into the program on a rolling basis and can enter at any semester. Classes average about 20 students, and courses are offered in Oswego, at the SUNY Metro Center in Syracuse, and online. The Business Administration and Health Services Administration programs can be completed completely online. Oswego’s online MBA program ranked 14th in the 2014 U.S. News rankings of Best Online Degree Programs: Business.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 96.5

    • Advanced Placement Credit
    • ROTC Program

    7,937 Students

    12

    University of California-Berkeley

    • see their mba programs
    • Berkeley, California

    The Haas School of Business at UC Berkeley offers three Master of Business Administration programs: full-time MBA, evening & weekend MBA, and the Executive MBA. The full-time MBA can be completed in two years (four semesters) and offers the following areas of emphasis: finance, marketing, strategy/consulting, corporate social responsibility, energy and clean technology, entrepreneurship, global management, health management, social sector leadership, real estate, and technology. Students who choose the evening and weekend MBA can expect to earn the degree within three years (six semesters), while the EMBA program can be completed in 19 months (five terms). Concurrent degree programs are available in: MBA/JD (Juris Doctor), MBA/MPH (Master of Public Health), and MBA/Master of Arts in International and Area Studies.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 96.4

    • Advanced Placement Credit
    • ROTC Program

    38,189 Students

    13

    University of California-Davis

    • see their mba programs
    • Davis, California

    UC Davis offers a Master of Business Administration program that allows students to concentrate in the following areas: marketing, entrepreneurship/innovation, technology management, strategy, business analytics & technologies, finance/accounting, general management, and public health management. Concurrent degree programs with other UC Davis colleges are available for MBA students, including the School of Law (MBA/Juris Doctor) and the School of Medicine (MBA/Medical Doctor). Part-time MBA programs are offered in San Ramon and in Sacramento. Students who choose a part-time program can expect to complete their MBA degree within 24 to 48 months. Ninety percent of incoming MBA students receive financial assistance, ranging from $3,000 to $39,000. Scholarships are available for several fields, including technology management, entrepreneurship/innovation, energy and sustainability, and healthcare innovation.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 96.4

    • Advanced Placement Credit
    • ROTC Program

    35,186 Students

    14

    Appalachian State University

    • see their mba programs
    • Boone, North Carolina

    Appalachian State University’s Walker College of Business offers an MBA degree in seven concentrations: business analytics, economics, international business, leading and managing human resources, supply chain management, sustainable business and interdisciplinary business. The MBA is offered in an on-campus, compressed format that allows students to earn their degree in one calendar year of full-time study. It is also available in an off-campus format that allows students at the school’s distance learning campus in Hickory, North Carolina to earn their degree in two years of part-time, year-round study. MBA students are required to complete 27 credit hours of general business coursework and nine credit hours of coursework in their chosen concentration. Rolling admission allows MBA students to enroll in fall, spring or summer.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 96.4

    • Advanced Placement Credit
    • ROTC Program

    17,932 Students

    15

    University of Massachusetts Amherst

    • see their mba programs
    • Amherst, Massachusetts

    The MBA program at the Isenberg School of Management at the University of Massachusetts in Amherst is accredited by the Association to Advance Collegiate Schools of Business (AACSB) International. Selected full-time MBA students are awarded a two-year fellowship that fully funds their MBA education at the Isenberg School of Management. In addition to covering full tuition, the Isenberg MBA Fellowship program offers an annual stipend and health care. The full-time MBA program has four areas of focus: entrepreneurship, finance, healthcare administration and marketing. The school also offers a part-time MBA program for students who live in the Massachusetts area. Students have the option of taking some classes online and others at a satellite location in Boston, Shrewsbury and Springfield.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 96.3

    • Advanced Placement Credit
    • ROTC Program

    29,269 Students

    16

    Saint Cloud State University

    • see their mba programs
    • Saint Cloud, Minnesota

    St. Cloud State University’s Herberger Business School offers MBA degrees in two formats: the flexible MBA format and the cohort MBA format. The flexible MBA program is a 36-credit program that can be completed in 16 months of full-time study or 28 months of part-time study, with classes offered in the evening. The cohort MBA program is a 36-credit program that is designed for working professionals with three to five years of professional experience. The program can be completed in 28 months, and classes are held one evening per week. Both MBA programs are accredited by the Association to Advance Collegiate Schools of Business (AACSB).

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 96.3

    • Advanced Placement Credit
    • ROTC Program

    16,096 Students

    17

    Michigan Technological University

    • see their mba programs
    • Houghton, Michigan

    The School of Business and Economics at Michigan Technological University offers a Master of Business Administration degree that combines business and technology education. The Tech M.B.A. is a 36-credit program that is accredited by the Association to Advance College Schools of Business and takes three semesters to complete. The program includes 12 required courses, and students take four courses per semester. Program coursework covers subjects like operations management, technology management, managerial economics, financial reporting, marketing behavior, corporate strategy and financial risk management. M.B.A. students also have the opportunity to participate in the M.B.A. Association, a student organization for graduate business students that focuses on professional development. Additionally, M.B.A. students are eligible for graduate teaching assistantships through the School of Business and Economics.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 96.2

    • Advanced Placement Credit
    • ROTC Program

    7,218 Students

    18

    California State University-Long Beach

    • see their mba programs
    • Long Beach, California

    The AACSB-accredited Master of Business Administration degree at CSU Long Beach offers an evening MBA program with specializations in finance, management, human resources management, information systems, and marketing. There is also a full-time accelerated MBA program that can be completed in just over one year. The program is ideal for students with limited work experience. Students with at least three years of work experience can apply for admission to the Saturday MBA, a 48-unit program that can be completed in 23 months. A mandatory one-week international trip is part of the both the accelerated and Saturday MBA programs. There is also an MBA/MFA program available. The Charles Hamburger Ph.D. Student Award provides assistance to MBA students with demonstrable financial need.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 96.1

    • Advanced Placement Credit
    • ROTC Program

    37,446 Students

    19

    Western Illinois University

    • see their mba programs
    • Macomb, Illinois

    WIU’s Master of Business Administration is built to be a fifth-year degree alongside any number of bachelor’s programs, ranging from a BS in Computer Science to the more obvious Bachelor of Business in Management. Securing an assistantship – available for roughly 10 to 20 percent of MBA seekers – would lower costs. Returning Peace Corps volunteers interested in an MBA should apply for the school’s Peace Corps Coverdell Fellows Program. If accepted, they take part in a two-year program (including an 11-month internship centered around community and economic development); in return they receive a tuition waiver plus generous stipends.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 96.1

    • Advanced Placement Credit
    • ROTC Program

    11,094 Students

    20

    SUNY at Albany

    • see their mba programs
    • Albany, New York

    SUNY University at Albany provides three formats for its MBA programs: full-time, part-time evenings, and part-time weekend. The full-time MBA has six different concentrations, including cyber security, information systems and business analytics, and entrepreneurship. This cohort-based degree includes the Going Green Globally program where students team with faculty and business executives to develop sustainable solutions to business problems. The evening MBA has seven optional elective tracks. Students typically take two courses per term, each meeting one night a week. Students can complete the weekend MBA in a little less than two years, including an executive trip abroad that is included in the cost. Classes meet every other Friday and Saturday, with the international trip taking a week in the summer.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 96.1

    • Advanced Placement Credit
    • ROTC Program

    17,178 Students

    21

    Iowa State University

    • see their mba programs
    • Ames, Iowa

    The College of Business at Iowa State University offers a full-time MBA program on its Ames campus and a Professional MBA program at Capital Square in Des Moines. The full-time MBA degree can be attained in two-years after completing 48 credit hours of study. The program curriculum requires 30 credits of core courses and 18 credits of elective coursework. Five concentrations are available: accounting, finance, technology and innovation management, marketing and supply chain management. The Professional MBA program is identical to the full-time MBA program except it offers more flexible scheduling options. Professional MBA students can take all core classes in the evening in downtown Des Moines, while elective classes can be taken in either Des Moines or Ames.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 96.0

    • Advanced Placement Credit
    • ROTC Program

    35,714 Students

    22

    State University of New York at New Paltz

    • see their mba programs
    • New Paltz, New York

    SUNY New Paltz offers a one-year Master of Business Administration degree that is accredited by the Association to Advance Collegiate Schools of Business (AACSB). The program can be pursued on a full-time or part-time basis, and up to 75 percent of the courses are available online and during weekends. Students can customize their program by taking elective courses that support their interests and professional goals. Elective courses are offered in the fields of accounting, finance, international business, marketing, and management. There is also an MBA in Public Accountancy degree available for students enrolled in the BS in Accounting program at the university. Students who complete this program meet the educational requirements for the Certified Public Accountant examination in New York.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 96.0

    • Advanced Placement Credit
    • ROTC Program

    7,751 Students

    23

    Midwestern State University

    • see their mba programs
    • Wichita Falls, Texas

    The MBA offered by the Dillard College of Business at Midwestern State University is designed for maximum flexibility, with students able to take courses on campus, online, or in a hybrid format, changing formats as their needs change. The MBA is a 33-credit, non-thesis program with two optional concentrations: oil and gas energy management or accounting. Students who did not get an undergraduate degree in business can take a six-credit leveling course to make up for the 27 credits in common body of knowledge classes required to enter the program. GMAT scores are required, and applicants should have a GPA of 3.0 on their undergraduate work. Candidates usually complete the MBA in one to two years.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 96.0

