Apply Now


Undergraduate Programs

First time freshmen, transfer students and students who wish to apply for associate or bachelor’s degree programs.


Graduate Programs

Students who wish to apply for master’s degree programs or advanced certifications.


Online Programs

Students who wish to apply for our online-only degree programs.

You are here

Request Information

There’s no better time than now to take the next step in your education. Request information for a Medaille College program below... 


Undergraduate Programs

First-time freshmen and transfer students looking for the full on-campus college experience.

Adult and Graduate Programs

Working professionals and adults who've been out of school for a while, looking to advance their careers.

Online Programs

Students looking to earn a degree entirely online.

Visit Medaille


Undergraduate Programs

High school students and transfer students who want to enroll in day classes at the Buffalo campus.


Adult and Graduate Programs

Adult learners applying to our undergraduate or graduate degree programs at either our Buffalo or Rochester campuses.


Online Programs

Adult learners applying to our online undergraduate or graduate degree programs.

Management and Leadership Program Informationnext

You are here

Program Summary

Medaille College offers two graduate degrees through its Accelerated Learning Program (ALP) and the Medaille Online Experience (MOE): a Master of Business Administration (MBA) and a Master of Arts in Organizational Leadership (MA). The MBA is designed for working adults with management and business experience; its purpose is to provide graduate training in strategic decision making and leadership to adult business professionals.  The Organizational Leadership program is designed to teach the theories, models, tools, and techniques that foster effective leadership. 

Medaille also offers an Advanced Certificate in Integrated Healthcare Delivery, as well as a concentration in Integrated Healthcare Delivery while pursing either the MBA or the M.A. in Organizational Leadership.

These programs relate theory to practice.  Instructional methods include mini-lectures, seminars, case studies, role-playing, and simulations.  Each course is a required component of the program and must be taken in sequence.

 

Textbooks and Course Materials: Textbooks and materials for evening students are delivered to the student if fee payments have been completed in accordance with the payment policies of Medaille College and if immunization requirements have been met.  If a student is absent from any session during which materials are delivered, it is the student's responsibility to contact the branch campus administrative office to obtain his/her course materials.  Fast Forward students may purchase their texts through Medaille’s on-ground or online bookstore.  Contact the online bookstore at: www.medaille.bkstr.com.

 

ALP/MOE Mission

Medaille College provides high quality academic programs designed to accommodate non-traditional students. These academic program are structured around self-directed and collaborative learning situations, the meaningful integration of theory and practice, an emphasis on meeting individual student needs, and a commitment to innovative instructional methods and technology.

Furthermore, we are dedicated to excellence in teaching and professional and student development, as well as to serving both the College and the community.  These programs is committed to the maximum development of its human resources - students and faculty - and strives to create an atmosphere characterized by inquiry, openness, and professionalism.  We are actively engaged in providing high quality degrees that develop lifelong, pro-active, adult learning skills through applied instruction and in cultivating and sustaining partnerships with the academic, business, and public communities.

ALP Learning Goals

  1. To provide a relevant and innovative education which prepares individuals for professional careers and lifelong learning.
  2. To develop in all students the interpersonal skills necessary for effective participation in teams and groups.
  3. To enhance the analytical, critical thinking, and decision-making skills of each individual student.
  4. To develop and cultivate a sense of purpose, responsibility, and ethical behavior among individuals.
  5. To enhance the student’s written and spoken communication skills.
  6. To develop proficiency in the application of computer technologies.

Fundamentals of Accelerated Learning

These academic program are designed based on these fundamental concepts:

  1. The use of academically qualified business professionals to teach courses which integrate theory and practice in a meaningful way;
  2. Emphasis on an instructional model that uses small groups of experienced adults in collaborative learning situations to solve management problems;
  3. Reliance on self-directed learning and highly motivated adult learners;
  4. A standardized sequence of courses and established curriculum that is regularly reviewed and updated by Medaille faculty and other business professionals;
  5. Special emphasis on meeting individual student needs; and
  6. A commitment to innovation and non-traditional instructional methods and technology.

