The purpose of the School Counseling program is to prepare counselors to provide support services at the elementary, middle and/or high school levels. Our curriculum is designed for individuals wanting to make a positive difference in the lives of children and adolescents. With about half of our courses offered online, our program is designed to meet the needs of full-time students and working professionals.
Online programs offer flexible options like asynchronous classes with no set login times. Working nurses often struggle to attend set class times because of their varying schedules. Furthermore, rather than remaining limited to local nursing schools, as with a traditional program, online students enroll in top programs across the country without relocating.
Setting GALCIT apart from others are our unrivaled experimental facilities in fluids, solids, materials, biomechanics, propulsion, and combustion; our exceptional faculty; our rigorous graduate student training; and our emphasis on the basics. We also maintain close connections to industry and government labs. An extremely broad range of research is done by the professors in GALCIT, their colleagues, and students. The GALCIT faculty maintain strong connections with colleagues throughout the Division, the Institute, and the Jet Propulsion Laboratory (JPL). Our faculty collaborate with colleagues from Mechanical and Civil Engineering, Applied Physics and Materials Science, Computing and Mathematical Sciences, Bioengineering, Geology and Planetary Sciences, and JPL. Research in Biological Fluid Dynamics is carried out by GALCIT faculty and colleagues throughout Caltech.
In the Overarching Framework of Qualifications for the European Higher Education Area defined as part of the Bologna process, a "second cycle" (i.e. master's degree) programme is typically 90–120 ECTS credits, with a minimum requirement of at least 60 ECTS credits at second-cycle level.[67] The definition of ECTS credits is that "60 ECTS credits are allocated to the learning outcomes and associated workload of a full-time academic year or its equivalent",[68] thus European master's degrees should last for between one calendar year and two academic years, with at least one academic year of study at master's level. The Framework for Higher Education Qualification (FHEQ) in England Wales and Northern Ireland level 7 qualifications and the Framework for Qualification of Higher Education Institutes in Scotland (FQHEIS) level 11 qualifications (postgraduate and integrated master's degrees, with the exception of MAs from the ancient universities of Scotland and Oxbridge MAs) have been certified as meeting this requirement.[69][70]
Agricultural Education offers course work that serves teachers and leaders in agriculture. The M.S. and M.A.I.S. degrees may be pursued with an emphasis in leadership, communication, pedagogy, extension and/or technical agriculture. Candidates work with an adviser to develop programs that meet their specific needs as indicated by their occupational objectives.
Graduate school, often referred to as grad school, is a college or university that offers advanced academic programs resulting in a master’s degree, doctorate degree or certificate. Most require students to already have completed a bachelor’s program and earned a minimum GPA. Many universities offer graduate programs, though the “graduate school” within the institution. The coursework in a grad school will be more advanced and focused as the goal of a graduate student is to concentrate their studies in a specific subject area and develop advanced knowledge and skills.

The M.S. in Informatics is a 36-credit hour STEM-focused graduate degree program focusing on transforming raw data into decision-making information. This program is administered by the Department of Interdisciplinary Studies, as the information taught is interdisciplinary by nature, and can be used across industries. Courses are taught by faculty from the College of Liberal Arts and Sciences and the School of Library and Information Management.
The degrees of master (from Latin magister) and doctor (from Latin doctor) were for some time equivalent, "the former being more in favour at Paris and the universities modeled after it, and the latter at Bologna[4] and its derivative universities. At Oxford and Cambridge a distinction came to be drawn between the Faculties of Law, Medicine, and Theology and the Faculty of Arts in this respect, the title of Doctor being used for the former, and that of Master for the latter."[5] Because theology was thought to be the highest of the subjects, the doctorate came to be thought of as higher than the master's.[6]