    • Advanced Placement Credit
    • ROTC Program

    6,043 Students

    24

    University of Florida

    • see their mba programs
    • Gainesville, Florida

    The Hough Graduate School of Business is part of the Warrington College of Business Administration at the University of Florida. In 2014, the Economist ranked UF MBA as the top 19th full-time program among public universities in the country. An impressive 98 percent of professors at the Hough Graduate School of Business have doctorate degrees. The on-campus program has three full-time formats to accommodate different schedules – a traditional two-year option, a 12-month and a 10-month option. There is also a weekend-based Working Professional MBA program for individuals who wish to earn an MBA without putting their careers on hold. Students can choose to concentrate in supply chain management, strategy, real estate, marketing or finance.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 95.9

    • Advanced Placement Credit
    • ROTC Program

    50,645 Students

    25

    University of Illinois at Urbana-Champaign

    • see their mba programs
    • Champaign, Illinois

    The full-time Master of Business Administration program offered at UIUC’s College of Business allows second-year MBA students to customize their degree by taking elective courses in the following fields: corporate and social responsibility, finance, management (general, information, operations, and strategic), human resources, marketing, and international business. A part-time professional MBA program is also available. This is a cohort program that can be completed in two and a half years. The Executive MBA can be completed in 19 months and meets four days each month in downtown Chicago. The EMBA has a capstone international consulting experience that provides students with the opportunity to apply their knowledge to real-world challenges in an international setting. The college’s MBA program is also available online.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 95.9

    • Advanced Placement Credit
    • ROTC Program

    45,842 Students

    26

    North Carolina State University at Raleigh

    • see their mba programs
    • Raleigh, North Carolina

    The Jenkins MBA program at North Carolina State University comes in three formats to meet the needs of different students: full-time MBA, professional evening MBA, or professional online MBA. Students start the full-time program in the fall and attend classes in Raleigh for 21 months. MBA candidates have a choice of six concentrations, and 60 percent of full-time MBA students receive merit-based assistantships or scholarships. The professional programs allow students to enter in the spring or fall, and students can graduate in as few as 21 months or take up to six years. Both programs require two three-day residencies in Raleigh. The evening MBA classes meet in Raleigh with optional Saturday classes.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 95.9

    • Advanced Placement Credit
    • ROTC Program

    34,015 Students

    27

    Alfred University

    • see their mba programs
    • Alfred, New York

    The School of Business at Alfred University offers a Master of Business Administration degree that is accredited by Association to Advance Collegiate Schools of Business. The M.B.A. requires 30 credits of coursework and can be completed on a full or part-time basis. Students who take a full-time course load can complete the program in under one calendar year. The M.B.A. curriculum includes 19 credits of core courses and 12 credits of electives, which can be used toward the completion of a concentration in accounting, sustainable business or health care management. M.B.A. students are eligible for graduate assistantships in which they complete 7.5 hours of work per work in exchange for a 50 percent tuition remission.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 95.8

    • Advanced Placement Credit
    • ROTC Program

    2,286 Students

    28

    SUNY at Binghamton

    • see their mba programs
    • Vestal, New York

    Binghamton University’s School of Management offers three MBA options: a Four-Semester MBA, a Fast-Track MBA and a Professional MBA. The Four-Semester MBA is designed for students looking to complement their liberal arts, fine arts, science or engineering background with business training and is offered in five different concentrations: accounting, finance, leadership studies, supply chain management, management information systems and marketing. The Fast-Track MBA can be completed in one year and is offered in three different formats: the Management Fast-Track MBA for students with a business background, the Harpur Fast-Track MBA for students with a liberal arts background and the Watson Fast-Track MBA for students with an engineering background. The Professional MBA is also a 12-month program designed for students working full-time.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 95.8

    • Advanced Placement Credit
    • ROTC Program

    16,913 Students

    29

    Michigan State University

    • see their mba programs
    • East Lansing, Michigan

    The Eli Broad College of Business at Michigan State University offers two MBA programs: the Full-Time MBA program and the Executive MBA program. The Full-Time MBA is a 21-month program that is offered in four concentrations: finance, human resource management, marketing and supply chain management. The program curriculum requires 30 credit hours of core classes, 15 credit hours of concentration courses and 15 credit hours of elective courses. Additionally, dual MBA degrees are offered in medicine, law and global management. The Executive MBA program is a part-time program, with classes held every other Friday evening and Saturday. The Executive MBA requires 46 credit hours of coursework and can be completed in 20 months.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 95.7

    • Advanced Placement Credit
    • ROTC Program

    50,538 Students

    30

    Minnesota State University-Mankato

    • see their mba programs
    • Mankato, Minnesota

    The College of Business at Minnesota State University-Mankato offers a Master of Business Administration degree with tracks of study in leadership and organizational change, international business and healthcare administration. Students can also choose a self-designed track. The M.B.A. curriculum requires the completion of 34 credits, including seven core courses, four strategy courses and three concentration courses. Two M.B.A. courses are offered each semester, and students can decide whether to take one or both classes depending on how quickly they want to finish the program. Classes are eight weeks long and take place during the evening. Students in the program also have the opportunity to study abroad and participate in the College’s Executive Lecture Series.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 95.7

    • Advanced Placement Credit
    • ROTC Program

    15,313 Students

    31

    University of North Carolina at Greensboro

    • see their mba programs
    • Greensboro, North Carolina

    The M.B.A. program at UNCG is ranked #13 nationally by Bloomberg Businessweek. M.B.A. students have the opportunity to make valuable connections with the assistance of the Bryan Career Services team, and the program has an exceptional track record for job placement and salary increases. The program boasts one of North Carolina’s largest and oldest network of M.B.A. alumni. The M.B.A. program is available in classes that are scheduled during the day or evening classes. Fellowships and assistantships are available to help students manage the cost of graduate education. However, these positions are very competitive and labor intensive.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 95.7

    • Advanced Placement Credit
    • ROTC Program

    19,393 Students

    32

    University of Colorado Colorado Springs

    • see their mba programs
    • Colorado Springs, Colorado

    The College of Business and Administration at the University of Colorado in Colorado Springs has both an on-campus and online MBA program. The 2015 U.S. News and World Report ranks the online MBA program at UCCS as one of the 50 best programs in the country, and it earned the highest ranking of all the MBA programs in the state. Students have the option of pursuing a general MBA or choose from the following 11 areas of emphasis: Accounting, Finance, General Business, Health Care Administration Innovation Management, International Business, Management, Marketing, Operations Management, Project Management and Service Management. The College of Business and Administration at UCCS is accredited by the Association to Advance Collegiate Schools of Business (AACSB).

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 95.6

    • Advanced Placement Credit
    • ROTC Program

    11,988 Students

    33

    University of Nebraska at Omaha

    • see their mba programs
    • Omaha, Nebraska

    More than 80 percent of the MBA candidates at the College of Business in the University of Nebraska Omaha are working professionals. Two-thirds of them have a business background. UNO CBA designed and developed the MBA curriculum with the goals and background of these students in mind. Classes are small and students interact with an award-winning faculty. Students can choose from eight areas of concentration: Electronic Business, Investment Science, International Business, Human Resource Management, Healthcare Management, Sustainability, Risk Management and Collaboration Science. The UNO MBA program is accredited by the Association to Advance Collegiate Schools of Business (AACSB) International.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 95.6

    • Advanced Placement Credit
    • ROTC Program

    15,526 Students

    34

    California State University-Fullerton

    • see their mba programs
    • Fullerton, California

    The MBA program offered at the Mihaylo College of Business and Economics at Cal State Fullerton can be completed on a part-time (two and a half years) or full-time (less than two years) basis. The program has 13 concentration areas: accounting, business analytics, decision sciences, economics, entrepreneurship, finance, general, information systems, international business, management, marketing, organizational leadership, and risk management and insurance. The college also offers an MBA program for students who are also full-time professionals (Fully Employed MBA). This is a cohort-based program that can be completed in 36 months. Newly-admitted MBA students are considered for the following scholarship programs: Mihaylo Leadership Scholarship ($10,000 disbursed over four consecutive semesters) and the Michael A. Reagan Graduate Scholarship ($8,000 disbursed over two semesters).

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 95.5

    • Advanced Placement Credit
    • ROTC Program

    38,948 Students

    35

    West Virginia University

    • see their mba programs
    • Morgantown, West Virginia

    The Master of Business Administration degree offered at West Virginia University is a 14-month full-time program that is accredited by the Association to Advance Collegiate Schools of Business (AACSB). Students who wish to pursue a second graduate degree concurrently with their MBA can take advantage of the following dual degree options: MBA/MS in Human Resources and Industrial Relations, MBA/MS in Sports Management, and MBA/MS in Finance. The dual degree option allows students to graduate with two master’s degrees within two years. MBA applications are automatically reviewed for qualification for tuition waivers based on academic merit. Students can also apply for graduate assistantships, which typically include tuition waivers for the fall and spring semesters, health insurance, and a monthly stipend of $1,100.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 95.5

    • Advanced Placement Credit
    • ROTC Program

    28,776 Students

    36

    University of North Carolina at Charlotte

    • see their mba programs
    • Charlotte, North Carolina

    The Belk College of Business at UNC Charlotte has an MBA program that gives students the option of concentrating in one of 13 areas or pursuing a general degree. Available concentrations include: applied investment management, business analytics, business finance, energy, financial institutions/commercial banking, global business, information and technology management, management, marketing, quantitative methods, real estate finance and development, and supply chain management. Students who attend full time can complete the degree in as little as 17 months. Part-time students may be able to complete the 37-credit-hour program in two years. UNCC offers evening MBA classes at the Center City campus. In addition to traditional fall and spring semesters, classes are offered in two special summer sessions.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 95.4

    • Advanced Placement Credit
    • ROTC Program

    27,983 Students

    37

    University of Georgia

    • see their mba programs
    • Athens, Georgia

    The Terry College of Business at the University of Georgia offers an MBA program that allows students to choose from among nine areas of concentrations: risk management, real estate, operations management, marketing, human resources management, healthcare management, finance, entrepreneurship and business analytics. There are three different programs designed to accommodate every type of student. A full-time MBA consist of 100 percent classroom instruction at the main UGA campus in Athens. The Professional MBA consists of 70 percent classroom instruction and 30 percent distance learning. The Executive MBA consists of 50 percent classroom instruction and 50 percent distance learning. All Terry MBA programs are accredited by the Association to Advance Collegiate Schools of Business (AACSB).

