Academics at Future Generations University are flexible to fit you. Choose one of five professional specializations, allowing you to focus your degree around your interests and career goals. You can be a full-time and finish in 20 months. Or, you can spread out the degree over three or four years to fit your work and personal life.

Unique to Future Generations University is our learning process. It is made up of:

  • Learn From Your Work – tailor each community lab assignment to what advances you and your community.
  • Online Courses – connects you face-to-face with your classmates as you work together around the world.
  • Field Experiences – travel to powerful learning sites in different parts of the world for two-week experiences and connect face-to-face with your classmates

Flexible Options to Earn Credit:

  • Earlier relevant learning experiences can be brought in as “prior learning activity” to reduce the number of courses that you will need to take to finish your degree.
  • Transfer courses taken at other colleges and universities.
  • Independent study courses allow you to focus on a priority for you.

2020 Academic Catalog

Our goal is to ensure that every student gets the information they need. Click below for our Academic Catalog flip book or download a PDF here.

Choose the path to your future below

Earn Your Degree While Doing Service

Integrate your Graduate Education with your Service Year(s). We will match your service financial aid awards.

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Earn Your Degree While Doing Your Work

At Future Generations University, we’ll work with you to create assignments and labs directly relevant to your job. Contact us to learn more!

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Linguistic Development Education

Students build capacity to design, create, deliver, monitor, evaluate, and improve language and development curricula in different country contexts. As a language teacher, you can affect great change through enabling intercultural communication and regional-global discourse on development.

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Non-Degree & Certificates

Seeking a more non-traditional path? We have options for you! Future Generations University offers the opportunity to audit classes with no assessment or to take courses for credit that will be added to an official transcript. Both routes are available to those not necessarily seeking a degree.

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Make Your Success a Priority.

Begin Your Journey Today.

Enroll Today!


Future Generations University is accredited by the Higher Learning Commission, the largest and oldest accrediting body in the United States. This quality assurance by a federally-recognized body also meets requirements necessary for the institution to receive and manage federal financial aid funds. The accreditation process also provides a periodic opportunity and incentive for the institution to review, assess, and advance the quality of its educational and financial operations.

The Higher Learning Commission

230 South LaSalle Street, Suite 7-500

Chicago, IL 60604

Phone: 1-800-621-7440


Disability Services

The university encourages everybody to become part of our global network regardless of any potential disability. Personal interviews are conducted with anybody who would special considerations so that we can assist each person in their education journey.

Future Generations University ensures equal educational opportunities for students who qualify as a person with a disability under the applicable laws (Americans with Disabilities Act of 1990 and Section 504). Many students who were under an Individualized Education Plan (IEP) or a 504 Plan during high school will qualify for services, as will many other students who did not receive any specialized services during their K-12 education. It is the students responsibility to email our disability services representative at to register for services. Documentation may be required and approved accommodations are determined on an individual basis. It is the students responsibility to inform faculty via letter from our office of the necessary accommodations each semester in order to receive accommodations throughout the semester. Professors are under no obligation to provide academic accommodations until they receive and discuss the accommodation letter with the student requesting accommodations. When a student has asked for disability related accommodations without an accommodation letter, a referral is appropriate and necessary. Faculty or students who encounter problems regarding accommodations are asked to notify Disability Services immediately. We encourage students to communicate with faculty at the start of each semester, but there are no deadlines to register for disability services. Students may disclose a disability to our office anytime during their education at the institution. Faculty may be approached by a student with an accommodation letter anytime during the semester. Though a student may approach a faculty member late in the semester with an accommodation letter, accommodations are not retroactive; that is, the accommodations do not apply to work completed before the students submission of documentation and the determination of necessary accommodations.

Students typically come from fields of communications, community development, conservation, ecosystem resilience, education, food and water security, linguistics, natural resource management, nonprofit management, peacebuilding, and primary and local health care, research, and sociology.

1. Gender:
The female-to-male ratio of matriculating students is 39 to 61 per cent.
The female-to-male ratio of graduating students is 48 to 52 per cent.
84% of all women candidates graduate, whereas 59% of all male candidates graduate.

2. Ethnicity, Nation, and Country of Origin:
Future Generations University has an incredibly diverse student body in terms of region, nation, and country of origin. Since the nature of this Master of Arts is applied study and research in the context of our students, they conduct their graduate work in their home communities and countries.

Students from these countries have the largest representation in the first eight cohorts: Afghanistan, Bhutan, Canada, China, Ethiopia, Guyana, Haiti, India, Nepal, Uganda, and the United States.
The ratio of North Americans to students of other countries is 1 to 7.

This is the global reach of our student body: Afghanistan, Bangladesh, Bhutan, Bolivia, Burundi, Cambodia, Cameroon, Canada, China, Czech Republic, Egypt, Ethiopia, Ghana, Guyana, Haiti, India, Iran, Kenya, Liberia, Libya, Malawi, Mozambique, Namibia, Nepal, Nigeria, Norway, Peru, Rwanda, Somalia, Sudan, Tanzania, The Philippines, Uganda, United States, Vietnam, Zambia, and Zimbabwe.

