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School of Arts, Humanities & Education

Teaching

Online Master of Education in Teaching (M.Ed.)

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$0 Transfer Credit Evaluation

0 Entrance Exams
No GRE/GMAT Required

About This Program

Enhance your teaching knowledge with particular attention on instruction, curriculum, and professional development with American Public University’s (APU) online Master of Education in Teaching.

It is a nonlicensure program and one of the master’s degrees for teachers designed for currently licensed classroom educators seeking a graduate degree in teaching. APU’s online teaching master’s program focuses on meeting the needs of diverse learners—considering theory, research, and evidence-based practices. 

There is a heavy emphasis on technology integration throughout the program. Animated assignments, case studies, advanced lesson planning, and problem-based learning enrich your studies. Course content covers topics including autism, humane education, teacher leadership, and integrated/thematic instruction.  

Multiple concentrations are available with this master’s teaching degree online program, including STEAM (STEM + the Arts), which provides insight on teaching with, through, and about the arts. 

NOTE: This program has specific admission requirements.

What You Will Do

  1. Evaluate subjects and how to teach them to students
  2. Manage, monitor, and evaluate student learning
  3. Engage as members of learning communities
  4. Integrate problem-based inquiry into lesson planning and teaching
  5. Integrate action research to enhance student achievement and address problems in practice
  6. Discover ways to interact with program mentors, academic specialists, colleagues, parents, and community stakeholders

View Program Outcome Assessment Results

Degree at a Glance

Number of Credits
36
Transfer up to 15 credits1
Cost Per Credit
$470 | $250*
$399.50** | $423***
*with Preferred Military Rate
**with Veteran Grant
***with APUS Opportunity Grant
Courses Start Monthly
Online
and vary from 8 to 16 weeks

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Program Requirements Printable Catalog Version

Students must choose a concentration for this degree program:

This concentration is for currently licensed K-12 teachers who wish to further their studies with an advanced degree focused on elementary education curriculum and instruction for grades K-6. Upon successful completion of this concentration, the student will be able to demonstrate an understanding of the issues that continue to influence professional practice in the field. Candidates will use research, experience, and professional judgment to collaborate and work with others in the planning, implementation, and evaluation of effective instruction and services for elementary students. Candidates will have an advanced understanding of the developmental characteristics, culture, and background of elementary aged, special needs learners and how the differences among them influence the learning condition. The program meets the needs of students with interests within the traditional public and private school arenas and includes an emphasis on the National Board for Professional Teaching Standards (NBPTS), research-based teacher leadership skills, and 21st Century professional practices in instruction. Completion of the concentration does not lead to state certification or licensure. The program includes a total of 36 semester hours and is comprised of 12 online courses including a capstone action research project conducted on a school or other pre-approved professional site.

Objectives:

Upon successful completion of this concentration, the student will be able to:

  • Demonstrate an understanding of the issues that continue to influence professional practice in the field.
  • Use research, experience, and professional judgment to collaborate and work with others in the planning, implementation, and evaluation of effective instruction and services for elementary students.
  • Understand developmental characteristics, culture, and background of elementary aged, special needs learners and how the differences among them influence the learning condition.

    The program meets the needs of students with interests within the traditional public and private school arenas and includes an emphasis on the National Board for Professional Teaching Standards (NBPTS), research-based teacher leadership skills, and 21st Century professional practices in instruction

Must take all courses for this section.

Course ID: 4647

|
The course addresses visual and performing arts standards and their integration across core elementary curriculum. The course is designed to introduce elementary teacher candidates to the application of visual and performing arts content across the areas of mathematics, science, language/literature, and history/social sciences, including current events and humane topics. The course focuses on learning about, with, and through the arts.
Registration Dates Course Dates Session Weeks
01/26/26 - 07/03/26 07/06/26 - 10/25/26 Summer 2026 Session A 16 Week session
04/27/26 - 10/02/26 10/05/26 - 01/24/27 Fall 2026 Session A 16 Week session

Course ID: 4172

|
This course provides educators with an opportunity to critically examine major contemporary issues related to field of special education to include legal, curricular, and instructional procedures appropriate for students at the elementary, middle, and secondary school levels, or in other instructional settings. (Prerequisite: EDUC503)
Registration Dates Course Dates Session Weeks
02/23/26 - 07/31/26 08/03/26 - 09/27/26 Summer 2026 Session I 8 Week session
05/25/26 - 10/30/26 11/02/26 - 12/27/26 Fall 2026 Session I 8 Week session