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 95.3

    • Advanced Placement Credit
    • ROTC Program

    36,130 Students

    38

    University of Idaho

    • see their mba programs
    • Moscow, Idaho

    The Executive Master of Business Administration (EMBA) degree offered at the University of Idaho’s College of Business and Economics is accredited by the Association to Advance Collegiate Schools of Business (AACSB). The EMBA is a 22-month program that holds classes once a month for three days (Thursday – Saturday) at the Coeur d’ Alene campus. Students take a variety of courses that cover topics such as strategic business communication, marketing management and innovation, and integrative business analysis. The EMBA program provides students with an integrated business model that focuses on globalization, leadership, sustainability, and relationship management. Up to 20 percent of EMBA students receive financial assistance from a variety of scholarship programs such as the Paul W. Atwood Graduate Fellowship.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 95.3

    • Advanced Placement Credit
    • ROTC Program

    11,372 Students

    39

    University of North Texas

    • see their mba programs
    • Denton, Texas

    The College of Business at the University of North Texas offers the following MBA programs: business studies (with a focus on international business, library science and technology, real estate, or sustainability), decision sciences, energy, finance, health services management, information technology, logistics and supply chain management, marketing, marketing analytics, operations and supply chain management, organizational behavior and human resources, and strategic management. The finance, marketing, and strategic management programs are also offered entirely online. All programs consist of 36 hours of courses. Accelerated online programs offer courses in eight-week sessions. Students in MBA programs will take courses like Marketing Concepts, Management Issues, Statistical Analysis, Economic Concepts, Accounting for Management, and Organizational Behavior and Analysis.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 95.3

    • Advanced Placement Credit
    • ROTC Program

    37,299 Students

    40

    California State University-Stanislaus

    • see their mba programs
    • Turlock, California

    There are three MBA programs offered at Stanislaus State University: traditional, executive, and online. Students accepted to the traditional MBA program can earn their degree in as few as two years or up to seven years. Classes are held in the evenings only. The executive MBA is designed for students with at least five years of experience and can be completed in 15 months. Classes are held on Saturdays only. Online MBA classes are asynchronous, giving students ample flexibility in completing their degree. The College of Business Administration at Stanislaus is accredited by the Association to Advance Collegiate Schools of Business (AACSB). MBA students with an EFC (Estimated Family Contribution) of below $4,000 may be eligible for the MBA Grant.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 95.2

    • Advanced Placement Credit
    • ROTC Program

    9,282 Students

    41

    California State University-Fresno

    • see their mba programs
    • Fresno, California

    All the Master of Business Administration (MBA) programs offered at Fresno State’s Craig School of Business are AACSB-accredited. The school’s traditional MBA is a 16-week semester program with classes delivered on-site from Monday to Thursday. The online MBA program follows the same structure and coursework as the traditional MBA, but allows students to access courses and attend classes either on campus or online. Applicants for the Executive MBA must have a minimum of 10 years of work experience, with at least three years in a managerial position. Classes are held on-campus on Saturdays for eight weekends, with an intensive session at the beginning of the program. There is also an Ag MBA program for students working in industries connected to agriculture.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 95.2

    • Advanced Placement Credit
    • ROTC Program

    24,136 Students

    42

    California State University-Northridge

    • see their mba programs
    • Northridge, California

    The David Nazarian College of Business and Economics at CSUN offers a Master of Business Administration program that is accredited by AACSB (Association to Advance Collegiate Schools of Business). Students have the option of earning a general MBA degree or specializing in one of the following areas: accounting, economics, entertainment, finance, human resources, information systems, international business, management, marketing, sustainability, or systems and operations management. Classes are offered in the evenings to accommodate the schedule of working professionals. Although students have the option of taking a comprehensive exam as a culminating experience, many opt to participate in a consulting project, where they are given the opportunity to work with real clients to produce a marketing/business plan or a feasibility study for them.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 95.2

    • Advanced Placement Credit
    • ROTC Program

    41,548 Students

    43

    California State Polytechnic University-Pomona

    • see their mba programs
    • Pomona, California

    Classes for the Master of Business Administration program at Cal Poly Pomona are held in the evenings (and occasionally on Saturdays), giving full-time working students the flexibility they need to earn their MBA degree without taking time off from work. CPP’s MBA program is designed as a two-year cohort and accredited by the AACSB (Association to Advance Collegiate Schools of Business). Students are required to take courses such as business data analytics and modeling, leadership and ethics in organizations, and management strategies. Students have the option of taking a comprehensive exam, completing a business research project, or writing thesis in order to earn their degree. MBA students can apply for the Graduate Presidential Fellowship ($3,000), which supports qualified full-time CPP graduate students.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 95.0

    • Advanced Placement Credit
    • ROTC Program

    23,717 Students

    44

    University of South Florida-Main Campus

    • see their mba programs
    • Tampa, Florida

    Students admitted to the Master of Business Administration program at USF’s Muma College of Business can choose from two areas of concentration – supply chain management or sports and entertainment management. In addition, they can opt to specialize in a specific area by taking three courses in that area. Specializations are offered in several fields, including analytics and business intelligence, digital marketing, project and process management, and sustainable business. Alternative scheduling is possible, giving students the opportunity to shorten the time it takes to earn their MBA. An Executive MBA program is also available. The EMBA program can be completed in 21 months and includes a required international component that takes place in the summer between the first and second year of study.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 94.3

    • Advanced Placement Credit
    • ROTC Program

    42,067 Students

    45

    Old Dominion University

    • see their mba programs
    • Norfolk, Virginia

    The College of Business at Old Dominion University offers an Association to Advance Collegiate Schools of Business (AACSB) accredited MBA program that can be completed on-campus, online or in a hybrid format. ODU’s MBA program is an accelerated program that consists of short, seven and a half week courses. Students with an undergraduate business degree can earn a general management MBA with 40 credit hours of coursework, while students with non-business degrees can complete the program with 45 credit hours of coursework. Specializations are available in the form of graduate certificates that can be completed in areas like maritime and port management, modeling and simulation, public procurement and contract management, global health, and science administration.

    Accreditation: Association to Advance Collegiate Schools of Business (AACSB)

    CAG Score 94.3

    • Advanced Placement Credit
    • ROTC Program

    24,672 Students

    When top-tier schools are asking for $60,000+ in tuition, is it really possible to gain a creditable and affordable MBA degree? Are there any worthwhile online MBA programs? Will an MBA degree from a school other than Harvard or Wharton help me gain a better salary, change careers or launch a company? The answer to all of these is “yes”, but it may take you a little longer to assess your options.

    To take the pain out of that process, we’ve put together a guide to comparing schools. Here you can match affordable MBA programs against a shortlist of criteria, decide which type of MBA degree is best for your needs and discover whether your employer will help pay for tuition.

    What Should I Look For?

    Costs vs. ROI

    First off, make sure an MBA degree is worth your time and money. Crappy, third-tier programs have become so common that some job experts are arguing MBAs are not worth the paper they’re printed on. That means you need to research the real return on investment (ROI) for both online and traditional options.

    • Get out a cost calculator and compare program fees and loan payments with your estimated future earnings.
    • Ask colleagues and mentors whether this is a good time in your career to be pursuing an MBA.
    • Weigh up the non-numerical costs (stress, time away from the workforce or family, commute) with the benefits.
    • Remember that you will usually be required to have a few years of job experience before you are eligible to apply.

    If you’re intent on taking the plunge, look for an MBA program that builds on your existing skill set, increases your earning potential and provides long-term educational value.

    Accreditation

    Plain and simple, reputable MBA programs are accredited. It’s such a big deal that we decided to cover this subject in a separate Accreditation section .

    Internships & Work-Study

    Apart from the education, there are two major benefits to pursuing an accredited MBA degree:

    1. Networking
    2. Job opportunities

    For the second, you will need a little help from the university. Does your business school provide:

    • Internships with well-respected businesses, non-profits or entrepreneurs?
    • Incubator programs funded by venture capitalists?
    • Work-study programs that give you real-world experience in your area of interest (e.g. globalization, sustainability, etc.)?

    Internships and work-study programs are especially important if you’re taking an online degree. Future employers will want to see evidence of hands-on work.

    Job Placement

    Unfortunately, an MBA is no longer a guarantee of employment. To avoid being buried under a pile of résumés, some employers may only recruit from certain schools. A good MBA program should be upfront about job placement figures. Don’t be afraid to ask for proof.

