Online Instruction Courses at Accredited Schools

Walden University, the school below with the highest overall ranking, is effective at equipping students via its instruction courses to be successful instruction and curriculum coordinators, teachers, educators, professors, etc. and connect them to future employers. According to the US Bureau of Labor Statistics, at present there are 124,480 people employed as instructional coordinators alone in the US, and their average annual salary is $61,270. Nursing instructors and teachers make on average $65,240 per year and there are about 49,140 of them employed today.

Instruction Organizations Instruction Common Job Tasks
  • answering questions
  • interacting with students
  • planning lessons
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Ranked by Excellence

Instruction Courses at Walden University

Program Name: M.S. in Instructional Design and Technology
Organizations, Innovation, and Change
Course Number EDUC 6105
Credits 3.0

Understanding the fundamentals of organizational behavior and change management are essential for facilitating innovation in any organization. In this course, students examine the role the instructional designer can play in managing change within an organization. Students evaluate leadership qualities and practices that foster and sustain innovation in settings such as corporations, higher education, K–12 education, government, healthcare, and nonprofit organizations. Topics include the resistance to change and barriers to innovation, as well as problem-solving techniques that promote competitive advantage.


Learning Theories and Instruction
Course Number EDUC 6115
Credits 3.0

Effective instructional design begins with an understanding of the learning process. This course examines behaviorist, cognitive, constructivist, and social learning theories, and their relationship to instructional practices and course design. Factors that influence learning, such as learning styles, motivation, and engagement, are also explored.


Instructional Design
Course Number EIDT 6100
Credits 3.0

In this course, students learn the foundational principles and elements of the instructional systems development process, from analysis through evaluation. Students explore commonly used instructional design models, such as ADDIE, and learn how to apply them in an education or training environment. They gain an understanding of the preliminary phases of instructional design models, such as writing instructional objectives and conducting analyses. Students also focus on incorporating sound instructional strategies into the design and development of instructional systems and into the development of prototypes in real-world instructional settings.


Advanced Instructional Design
Course Number EIDT 6110
Credits 3.0

This course is designed to extend students’ knowledge and application of the instructional design process. Students gain a deeper understanding of best practices for the implementation and evaluation of education and training programs. Emphasis is placed on delivery of instruction and the various strategies for assessing student learning both during and after instruction. Students demonstrate their learning by solving a real-world instructional or performance improvement problem.


Multimedia Design and Development
Course Number EIDT 6120
Credits 3.0

In this course, students take a systematic approach to the design and development of multimedia for instruction. Students combine their knowledge of effective instructional strategies with the basic principles of visual literacy, Web design, and multimedia design to develop effective and usable learning objects. They create an interactive learning experience and beta test it in a learning management system.


Foundations of Research
Course Number EDUC 6125
Credits 3.0

This course provides an introduction to the principles and processes of research. The various steps and considerations of the research process are explored. Students develop an understanding of basic research methodologies and statistical analyses, learn how to formulate research problems and questions, conduct a literature review, and critique and evaluate research. Consideration is given to the ethical responsibilities of the researcher.


Distance Learning
Course Number EDUC 6135
Credits 3.0

Online education could be the disruptive force that transforms education and training practices in the 21st century. Through this lens, students explore the current trends impacting the field of distance education, and their implications for the design and development of distance-learning programs. Students examine the different models, theories, and technologies used in the development and delivery of online education and training programs. They also explore the implications and considerations of designing instruction for blended, fully online, instructor-led, and self-paced learning environments.


Project Management in Education and Training
Course Number EDUC 6145
Credits 3.0

Purposeful and careful planning is a key element to the success of any program. In this course, students are introduced to systematic approaches to project management. Students learn to use various project management tools, procedures, and methodologies, and apply them to projects in a real-world education or training environment. Students analyze the interrelated nature of the triple constraints of time, cost, and scope, and their impact on the overall quality of the project.


Capstone: Practical Application of Instructional Design
Course Number EIDT 6910
Credits 3.0

This course serves as the culminating experience for the program and provides students the opportunity to exhibit their knowledge, skills, and creativity in an authentic situation. Students demonstrate their ability to integrate instructional design principles and practical skills and to apply them to a real-world learning or performance problem. Students work with a client in a consultative capacity or explore a case study that may include front-end analyses; the design, development, and implementation of performance support and instructional materials; and/or the evaluation of an instructional or performance support program.