Course ID: 4177

|
This course emphasizes the objectives, methods, instruction, and integration of elementary school mathematics and science through a STEAM (STEM + the Arts) lens. Educators will examine research related to elementary school mathematics and science instruction with an emphasis on innovative programs and approaches. Activities include analyzing and evaluating educational trends, curricular materials, and techniques related to teaching mathematics and science to elementary school children. Additional topics include brain-based learning, technology integration, thematic/integrated instruction, and quality children’s literature as enhancements to facilitate children’s understanding of math and science/STEAM concepts and skills. (Prerequisite: EDUC503)
Registration Dates Course Dates Session Weeks
02/23/26 - 07/31/26 08/03/26 - 09/27/26 Summer 2026 Session I 8 Week session
04/27/26 - 10/02/26 10/05/26 - 11/28/26 Fall 2026 Session B 8 Week session
06/29/26 - 12/04/26 12/07/26 - 01/31/27 Fall 2026 Session D 8 Week session

Course ID: 4178

|
This course explores the keys to successful integration of language arts into the elementary social studies curriculum. Social studies is integrative by nature (National Council for the Social Studies, 2017). Powerful and purposeful social studies incorporates language arts skills to help young learners use context clues to suggest meaning, decipher maps and charts, and interpret primary and secondary source documents. A high quality integrative social studies and language arts curriculum brings forth carefully chosen Big Ideas and Essential Understandings with authentic action to promote social understanding and civic efficacy. This course will delineate the integrative nature of elementary social studies and explore the ways in which literature and language arts skills (e.g., listening, speaking, reading, writing, viewing, and representing) add depth and breadth. (Prerequisite: EDUC503)

This concentration is designed for individuals who want to broaden their knowledge of instructional leadership in K-12 settings and includes an emphasis on research-based teacher leadership skills and 21st century professional practices in instruction.

Upon successful completion of this concentration, the student will be able to evaluate and effectively use performance-based assessments and implement assessment, instruction, evaluation, and intervention plans as appropriate for diverse learner needs. Successful candidates will demonstrate effective interpersonal communication skills to work well with school personnel, pupils, and parents, acknowledging and appreciating diversity in its many forms and being able to assess and instruct without influence of bias. Candidates will also use educational technology as an effective tool to promote student learning as well as a means to improve communication among colleagues, staff, parents, students, and the larger community. The program meets the needs of students with interests within the traditional public and private school arenas and includes an emphasis on the National Board for Professional Teaching Standards (NBPTS) and research-based teacher leadership skills.

Completion of the concentration does not lead to state certification or licensure.

The program includes a total of 36 semester hours and is comprised of 12 online courses including a capstone action research project conducted on a school or other pre-approved professional site.

Objectives:

Studies how educational professionals create instructional practices that raise levels of teaching and learning to improve outcomes in educational settings. Explores teacher leadership, professional learning communities (PLCs), reshaping school culture, and shared leadership. Looks at technology as a tool to promote learning and to improve communication, and examines contemporary issues related to special education instruction.

Must take all courses for this section.

Course ID: 2793

|
This course focuses on the ways in which teachers and educational professionals incorporate instructional leadership into their organizational behavior and create instructional practices that raise levels of teaching and learning. The course focuses on teachers as leaders, the importance of teacher leadership to improve outcomes in educational settings, and Professional Learning Communities (PLCs). (Prerequisite: EDUC503).
Registration Dates Course Dates Session Weeks
02/23/26 - 07/31/26 08/03/26 - 09/27/26 Summer 2026 Session I 8 Week session
05/25/26 - 10/30/26 11/02/26 - 12/27/26 Fall 2026 Session I 8 Week session

Course ID: 4172

|
This course provides educators with an opportunity to critically examine major contemporary issues related to field of special education to include legal, curricular, and instructional procedures appropriate for students at the elementary, middle, and secondary school levels, or in other instructional settings. (Prerequisite: EDUC503)
Registration Dates Course Dates Session Weeks
02/23/26 - 07/31/26 08/03/26 - 09/27/26 Summer 2026 Session I 8 Week session
05/25/26 - 10/30/26 11/02/26 - 12/27/26 Fall 2026 Session I 8 Week session