    Networking Opportunities

    One of your major MBA goals should be to make friends. Qualifications may come and go, but business contacts last forever. To narrow your choice of schools, ask yourself what kinds of relationships you’d like to build:

    • Are you hoping to be a global entrepreneur? Investigate MBAs that organize international trips or internships to developing countries.
    • Are you focused on a specific field like technology or finance? Go the source. Techies could consider programs close to Silicon Valley; money gurus may want to be near Chicago, New York or London.
    • Are you interested in working for a particular industry? See if the faculty and/or the program have established any public-private partnerships.

    Living in the hinterland shouldn’t stop you. A strong online program will provide you with both virtual and real-life networking opportunities.

    Awards & Rankings

    University websites will sell and sell hard. But you don’t have to rely on their words to assess the worth of an MBA program.

    • Rankings: Where does the program rank with U.S. News & World Report , Bloomberg BusinessWeek , The Economist and The Financial Times ?
    • Awards: Has the business school won awards for teaching and/or online learning?
    • Faculty: What is the reputation of the faculty? Are your teachers well-known in the business world? Have they worked in a particular industry? Do they regularly publish work?

    Reputation

    It’s a cold truth that name recognition still matters. As a 2014 PayScale analysis for Poets & Quants proved, MBA holders from universities like Harvard, Stanford and Wharton tend to earn the biggest bucks in the long run. But don’t be completely discouraged. The same study found that graduates of lesser known schools like UC-Irvine (featured in our list) will still garner $2 million+ over 20 years. If you’re unsure about the reputation of your school, see how it stacks up in independent, third-party rankings .

    Types of MBAs

    Two-Year Full-Time

    This is the traditional flagship program for universities. A two-year MBA degree is usually a mix of classes, internships, business trips and specialty electives. Although most people take time off from work to focus on the degree, there are professionals who elect to attend the full-time program while also holding down a full-time job.

    One-Year Full-Time

    Fast and intense. This accelerated full-time degree crams two years of learning into one. You’ll lose the advantages of a summer internship and the opportunity to concentrate on a specialty, but you’ll save on tuition, fees and accommodation costs. Some of the big players (e.g. Harvard, Stanford, Dartmouth) shy away from offering one-year programs.

    Part-Time

    Part-time MBA degree are designed to help students juggle work and family commitments. Classes are held in the evening and weekends and the program takes 3-4 years to complete. You won’t get the intensive, concentrated atmosphere of a full-time program, but you will at least be able to pay the bills.

    Executive MBAs

    Designed for mid-level executives and managers who are working full-time, these part-time programs are held on the weekends. Most Executive MBAs take two years to complete. EMBA students usually have more work experience (10+ years) than candidates in other MBA programs.

    Specialty MBAs

    Specialty MBAs have a tunnel focus on a particular subject (e.g. management in clinical informatics, financial engineering, accounting, etc.). These accelerated programs often cost less than a traditional MBA and may be willing to consider younger students with little or no work experience.

    MBA Dual Degree

    Dual degrees allow students to combine an MBA with a relevant master’s degree in their field (e.g. law, finance, science, etc.). This helps candidates save time and tuition. For example, core courses in the MA or MS might count as electives in the MBA. Some schools also offer five-year programs where students can combine a bachelor’s degree with an MBA.

    Online MBAs

    Thanks to advances in distance learning, students can now gain an MBA via the Internet. We go into more depth about online MBAs in our list of the top online MBA programs from accredited, non-profit schools.

    Will My Employer Pay For It?

    How to Approach Your Employer

    A number of companies, especially in the fields of finance and consulting, are interested in helping strong employees further their education.

    But before you barge into the office asking your boss for a large loan, prepare the ground:

    1. Check the employee handbook and/or talk to the Manager of Human Resources about tuition reimbursement programs and scholarship opportunities.
    2. If that doesn’t work, arrange a meeting to talk to your employer directly. Make sure you are armed with information about the program’s costs, benefits, curriculum, reputation and accreditation. State how you’re planning to help pay for the degree and explain what you’re willing to give in return for assistance.
    3. Be ready to show how your MBA will benefit the company and your fellow colleagues. Generally speaking, employers are not philanthropists. They view MBA tuition assistance as an investment in the long-term growth of the corporation.

    Tuition Reimbursement

    In the case of tuition reimbursement, corporations will typically finance your MBA tuition (and sometimes other expenses) in return for guaranteed years of service and/or a lower salary. You pay for the MBA upfront and the company reimburses part or all of your costs later.

    A few caveats:

    • Sponsorship agreements differ from company to company, so read the fine print carefully.
    • You may be required to earn a certain GPA (e.g. an “A” average or better) in order to be eligible for full reimbursement.
    • Firms will also want proof that your school has proper accreditation.

    Important Accreditations

    Regional Accreditation

    Reputable non-profit schools and universities will have accreditation from one of six regional organizations. You can find a breakdown of regional accreditations and warnings about “diploma mills” in our article on Accreditation: Understanding the Difference Between Real Schools and Diploma Mills . In addition to regional accreditation, you should also look for recognition from business-focused associations like AACSB, IACBE and ACBSP.

    Association to Advance Collegiate Schools of Business (AACSB)

    Established in 1916, AACSB is the benchmark accreditation for business schools. One thing to watch out for – AACSB accreditation and AACSB membership are two different things. A school can be a member of AACSB without being accredited. Fortunately, AACSB provides a global list of accredited business and accounting schools on its website.

    The International Assembly for Collegiate Business Education (IACBE)

    Founded in 1997, IACBE accredits associate’s, bachelor’s, master’s and doctoral-level degree programs in business and business-related fields. You can find a directory of IACBE-accredited programs on its website.

    The Accreditation Council for Business Schools and Programs (ACBSP)

    Formerly known as the Association of Collegiate Business Schools and Programs, ACBSP was created to counterbalance the more research-focused AACSB accreditation. It primarily concentrates on teaching and learning. ACBSP accredits both campus and online-based programs. You can search for ACBSP-accredited programs on its website.

    • Data Sources for Our Rankings
    • collegescorecard.ed.gov/data
    • clep.collegeboard.org
    • getcollegecredit.com
    • nces.ed.gov/ipeds/datacenter
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    Best MBA Programs in 2018: The Complete List (Online  Campus)

    Choosing to pursue an MBA degree is the ideal way to advance in your career while continuing to manage other responsibilities outside of an education. Obtaining an MBA is becoming highly useful and beneficial in the business world. There are many high-quality universities that offer online and on-campus MBA programs, but it’s extremely important that prospective students find the best value schools that suits their needs.

    Online programs deliver the same quality of teaching through a different platform. If you are looking to advance within a current job or are seeking higher business roles and positions, an online MBA is a promising option to achieve those goals. When looking into programs be attentive of how long the program will take, requirements, specializations, and other factors to ensure that the program is right for you.

    MBA programs online contain a unique, individualized element that allows students to customize schedules, goals and other personal preferences. Additional education online is highly recommended for independent learners who desire to set their own pace for course completion.

    Here are the Best MBA Programs of 2018

    1. Mississippi State University

    Mississippi State University MBA

    MSU has designed its curriculum for its MBA program to be useful and relevant to today’s concepts. The program emphasizes management, marketing, finance, economics, and quantitative analysis. The online MBA requires 27 hours of core MBA classes and an additional 3 hours of electives of the student’s choice.

    • Location: Starkville, Mississippi
    • Estimated Tuition: $11,010
    • Credit Hours: 30

     

    2. East Carolina University

    East Carolina University MBA

    East Carolina University creates a customized experience to fit the needs of individual students. The MBA program’s purpose is to help accelerate a student’s career. ECU is known for its flexibility and student assistance to help students get into the right classes that they need for programs. An MBA degree will guarantee valuable knowledge in theory and practice of business management.

    • Location: Greenville, North Carolina
    • Estimated Tuition: $12,351
    • Credit Hours: 33-54
    • Online MBA programs in NC

     

    3. University of Florida (Hough)

    University of Florida Hough online MBA programs

     

    The University of Florida (Hough) is a high ranking graduate school of business, having frequented top business school lists on Forbes. On a normal track students can finish the program in just  2 years, but for qualifying students that have finished their business undergraduate within 7 years of admittance, can fast-track the program and finish in only 1 year. Like most MBA programs, University of Florida requires 2 years of professional work experience before admission to the MBA program. The average GMAT score for students admitted is around 584.

    • Location: Gainesville, Florida
    • Estimated Tuition: $15,921 (Florida resident)
    • Credit Hours: 30

     

    4. Tennessee Technological University

    The MBA program offered through Tennessee Technological University allows students from all different academic backgrounds to pursue without disrupting their career path. Both full time and part time options are available with many courses to choose from that may interest a student. Through methods, simulations, and research projects students will feel prepared to make larger advances in their career. The tuition assessments below reflect the basic graduate level fees and tuitions for full-time students (12 credit hours) for Fall 2017, Spring 2018, and Summer 2018 unless otherwise noted. For more information regarding Tennessee Tech’s MBA costs and financial aid, please click here .