While most universities continue to raise tuition and fees, Future Generations University has reduced its cost dramatically over its first eight cohorts. As program enrollment grows, the goal of this university is to reduce even further the cost of tuition. As evidence of this trend, the cost per semester was $9,375 in 2003, and is now lowered to $5,940.

The currenttuition cost per credit hour is $660. Students who wish to enroll full time typically enroll in 9 credits per semester. At $5,940 per semester, the total cost for completing this degree over four semesters, lasting 22 months, is $23,760.

There are no additional required fees. Students earn this degree from their home using their community and current work as the classroom. Books and materials are generally available free of charge on the university’s learning management system.

There areoptional residentialsbetween semesters. Completion of the Master’s degree is not dependent on student participation in these residentials. If students opt to join a residential to examine “best practices” of community change and development practice in the field, they pay their own round-trip travel (bus, train, or air) and the cost of the credits.

Students engage their graduate work online and in their community of work and service. They are best equipped to identify and deal with local security concerns. During optional residentials, the university exercises due diligence in providing safe and adequate living
accommodations, venues for field studies, and means of in-country transportation. To view our Annual Security reports, visit our Consumer Information page.

Most Future Generations University students enter and graduate from this program in the same or a related field of community change and development practice. The difference is that their graduate studies enable their advancement in both profession and vocation.

Students typically come from fields of communications, community development,conservation, ecosystem resilience, education, food and water security, linguistics, natural resource management, nonprofit management, peacebuilding,and primary and local health care, research, and sociology.

93 %

of graduates expanded their work to larger areas

90 %

of alumni received a promotion after their degree

79 %

of alumni earned a salary increase

68 %

of students started new programs or organizations

  • Totalenrollment across the first eight cohorts has been 152 students from 37 countries. The size of matriculating classes has ranged from 16 to 25 students.
  • While theselectivity rate for these initial cohorts has ranged from 56 to 87 per cent, it is anticipated that the admission process will become increasingly selective.
  • The university does not admit transfer students, but it will examinetransfer credits on a case-by-case basis. These may account for up to 25% of the required 36 credits for Master’s degree completion. This policy maintains the integrity of the cohort model.
  • Over the first eight cohorts, theretention rates are:
    • 1st to 2nd semester retention rate is 87%
    • 2nd to 3rd semester retention rate is 92%
    • 3rd to 4th semester retention rate is 95%
    • Post-4th semester continuation rate on Practicum work is 7%
  • Across the first seven cohorts, thegraduation rate is 69%. This graduation rate is, however, improving. The last three cohorts have averaged a graduation rate of 78%. The anticipated graduation rate for the current cohort is expected to meet or exceed that of the last three.

The Academic Catalog provides a Grievance Procedure for student concerns about grading and supervision. To date there has been one student grievance, which was satisfactorily handled according to procedure, leading to the student’s successful completion of her Master’s degree. The university complies with allTitle IX regulations. There have been no student, staff, or faculty complaints under Title IX.

The Higher Education Opportunity Act of 2008 requires universities participating in federal student aid programs to make certain disclosures to enrolled and prospective students, parents, employees, and the public. In an effort to assist students and their families in making informed decisions. Future Generations University has developed a consumer information page to serve as a central point for obtaining information about the institution. Click here to consult that page.

Staff, Regional Academic Directors, Faculty, Advisory Council, and Board:
The university is served by a talented and diverse body of professionals, including:

  • Staff of five women and two men, all U.S. citizens.
  • Faculty of five women and twelve men, domiciled in Bolivia (1), Ethiopia (1), Nepal
    (2), Peru (1), the United States (11), and Uruguay (1).
  • Advisory Council of three women and three men, residing in Nepal (1), the United
    States (4), and the United Kingdom (1).
  • Board of Directors of one woman and seven men, citizens of Ethiopia (1), the United
    States (6), and Uruguay (1).

Student Testimonials

Ashley Akers, Class 2017 (U.S.)

Learning to build from the successes your community already has, honing leadership and evaluation skills, and learning how to move forward with your community as one has been an incredibly valuable experience. It has given me project management and leadership skills that will be directly applicable to my chosen career.

Omer Marouf, Class 2017 (Sudan)

I applied for the Master’s program to facilitate positive change in my community, but soon realized that I had also started a positive change in myself. It challenged me to work harder, read more, and to benefit from the professional knowledge of the other students in my cohort. I’ve been able to disseminate learning to my community and facilitate the starting point for desired changes immediately.

Paz Magat, Class 2013 (Philippines/U.S.)

I came from…a very rigorous style of education and I felt that I learned stuff but it wasn’t stuff I could use in the real-world; it was interesting and fun but not that useful and I think that this [program’s] applied way of teaching is invaluable; there’s nothing I can take from any one class or even an experience outside the classroom setting that won’t relate to me in the future.