"My area of research is in investigating possible differences in the supervisory experiences of school counseling students compared to students in other tracts of counseling (mental health, marriage and family, rehabilitation, community counseling)."

— Sara Megan Walter, Certified School Counselor
Orlando, FL
SED'92, Ed.M.

"Although I liked the counseling theory and human development courses the best (Professors Nickerson and Cottle were among the best I've had anywhere), the research methods course helped spur me to write journal articles. I have published almost 20 articles since graduating from BU. The degree also paved the way toward the work I am now doing toward the Ed.D. degree in higher education management at the University of Pennsylvania."

— Paul Marthers, Dean of Admission, Reed College
Portland, OR
SED'94, Ed.M.
Profiled in The Chronicle of High Education among 10 admission deans making a difference

"The School of Education gave me my very first opportunities to work with adults and children in an educational setting. Those experiences were highly rewarding, instructive and memorable. I also benefited greatly from the enormous support and mentoring I received from my professors and field supervisor (Dr. Harriet Allen). I am most indebted to the examples set and mentoring from Dr. Deborah Youngman. I am currently strategic planner for all major grants: Reading First, Read To Achieve, 21st Century, literacy expert, consultant, and research assistant, reviewer of teacher preparation programs from all universities in Colorado, and principal coordinator and member of the National Association for Reading First."

— Mary L. Spencer, Principal Consultant in the Competitive Grants & Awards,
Unit of the Colorado Department of Education
Denver, CO
SED'97, Ed.M.

"SED prepared my to be the kind of educator who is decidedly student oriented and motivated to focus on pedagogy, the classroom, and the students' experience, not only in the classroom, but beyond the university and into the real world of careers, competition, advancement, and the personal and professional development of values and ideals that are nurtured, cultivated, and articulated in the university classroom milieu."

— Thomas Nolan, Associate Professor in Criminal Justice,
Boston University, Metropolitan College,
Department of Applied Social Sciences
Boston, MA
SED'91'00, Ed.M., Ed.D.

"It was during the first semester of my Masters program at BU that I first learned about the work of Dr. Carl Rogers, which became the single most thrilling, galvanizing, and important learning of my entire academic career. Rogers' three conditions that promote growth—Empathy, Acceptance, and Genuineness, and the Active Listening and Self-Disclosure skills that empower these conditions—underpinned my career that has included work as a counselor, trainer of relationship skills in fourteen countries, author of two books, and currently as an executive with a statewide coalition that works to promote marriage education for couples and is the government's largest healthy marriage grantee. Thank you to all my excellent BU professors, especially to Dr. Dugald Arbuckle for awakening me to the work of Carl Rogers, which has become such an important component both of my career and of my personal life."

— Patty Howell, Vice President of Operations, California Healthy Marriages Coalition
Leucadia, CA
SED'66, Ed.M.