Course ID: 4361

|
This advanced graduate course will examine the evidence-based practices for individual and collective student personalization in K-16+ classrooms and similar settings. Personalization is closely related to two additionally important approaches: individualization and differentiation. All three require a shift from a teacher-centered approach to an authentic student-centered approach. An effective student-centered focus requires tailoring of lessons to the abilities, interests, preferences, future life dreams, socio-emotional attributes, and other individual and collective needs of different students. The course examines motivation, assessment, and technological tools and how they pertain to personalization in online, face-to-face and hybrid contexts.
Registration Dates Course Dates Session Weeks
06/29/26 - 12/04/26 12/07/26 - 01/31/27 Fall 2026 Session D 8 Week session

Course ID: 2815

|
This course examines a framework to address the emerging issues and trends in and supervision and instructional leadership that have the potential to influence the future direction of education. The course focuses on the teacher leader/instructional leader and ways to address evolving challenges in the field in both collaborative and leadership roles within schools. Research, study, discussion, and multifaceted assignments enable candidates in this course to analyze various issues and trends such as safety, technology integration, social justice, advocacy, school improvement, community resources, ethical leadership, and more. (Prerequisite: EDUC503)
Registration Dates Course Dates Session Weeks
04/27/26 - 10/02/26 10/05/26 - 11/28/26 Fall 2026 Session B 8 Week session

This concentration is for currently licensed K-12 teachers who wish to further their studies with an advanced degree focused on working with students with special needs. The program provides a strong, research-based background in professional teaching practices and provides development for teachers who are knowledgeable of the foundations and theoretical basis for special education, the developmental characteristics of special needs learners, and the instructional practices that best serve them. Upon successful completion of this concentration, the candidate will be able to demonstrate an understanding of the foundations of special education including the philosophy, history, legislation, and theory that continue to influence professional practice in the field. Candidates will be able to use research, experience, and professional judgment to collaborate and work with others in the planning, implementation, and evaluation of effective instruction and services for students with disabilities. Candidates will demonstrate knowledge of the developmental characteristics, culture, and background of special needs learners and how these differences influence the learning condition. The program meets the needs of students with interests within the traditional public and private school arenas and includes an emphasis on the National Board for Professional Teaching Standards (NBPTS), the Counsel for Exceptional Children (CEC) standards, research-based teacher leadership skills, and 21st Century professional practices in instruction. Completion of the concentration does not lead to state certification or licensure. The program includes a total of 36 semester hours and is comprised of 12 online courses including a capstone action research project conducted on a school or other pre-approved professional site.

Objectives:

Explores the foundations of special education, including the philosophy, history, legislation, and theory that continue to influence professional practice in the field. Emphasizes the use of research, experience, and professional judgment to collaborate and work with others in the planning, implementation, and evaluation of effective instruction and services for students with disabilities.

Must take all courses for this section.

Course ID: 4087

|
This course is designed to give regular education teachers strategies to use in academically and culturally different classrooms. Using case studies as a launching point, course participants will examine the complexities of balancing the needs of gifted education, general education, special education, and culturally different students in a standards-driven climate. Use of tiered assignments, alternative assessments targeting different intelligences, and other modifications will be evaluated, implemented, and refined. Course participants will collaborate to address beliefs, best practices, challenges, current research, and ways to apply them to their own teaching practice.
Registration Dates Course Dates Session Weeks
04/27/26 - 10/02/26 10/05/26 - 11/28/26 Fall 2026 Session B 8 Week session

Course ID: 3955

|
This course addresses legal trends and issues related to the Individuals with Disabilities Education Act (IDEA), including the identification process that schools must follow: child study, assessment, eligibility, IEP development, and placement. Educators will analyze the legal requirements as defined in IDEA, specifically the requirements for Free and Appropriate Education (FAPE), the Least Restrictive Environment (LRE), and the development of Individualized Education Plans (IEPs). Course participants will analyze historical aspects, beliefs, evidence-based practices, challenges, and applications to their own teaching practice.
Registration Dates Course Dates Session Weeks
02/23/26 - 07/31/26 08/03/26 - 09/27/26 Summer 2026 Session I 8 Week session
05/25/26 - 10/30/26 11/02/26 - 12/27/26 Fall 2026 Session I 8 Week session