    • Location: Cookeville, Tennessee
    • Estimated Fall/Spring Tuition (In-state): $5,680.50
    • Estimated Summer Tuition (In-state): $6,444.50
    • Estimated Fall/Spring Tuition (Out-of-state): $13,230.50
    • Estimated Summer Tuition (Out-of-state): $15,156.50
    • Estimated Online Program Tuition (In-state): $688 (per credit hour)
    • Estimated Online Program Tuition (Out-of-state): $1,414 (per credit hour)
    • Credit Hours: 30

     

    5. Ball State University

    Ball State University MBA

    Ball State University is student-driven, motivated and goal oriented. The MBA program offered through The Miller College of Business is determined to help students reach their full potential. Ball State’s faculty is highly qualified and noted among US News World and Report. Students can begin the program in fall, spring, and summer either part or full time. The University is also known for helping its students prepare for and land jobs

    • Location: Muncie, Indiana
    • Estimated Tuition: $15,700
    • Credit Hours: 30-33

     

    6. Arkansas State University

    Arkansas State University MBA

    Arkansas State University’s online MBA is known for its high-quality education designed for students with varied academic and professional backgrounds. The courses are both comprehensive and challenging to test students to the best of their abilities and push them to apply the skills that they have learned. Students can also choose supply chain management or finance as a concentration within the degree.

    • Location: Jonesboro, Arkansas
    • Estimated Tuition: $20,130
    • Credit Hours: 33

     

    7. Union University

    Union University MBA

    As one of the top regional schools in the southeast, Union University promotes its solid ethics and Christ-centered learning. Union’s MBA program is flexible, valuable, and versatile. The program can be completed in 12,18, or 24 months depending on different student’s schedules. The program focuses on positive business influences and organizational decision making.

    • Location: Jackson, Tennessee
    • Estimated Tuition: $20,700
    • Credit Hours: 36

     

    8. Ohio Dominican University

    Ohio Dominican University MBA

    Ohio Dominican University offers a fully online MBA degree with an emphasis in ethical leadership and strategic agility. The online format allows students to take as many or as little classes as need from any location at any time. ODU is passionate about helping its students succeed in leadership positions in a variety of different fields and agencies.

    • Location: Columbus, Ohio
    • Estimated Tuition: $21,600
    • Credit Hours: 36

     

    9. Asbury University

    Asbury University MBA

    Asbury University provides online education to many adults wanting to continue their education. The University is made up four schools; arts and sciences, education, communication, and the school of graduate professional studies. Asbury provides a fully online MBA program that is known for its affordability, academic prestige, and its flexibility. The online portal of AU encourages completion at your own pace. Through the MBA program, students will be able to perform managerial competency through skills such as critical thinking and business organization and communication.   

    • Location: Wilmore, Kentucky
    • Estimated Tuition: $21,996
    • Credit Hours: 36

     

    10. Hope International University

    Hope International University MBA

    As private Christian University servicing over 2,000, Hope International University offers many great programs including a fully online MBA degree. Five concentrations are available for students to choose from which include marketing management, nonprofit management, international development, general management, and business entrepreneurship. For those looking to finish quickly, HIU offers accelerated options.

    • Location: Fullerton, California
    • Estimated Tuition: $23,100
    • Credit Hours: 42

     

    11. Cedarville University

    Cedarville University was established in 1887 with the vision of providing Christian higher education “for the Word of God and the Testimony of Jesus Christ.” Its online MBA is designed for Christian professionals who desire to live out biblical principles in the workplace. Three tracks are available: general MBA, operations management, and healthcare administration. It’s a 36-credit program and can be completed in 24 months. The required classes are given in seven-week terms, allowing flexibility for working professionals. Courses are designed for the online environment but include hands-on case studies, projects chosen by the student, simulation games, and personal development. Cedarville has a 72 percent graduation rate and a student-to-faculty ratio of 5 to 1.

    • Location: Cedarville, Ohio
    • Estimated Tuition: $21,456
    • Credit Hours: 36-39

     

    12. University of Tennessee – Martin

    University of Tennessee – Martin online MBA programs

    The online MBA program at the University of Tennessee – Martin is a great, attentive option. Expect a small class for this 20-month program. On average, the University of Tennessee has a  5 to 1 student to faculty ratio, making them quite the hands-on program. The university has an estimated acceptance rate of 92% and is ranked as a top university by various organizations. The UT – Martin MBA program is AACSB-accredited and all courses are taught by full-time faculty.

    • Location: Martin, Tennessee
    • Estimated Tuition: $21,736
    • Credit Hours: 38

     

    13. University of Massachusetts

    University of Massachusetts MBA

    The University of Massachusetts has one of the most prestigious online MBA programs, that has proven to be successful for many students. The Isenberg School of Management offers a dual degree track plan for those students who are interested in earning multiple degrees at the same time. The program also offers specific concentrations to explore as well. Full time and part time formats are put in place for the needs of students to go at an accelerated or slower pace.

    • Location: Amherst, Massachusetts
    • Estimated Tuition: $35,100
    • Credit Hours: 39

     

    14. James Madison University

    James Madison University MBA

    James Madison University offers one of the top online MBA programs in cyber security. The education provided by JMU allows students to gain positions as business leaders. Cybersecurity is a top concern for the government and other organizations, thus providing many job opportunities within the field. James Madison is also known for its excellent student engagement and high-quality academics throughout all programs.

    • Location: Harrisonburg, Virginia
    • Estimated Tuition: $37,800
    • Credit Hours: 42

     

    15. Lehigh University

    Lehigh University MBA

    With a history of success, Lehigh University’s MBA program offers business education that is global, environmentally, and economically conscious. Business is constantly changing, and MBA program through Lehigh provides experiences that value constant change of the business world. Lehigh University produces dynamic leaders who think critically and understand business concepts with an ethical and social mindset.

    • Location: Bethlehem, Pennsylvania
    • Estimated Tuition: $38,700
    • Credit Hours: 36

     

    16. University of Texas – Dallas

    JSOM Addition Aerials November 2014

    The University of Texas , located in the bustling city of Dallas, offers only two specializations: Global Leadership and Project Management. There is an option for Healthcare Management track, but only for qualifying students. After graduating from the University of Texas MBA program, students can expect an average starting salary above $80,000.

    • Location: Richardson, Texas
    • Estimated Tuition: $49,531
    • Credit Hours: 53

     

    17. Louisiana State University

    Louisiana State University MBA

    The LSU online MBA qualifies students for leadership positions, corporate world, business ventures and more. The program strengthens students awareness of the business world through courses including finance, and information systems. The MBA can be completed in as little as 18 months.

    • Location: Baton Rouge, Louisiana
    • Estimated Tuition: $46,620
    • Credit Hours: 42

     

    18. Oral Roberts University

    Oral Roberts University online MBA programs

    Oral Roberts University was founded over 50 years ago to educate the whole person—the mind, body, and spirit. Though it’s had an MBA program for a long time, it wasn’t offered online. However, recently ORU added an LMBA, or a Leadership Master of Business Management degree that integrates two critical components of business – technical knowledge and effective leadership techniques. It is designed to be completed in six semesters, treating each summer as valuable time for completing classes.

    • Location: Tulsa, Oklahoma
    • Estimated Tuition for LMBA: $13,667
    • Credit Hours: 35.5

     

    19. North Carolina State University

    Tilt-shift version of campus aerial.

    NC State University offers a professional online MBA program that can be completed full time. Students have the luxury of having a flexible timetable allowing students up to six years to complete the program and as few as 21 months if desired. This accredited international program is ranked #15 by US News and World Report for best online MBA program. NC State uses technology to its full benefit for online students, providing constant communication and feedback with students. The program is available to begin in either spring or fall semester depending on what best fits a student’s needs.

    • Location: Raleigh, North Carolina
    • Estimated Tuition: $53,685
    • Credit Hours: 40

     

    20. Arizona State University

    Arizona State University MBA

    The W.P Carey School of Business at Arizona State offers an MBA program that is known for developing leaders for today’s business world. Accounting, statistics, economics, marketing, and more are included as focus points throughout the program. ASU is one of the most prestigious online communities ranking number 5 for best online MBA program by US News World and Report. Approximately 88% of ASU graduates receive job offers within 90 days.

    • Location: Tempe, Arizona
    • Estimated Tuition: $59,584
    • Credit Hours: 49

     

    21. Oklahoma State University

    Oklahoma State University online MBA programs

    The online MBA program at Oklahoma State University is accredited by the AACSB and has an ideal educational format for motivated, full-time working professionals who have travel obligations, face relocation or otherwise don’t have time for a traditional classroom MBA. Students who want to apply need to have a four-year undergraduate degree from an accredited university or college, possess a competitive GMAT score and at least a 3.0 GPA. Students who are interested should know that work experience is preferred but not required. While there are no formal prerequisite courses to the program, a sound background in calculus and quantitative skills is beneficial.

    • Location: Stillwater, Oklahoma
    • Estimated Tuition: $19,922
    • Credit Hours: 42

     

    22. Northeastern University

    Northeastern University online MBA programs

    Northeastern University’s 10-year-old online MBA program offers the more specializations than any other on this list. Northeastern University is a highly recommended school for getting an MBA online, and specializations include Healthcare Management, High Technology Management, International Management, Supply Chain Management, Finance, Innovation Entrepreneurship, Marketing, and Sustainability. Their average starting income for graduates is above $73,000.

    • Location: Boston, Massachusetts
    • Estimated Tuition: $78,000
    • Credit Hours: 50

     

    23. Temple University

    Temple University MBA

    Temple University provides a competitive MBA program which includes collaborative curriculum, excellent student services, diverse learning community, and support for those who are aspiring to be business professionals. Within the Fox School of Business, there are plenty of events and opportunities for students to display and gain more knowledge of the business world.

    The MBA program consists of 48 credits and can be completed in as little as 20 months.