ALP Unique strengths

  1. Acceleration:  The accelerated pace of the program places much of the learning responsibility with the student.  Students are expected to spend considerable time each week preparing for class.  Because courses run for only seven weeks, every meeting is important.
  2. Collaborative Cohort Learning: Most non-traditional students are members of two learning communities: their cohort and their learning team.  Even students enrolled in programs that do not use formal learning teams will find that collaboration is a significant part of their learning experience.  We believe that non-traditional students bring with them meaningful life experiences and that collaboration facilitates efficient learning, high student motivation, effective teamwork, and increased self-confidence. Students learn from classmates and help them to learn.
  3. Facilitation:  The role of the instructor is to guide and stimulate the class; some courses will have little formal lecturing.  Students are expected to be actively involved in the classroom learning environment.
  4. Variety of Instructional Formats:  Teaching strategies include: seminars, small groups, experiential learning, simulations, presentations, and brainstorming.  Case studies and research projects are used extensively.  Up-to-date course management software and wireless connectivity on both campuses allows instructors to incorporate online research and sources, virtual experiences, and video conferencing.
  5. Adult Learning: Students are responsible for their own education.  The role of staff and instructors is to facilitate students’ exposure to learning experiences; students are responsible for assimilating the information. The program provides appropriate learning opportunities; students must decide how these opportunities will be used.

MOE Unique Strengths

  1. Acceleration: The accelerated pace of the program meets the needs of today’s online student.  Successful online learners tend to be motivated and organized, thus much of the responsibility for learning has been placed with the student. Students are expected to spend considerable time each week preparing for class.  Because courses run for only seven weeks, learning activities are clearly spelled out as the course begins and it is imperative that students make every effort not to fall behind.
  2. Virtual Classroom Interaction:  Communication among online students has been shown to be key in student success and persistence.  For that reason, MOE classes have been designed with the virtual discussion board in a central position. Each week, students share their research, articulate their ideas, explain their conclusions, and comment on one another’s progress. Students should envisage the class discussion board as the heart of their online classroom.
  3. Collaborative Learning: Online collaborative learning activities play an important role in MOE courses.  Students become part of online learning teams to investigate challenging problems, share experiences, and provide support and encouragement. Collaboration facilitates efficient learning, high student motivation, effective teamwork, and increased self-confidence.  Students learn from classmates and help them to learn.
  4. Comprehensive Resources and Support:  MOE has assembled a collection of support services and online resources that meet the needs of online students and the virtual classroom.  Student services, technical support, library resources, registration, academic tutoring, and advisement have been developed to meet the needs of all MOE students.
  5. Variety of Online Instructional Experiences:  Based on a clear understanding of self- directed learning, the MOE curriculum uses an online course blueprint to translate familiar educational activities into interesting and appropriate virtual learning experiences.  Discussion boards and collaborative learning provide core instruction and are complemented by online seminars, simulations, presentations, case studies and research projects.

Collaborative Learning Teams

Please refer to the Guide to Collaborative Learning Teams for techniques and guidance to make the most of collaborative learning. This guide is provided to students upon enrollment. Collaborative learning experiences provide a wealth of benefits for students, including increased proficiency at teamwork, problem solving, interpersonal skills, listening, creative thinking, and leadership.

Communication and Netiquette in MOE courses

Regular, professional, and concise communication is paramount in online communication.  MOE students and instructors are expected to adhere to standard netiquette rules for course communications. Netiquette reflects expected online behavior for students and faculty, establishing a ground rules that will promote effective online interaction and positive learning experiences. Simply stated, netiquette defines good manners on the Internet. In addition, please note the following additional considerations for online courses:

