Master of Bilingual Education With a Preliminary Multiple or Single Subject Teaching Credential and Internship Option with Bilingual Authorization (Spanish) (CA)
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Program Overview
This Master of Bilingual Education offers a Preliminary Multiple or Single Subject Teaching Credential and Internship Option with Bilingual Authorization. It’s designed for candidates dedicated to teaching all K-12 learners by ensuring social-emotional thriving, meaningful academic achievement, and equitable and inclusive learning communities. Courses meet the new California Commission on Teacher Credentialing (CTC) Program Standards, including the new 45 Teaching Performance Expectations (TPE), composing the TPE’s six domains and Teaching Performance Assessments (TPA) associated with the revised 3.0 CalTPA model. This degree meets all CTC requirements for a Preliminary Multiple or Single Subject teaching credential and those requirements for a master’s degree. The added Bilingual Authorization (SPANISH/ENGLISH) meets all six Bilingual Program Standards as approved by CTC. Students in this Master’s degree complete a three-course emphasis in one of the following areas: Critical Thinking, English Learner Equity and Academic Achievement, Inspired Teaching Practices, or Social Emotional Learning.
*Please Note: Students need to satisfy/pass the Basic Skills Requirement (e.g., CBEST) and Subject Matter Competency Requirement (e.g., CSET) early (before Credential Area Methods coursework) into their programs to avoid interruptions to program progress or financial aid arrangements.
For additional information on credential requirements, please see the Sanford College of Education Credential Information section of the catalog.
The Western Association of Schools and Colleges (WASC) accredits public and private schools, colleges, and universities in the U.S.
Course Details
Course Listing
Program Requirements
- Multiple Subject 20 courses
- 85.5 quarter units or Single Subject 20 courses
- 85.5 quarter units
Includes all foundation, credential area method courses, and those clinical practice courses granting graduate credit.
Introductory Core Requirement
- 1 course; 4.5 quarter units
All students must complete ITL 600 and the credential packet before beginning ITL 604.
Graduate level credential program requirements; K-12 school and classroom experiences; and observational skills in K-12 classrooms. Principles sustaining an inspired teacher mindset. Electronic showcase reflecting professional growth throughout the program.
Foundation Core Courses
- 3 courses; 13.5 quarter units
Examines psychological, socio-cultural, linguistic, and other factors influencing development, learning, and the full range of learners, including English Learners, standard-English learners, students with exceptionalities, and students with other needs. Considers a variety of data to identify appropriate strategies and community-based resources to support all learners and their families.
Prerequisite: ITL 604
Examines theories and research regarding typical and atypical child and adolescent development and learning. Considers various data collection and assessment techniques guiding the selection of effective instructional strategies, practices, resources, and technologies needed to create environments supporting the full range of learners and provide equitable access to the curriculum.
Prerequisite: ITL 606
Candidates integrate principles of learning theories and factors influencing human development when designing instruction and evaluating instructional effectiveness. Candidates will utilize a four-stage cyclical model of planning, teaching, analyzing and reflecting in the process of learning-and-teaching to ensure all students equitable access to the curriculum.
All Foundation Courses meet CTC requirements for Intern Pre-Service coursework.
Multiple Subject Methods Courses
- 5 courses; 22.5 quarter units
BEFORE beginning any Multiple Subject Credential Area Method courses below, the candidate must complete all Core courses, pass CBEST, pass CSET, and meet other related program requirements.
Research-based theories, methods, and strategies aligned to K-12 CA’s Common Core Standards and ELA/ELD frameworks. Principles needed to teach foundational reading, writing, listening, speaking, and language for all learners, including English speakers, English learners, standard English learners, students with exceptionalities, and students with other learning needs.
Prerequisite: ITL 510
Complex strategies for teaching reading, writing, listening, speaking, and language development. Research-based practices aligned to CA’s Common Core Standards and ELA/ELD frameworks. Language and literacy strategies for all learners, including English speakers, English learners, Standard English learners, students with exceptionalities, and students with other learning needs) in the K-8 classroom.
Prerequisite: ITL 512
Analysis of how elementary children think and learn mathematics. Research-based approaches enabling students to think critically and develop math proficiency. Developmentally appropriate instructional strategies for an integrative approach to teaching mathematics using content areas of visual and performing arts, social science, and STEM.