    • Location: Philadelphia, Pennsylvania
    • Estimated Tuition: $59,760
    • Credit Hours: 48

     

    24. California Baptist University

    California Baptist University online mba programs

    The California Baptist University created its online platform as more and more students began juggling careers, family life, and education all at once. It challenges graduates to become individuals whose skills, integrity and sense of purpose glorify God and distinguish them in the workplace and in the world. CBU Online offers an accredited Fully Employed MBA with the option of specializing in either accounting or general management. This MBA program is designed for professionals working full and part-time jobs who are seeking to develop technical skills and leadership competencies. Students can complete their degree in as little as 16 months.

    • Location: Riverside, California
    • Estimated Tuition: $22,356
    • Credit Hours: 36

     

    25. Pepperdine University

    Pepperdine University online MBA programs

    Pepperdine University offers its MBA online through its prestigious Graziadio School of Business and Management, which is accredited by the Association to Advance Collegiate Schools of Business (AACSB). This accreditation honor is bestowed on less than 5 percent of business schools worldwide. Admission requirements include a completed bachelor’s degree with an acceptable GPA, a minimum of two years of work experience, appropriate transcripts, and a GMAT score (or an acceptable alternative ).

    Pepperdine University’s online MBA consists of 15 courses taken over six 14-week trimesters. Students can choose from four elective concentrations which include Finance, Marketing, Leadership and Managing Organizational Change, and General Management. Two weekend-long campus residency experiences are required, including an initial Personal and Leadership Development Workshop course. Students can complete the 52-unit program in just two years.

    • Location: Malibu, California
    • Estimated Tuition: $89,180
    • Credit Hours: 52

     

    26. Rutgers University

    Rutgers University online MBA programs

    Students who choose an online MBA through Rutgers have the flexibility of taking classes year-round, part-time, or full-time with three yearly starting points in the spring, summer or fall. Rutgers is accredited by the AACSB and according to Bloomberg Businessweek, Rutgers’ MBA offers a 169% Return on Investment, meaning students will be able to get way more out of their online MBA than they put in. Students can also partially customize their degree through Focused Learning Modules. They can choose from Business Analytics, Digital Marketing, Investments & Private Wealth Management or Strategic Leadership.

    • Location: New Brunswick, New Jersey
    • Estimated Tuition: $73,224
    • Credit Hours: 54

     

    27. University of Dayton

    University of Dayton MBA

    The University of Dayton , a Catholic research university services an online community of students looking to further their education. Live online classes, multimedia coursework, and course immersions create a valuable learning experience. The program can be completed in as little as 18 months, giving students the opportunity to earn a degree quickly and move forward in a career or organization and put skills learned to practice.  

    • Location: Dayton, Ohio
    • Estimated Tuition: $60,000
    • Credit Hours: 48

     

    28. Drexel University

    drexel university online mba programs

    Drexel University ‘s online MBA program has been offered for over 10 years and is AACSB-accredited. Students can choose from concentrations in Business Analytics, Entrepreneurship and Innovation Management, Finance, General Business/Customized Concentration, and Marketing to strengthen or diversify their existing skills. There are even two graduate minors (in Finance and Marketing) that are available online as well.

    • Location: Philadelphia, Pennsylvania
    • Estimated Tuition: $56,399
    • Credit Hours: 49

     

    29. University of Tennessee – Martin

    University of Tennessee – Martin online MBA programs

    The online MBA program at the University of Tennessee – Martin is a great, attentive option. Expect a small class for this 20-month program. On average, the University of Tennessee has a  5 to 1 student to faculty ratio, making them quite the hands-on program. They have a low acceptance rate of 42% making it fairly difficult to get in and the program does not offer any specific specializations.

    • Location: Martin, Tennessee
    • Estimated Tuition: $22,116
    • Credit Hours: 38

     

    30. University of Nebraska – Lincoln

    University of Nebraska – Lincoln online MBA programs

    This 14-year-old program at the University of Nebraska – Lincoln offers five different specializations: Business Analytics, International Business, Finance, Supply Chain Management, and Marketing. They have the highest average GMAT score for accepted students of 640. Like most MBA programs, they require 2 years working experience before applying. Graduates of this program can expect a $65,000+ starting salary.

    • Location: Lincoln, Nebraska
    • Estimated Tuition: $30,240
    • Credit Hours: 48

     

    31. Syracuse University

    Syracuse University online MBA programs

    Like the University of Nebraska – Lincoln, the Syracuse University online MBA courses began in 2001. They offer a nice variety of specializations from Accounting to Entrepreneurship. They also offer tracks in Finance, Supply Chain Management, and Marketing Management. On average, among accepted students, GMAT scores are around 600. They garner a great student-to-faculty ratio at around 11 to 1. To top it all off, graduates in their respective jobs have a handsome starting salary of about $90,000 a year.

    • Location: Syracuse, New York
    • Estimated Tuition: $81,000
    • Credit Hours: 54

     

    32. University of Colorado – Colorado Springs

    University of Colorado - Colorado Springs online MBA programs

    The University of Colorado – Colorado Springs online MBA is accredited by the AACSB and has been offered since 1996. With over 20 years of experience, this program has been uniquely designed for the working professional. It can be completed in as little as 18 months or as many as 5 years and is for those with or without a background in business. The MBA at UCCS also gives students the chance to choose from eight emphases including Finance, General Business, Health Care Administration, Innovation Management, International Business,  Management, Marketing, and Project Management.

    • Location: Colorado Spring, Colorado
    • Estimated Tuition: $29,628 or $39,504 (see bullet point below)
    • Credit Hours: 36 (with business background), 48 (without business background)

     

    33. Oklahoma Baptist University

    Oklahoma Baptist University online MBA programs

    Oklahoma Baptist University  is focused on teaching students the value of ethics and integrity as they receive instruction from professors that have practical, real-world experience. OBU’s MBA program can be completed in under two years and offers four concentrations, in addition to a general MBA. Students may complete tracks in International Business, Leadership, Project Management or Energy Management. At OBU, 100 percent of MBA graduates are employed at graduation and experience an overall 20 to 30 percent increase in salary after graduating.

    • Location: Shawnee, Oklahoma
    • Estimated Tuition: $18,150
    • Credit Hours: 33

     

    34. University of North Texas

    University of North Texas online MBA programs

    The University of North Texas has always been a high ranking school, even among online MBA programs. They started their program in 2007. The curriculum is 100% online, but you can opt for a blended option with a combination of online and traditional on-campus classes. They also offer specializations in Marketing, Finance, and Strategic Management. They have a lower GMAT average score than other colleges with the average at about 511, and an acceptance rate of approximately 55%. This University also provides a nice 4 to 1 student-faculty ratio, making it a much more hands-on experience for students.

    • Location: Denton, Texas
    • Estimated Tuition: $15,013 (Texas resident), $29,952 (non-resident)
    • Credit Hours: 36

     

    35. University of Virginia

    University of Virginia MBA

    The University of Virginia , Darden School of Business, promotes active learning for its online learners. With real-life business situations, University of Virginia challenges it students to think critically through difficult scenarios. A diverse group of students are enrolled both in person and online giving students the opportunity to learn from others with different backgrounds and experiences. Many graduate students have ventured into the business world and have inspired change and innovation by using their skills they developed while enrolled in the program.

    • Location: Charlottesville, Virginia
    • Estimated Tuition: $62,800
    • Credit Hours: 40

     

    36. Mount Vernon Nazarene University

    Mount Vernon Nazarene University online MBA programs

    Mount Vernon Nazarene University opened its doors in 1968 with an educational philosophy defined by an emphasis on loving God with all of one’s heart, mind, soul, and strength, as well as one’s neighbors as one’s self. MVNU’s online MBA was designed for ambitious adults to get a high-quality education while maintaining personal and professional responsibilities. All MBA students are required to complete nine core courses and are encouraged to finish their degree with a concentration in Finance, Human Resource Management, Ministry Leadership, or Organizational Management. For those who choose, there are 11- and 15-month accelerated online MBA programs as well.

    • Location: Mount Vernon, Ohio
    • Estimated Tuition: 17,928
    • Credit Hours: 36

     

    37. West Texas A&M University

    West Texas A&M University online MBA programs

    The online MBA program offered at West Texas A&M University (WTAMU) gives students the option to take classes exclusively online or take a combination of online and on-campus classes. The program is designed to be completed in two years, though some students may complete it in as little as 12-18 months or as many as three+ years, depending on their circumstances. Several MBA concentrations are available for students to choose from, including General Business, Computer Information Systems, Management, Marketing, and Healthcare Managment.

    • Location: Canyon, Texas
    • Estimated Program Tuition (In-state): $13,935-15,300
    • Estimated Program Tuition (Out-of-state): $14,400-$16,035
    • Credit Hours: 31-49 (depending on business background and emphasis chosen)

     

    38. Villanova University

    Villanova University MBA

    Villanova University provides a unique network for its business students. Its active alumni program excels in career growth and outreach as well as collaborates with graduate students to help others succeed. The MBA program is grounded in technology, ethics, problem-solving all through a flexible online platform. The online degree is the same curriculum taught by the same faculty which includes 21 courses over six semesters.

