Will my college credits transfer?

Charles Thomson, Jr., BA

Charles Thomson, Jr., BA
"My kids are very busy with sports. My wife is very busy with work, so it made it real easy for me..."
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Yolanda Soto, BA

Yolanda Soto, BA
"Just because I decided to take that leap of faith to finish my degree, all these doors opened up..."
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Corinne Rao, BSBA

Corinne Rao, BSBA
"It was a 24-year course overall, but I've succeeded and it is the most important thing. It shows my children that I can do it, it shows my self that I can do it..."
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James Hooper, BA

James Hooper, BA
"It seems like I have been going to school for 25 years. Thomas Edison was such a great thing for me because I was able to transfer so many credits..."
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Farzana Haider, BA

Farzana Haider, BA
"I feel I am more competent now and that I can show my children how valuable education is. I'm setting the example for them..."
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Herbert Coleman, BA

Herbert Coleman, BA
"I was amazed to see how many credits this college accepted... I had amassed quite a few over the years...It means the world to me..."
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Barbara Becker, AAS & BSBA

Barbara Becker, AAS & BSBA
"My experience as a student at the college was very fulfilling. It was a nontraditional way..."
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Robey Reed, BSAST

Robey Reed, BSAST
"I looked at a lot of schools when I was in the military, and from what I saw..."
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Maureen Hennessey, BA

Maureen Hennessey, BA
"I don't like leaving things unfinished... and I've gone back to college a number of times..."
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Tanvi Kothari, BA

Tanvi Kothari, BA
"Thomas Edison State College made getting a degree very convenient. Thomas Edison also offered..."
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Jim Harrington, BA

Jim Harrington, BA
"I never dreamed I would have my degree at this age. I thought it was something..."
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Helene Loeb, BSHS

Helene Loeb, BSHS
"Thomas Edison really prepared me to become a leader and interact as well as instruct and support the nurses that are out on the unit.."
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Holly Pitti, BSBA

Holly Pitti, BSBA
"I wanted to show my kids that education was important. I have five children and the flexibility..."
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Maryanne Spatola, BS

Maryanne Spatola, BS
"Finishing my degree was a tremendous leg up for me in terms of marketability..."
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James V. McGuire IV, BSHS

James V. McGuire IV, BSHS
"My father always told me he wanted me to go to college. My father never finished high school..."
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Kristina Romero, BA

Kristina Romero, BA
"...the best thing about Thomas Edison... your workload is whatever you want to make it..."
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Ashley Pistorio, BSAST

Ashley Pistorio, BSAST
"I wasn't really sure what I wanted to be when I grew up, but I knew I needed a degree to go anywhere...."
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Rolondo Gorostiza, BSAST

Rolondo Gorostiza, BSAST
"My experiences as a student were nothing short of wonderful..."
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Michael Mendes, MAEdL

Michael Mendes, MAEdL
"I can tell my expectations were exceeded. The school did so much for me. It helped me get where I am now..."
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Irving Cintron, AAS

Irving Cintron, AAS
"I have done everything online which to me was exceptional..."
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Dailys Cintron, AA

Dailys Cintron, AA
"Thomas Edison State College accepted more of my credits from my other university..."
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Adam Bernstein, BA

Adam Bernstein, BA
"I was able to complete my degree in about a year… It’s been a good experience..."
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Rachel Moore, MSHRM

Rachel Moore, MSHRM
"I work in New York and have a long commute so the ability to work on my classwork when I had the time provided a good work-life balance..."
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Pedro Amaro, BSAST

Pedro Amaro, BSAST
"I have a demanding job and a family… Thomas Edison allowed me to pick me courses and that was best way for me to finish a little faster than if I went to a more traditional school..."
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Tiffany Jenkins, BSHS

Tiffany Jenkins, BSHS
"The mentors were awesome. They were always available. It really defied my stereotype of what it would be like to go to school online..."
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Dean Clemente, BSOL

Dean Clemente, BSOL
"You come across a lot of different people geographically… that interaction added a great deal of value because I was able to obtain a different dimension and perspective from other professionals..."
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Brian Fogarty, BSAST