Prerequisite: ITL 516
Candidates apply developmentally appropriate practices in designing an integrative approach to science instruction. Utilizes a variety researchbased approaches supporting critical thinking and problem-solving skills. Analyzes how K-8 children learn science and other subject-matter utilizing an inquiry model. Integrates health science, physical education and STEM to support conceptual understanding and skills.
Research-based strategies and models managing an equitable and inclusive K-12 learning environments. Social-emotional growth, development, and individual responsibility. Positive interventions and supports, restorative justice, and conflict resolution practices.
Prevention of common classroom problems. Effectively work with challenging students. Establishment of safe classroom and school environments to prevent bullying.
* Upon issuance of the University Intern Credential, this course must be taken first.
Multiple Subject Bilingual Methods Courses
- 4 courses; 18 quarter units
BEFORE beginning any Bilingual Authorization Method courses below, the candidate must complete all Core and Methods courses, pass CBEST, pass CSET, pass CSET LOTE, and meet other related program requirements.
Prerequisite: ITL 600 Candidates must maintain a B (3.0) grade point average to successfully complete the Bilingual Authorization Program.; ITL 604; ITL 606; ITL 608; ITL 530; ITL 510, or ITL 520 and ITL 512, or ITL 522 and ITL 516, or ITL 526 and ITL 518, or ITL 528
Historical Foundations of Bilingual Education in the United States Examination of historical foundations and context for bilingual education, bilingualism in the United States, including philosophical, theoretical, legal, and legislative foundations of bilingual education. Analysis of culture in terms of country of origin, geographic barriers, linguistic patterns and ways in which these trends impact migration, immigration and settlement in the United States.
Prerequisite: BIL 620
Examines the knowledge, skills, and abilities (KSAs) for bilingual methodology and culture. Provides candidates with a depth of knowledge regarding current research-based theories in academic and content literacy in two languages. Identifies the interconnectedness among four language domains, language forms and functions. Emphasis is placed on the understanding and knowledge of various Bilingual Programs with evaluation of PK-12 student academic achievement.
Prerequisite: BIL 622
Literacy Learning and Instruction in Spanish/Enseñanza de la Lecto-Escritura en Español Examines how children acquire and develop literacy in Spanish as their native language in the context of a Bilingual/Dual Language education classroom in California. Provides an in-depth examination of research-based theories and best instructional practices for the development of listening and speaking and teaching reading and writing in Spanish as a primary language – Enseñanza de lecto-escritura en Español. Addresses the interconnectedness among four language domains, language forms and functions in Spanish as primary and second language in the classroom.
Prerequisite: BIL 624
Sociolinguistics and Culture in Bilingual/Dual Language Education in the United States Examines sociolinguistics and culture in bilingual and dual language education in the USA. Addresses different aspects of the traditions, roles, status, and communication patterns of the culture of emphasis. Provides a context in Spanish (the target language) in which candidates will speak, read and write within the course work.
OR Single Subject Methods Courses
- 5 courses; 22.5 quarter units
BEFORE beginning any Single Subject Credential Area Methods courses below, the candidate must complete all Core courses, pass CBEST, pass CSET, and meet any other related program requirements.
Single subject teacher candidates utilize researchbased methods aligned with CA’s Common Core Standards and ELA/ELD frameworks. Applies principles and strategies needed to teach grades 9-12 content-based language/literacy instruction for English speakers, English learners, Standard English learners, and students with exceptionalities and other learning needs.
Prerequisite: ITL 520
Single subject teacher candidates utilize researchbased methods aligned with CA’s Common Core Standards and ELA/ELD frameworks to teach content-based instruction based on the language proficiency and literacy needs of English speakers, English learners, Standard English learners, and students with exceptionalities and other learning needs needed to sustain academic achievement.
Prerequisite: ITL 522
Instructional design principles for teaching in grades 7-12. Strategies for designing short and long-term curriculum/instruction/assessment aligned with content standards. Evidence-based research appropriate for the application the CA Common Core and academic standards across the various single subject content areas.
