Master of Education in Learning and Instructional Design
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The Master of Education in Learning and Instructional Design Program at Wichita State University is an innovative, dynamic and flexible program designed for educators and professionals alike. New approaches to learning: Best practices in education and corporate training.
The Master of Education in Learning and Instructional Design is ideal for education and professional development career advancement for those who are engaged in the K-12 teaching and workplace training of adult learners. It is a 36 credit hour program. The program is offered for students who meet the admission requirements and are seeking a graduate level degree in curriculum and instructional design leadership. The core curriculum consists of 21 credit hours of work in curriculum and instruction, 3 credit hours of thesis or non-thesis work and 12 credit hours of electives.
The Master of Education in Learning and Instructional Design at Wichita State University is an innovative, dynamic, and flexible program meeting the diverse needs and goals of its candidates to become advanced instructional leaders in teaching and learning, training, and program design.Mission
The mission of the Master of Education in Learning and Instructional Design at WSU is to prepare all candidates to achieve maximum benefit from their educational experiences. The program develops reflective and collaborative professionals bridging theory and practice through a culture of excellence in teaching, learning, research, collaboration, and instructional leadership.
Program Goal #1: Graduates of the program will be able to identify, analyze, and explain (a) successful curricular models and instructional strategies and explore the basis for their success, and (b) curricular and instructional problems impeding the improvement of learning in instructional settings and propose effective solutions.
Program Goal #2: Graduates of this program will be able to monitor, evaluate, and suggest means to improve instructional practice, including the evaluation of learning outcomes and programs.
Program Goal #3: Graduates of this program will be able to assume responsibility for the development, implementation, evaluation, and revision of curricula, training, or programs of study in particular disciplines and/or for particular populations.
Program Goal #4: Graduates of this program will be able to locate, evaluate, interpret, and apply appropriate research and scholarship to the study and solution of practical educational/training problems in instructional settings.
Program Goal #5: Graduates of this program will be able to plan and conduct research using appropriate theory and research designs to investigate educational/training questions related to the improvement of learning and instruction.
Program Goal #6: Graduates of this program will be able to demonstrate professional leadership skills and continued growth in instructional leadership and learning.
In addition to the Graduate School admission requirements, students seeking the Master
of Education in Curriculum and Instruction must meet the following criteria.
(1) Show potential to do graduate work by meeting one or more of the following:
a. Graduate from an accredited university program with a minimum GPA of 2.750 in the
last 60 credit hours; or
b. Graduate from an NCATE accredited program with a 3.000 or better GPA in the last 60 credit hours; or
c. Take the Graduate Record Exam and score a minimum of 917 on any two of the sub-tests, or take the Miller Analogies Test and score a minimum of 40; or
d. Provide alternative evidence that documents academic aptitude.
(2) Provide evidence of involvement in teaching, training, and/or program design, or recommendation by the graduate program committee.
Required Courses - Graduate Catalog descriptions
21 hours foundational coursework:
CI 884 Inquiry into Instructional Practice: Part 1 (3)
This course will be an introduction to the procedures commonly used in research and data analysis. Conceptual, procedural and analysis issues from a wide variety of areas will be covered, ranging from the formal research techniques to the approaches used by researchers involved in investigations in "real-life" settings. The course will also include critical analysis of selected published research in your professional area.
This course will focus on cognitive science relative to how people learn and how instruction is designed to facilitate and optimize learning. Several different theoretical perspectives on learning, cognition, and cognitive development will be explored. By looking at current learning theories, a range of tools will be identified in understanding effective curriculum design for a variety of settings.
CI 885 Inquiry into Instructional Practice: Part 2 (3)
This course is designed to provide students with the skills necessary to conduct research relevant to their professional practice. The course will include elements of quantitative as well as qualitative data analysis. Students will critically analyze data-based decision making and potential implications for instructional practice.
This course focuses on the role of the instructional leader to facilitate the implementation and sustainability of change necessary to support individual and organizational learning. Candidates will acquire the skills necessary to facilitate, nurture and maintain partnerships.
CI 881 Instructional Theory (3)
This course will focus on instructional design and underlying theories necessary for effective facilitation of learning. Different perspectives of instruction will be explored. Investigation of current theories will lead to an understanding of effective instructional practices in a variety of settings.
This course will focus on key theories and elements related to organizational change, the creative process, and innovation. Students will develop an understanding of creative thinking processes to explore how those processes can impact change and lead to innovation.
CI 794 Diversity and Culture in a Global Society (3)
This course will equip students to become multi-instructional leaders who practice cultural and social justice. The course will provide students with the necessary concepts of diversity to scaffold a paradigm shift from culture awareness to cultural diplomacy. The course will enable students to become successful global citizens in the globalized world.
CI 862 Evidence-Based Inquiry: Capstone Project Proposal (1-2)
Students develop a research-based inquiry proposal as a process for increasing skills as evidence-based practitioners. A formal proposal is written to research evidence-based practices or other important knowledge bases relevant to learning and instruction. Prerequisite: CI 851 or CI 860 or CI 885 or instructor’s consent.
CI 863 Evidence-Based Inquiry: Capstone Project (1-2)
Students complete and present a research-based inquiry proposal as a process for increasing skills as evidence-based practitioners. This formal report is presented to a pre-identified audience describing the results of an inquiry into a knowledge basis relevant to the fields of learning and instruction. Prerequisite: CI 862.
CI 875 Master’s Thesis (1-2)
Students complete and the research proposal accepted by their thesis committee. Students work closely with their adviser and committee. Student received credit for this course when their thesis has been completed and defended. Prerequisite: CI 885, 858
CI 876 Master’s Thesis (1-2)
Students complete and orally defend their thesis. Students work closely with their adviser and committee. Students needing an addition semester to satisfy these requirements should enroll in one hour of CI 876. Students received credit for courses when their thesis has been completed and defended. Prerequisite: CI 875 or instructor’s consent.
Based on personal professional interest and negotiated with your advisor.
Dr. Mara Alagic, Graduate Coordinator