    • Location: Villanova, Pennsylvania
    • Estimated Tuition: $64,800
    • Credit Hours: 48

     

    39. University of Houston-Victoria

    University of Houston-Victoria online mba programs

    The University of Houston—Victoria offers two MBA degrees online, the Global MBA and the Strategic MBA. Both can be completed by students with recent business degrees in as little as 30 hours. The Global MBA differentiates itself from a traditional MBA by providing international perspectives and a global-savvy context. Students without a business background may need to complete up to 54 credits for the Global MBA. The Strategic MBA trains students for real-world business scenarios through applied learning simulations and case studies. Students without a business background may need to complete up to 48 credits for the Strategic MBA. Both programs have more than six concentrations students can choose from.

    • Location: Victoria, Texas
    • Estimated Tuition: $22,436-$40,385
    • Credit Hours: 30-54 (depending on business experience)

     

    40. Indiana University

    Indiana University MBA

    The MBA program offered by Indiana University focuses on a wide range of business concepts such as development, law and ethics, marketing, economics, and more. While there are no concentration focuses available, students are given the opportunity to choose many electives that interest them and that count towards their degree. Among the elective choices are courses which include travel to other countries to consult with small business owners, providing students with networking opportunities and a deeper understanding of global business issues.

    • Location: Bloomington, Indiana
    • Estimated Tuition: $68,000
    • Credit Hours: 51

     

    41. Central Michigan University

    Central Michigan University online MBA programs

    Located in Mt. Pleasant, Michigan, this University offers an MBA program with an emphasis in enterprise resource planning. It includes specializations in Human Resource Management, Marketing, Value-Driven Organization, and Logistics Management. They have a low acceptance rate of about 44%, with an average GMAT acceptance score of around 490. Most graduates from their online program have an average starting salary of around $53,200.

    • Location: Mount Pleasant, Michigan
    • Estimated Tuition: $24,000
    • Credit Hours: 40

     

    42. Auburn University

    Auburn University online MBA programs

    Auburn has one of the oldest online programs, with an MBA program established over 25 years ago. Unlike most online MBA programs out there, Auburn University’s mirrors the professional MBA program that they offer on campus. If you are seeking to have two degrees, you can couple your MBA degree with others like an MSBA-Finance degree, Industrial and Systems Engineering degree, or a Management Information Systems degree. On average, they accept those with a GMAT score at around 529. They have one of the highest acceptance rates at 72%.

    • Location: Auburn, Alabama
    • Estimated Tuition: $34,125
    • Credit Hours: 39

     

    43. Baylor University

    Baylor University is a private Christian university and a nationally ranked research institution that was founded in 1845. The Hankamer School of Business is accredited by AACSB, the highest standard of achievement for business school’s worldwide. Its MBA online degree provides the tools of principled leadership that will enable students to command admiration and deliver results wherever they go. Engaging conversations with professors and classmates will help students learn to communicate professionally, work in teams, and approach complex business situations with faith-based integrity. Baylor offers students an accelerated MBA as well that can be completed in 12-16 months.

    • Location: Waco, Texas
    • Estimated Tuition: $51,264-$60,624
    • Credit Hours: 48-60 (depending on business degree background)

     

    44. Texas A&M University – Kingsville

    Texas A&M University - Kingsville online MBA program

    Students who wish to be a part of Texas A&M University – Kingsville ‘s online MBA program need to have an acceptable GMAT or GRE score, a baccalaureate degree from an accredited college or university, and completion of TAMUK’s MBA program prerequisites (certain core courses). The program can be completed in as little as 12 months and students have the option to pick from five graduate certificates. The program is AACSB-accredited.

    • Location: Kingsville, Texas
    • Estimated Tuition+Fees (residents): $12,000
    • Estimated Tuition+Fees (non-residents): $24,000
    • Credit Hours: 30

     

    45. Babson College

    Babson College online MBA programs

    Through flexible curriculum options, Babson College offers diverse business related programs. Those who pursue completion of an MBA typically enroll as part-time and finish within 21 months. While focusing on business ventures, Babson also highly encourages entrepreneurship. By creating a strong global mindset by increasing social, cultural, and ethical awareness, students will be able to face business challenges confidently.

    • Location: Wellesley, Massachusetts
    • Estimated Tuition: $67,562
    • Credit Hours: 31

     

    46. The University of South Dakota

    The University of South Dakota MBA

    The University of South Dakota Beacom School of Business online is a high-quality degree that develops leaders for business and government. There are many specializations offered, each with its own requirements. Through the program, leadership opportunities are given to students to strengthen their skills and demonstrate innovation within a market that is always changing.

    • Location: Vermillion, South Dakota
    • Estimated Tuition: $68,952
    • Credit Hours: 51

     

    47. Campbellsville University

    Campbellsville University online MBA programs

    Campbellsville University was founded in 1906 and is considered one of the best private Christian institutions in the United States. Students who choose to attend this school can also let go of the stress that accompanies paying for a graduate degree: Campbellsville University has among the lowest student debt loads in the nation. Students committed to receiving an online MBA from CU have seven emphases to choose from including information technology, healthcare management, marketing, and more. Benefits of this program include leadership skills needed to move into managerial roles, a firm grasp of advanced business concepts used daily in the workplace, a knowledge base of trends that are changing the economy, and a focus on relevant information that can be immediately applied.

    • Location: Campbellsville, Kentucky
    • Estimated Tuition: $17,244
    • Credit Hours: 36

     

    48. Fort Hays State University

    The online MBA at Fort Hays State University offers many more concentrations to choose from than most MBA programs. It consists of 34 total credits hours with 9 credits set aside specifically for the students’ chosen concentration. The concentrations FHSU offers are:

    • Digital Marketing
    • Finance
    • Health Care Management
    • Health and Human Performance/Sports Management
    • Human Resource Management (HRM)
    • Information Assurance
    • International Business
    • Leadership Studies
    • Management Information Systems
    • Marketing
    • Tourism and Hospitality Management
    • General MBA (no concentration)
    • Accounting (on campus only)

    Twelve additional credit hours are required for students who do not have an undergraduate business degree. Courses are delivered via streaming videos and online discussion boards are used to help students stay in touch with fellow classmates as well as instructors. Some instructors use Skype, WebX, Blackboard, YouTube, and GoogleDocs to enhance the learning experience.

    • Location: Hays, Kansas
    • Estimated Tuition: $13,600 or $18,400
    • Credit Hours: 34 (if you have an undergrad in business) or 46 (for those without an undergrad business degree)

     

    49. Indiana Wesleyan University

    Indiana Wesleyan University online mba programs

    Indiana Wesleyan University is a private, non-profit Christian university that was founded in 1920. Its MBA courses are designed to build upon past experiences and education to help students become more insightful and tactical thinkers. Students can choose to get a general MBA or an MBA in Healthcare Administration, Personal Financial Planning, Project Management, or School Administration. The program can be completed in 18-26 months.o

    • Location: Marion, Indiana
    • Estimated Tuition: $23,604
    • Credit Hours: 42

     

    50. Hofstra University

    Hofstra University MBA

    Hofstra University understands that graduate students have responsibilities outside of school and that by providing an efficient and quality online program, students will be able to progress academically. Hofstra keeps its curriculum relevant to ensure graduates will have the right skills to excel in their chosen career. Its location in New York has provided unique business partnerships and opportunities in correspondence with the programs offered.  

    • Location: Long Island, New York
    • Estimated Tuition: $76,600
    • Credit Hours: 45

     

    51. Rochester Institute of Technology

    Rochester Institute of Technology online mba programs

    Rochester Institute of Technology offers a Master of Business Administration through the Saunders College of Business. Students will receive a strong foundation in business fundamentals and courses will have an emphasis on digital technology, including Design and Information Systems and Innovation in Products and Services. Students can choose from a number of concentrations such as Finance and Entrepreneurship. The school also offers joint concentrations with other RIT colleges. If you decide to go the online route, RIT offers an Executive MBA that can be taken on-campus or online and it’s primarily designed for mid-to-upper-level professionals who want to hone their leadership and business skills.

    • Location: Rochester, New York
    • Estimated Tuition: $78,000
    • Credit Hours: 47

     

    52. George Washington University

    George Washington University MBA

    Located in the hub of Washington DC, George Washington University has fostered institutional and professional relationships with private and public sectors, which gives students the opportunity to connect and network for their future. The MBA provided by GW is comprised of videos, podcasts, animations, and other interactive learning styles to keep the information engaging. In addition to the program, 6 concentrations within the degree are available but not required. Instructors are easily accessible to online students who can chat via video or email to answer questions or get additional help.

    • Location: Washington DC
    • Estimated Tuition: $97,957
    • Credit Hours: 55.5

     

    53. Concordia University

    Concordia University online mba programs

    The online MBA at Concordia University is one of the most flexible programs on this list, allowing students to start anytime during the year and take courses at their own pace. While an MBA is traditionally meant for business students, Concordia offers 13 MBA concentrations to accommodate students and professionals with experience in healthcare, public administration, environmental, or engineering backgrounds, among many others. Their website also mentions the opportunity to build and customize your educational experience to make it your own.

    • Location: Mequon, Wisconsin
    • Estimated Tuition: $27,261
    • Credit Hours: 39

     

    54. Oklahoma Wesleyan University

    Oklahoma Wesleyan University online MBA programs

    Oklahoma Wesleyan University is a military-friendly school and is associated with the Wesleyan church. Its MBA programs are designed for the experienced working professional who will possess the appropriate knowledge, practical skills, and professional abilities necessary to fill executive managerial and administrative positions upon completion of the degree. Students who participate in OKWU’s quality MBA program may choose an emphasis in Human Resources Management, Finance, Marketing, Organizational Leadership, or Nursing Management.