Prerequisite: ITL 526
Integrative instructional design models, approaches, and research in designated content areas. Analysis and reflection focused on teaching practices and beliefs. Learning Map design and implementation principles.
Research-based strategies and models managing an equitable and inclusive K-12 learning environments. Social-emotional growth, development, and individual responsibility. Positive interventions and supports, restorative justice, and conflict resolution practices.
Prevention of common classroom problems. Effectively work with challenging students. Establishment of safe classroom and school environments to prevent bullying.
*Upon issuance of the University Intern Credential, this course must be taken first.
Single Subject Bilingual Methods Courses
- 4 courses; 18 quarter units
BEFORE beginning any Bilingual Authorization Method courses below, the candidate must complete all Core and Methods courses, pass CBEST, pass CSET, pass CSET LOTE, and meet any other related program requirements.
Prerequisite: ITL 600 Candidates must maintain a B (3.0) grade point average to successfully complete the Bilingual Authorization Program.; ITL 604; ITL 606; ITL 608; ITL 530; ITL 510, or ITL 520 and ITL 512, or ITL 522 and ITL 516, or ITL 526 and ITL 518, or ITL 528
Historical Foundations of Bilingual Education in the United States Examination of historical foundations and context for bilingual education, bilingualism in the United States, including philosophical, theoretical, legal, and legislative foundations of bilingual education. Analysis of culture in terms of country of origin, geographic barriers, linguistic patterns and ways in which these trends impact migration, immigration and settlement in the United States.
Prerequisite: BIL 620
Examines the knowledge, skills, and abilities (KSAs) for bilingual methodology and culture. Provides candidates with a depth of knowledge regarding current research-based theories in academic and content literacy in two languages. Identifies the interconnectedness among four language domains, language forms and functions. Emphasis is placed on the understanding and knowledge of various Bilingual Programs with evaluation of PK-12 student academic achievement.
Prerequisite: BIL 622
Literacy Learning and Instruction in Spanish/Enseñanza de la Lecto-Escritura en Español Examines how children acquire and develop literacy in Spanish as their native language in the context of a Bilingual/Dual Language education classroom in California. Provides an in-depth examination of research-based theories and best instructional practices for the development of listening and speaking and teaching reading and writing in Spanish as a primary language – Enseñanza de lecto-escritura en Español. Addresses the interconnectedness among four language domains, language forms and functions in Spanish as primary and second language in the classroom.
Prerequisite: BIL 624
Sociolinguistics and Culture in Bilingual/Dual Language Education in the United States Examines sociolinguistics and culture in bilingual and dual language education in the USA. Addresses different aspects of the traditions, roles, status, and communication patterns of the culture of emphasis. Provides a context in Spanish (the target language) in which candidates will speak, read and write within the course work.
Clinical Practice Pathways: Bilingual Student Teaching OR Bilingual Internship (Student Teaching – 4 courses; 13.5 quarter units). Candidates will complete the bilingual clinical practice experience through student teaching or an internship.
The bilingual clinical practice (bilingual language K-12 classroom) experience courses (BIL 540A, BIL540B, BIL 640A, BIL 640B) do NOT grant graduate credit.
Bilingual Student Teaching
- 4 courses; 13.5 quarter units
BEFORE beginning any Bilingual Student Teaching below, the candidate must complete all Core and Methods courses, pass CBEST, pass CSET, pass CSET LOTE, meet any other related program requirements, and submit a successful student teaching application. The bilingual student teaching application process must be completed at least three months before the candidate’s intended start of student teaching. Bilingual student teaching placements in Bilingual/Dual-Language K-12 classrooms are made through a collaborative partnership between the university and respective school districts. The bilingual student teaching placements must align with the CSET credential sought. Bilingual student teaching is unpaid and has at least 600 instructional hours (16-18 weeks of full-time student teaching) in designated bilingual/dual-language K-12 classrooms.
Note: The two seminar courses below BIL 541A and BIL 541B are 2.25 quarter units each and will be taken concurrently with BIL 540A and BIL 540B.