Course ID: 3957

|
This course explores accommodations and modifications for special learners within the Least Restrictive Environment (LRE) and enhances regular and special educators’ understanding of how best to address the individual needs of special learners. Topics focus on the creation of appropriate accommodations, the integration of accommodations into a general education classroom, the legal requirement for accommodations, and the roles of the general and special education educators within the LRE. Course participants will also study technologies, assessment, beliefs, challenges, current research, and strategies for specific categories of disabilities.
Registration Dates Course Dates Session Weeks
02/23/26 - 07/31/26 08/03/26 - 09/27/26 Summer 2026 Session I 8 Week session
05/25/26 - 10/30/26 11/02/26 - 12/27/26 Fall 2026 Session I 8 Week session

Course ID: 4819

|
This course provides candidates with an examination of characteristics of students with Autism Spectrum Disorder (ASD) across the lifespan. Defining characteristics as outlined in the current Diagnostic and Statistical Manual of the American Psychiatric Association and multidisciplinary peer-reviewed research are examined. Prevalence rates, etiology, and co-morbid conditions are studied relative to historical progression. Ethical implications and obligations related to ASD evaluation, eligibility determination, and implications for educational programming are analyzed with attention to legislative rights and protections under the Individuals with Disabilities Act (IDEA), Americans with Disabilities Act (ADA), and Section 504 of the Rehabilitation Act of 1973 (Section 504).(Prerequisite: EDUC503)
Registration Dates Course Dates Session Weeks
05/25/26 - 10/30/26 11/02/26 - 12/27/26 Fall 2026 Session I 8 Week session

This concentration will provide a learning framework for potential students who wish to teach online at either the K-12 or higher education levels. The demand for teachers with in-depth knowledge of how to use technology together with curriculum design and teaching methods is growing dramatically. The online learning environment continues to expand and there is a need for experienced and knowledgeable instructors to deliver instruction in a distance learning or web-based environment. In this program, comprehensive aspects of online learning will be explored so that the graduating student will have a firm knowledge base with which to function in the online-learning instructional setting. The concentration will present students with an overarching philosophy that raising student achievement is best achieved in instructional environments where the software, web-based, or online instruction is interactive and individualized or personalized. Completion of the concentration does not lead to state certification or licensure.

Objectives:

Provides a foundation for developing problem-solving skills necessary for functioning in online, face-to-face, and hybrid instructional settings. Topics include online learning instructional formats and their impact on student achievement, personalized learning, emerging trends and issues as they relate to technology instruction, and copyright infringement’s implication for course development.

Must take all courses for this section.

Course ID: 4356

|
This course will focus on the issue of ownership of certain types of intellectual property on the internet, which has become a critical issue with different technological platforms, digital tools, and apps becoming so prevalent in our schools and culture. In this course, online, face-to-face, and hybrid educators will learn about the different types of potential copyright infringement, fair use, and privacy aspects for students, exploring the implication for course development and instruction.
Registration Dates Course Dates Session Weeks
02/23/26 - 07/31/26 08/03/26 - 09/27/26 Summer 2026 Session I 8 Week session
04/27/26 - 10/02/26 10/05/26 - 11/28/26 Fall 2026 Session B 8 Week session
06/29/26 - 12/04/26 12/07/26 - 01/31/27 Fall 2026 Session D 8 Week session

Course ID: 4357

|
In this course, educators will develop an understanding of the structure of the different types of digital tools and their effect on raising student achievement. Evidence-based practices that address student achievement gains via technology will be examined. The course guides course participants in evaluating and applying technology across disciplines (e.g., math, science, language arts, social studies, music, art, P.E., and health) and to support students with special needs or who need remediation.
Registration Dates Course Dates Session Weeks
02/23/26 - 07/31/26 08/03/26 - 09/27/26 Summer 2026 Session I 8 Week session
04/27/26 - 10/02/26 10/05/26 - 11/28/26 Fall 2026 Session B 8 Week session
06/29/26 - 12/04/26 12/07/26 - 01/31/27 Fall 2026 Session D 8 Week session

Course ID: 4358

|
In this course, educators will examine various approaches to the assessment of online learning. Topics include types of assessment, technology-enhanced assessment, assessment challenges, and using assessment data to inform instruction. Additionally, course participants will analyze assessment accommodations and explore program evaluation.
Registration Dates Course Dates Session Weeks
05/25/26 - 10/30/26 11/02/26 - 12/27/26 Fall 2026 Session I 8 Week session