    • Location: Bartlesville, Oklahoma
    • Estimated Tuition: $18,540
    • Credit Hours: 36

     

    55. Quinnipiac University

    Quinnipiac University Connecticut online MBA programs

    This University is fairly new to the online MBA game, they offer six different specializations; Computer Information Systems, Finance, Healthcare Management, International Business, Marketing, and Management. They have a fairly high acceptance rate of 76% and an average GMAT acceptance score of 540.

    • Location: Hamden, Conneticut
    • Estimated Tuition: $43,010
    • Credit Hours: 46

     

    56. Bethel College

    Bethel College online MBA programs

    Bethel College was born in the cultural, political, and technological cross-currents of the 1940s. It’s affiliated with the  Missionary Church  and is a Christian community of learners dedicated to building lives of commitment to leadership in the Church and the world. Its MBA can be completed in 24 months of part-time or online study, with one class being taught every 7 weeks. Students can start at any time of the year and may take a session or semester off if the need arises. Students may choose between a Management Science track or a Leadership track.

    • Location: Mishawaka, Indiana
    • Estimated Tuition: $16,020
    • Credit Hours: 36

     

    57. Northwest Nazarene University

    Northwest Nazarene University online mba programs

    Northwest Nazarene University  was founded in 1913 and is a Christian, liberal arts institution affiliated with The Church of the Nazarene. It’s been named among the Best Regional Universities in the West by U.S. News & World Report and their business school is accredited by the ACBSP. Their online MBA program allows students to choose from the following concentrations: Healthcare, Operations Management, Finance, Global Business, and Leadership. The school offers a variety of student support services including library resources, tutoring, writing assistance, and advising services. NNU’s online MBA program is designed with the working adult in mind and may be completed in as little as 16 months.

    • Location: Nampa, Idaho
    • Estimated Tuition: $18,480
    • Credit Hours: 33

     

    58. Emory University

    Emory University MBA

    Emory University has a series of course for its MBA program that helps students manage personal and professional responsibilities. While the program is intensive, it is also flexible to fit a working student’s needs. The online MBA helps students sharpen their skills without falling behind in their work, school, or social life. EU gives skills to students that companies and professionals are looking for, which can take students to the next level of their career.

    • Location: Atlanta Georgia
    • Estimated Tuition: $101,700
    • Credit Hours: 40

     

    59. Georgia College and State University

    Georgia College and State University online mba programs

    For students looking for flexibility and cheaper tuition, Georgia College and State University may be the right choice. Of all of the Universities on our list, Georgia College and State University has one of the smallest student-to-faculty ratios of 18 to 1. Students can expect much more attentiveness from their faculty. The average GMAT score is 544 among accepted students, with an acceptance rate of 62%.

    • Location: Milledgeville, Georgia
    • Estimated Tuition: $22,870
    • Credit Hours: 30

     

    60. Norwich University

    Norwich University online MBA programs

    Norwich University first started their online MBA program 15 years ago, and it has been highly ranked ever since. They have five different specializations students can pick from Finance, Organizational Leadership, Construction Management, Program Management, and Supply Chain Management.  They offer an accelerated 18-month program for qualifying applicants. Norwich University’s online MBA program is one of the hardest to get into, with an acceptance rate of 42%.

    • Location: Northfield, Vermont
    • Estimated Tuition: $30,912
    • Credit Hours: 36

     

    61. Park University

    Park University online mba programs

    The Park University MBA degree may be earned on-campus, online, or as a combination of either option. The online MBA program provides flexibility for students so they can study where and when they can without needing to sacrifice academic excellence. The MBA curriculum has 21 hours of core courses designed to provide a broad education covering the major areas of business and 12 credit hours of elective or concentration courses. MBA students have the option to choose from nine different concentrations, including Disaster and Emergency Management, Finance, Homeland Security, Human Resource Management, International Business, Management Information Systems, Management Accounting, Project Management, or Quality Management.

    • Location: Parkville, Missouri
    • Estimated Tuition: $18,117
    • Credit Hours: 33

     

    62. Clarkson University

    Clarkson University online MBA programs

    Clarkson University was founded in 1896 as a memorial to Thomas S. Clarkson, a successful entrepreneur and businessman. Clarkson University’s online MBA program embodies his philosophy and motto that states “A Workman That Needeth Not to be Ashamed.” Working professionals can earn their degree in a way that is best suited for them, whether it’s by taking MBA courses on campus, online, or by using a combination of the two. The curriculum comprises 16 core courses and 5 electives so students can tailor their degree to their particular strengths and interests.

    • Location: Potsdam, New York
    • Estimated Tuition: $68,000 ($1,138/credit hour)
    • Credit Hours: about 60

     

    63. Fayetteville State University

    Fayetteville State University online MBA programs

    Fayetteville State University was founded in 1867 as the Howard School for the education of African Americans, but today it serves over 6,300 students and ranks among the nation’s most diverse campus communities. FSU is a constituent institution of the University of North Carolina and is the second-oldest public institution of higher education in the state. FSU’s online MBA is fully accredited by the AACSB and has numerous national rankings for its quality and affordability. It allows students to choose from one of eight concentrations and several graduate certificates. 

    • Location: Fayetteville, North Carolina
    • Estimated Tuition: $7,813 (in-state); $18,401 (out-of-state)
    • Credit Hours: 36

     

    64. University of New Hampshire

    University of New Hampshire online mba programs

    The University of New Hampshire was founded back in 1866 and has since claimed quite a few national rankings such as the highest national sustainability ranking and is one of the greenest colleges in the United States. It has also been recognized for its online MBA program which is laid out in 8-week terms and can be completed in two years. Students have the option to specialize in Finance, Information Systems & Business Analytics, Marketing, Global Business, Growth & Innovation, or Hospitality Management. UNH has a student-to-faculty ratio of 18 to 1.

    • Location: Durham, New Hampshire
    • Estimated Tuition: $38,400
    • Credit Hours: 48

     

    65. Northwest Missouri State University

    Northwest Missouri State University online mba programs

    Northwest Missouri State University offers students an affordable option for pursuing an MBA online. They have three different concentration students can choose from including General Management, Human Resource Management, and MArketing. The program will help students progress to higher management positions through the development of career-boosting foundational skills in business ethics, finance, quantitative analysis, policy formulation, global economics and more. All three emphases can be completed in 12-18 months.

    • Location: Maryville, Missouri
    • Estimated Tuition: $13,530
    • Credit Hours: 33

     

    66. Greenville University

    Greenville University online mba programs

    Greenville University was founded in 1892 and since the beginning, its mission has been focused on providing Christ-centered education to empower students to live lives of character and service. Its online MBA degree is solely focused on the technical skills needed in business administration and it has one focus area, Business Management. The program helps students obtain practical knowledge and essential skills in areas such as management, accounting, economics, finance, strategy, and marketing.

    • Location: Greenville, Illinois
    • Estimated Tuition: $17,485
    • Credit Hours: 40

     

    67. Kansas State University

    Kansas State University online mba programs

    Kansas State University has been offering quality education since 1863. Its Professional Master of Business Administration (PMBA) program offers those with pre-established business experience an opportunity to pursue an interactive, online MBA degree. It allows students to complete their coursework at their own pace and integrate examples of their professional experience in each class. The program starts with a mandatory two-day regional student orientation for new students and includes a required faculty-led international trip. K-State’s MBA program is AACSB-accredited.

    • Location: Manhattan, Kansas
    • Estimated Tuition: $25,000-$30,000 (textbooks are included)
    • Credit Hours: 30-36

     

    68. Texas A&M University-Texarkana

    Texas A&M University-Texarkana online mba programs

    A&M-Texarkana offers students the option to get a General MBA or an MBA with an Energy Leadership or Supply Chain concentration. The basic program consists of 9 required courses and 3 elective courses. For students who graduated with an undergraduate degree and had a 3.0 GPA or better are not required to have an acceptable GMAT score, as the school has agreed to waive it under those conditions. A&M-Texarkana has a student-to-teacher ratio of 18 to 1.

    • Location: Texarkana, Texas
    • Estimated Tuition: $17,343
    • Credit Hours: 36

     

    69. Frostburg State University

    Frostburg State University online mba programs

    Frostburg State University ‘s online MBA curriculum is designed for everyone, not just business majors, and it will provide a strong, well-rounded foundation in accounting, finance, marketing, human resources, and management. It follows a 7-week course model, offering 6 sessions a year for students to join, and full-time students can complete it in as little as 12 months. Frostburg State University has a 17 to 1 student-to-faculty ratio. Beginning Fall 2018, Frostburg State University is pleased to begin offering three curriculum concentrations in their online MBA program: General Management, Healthcare Management, and Business Analytics. Students may choose any one of them during Frostburg State University’s 6 sessions and the credit hours remain the same. Their MBA program is accredited by the AACSB.

    • Location: Frostburg, Maryland
    • Estimated Tuition: $15,444
    • Credit Hours: 36-42 (depending on your academic background)

     

    70. University of Alaska – Fairbanks

    University of Alaska - Fairbanks online MBA programs

    The Univesity of Alaska at Fairbanks has an affordable online MBA program that permits students to concentrate in General Management or in Capital Markets. For students without a business undergraduate, seven online  pre-MBA modules  replace full prerequisite courses. The degree is designed to be completed in less than two years and has a rolling admissions schedule. And the cherry on top? It’s accredited by the AACSB.

    • Location