Corequisite: BIL 541B, or BIL 640B; Prerequisite: BIL 540A
Constitutes the second half of bilingual student teaching experience (9 weeks) which will account for and document 300 hours out of 600 total hours. Clinical practice placement in a district-university approved California K-12 bilingual/dual language classroom corresponding to the designated CSET credential area to meet the Teaching Performance Experiences (TPEs) composed of 45 new TPE elements plus the Bilingual Teaching Performance Expectations (BTPEs). Grading is S, U or In Progress (IP).
Corequisite: BIL 540A, or BIL 640A
Explores and applies all Teaching Performance Expectations (TPEs) and all Bilingual Teaching Performance Expectations (BTPEs) in preparation to submit Cycle 1 of the California Teacher Performance Assessment (CalTPA) in a bilingual/dual language classroom. For bilingual interns, this seminar is taken after completing the BIL640A Bilingual Internship and concurrently taken with BIL640B. For bilingual student teachers, a seminar is concurrently taken with BIL540A Bilingual Student Teaching. Grading is S, U or Incomplete (I).
Corequisite: BIL 541B, or BIL 640B; Prerequisite: BIL 540A
Constitutes the second half of bilingual student teaching experience (9 weeks) which will account for and document 300 hours out of 600 total hours. Clinical practice placement in a district-university approved California K-12 bilingual/dual language classroom corresponding to the designated CSET credential area to meet the Teaching Performance Experiences (TPEs) composed of 45 new TPE elements plus the Bilingual Teaching Performance Expectations (BTPEs). Grading is S, U or In Progress (IP).
Corequisite: BIL 540B, or BIL 640B; Prerequisite: BIL 541A
Explores and applies all Teaching Performance Expectations (TPEs) and Bilingual Teaching Performance Expectations (BTPEs) in preparation to submit Cycle 2 of the California Teacher Performance Assessment (CalTPA) in a bilingual/dual language classroom. For bilingual interns, this seminar is taken after completing the BIL640A Bilingual Internship and BIL541A, and concurrently taken with BIL640B. For bilingual student teachers, this seminar is concurrently taken with BIL540B Bilingual Student Teaching. Grading is S, U or Incomplete (I).
Bilingual Internship
- 4-8 courses; 13.5 – 31.5 quarter units
BEFORE beginning any of the Bilingual Authorization courses below, the candidate must complete all Core courses, pass CBEST, pass CSET, pass CSET LOTE and meet all CTC requirements related to the University Intern Credential. Placement in a bilingual internship occurs when the candidate holds employment in an approved CA public school in partnership with National University. Bilingual intern placements must align with the CSET credential, comply with the Commission on Teacher Credentialing, and with National University’s requirements.
Bilingual interns need to be in good standing with the employer and National University for the duration of the active University Internship Teaching Credential. The intern serves as the teacher of record in an approved Bilingual/Dual Language K-12 classroom and is paid by the school or school district. The University Internship Teaching Credential is good for a maximum of two years and requires the candidate to be employed in the district and enrolled in National University’s intern teacher credential program. As long as the candidate holds the intern credential and is employed, they have up to two years to earn a multiple or single subject credential with Bilingual Authorization. For the third year as an intern, the Commission must approve an extension of the intern credential, and the candidate must obtain an approved CAS petition from National University documenting a medical emergency or other extreme circumstances necessitating an “exception to policy” and consideration on a case-by-case basis. If the petition is granted, the intern will be required to complete one or both of the following courses during the third year: BIL 640E and BIL 640F, respectively. Note: The two seminar courses below BIL 541A and BIL 541B are 2.25 quarter units each and will be taken concurrently with BIL 640A and BIL 640B.
Corequisite: BIL 540A
This course constitutes the first half of a Bilingual Internship experience (4 months) as a teacher of record in a Bilingual/Dual Language Classroom. Clinical practice placement in a district-university approved California K-12 bilingual/dual language classroom corresponding to the designated CSET area, meeting six Teaching Performance Experience (TPE) domains composed of 45 TPE elements plus the Bilingual Teaching Performance Expectations (BTPEs). Grading is S, U or In Progress (IP).