Course ID: 4361

|
This advanced graduate course will examine the evidence-based practices for individual and collective student personalization in K-16+ classrooms and similar settings. Personalization is closely related to two additionally important approaches: individualization and differentiation. All three require a shift from a teacher-centered approach to an authentic student-centered approach. An effective student-centered focus requires tailoring of lessons to the abilities, interests, preferences, future life dreams, socio-emotional attributes, and other individual and collective needs of different students. The course examines motivation, assessment, and technological tools and how they pertain to personalization in online, face-to-face and hybrid contexts.
Registration Dates Course Dates Session Weeks
06/29/26 - 12/04/26 12/07/26 - 01/31/27 Fall 2026 Session D 8 Week session

Must take all courses for this section.

Course ID: 2786

|
This course is intended to provide individuals with the knowledge and skills needed to succeed in the Master of Education program. Students will explore what it means to develop as a professional educator and how this impacts teaching and learning. The course examines the significance of various educational theories, historical developments, philosophies, pedagogical approaches, basic research designs, and educational paradigms. Students will discover how different social, emotional, physical, and ethical issues impact various aspects of K-12 classrooms, and other instructional settings. Effective use of technology as a tool in educational situations will be emphasized, as well as how educational research can alter classroom practice.
Registration Dates Course Dates Session Weeks
02/23/26 - 07/31/26 08/03/26 - 09/27/26 Summer 2026 Session I 8 Week session
04/27/26 - 10/02/26 10/05/26 - 11/28/26 Fall 2026 Session B 8 Week session
05/25/26 - 10/30/26 11/02/26 - 12/27/26 Fall 2026 Session I 8 Week session
06/29/26 - 12/04/26 12/07/26 - 01/31/27 Fall 2026 Session D 8 Week session

Course ID: 4646

|
This course is designed for the practicing K-12 education professional and focuses on positive classroom management approaches and strategies. This course reviews models of classroom management as well as the fundamentals of behavior change. Program candidates will explore systematic approaches including Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS) and topics such as cultural considerations, data tools, assessment and analysis of behaviors, and fostering community and collaboration in classrooms. In this course, candidates will focus on implementing strategies for class-wide, small group, and individual intervention as well as methods for monitoring student progress. Equivalent to EDUC524. (Prerequisite: EDUC503)
Registration Dates Course Dates Session Weeks
05/25/26 - 10/30/26 11/02/26 - 12/27/26 Fall 2026 Session I 8 Week session

Course ID: 4171

|
Educators learn the appropriate methods for selection, administration, and interpretation of assessments in K-12 education and related instructional settings. Research and statistical concepts such as reliability, validity, and standard error of measurement are reviewed. Educators will become familiar with the most frequently used personality, educational, intelligence, formative, and summative assessments. Additional topics include historical perspectives, testing ethics, and assessment accommodations for different populations.
Registration Dates Course Dates Session Weeks
02/23/26 - 07/31/26 08/03/26 - 09/27/26 Summer 2026 Session I 8 Week session
04/27/26 - 10/02/26 10/05/26 - 11/28/26 Fall 2026 Session B 8 Week session
06/29/26 - 12/04/26 12/07/26 - 01/31/27 Fall 2026 Session D 8 Week session

Course ID: 5512

|
This course examines the role of the educators working collaboratively in various models, including co-teaching. This approach to effective instruction will focus on the classroom factors relating to the nature of the student and the essential meaning of the curriculum. Particular emphasis will be placed on classroom elements that educators can differentiate – or modify – to increase the likelihood that each student will learn as much as possible, as efficiently as possible. This would include the areas of content, process, products, affect and learning environment. The idea of differentiating instruction to accommodate the different ways that students learn often involves working with others to reach this goal.
Registration Dates Course Dates Session Weeks
02/23/26 - 07/31/26 08/03/26 - 09/27/26 Summer 2026 Session I 8 Week session
05/25/26 - 10/30/26 11/02/26 - 12/27/26 Fall 2026 Session I 8 Week session

Course ID: 2811

|
This course provides an overview of approaches to research, rationales for methodological choices, integrity of research processes, and tools and techniques for data collection and analysis. Additional topics include reliability and validity, sampling, and evaluating quantitative, qualitative, and mixed methods research designs. There is an emphasis on adhering to ethical principles. Course participation and activities provide experiences designed to equip practitioners with the knowledge and skills necessary to select, evaluate, and apply findings from extant research and conceptualize research studies related to issues at the K-12 and/or higher education level. (Prerequisites: Either ADHE601, EDUC502, EDUC503, EDUC509, EDUC511, or EDUC621)
Registration Dates Course Dates Session Weeks
05/25/26 - 10/30/26 11/02/26 - 12/27/26 Fall 2026 Session I 8 Week session