Program Evaluation
Course Number MMPA 6381
Credits 5.0

This course provides an introduction to the tools used by policymakers and policy analysts to evaluate the impact of social programs. Topics include selecting programs to evaluate, crafting program descriptions, identifying stakeholders and their interests, developing logic models, framing evaluation questions, applying utilization-focused evaluation techniques, using quantitative and qualitative tools to complete formative and summative evaluations, and providing evaluation reports and feedback to decision-makers. By the end of the course, each student will develop a program-evaluation design for a social program.


Program description: Learn to create effective technology-based courses and instructional programs for a variety of environments, including higher education; community college education; corporate and nonprofit workforce development; and healthcare, military, and government education. Leverage Walden’s own cutting-edge learning technologies as you explore learning theory, instructional design processes, and effective strategies for engaging 21st-century learners.

Specializations (in addition to the General Program)

  • Online Learning
  • Training and Performance Improvement

Program Name: B.S. in Instructional Design and Technology
Communication Skills For Career Development
Course Number COMM 1000
Credits 1.0

This course is designed to provide students with a practical application of the contemporary communication skills necessary for career development and career success. Topics include investigation of career fields and the communication and technology skills that are essential to those careers. Examples include technology-supported written, oral, private, and public communication. Students will be able to assess and analyze their personal communication and technology skills and strategize ways to apply them as part of their professional development goals. Note about required first courses: Students should review the program description section of this Walden University Catalog carefully to determine which first course is required.


Understanding Today’s Instructional Environments
Course Number EDUC 1014
Credits 5.0

In today’s world, learning can take place anytime, anywhere. This course provides an overview of the various settings in which teaching and learning occur. Students explore the dynamics of traditional face-to-face, hybrid, and online instructional environments found in such areas as corporate training, higher education, K–12 education, government, healthcare, and nonprofit organizations.


How People Learn
Course Number EDUC 1015
Credits 5.0

This foundational course provides a broad examination of the major theories of how humans learn, including behaviorism, constructivism, and emerging theories based on brain research. Students also explore the concepts of multiple intelligences and learning styles as well as the influences that emotion, culture, and motivation have on the learning process.


Human Development
Course Number EDUC 2003
Credits 5.0

In order to fully appreciate and understand ourselves and others, we must have a basic understanding of human cognitive, emotional, and social development. In this course, students examine the basic developmental stages that all humans undergo throughout their lifespan, from infancy to adulthood. These topics are presented and explored with consideration given to issues of gender, ethnicity, social class, and culture.


Literacy in the 21st Century
Course Number EDUC 2004
Credits 5.0

The technology- and information-rich world in which we live and work requires an expanded definition of what it means to be literate. Students examine the skills and strategies necessary for success in a digital information society and explore multimedia and Internet technologies that enhance learning by facilitating collaboration, communication, and problem-solving. (Prerequisite: EDUC 1014 Understanding Today’s Instructional Environments.)


Curriculum Design
Course Number EDUC 3004
Credits 5.0

This course provides the fundamental skills needed for planning, designing, and delivering engaging learning experiences. Students examine the elements of effective curriculum design, learn how to write measurable learning objectives, and explore tools, technologies, and resources for developing curriculum. (Prerequisite: EDUC 1014 Understanding Today’s Instructional Environments.)


Evaluation and Assessment
Course Number EDUC 3005
Credits 5.0

Evaluation of programs and the assessment of learners are fundamental to the process of designing effective learning experiences. In this course, students investigate major concepts, principles, and methodologies related to evaluation and assessment. Topics include selection of assessment tools, measurement of learning outcomes, and performance evaluation. Students learn how to use information gained from assessments as a tool for improving learning. (Prerequisite: EDUC 1015 How People Learn.)


Technology and Learning
Course Number EIDT 2001
Credits 5.0

Technology today facilitates and supports learning in ways never before possible. In this course, students learn how computers, multimedia tools, and other educational technologies can be used to differentiate the learning experience, provide access, and meet the needs of diverse learners. Students examine current trends and gain an understanding of the appropriate integration of technology and instruction. (Prerequisite: EDUC 1014 Understanding Today's Instructional Environments.)