BIL 541A Bilingual Clinical Prac Sem (2.25)
Corequisite: BIL 540A, or BIL 640A
Explores and applies all Teaching Performance Expectations (TPEs) and all Bilingual Teaching Performance Expectations (BTPEs) in preparation to submit Cycle 1 of the California Teacher Performance Assessment (CalTPA) in a bilingual/dual language classroom. For bilingual interns, this seminar is taken after completing the BIL640A Bilingual Internship and concurrently taken with BIL640B. For bilingual student teachers, a seminar is concurrently taken with BIL540A Bilingual Student Teaching. Grading is S, U or Incomplete (I).
Prerequisite: BIL 640A; Corequisite: BIL 541B, or BIL 640B
This course constitutes the second half of a Bilingual Internship experience (4 months) as a teacher of record in a Bilingual/Dual Language Classroom. Clinical practice placement in a district-university approved California K-12 bilingual/dual language classroom corresponding to the designated CSET area, meeting six Teaching Performance Experience (TPE) domains composed of 45 TPE elements plus the Bilingual Teaching Performance Expectations (BTPEs). Grading is S, U or In Progress (IP).
Corequisite: BIL 540B, or BIL 640B; Prerequisite: BIL 541A
Explores and applies all Teaching Performance Expectations (TPEs) and Bilingual Teaching Performance Expectations (BTPEs) in preparation to submit Cycle 2 of the California Teacher Performance Assessment (CalTPA) in a bilingual/dual language classroom. For bilingual interns, this seminar is taken after completing the BIL640A Bilingual Internship and BIL541A, and concurrently taken with BIL640B. For bilingual student teachers, this seminar is concurrently taken with BIL540B Bilingual Student Teaching. Grading is S, U or Incomplete (I).
Prerequisite: BIL 640A; BIL 640B
This course constitutes an additional segment of a Bilingual Internship experience (4 months) as a teacher of record in a Bilingual/Dual Language Classroom to be completed until all program requirements have been met. Clinical practice placement in a district-university approved California K-12 bilingual/dual language classroom corresponding to the designated CSET area, meeting six Teaching Performance Experience (TPE) domains composed of 45 TPE elements plus the Bilingual Teaching Performance Expectations (BTPEs). Grading is S, U or In Progress (IP).
Prerequisite: BIL 640A; BIL 640B; BIL 640C
This course constitutes an additional segment of a Bilingual Internship experience (4 months) as a teacher of record in a Bilingual/Dual Language Classroom to be completed until all program requirements have been met. Clinical practice placement in a district-university approved California K-12 bilingual/dual language classroom corresponding to the designated CSET area, meeting six Teaching Performance Experience (TPE) domains composed of 45 TPE elements plus the Bilingual Teaching Performance Expectations (BTPEs). Grading is S, U or In Progress (IP).
Prerequisite: BIL 640A; BIL 640B; BIL 640C; BIL 640D
This course constitutes an additional segment of a Bilingual Internship experience (4 months) as a teacher of record in a Bilingual/Dual Language Classroom to be completed until all program requirements have been met. Clinical practice placement in a district-university approved California K-12 bilingual/dual language classroom corresponding to the designated CSET area, meeting six Teaching Performance Experience (TPE) domains composed of 45 TPE elements plus the Bilingual Teaching Performance Expectations (BTPEs). Grading is S, U or In Progress (IP).
Prerequisite: BIL 640A; BIL 640B; BIL 640C; BIL 640D; BIL 640E
This course constitutes an additional segment of a Bilingual Internship experience (4 months) as a teacher of record in a Bilingual/Dual Language Classroom to be completed until all program requirements have been met. Clinical practice placement in a district-university approved California K-12 bilingual/dual language classroom corresponding to the designated CSET area, meeting six Teaching Performance Experience (TPE) domains composed of 45 TPE elements plus the Bilingual Teaching Performance Expectations (BTPEs). Grading is S, U or In Progress (IP).
Degree and Course Requirements
To receive a Master of Bilingual Education with a Preliminary Multiple Subject Teaching Credential and Internship Option with Bilingual Authorization, candidates must complete at least 85.5 quarter units of graduate credit or Master of Bilingual Education with a Preliminary Single Subject Teaching Credential with Bilingual Authorization. Candidates must complete at least 85.5 quarter units of graduate credit. Students must complete 63 units in residence at National University. Further information on graduate admission and evaluation can be found in the Academic Information for Graduate Degrees section of the catalog.