Brian Fogarty, BSAST
"When I looked at schools, Thomas Edison really had the edge over all the other schools, even looking at private schools near my home outside of Philadelphia..."
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Vietthi Nguyen, BSAST

Vietthi Nguyen, BSAST
"As a military member, I am busy serving our country, protecting our freedom and serving my family… TESC was the number one pick for me because it offers flexibility..."
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Fakera Nazneen, MSM

Fakera Nazneen, MSM
"I liked the flexibility it offered and that the whole school is supportive of your goal..."
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Winfried Dzandu-Hedidor, BA

Winfried Dzandu-Hedidor, BA
"Some of the courses I took included Intercultural Relationships… for an organization like the UN, that lesson of how to communicate with people of varied back-ground assisted me a lot..."
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Jessica Vaz, BA

Jessica Vaz, BA
"I loved the flexibility the school offered and that is what made me chose Thomas Edison..."
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Arthur J. Pellerin, BA

Arthur J. Pellerin, BA
"I wanted to progress and show my kids that anyone can do it and prove the point to my soldiers as well..."
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Karen Hatcher, BA

Karen Hatcher, BA
"The prior learning assessment option for me was really amazing..."
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Joshua A. Grimm, MSM

Joshua A. Grimm, MSM
"Without the degree I would have been passed over for the management position..."
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Lauren Centrella, BA

Lauren Centrella, BA
"I've always worked and gone to school part-time at other universities...and I wanted to finally finish up my degree..."
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Sudesh Joshi-Chhibbar, BSN

Sudesh Joshi-Chhibbar, BSN
"Online courses are very helpful for busy nurses because we don't have to leave our home..."
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Jason Didomenico, BA

Jason Didomenico, BA
"I liked the curriculum and I liked this school is regionally accredited versus nationally..."
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Barbara A. Hare, BSBA

Barbara A. Hare, BSBA
"I was determined to remove an obstacle to success by actually starting to complete my bachelor's degree..."
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Bill Benson, BSAST

Bill Benson, BSAST
"Once I talked with the people here at Thomas Edison, they guided my through the process..."
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Annevictoria Palumbo, BSHS

Annevictoria Palumbo, BSHS
"The online was nice because it was flexible it gave me the flexibility of doing it when it was convenient for me..."
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John Kurzenberger, BA

John Kurzenberger, BA
"Coming to Thomas Edison State College was the only way I could complete my degree..."
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Cheryl Jefferson, MSM

Cheryl Jefferson, MSM
"The experience developed my leadership skills much more than I already had..."
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Saher Malik, BA

Saher Malik, BA
"Thomas Edison was very flexible and the professors were very accommodating and very helpful..."
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Dexter Trotter, BA

Dexter Trotter, BA
"My inspiration for going back and finishing my degree was my daughter and my family..."
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Towanda Edwards, BA

Towanda Edwards, BA
"I didn't want to be one of those parents who says you must to go to college but hadn't done so..."
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Julio Hoyos, BSBA

Julio Hoyos, BSBA
"I wanted to show my kids that no matter what, you can do it..."
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Benjamin Vonderreith, BSAST

Benjamin Vonderreith, BSAST
"One of the reasons I went to Thomas Edison is that they accepted so much of my Navy training..."
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Angela Gibson, BSBA

Angela Gibson, BSBA
"In order to get back out into the workforce, I had to complete my degree..."
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Anne Rudolph, BA

Anne Rudolph, BA
"I finally found a profession I was interested in and I had to have a degree within that field, so that was what inspired me to comeback..."
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Joyce Serdinsky, BA

Joyce Serdinsky, BA
"I had to say no to certain things and yes to my books, and it was worth it 100 percent..."
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Jennifer Consuegra, BS

Jennifer Consuegra, BS
"I think what I liked best about it was that I could make my own schedule..."
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Joan Martins, BA

Joan Martins, BA
"My inspiration for returning to college to finish my degree was a personal one. I needed to finish something I started before I had a family..."
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Patricia Stevens, BSN

Patricia Stevens, BSN
"I finally had the opportunity after my children were grown to fulfill my dream..."
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Kyle Robertson, BSBA

Kyle Robertson, BSBA
"My target was to graduate before my first child and he just turned 13, so I made it with some spare time..."
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Michele DeNoia, MSM