Course ID: 4176

|
This course explores how technology may be used as a tool to facilitate changes in the ways teachers teach and students learn, and ultimately to examine how teachers can use technology more efficiently and effectively to improve student achievement. The course examines how educators may use technology for communication and collaboration among colleagues, staff, parents, students, and the larger community. Additional topics include multicultural considerations, ethics, and copyright. This course aligns with the National Educational Technology Standards for Teachers (NETS•T), developed by the International Society for Technology in Education (ISTE).
Registration Dates Course Dates Session Weeks
05/25/26 - 10/30/26 11/02/26 - 12/27/26 Fall 2026 Session I 8 Week session

Course ID: 2816

|
This course explores legal, ethical, and political issues related to PreK-12 U.S. education. Topics include NCLB/ESSA, district liability, rights of students and teachers, and issues related to employment and technology. Emphasis is given to federal and state statutes and case law affecting due process, liability, equal protection, and the rights of teachers and students in order to better understand risks and possible strategies to reduce those risks. Ethical and political contextual aspects are explored in relation to public education decision and policy making at the classroom and school levels. (Prerequisite: EDUC503)
Registration Dates Course Dates Session Weeks
05/25/26 - 10/30/26 11/02/26 - 12/27/26 Fall 2026 Session I 8 Week session
Select any courses that have not been used to fulfill major requirements. Credits applied toward a minor or certificate in an unrelated field may be used to fulfill elective credit for the major.

Must take all courses for this section.

Course ID: 3815

|
Accomplished teachers have a rich understanding of the subject(s) they teach and associated content area pedagogical practices. In this course, candidates will assess their teaching practice in the context of previous coursework, observational experiences, and teaching. They will apply content area knowledge to contemporary theory through the development of artifacts and reflective pieces related to praxis. Candidates will also engage in discourse related to emerging social and philosophical issues in teaching to prepare them to be informed practitioners. This course will focus on action research in a classroom situation. Its purpose is to inform candidates with respect to ongoing pedagogical practices. All grades for any capstone attempts will appear on transcript and will be calculated in GPA

Courses Start Monthly

Next Courses Start Jul 6
Register by Jul 3
Apply Now Request Info

Admission Requirements

All APU master's degree and graduate certificate programs require a bachelor’s degree (or higher) from an institution whose accreditation is recognized by the Council for Higher Education Accreditation (CHEA).

The following documentation is required for admission into this program, and must be provided prior to course registration:

  • Official bachelor’s or master's transcript showing conferral of degree 
  • Signed statement of understanding (SOU)

IMPORTANT NOTES:

  • This program is not designed to lead to certification or licensure. In order to make an informed decision about your education, prior to applying here we strongly encourage you to explore any state-specific or other requirements applicable to you, including certification, licensure, and certificate enhancements.
  • You are required to take EDUC503 as the first course in this degree program, but other courses may be taken in conjunction with EDUC503.

Please read all graduate admission requirements before applying to this program and be prepared to submit the required documentation including a legible copy of your valid government-issued photo ID (civilian students) or government-issued JST or CCAF transcript (military students).

If you have a non-U.S. transcript, please view our International Admissions page for more information.

There is no fee to complete the APU admission application. View steps to apply.

An APU admissions representative will contact you via email or phone to assist you with the enrollment process, review your documentation, and notify you when you have been admitted into the program and may register for courses.

Materials Cost

Technology fee: $85 per course 

Need Help?

Selecting the right program to meet your educational goals is a key step in ensuring a successful outcome. If you are unsure of which program to choose, or need more information, please contact an APU admissions representative at 877-755-2787 or [email protected].

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1The University reserves the right to accept or deny credits according to policies outlined on our University website. Please see the University's transfer credit policy webpage for complete information.

*Cost Per Credit Hour

The Preferred Military Rate is $250 per credit hour for undergraduate and master's-level courses. This rate is available to all U.S. active-duty servicemembers, National Guard members, Reservists, and military families, including parents, spouses, legal partners, siblings, and dependents.

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