Web Design I
Course Number EIDT 2002
Credits 5.0

This course presents the fundamental techniques and principles of effective Web design. Students learn the basics of building Web sites that incorporate good functionality and design elements in order to meet the needs of a diverse audience. Topics include introductory hypertext markup language (HTML), common graphic and Web publishing standards, Web publication protocols, and basic principles of Web site layout and design.


Ethical and Fair Use of Instructional Materials
Course Number EIDT 3003
Credits 5.0

Instructional designers are faced with the challenge of finding and using materials from various resources. In this course, students examine the issues related to the use of licensed and copyrighted content in the development of instructional materials. Students explore the legal and ethical implications of copyright, fair use, and Creative Commons licenses when designing materials for both nonprofit and for-profit entities.


Introduction to Distance Education
Course Number EIDT 2003
Credits 5.0

While distance learning is not a new concept, advances in technology and the Internet have been a catalyst for the rapid expansion of distance education to meet a variety of learning needs. This course provides a comprehensive overview of distance education. Students examine the field to gain both a historical perspective and an understanding of current trends. Students also gain the basic concepts, models, and technologies of distance learning. (Prerequisite: EDUC 1014 Understanding Today’s Instructional Environments.)


Instructional Design I
Course Number EIDT 2004
Credits 5.0

The instructional designer plays a key role in developing education and training programs in both the public and private sectors. In this course, students are introduced to the field of instructional design. They gain an understanding of the role an instructional designer plays in constructing the learning experience and explore the essential job functions and career paths available in this field.


Multimedia Tools
Course Number EIDT 3002
Credits 5.0

Multimedia tools allow instructional designers to be creative and develop innovative learning environments. This course provides an introduction to the design, production, and evaluation of multimedia for instructional purposes. Students experiment with tools commonly used for the creation of multimedia elements and learn how to create basic multimedia components incorporating audio, video, and visual graphics.


Instructional Design II
Course Number EIDT 3004
Credits 5.0

This Course Is A Continuance Of The Principles Learned In Instructional Design I. Students Explore The Basic Elements Of Commonly Used Instructional Design Theories And Models And Compare The Processes And Procedures Of These Models. They Gain A Working Knowledge Of The Instructional Design Process, Including How To Identify Learning And Performance Gaps And How To Design And Implement Instructional Solutions. (prerequisites: Eidt 2004 Instructional Design I And Educ 3004 Curriculum Design.)


Instructional Design II
Course Number EIDT 4004
Credits 5.0

In This Course, Students Apply The Principles Of Instructional Design To A Learning Situation. They Also Apply Their Knowledge Of The Instructional Design Process In Order To Define Learning Goals And Outcomes, As Well As To Create Instructional Materials, And Evaluate The Effectiveness Of Those Materials. (prerequisites: Eidt 3004 Instructional Design Ii And Cmis 4201 Human Factors.)


Web Design II
Course Number EIDT 4002
Credits 5.0

This Is A Project-based Course In Which Students Build On Their Basic Knowledge Of Web Design To Learn More Advanced Design And Development Skills. Students Apply Their Knowledge Of Web Design, Multimedia Tools, And Principles Of Visual Literacy To The Creation Of A Web Site. Emphasis Is Placed On The Development Of Web Sites That Incorporate Multimedia Elements For Education And Training. (prerequisites: Eidt 2002 Web Design I, Eidt 3002 Multimedia Tools, And Cmis 2001 Internet Computing.)


Instructional Design and Technology Capstone
Course Number EIDT 4001
Credits 5.0

This capstone course provides students with the opportunity to showcase their skills and creativity by applying their knowledge of instructional design, learning environments, and multimedia tools to an authentic task. Students work with a client or explore a case study to identify an instructional need and construct an appropriate solution.


Introduction to Business
Course Number BUSI 1001
Credits 5.0

Microsoft Windows 95 - Service and Support: Managing Disks

Ethical Leadership
Course Number BUSI 3002
Credits 5.0

This online leadership course helps prepare students to assume a leadership role in the modern organization. The basic principles of leadership, motivational theory, the importance of communication, and current and future trends are introduced. Students assess, discuss, and learn how to apply their own styles of leadership in the workplace and the community. Emphasis is on ethical leadership through personal and interpersonal effectiveness and organizational development. Students also learn the importance of followership and the similarities between the roles of follower and leader at all levels of the organization. (Prerequisite: BUSI 1001 Introduction to Business.)