Michele DeNoia, MSM
"It was a wonderful experience..."
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Tambra Butler, BA

Tambra Butler, BA
"It was a goal of mine ever since I graduating high school 20 years ago...for my parents, and my dad especially..."
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Keisha Patrick, BSBA

Keisha Patrick, BSBA
"Pretty much I wanted to get my bachelor's degree to pursue other opportunities and because I have two teenage boys so I wanted for them to see that this is possible..."
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Mia Keay, BSBA

Mia Keay, BSBA
"I always wanted to get my degree but I started working right after high school and a certain point I realized I would probably not be able to advance in my career unless I had a four-year degree..."
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Tina Smith-Jeffries, BA

Tina Smith-Jeffries, BA
"it was challenging at times... There were long nights, large cups of coffee but it paid off in the end..."
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Hazel Gordon-Suppa, BSN

Hazel Gordon-Suppa, BSN
"It's about getting the patient care possible; the more knowledge you have, the better equipped you are to take care of the patients..."
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Daniel Palermo, BA

Daniel Palermo, BA
"I had to take the time for my children to go college, which they have successfully done, and I felt it was time with the military's assistance for me to return to school and accomplish my degree..."
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Victor Dent, BA

Victor Dent, BA
"It is very convenient taking classes online. You can do your studies over the weekend, at night or in the wee hours of the morning..."
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Master of Arts in Educational Leadership Course Descriptions

All courses include required Practicum hours to be completed at the student's identified school site or alternate site. Enrollment in these courses is limited to accepted and matriculated students.