Several requirements must be completed before beginning the credential courses, including completion of the Credential Packet, which includes multiple requirements, such as an acceptable background clearance and a negative TB test. To better understand the requirements, please refer to the Sanford College of Education’s Credential Information section located in this catalog.
The CBEST and CSET must be passed before beginning the Multiple Subject or Single Subject Methods courses.
Each Teacher Education and Bilingual /credential course (ITL, BIL) includes a required four-hour field experience in a K-12 classroom representing the candidate’s credential area and a diverse bilingual/multilingual student population, except for the bilingual clinical practice courses.
Candidates choosing the Bilingual Internship option to obtain the Preliminary Multiple or Single Subject Teaching Credential with Bilingual Authorization will need to meet the Internship Eligibility requirements as outlined in the Sanford College of Education Credential Information section of the catalog.
The Commission on Teacher Credentialing (CTC) mandates all approved intern programs provide a minimum of 120 hours of pre-service coursework before becoming Intern Eligible. Candidates can meet the 120 hours requirement through one of two pathways. Complete the foundation sequence of ITL 600, ITL 604, ITL 606, and ITL 608; pass CBEST; pass CSET, and have a school or district letter verifying a teaching position job offer as the “teacher of record.”
The CA Education Code stipulates a minimum of 144 hours of support and supervision must be provided to the candidate each year of intern employment and documented. Interns without a valid English Learner (EL) Authorization from CTC will be required to receive an additional 45 hours of EL preparation support each year of intern employment (Total: 189 hours).
This Internship Option requires the successful completion of the bilingual internship clinical practice experience (minimum one year).
The CA Commission on Teacher Credentialing requires an intern-candidate holding a valid University Internship Credential to be continuously enrolled in clinical practice support and supervision. During the first year, the intern will take BIL 640A and BIL 541A, BIL 640B, and BIL 541B. In the event that the intern has not met all program requirements during the first year and the intern’s employment continues during the second year, for National University to provide additional ongoing support and supervision, the intern will be enrolled in BIL 640B repeatedly. While still employed, a bilingual intern candidate may be granted BIL 640B for a third-year extension with appropriate documentation of a medical emergency or other extreme circumstance(s), through the University’s petition process, with decisions considered on a case-by-case basis.
Program Learning Outcomes
Upon successful completion of this program, students will be able to:
- Integrate the knowledge needed for engaging/supporting all K-12 learners, including those with diverse learning needs
- Integrate the knowledge needed for creating/maintaining effective learning environments for all K-12 learners, including those with diverse learning needs
- Integrate the knowledge needed for making subject matter comprehensible for all K-12 learners, including those with diverse learning needs
- Integrate the knowledge needed for designing/planning learning experiences for all K-12 learners, including those with diverse learning needs
- Integrate the knowledge needed for assessing all K-12 learners, including those with diverse learning needs
- Integrate the knowledge needed for being a legal, ethical, and professional educator for all K-12 learners, including those with diverse learning needs
- Analyze and examine the philosophical, theoretical, historical, legal, and legislative foundations of education policies, school programs, and research on the effectiveness of Bilingual/Dual-Language education and bilingualism in the United States
- Compare the country/countries of origin, including geographic barriers, demographic and linguistic patterns, and how these affect trends of migration and immigration and how these factors influence the socialization and acculturation experiences of minority groups in California and the U.S.
- Interpret research on the development of cognition, bi-cognition, and metacognition as a result of bilingualism/biliteracy and multilingual developmental processes in bilingual/dual-language classrooms across program designs
- Design bilingual instruction by planning, developing, implementing, and assessing standards-aligned content instruction in the primary and target languages that integrate the knowledge of bilingual pedagogical models, instructional strategies for cross-language transfer, interlanguage, and translanguaging
- Design instruction by planning, developing, implementing, and assessing standards-aligned content instruction in Spanish as a primary language and evaluate bilingual instructional models, instructional and assessment strategies for higher-order thinking
- Design programs to promote authentic parental participation that includes learning about school systems, assuming leadership roles and affecting policy, understanding the family as a primary language, and cultural resource
- Demonstrate academic language proficiency in listening, speaking, reading, and writing the target language (SPANISH) within graduate-level coursework
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