  • Be polite and reflective; think about what you are writing so that you do not offend others. Your work should be thoughtful and supportive, not opinionated.
  • Address teammates and classmates by name. Sign your own name to your work on discussion boards and in e-mail.
  • Do not type your entire message in all capital letters; most people find this ANNOYING.  It is like yelling at someone on the computer.
  • Keep your discussion board posts relevant and concise. Since all class members must read through all posts, avoid rambling, repetition, or opinionated arguments that are not supported by research. Respect other people’s time.
  • Treat others as you would like to be treated.  Find a way to share a difference of opinion without verbal abuse or insults.
  • Respect copyrights.  There is a wealth of information on the Internet, and as an online student you will need to access the work, words, and ideas of others. However, failing to attribute work to its true originator can feel like theft.  Be scrupulous about citing sources.
  • Use proper grammar and spelling. Abbreviated words, web jargon, and emoticons can wear thin and do nothing to increase your skills in professional communication.  Use spell check if needed and remember that you are establishing web habits to carry you successfully through a professional career. Standard typing, grammar, spelling, punctuation and APA rules apply.
  • Never put anything in writing that you would be embarrassed for your mother to see. Keep even private discussions appropriate and avoid profanity. Nothing is ever truly gone on the web and you never know when something will reappear.
  • For all e-mail communication MOE student and instructors have been directed to use the Medaille e-mail system. There is additional e-mail capability within each Blackboard course, but mail sent within Blackboard will not be available after the course has closed.
  • Instructors will publish their times of availability, including periods of time during the week when the instructor is not available. MOE instructors have been asked to check their e-mail at least once a day while teaching, but keep in mind that online access does not necessarily mean immediate response.  It is most likely that your instructor shares the same work and family responsibilities as you. Every effort will be made to address student concerns promptly, and your consideration will be appreciated.   You should expect an instructor to return your phone or e-mail message within a day or two.
  • Keep in mind that others in your course cannot see your facial expression or body language.  This makes joking or sarcasm tricky to pull off successfully online. Your only interaction with your classmates will be the typed letters on a computer screen. For that reason, reread your work carefully before you click send or submit; make sure it says exactly what you would like it to say. Once it has been sent, you cannot retrieve it.
  • Treat team members with the same respect you reserve for your instructor and other classmates.  You are expected to contribute fully in all team activities.
  • MOE teams are not expected to carry or cover for non-performing team members.
  • You are expected to participate in individual and learning team discussion boards each week, in addition to weekly and team assignments. Standard netiquette rules are especially important on individual and team discussion boards. Students may also communicate with each other outside of the course management system. Medaille cannot monitor these communications; however students are expected to adhere to the same standards that apply in the course management system.

Responsibilities of MOE Students

The non-traditional learning environment found in the online classroom makes some additional demands on its students.  These include:

  • Students must participate in all activities and contribute to all discussions.
  • Students are responsible for initiating contact with the instructor if they have missed a class, a test, or an assignment.
  • Students are responsible for acquiring and maintaining an adequate laptop computer and Internet access. Medaille will provide software and appropriate IT support.
  • Students are expected to comply with the policies and procedures outlined in this handbook.

Responsibilities of ALP Students

The non-traditional learning environments found in the Accelerated Learning Program makes some additional demands on its students.  These include:

  • Students should arrive at class (and at group meetings) fully prepared to participate and contribute to activities. 
  • Students are responsible for initiating contact with the instructor if they have missed a class, a test, or an assignment.
  • Students are responsible for acquiring and maintaining an adequate laptop computer.  Medaille will provide software, wireless Internet access, and appropriate IT support.
  • Students are expected to comply with the policies and procedures outlined in this section of the catalog.
  • Cohorts are encouraged to discuss and establish guidelines or operating principles that govern group-specific issues such as cell phone use and food in the classroom.  On the first session of each course, the cohort should review this discussion with the new instructor.

Responsibilities of Class Representatives

ALP Evening Program cohorts select a class representative early in its program.  The representative's duties and responsibilities include but are not limited to:

  • Serving as spokesperson for the cohort in order to maintain a constructive dialogue with the Medaille College Accelerated Learning Program.
  • Welcoming new students to the group.
  • Facilitating the student's entry into an available learning team, if appropriate.
  • Developing and coordinating the use of the telephone contact chain for informing students of important information.
  • Assisting the class in organizing social events, as appropriate.
  • Attending periodic meetings as scheduled.
  • Assisting in the distribution of program-related materials and correspondence.
  • Contacting and assisting faculty members as needed.
  • Notifying Academic Services if the class does not convene as scheduled for any reason, or if the meeting location changes.
  • Providing contact information to expedite communication with the cohort.
  • Newly elected class representatives should contact Student Services for a brief training session.