EDL-500: EFFECTIVE LEADERSHIP - FROM THEORY TO PRACTICE (3 credits)
Preview the Online Syllabus
This course provides students an opportunity to investigate, analyze, and apply various theories of leadership and associated concepts specified in the Interstate Schools Leaders Licensure Consortium (ISLLC) and New Jersey Department of Education (NJDOE) standards. Student will begin the process of designing a professional portfolio that demonstrates competency as an effective educational leader. (ISLLC 1, 2, 4, 5; NJDOE 1, 2, 4, 5) Offered every term.
EDL-510: THE INQUIRY PROCESS - A FRAMEWORK (3 credits)
Preview the Online Syllabus
This course will introduce students to action research. Future educational leaders will study an intervention chosen specifically to respond to a research problem identified through reflection. The goal of the course and of action research is for students to gain better knowledge of their practice while improving the situation in which the practice is conducted. Students will develop competencies as an educational leader as outlined in the Interstate School Leaders Licensure Consortium standards. (ISLLC 1, 2, 3, 4, 5, 6; NJDOE 1, 2, 3, 4, 5, 6) Offered every term.
EDL-520: STANDARDS-BASED CURRICULUM DEVELOPMENT, PRE K-12 (3 credits)
Preview the Online Syllabus
Curriculum revision is an ongoing process that requires professional guidance and support. Potential educational leaders need to understand the importance of curriculum development in the success of the educational experience and recognize the organization and relevance of curriculum change. Through the examination of various curriculum designs, educators will visualize an overview of systematic curriculum development. Standards-Based Curriculum Development, Pre-K?12 allows students to examine essential components of a cohesive curriculum based on such influences as national and state standards established to guide local curricular planning and development to meet the changing needs of students and other stakeholders in a diverse community. Processes for development of curricula at classroom, building, and district levels, regardless of grade, academic discipline, or kind of student, will be considered in preparation for hands-on experience in creating curriculum in the student's primary discipline. Integrating differentiated instruction through various curriculum designs will allow the educator to develop necessary skills, as an instructional leader, to facilitate his or her faculty's creation of successful curriculum documents. The entire process, from initial needs assessment to implementation, will be the focus of this course. (ISLLC 1, 2, 3, 4, 5; NJDOE 1, 2, 3, 4). Offered every term.
EDL-530: CRITICAL ISSUES IN CURRICULUM DESIGN & EVALUATION, PRE K-12 (3 credits)
Preview the Online Syllabus
This course is designed to guide the student in the process of identifying and analyzing emerging and developing issues in curriculum design, development, implementation, and evaluation. Such issues may include academic standards, diversity, technology, testing and assessment, innovative programs, and state and federal legislation. Included are the identification of curriculum sources, how these sources influence trends, how these trends emerge and evolve, their impact on student achievement, and how professionals, particularly supervisors, curriculum developers, teacher-leaders, and teachers, can use these trends and issues to improve student learning. Students study both the positive and negative aspects of the issues and develop a responsible approach to critically assess the importance and significance of emergent and future issues in order to function as responsible professionals. (ISLLC 2, 4, 6; NJDOE 2, 4, 6) Offered every term.
EDL-540: CURRICULUM LEADERSHIP & SUPERVISION (3 credits)
Preview the Online Syllabus
This course provides students with multiple opportunities to critically analyze and apply various contemporary theories of effective school leadership to their professional practice. All theories are aligned with the national ISLLC standards and the NJDOE state standards, research-based frameworks informing the knowledge base, dispositions, and performances of effective school leaders. The course focuses on the performance aspects of effective leadership including empowering others, building collaborative organizational cultures, making informed decisions and communicating them skillfully, and resolving conflicts. Participation involves learning theoretical concepts through reflective writing activities, self-assessments, and practice ISLLC exams. (ISLLC 1, 2, 3, 4, 5, 6; NJDOE 1, 2, 3, 4, 5, 6). Offered every term.
EDL-550: SCHOOL LAW (3 credits)
Preview the Online Syllabus
School leaders as stewards of the educational process must ensure that the schools follow both the letter and the spirit of the law. The democratic principles of the United States require leaders to protect and serve the rights of students, staff and other stakeholders. This course enables the future school leader to examine the federal, state and local laws, court decisions, rules and regulations impacting on education. Both general principles and specific applications are examined to provide the leader with the knowledge and understanding of the constitutional basis of both curricular and extracurricular programs and services. In addition, the course presents the opportunity to analyze such issues as desegregation, due process, student rights, tenure, and special needs students. (ISLLC 1, 2, 3, 4, 5, 6; NJDOE 1, 2, 3, 4, 5, 6) Offered every term.
EDL-660: HUMAN RESOURCES ADMINISTRATION (3 credits)
Preview the Online Syllabus
In this course, students learn the latest methods for attracting, inducting, motivating, retaining and supporting staff and how to monitor and supervise certificated and non-certificated faculty and staff to set high standards for the professional participation of all adults in the school community. Students apply systems management and collaborative decision making to effect change, particularly with respect to meeting state and district requirements. Open only to students matriculated in the Post-Master's Educational Leadership Certificate or MAEdL program. (ISLLC 2, 5, 6; NJDOE 2, 5, 6) Offered every term.
EDL-670: TECHNOLOGY FOR INSTRUCTION & ADMINISTRATION (3 credits)
Preview the Online Syllabus
This course emphasizes the visionary leadership role of the principal as an instructional technologist, one who can thoughtfully and strategically provide direction to selection, use and evaluation of constantly changing technologies. Students assume a critical stance toward technology, its implications for effective school management and its impact on the teaching/learning process and the roles of teachers and learners. (ISLLC 1, 2, 3; NJDOE 1, 2, 3) Offered every term.
EDL-680: BUDGET FORECASTING & FISCAL PLANNING (3 credits)
Preview the Online Syllabus
In this course, students, in collaboration with their school district mentors, examine the cyclical nature of budget development and implementation. Students analyze a budget at their school site and project how the budget should be implemented and coordinated so it aligns with the educational vision. (ISLLC 3; NJDOE 3) Offered every term.
EDL-690: DEVELOPING SCHOOL & COMMUNITY PARTNERSHIPS (3 credits)
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Students develop an awareness of the political, social, cultural and economic systems and processes that impact their school communities by examining local, state, national and global policies, issues and forces that affect teaching and learning. Students learn techniques for advancing the goals and aspirations of diverse family and community groups so they can integrate information about these populations into school decision-making processes at their academic levels. (ISLLC 1, 2, 3, 4, 5, 6; NJDOE 1, 2,3,  4, 5, 6) Offered every term.
EDL-700: FIELD-BASED PRACTICUM (3 credits)
Preview the Online Syllabus
The Field-Based Practicum is a culminating activity for students completing the Master of Arts in Educational Leadership (MAEdL) program. It requires you to engage in a 120-hour practicum experience, and thus the completion of 300 hours of practicum activities, at your school site or at an alternative site where you can put leadership theory into practice, working with a local school administrator and the course mentor. You design and implement a series of administrative, supervisory, curricular, and professional development activities that address the standards developed by the Interstate School Leaders Licensure Consortium (ISLLC). Activities will be structured to address each of the six ISLLC Standards during the 12-week practicum. On completion of the activities, you will develop a final report that includes artifacts as well as analysis and reflective commentary on the practicum. (ISLLC 1, 2, 3, 4, 5, 6; NJDOE 1, 2, 3, 4, 5, 6). Offered every term.
EDL-710: PROFESSIONAL PORTFOLIO DEVELOPMENT (3 credits)
Preview the Online Syllabus
As the capstone experience in the program, students prepare an electronic portfolio that demonstrates their incremental achievement of the program standards. Students compose self-assessment narratives that reflect their experiences in the program, analyzing and assessing the degree to which they have achieved their goals, the influences they experienced which enabled them to master the subject, and the barriers that inhibited their progress. Standards-based competencies may be substantiated through documentary evidence of site-based participation in educational leadership roles and responsibilities, letters of endorsement or support from qualified site administrators, class assignments and research papers, reflective journal entries, contact logs with mentors. Open only to students matriculated in the MAEdL program. Prerequisites include EDL 500, 510, 520, 530, 540, 550, 660, 670, and 680. Offered every term.
EDL-800: THE SUPERINTENDENCY (3 credits)
Preview the Online Syllabus
This course provides both the theoretical constructs and the practical applications involved in the responsibilities exclusive to district-level administrative leadership. These include the macro-level applications of budgeting, staff development, community and external stakeholder relations, and advocacy. This course will also guide students in developing the initial components of a district-wide action research project focused on central office functions. (ISLLC 1, 3, 6; NJDOE 1, 3, 6)
EDL-810: PROFESSIONAL PORTFOLIO DEVELOPMENT: SCHOOL ADMINISTRATORS (3 credits)
Preview the Online Syllabus
As the capstone experience in the MAEdL program (District Leadership Area of Study), Professional Portfolio Development: School Administrators requires students to prepare an electronic portfolio that demonstrates their achievement of program and ISLLC standards. This portfolio will show how the student has developed and how he or she has applied learning. The process of portfolio development involves: (1) goal setting; (2) decision-making and analysis in the selection of artifacts that document and recognize propositional and procedural knowledge and personal and professional attributes of leadership; and (3) self-evaluation and reflection. Students will learn how professional electronic portfolios are defined, organized, and evaluated. A second goal of this course is to prepare students to retool their portfolio for continued professional and academic advancement beyond the degree program. Students will be expected to substantiate standards-based competencies, a minimum of 300 internship hours at the building leadership level, and 150 hours at the district leadership level, addressing each of the ISLLC standards through all of, but not limited to, the following: documentary evidence of site-based participation in educational leadership roles and responsibilities, letters of endorsement or support from qualified site administrators, class assignments and research papers, reflective journal entries, contact logs with mentors, and self-assessment narratives. (ISLLC 1, 2, 3, 4, 5, 6; NJDOE 1, 2, 3, 4, 5, 6).
EDL-820: FIELD-BASED PRACTICUM FOR SUPERINTENDENTS (3 credits)
Preview the Online Syllabus
The Field-Based Practicum for Superintendents is the culminating activity for students seeking the School Administrator endorsement. It requires a 150-hour internship experience, at the district level, at a school site, or an alternative site. In the practicum, students can put leadership theory into practice, working with a local school superintendent or other district official. Students will develop the practical skills and knowledge necessary to become an informed, dynamic professional at the senior administrator level in a comprehensive school district serving children in pre-K?12. The field experience will test the application of theory, challenge the ability to promote the success of all students, and provide opportunities to develop the skills necessary to solve complex organizational issues. The course experience will culminate in a final capstone narrative or executive summary that demonstrates the candidate?s understanding and acceptance of the responsibility of making decisions typical of those made by educational leaders. (ISLLC 1, 3, 6; NJDOE 1, 3, 6)