Dynamics of Change
Course Number BUSI 3003
Credits 5.0

Students examine change as it impacts people, processes, and products. They learn to employ tools for dealing with and managing change. They learn methods for coping with change as an individual, a member of a group, and a member of an organization. (Prerequisite: Introduction to Management and Leadership)


Electives
Credits 35.0

7 courses


Program description: As technology transforms the way we learn in school and at work, instructional design professionals are in growing demand. Walden’s B.S. in Instructional Design and Technology prepares you to design training programs and leverage technology to improve individual and organizational performance. Gain the skills you need to succeed in corporate training, education, healthcare, military, or other sectors as you learn to identify training needs, apply learning theory, and design instruction. Learn cutting-edge instructional techniques from a recognized leader in online learning.

Concentrations

  • Business and Organizational Change
  • General Program
  • Human Factors and Interface Design

Instruction Courses at Kaplan University

Program Name: MSE in Instructional Technology (K-12)
Foundations of Instructional Technology
Course Number IX 500
Credits 5.0

This course focuses on the field of instructional technology, placing the field within the context of its history, current practices, and future directions. It provides the conceptual framework for other courses within the degree program.


Instructional Design
Course Number IX 510
Credits 5.0

This course presents the philosophical and theoretical foundation of instructional design. Students explore instructional design process models commonly used by practitioners. They will apply the stages of a process model to create design documents in the education and training contexts. The model will address instructional analysis, assessing learning from instruction, media characteristics and selection, managing instruction, formative and summative evaluation, and the motivational design of instruction.


Needs Assessment and Evaluation in Education and Training
Course Number IX 520
Credits 5.0

This course presents the knowledge and skills necessary to identify training and/or instructional problems and potential solutions. Students explore the advantages and disadvantages of multiple techniques for performing a needs assessment. Students develop skills and collect resources related to the selection and use of analysis methods. They will conduct a needs analysis and submit a report in an education or training context. Evaluation of educational and training programs is addressed. Students consider evaluation taxonomies and models, tools, and techniques. They develop an evaluation strategy for an instructional program.


Research in Instructional Technology
Course Number IX 540
Credits 5.0

In this practitioner-oriented course, students will critically analyze readings and examples of instructional technology and design literature related to K12, higher education, military, or profit and nonprofit organizations. They will identify an instructional technology and design issue and find, review, analyze, and synthesize research related to the issue. They will conduct a literature review and draft the methods section of an applied research study. The course concludes with an examination of data analysis techniques and the preparation of an applied research proposal, which students can use as a guide to conduct further research or evaluation of instructional technology and design projects.


Project Management and Implementation in Education and Training
Course Number IX 550
Credits 5.0

This course presents approaches to project management for education and training projects. Students explore concepts of project management and leadership, tools, procedures, and methodologies. They focus on creating, monitoring, and reporting project plans from the proposal to the implementation stages. They consider project constraints including time, cost, resource allocation, and scope. Concepts of change management are also explored and applied to implementation strategies used in education and training environments.


Using Technology—Applications in the Content Areas
Course Number ET 503
Credits 4.0

This course provides candidates in the Master of Science in Education program with opportunities to explore a variety of instructional technologies including Web-based tools, software, games, simulations, tutorials, and nonprojected visuals. Through reading, class discussion, and hands-on experiences using technologies, candidates will gain the knowledge and skills needed to integrate technology in lesson planning that meets the needs of diverse learners.


Instructional Technologies Infrastructure
Course Number IX 560
Credits 6.0

This course presents approaches to project management for education and training projects. Students explore concepts of project management and leadership, tools, procedures, and methodologies. They focus on creating, monitoring, and reporting project plans from the proposal to the implementation stages. They consider project constraints including time, cost, esource allocation, and scope. Concepts of change management are also explored and applied to implementation strategies used in education and training environments.


Technology Enhanced Learning Environments—K–12
Course Number IX 562
Credits 6.0

In this practitioner-oriented course, students will explore existing and emerging multimedia technologies used in K12 classrooms. They will evaluate existing instructional resources available with classroom textbooks in open source content and learning object repositories. They will design and create an instructional lesson appropriate for the K12 setting while adhering to copyright and fair use guidelines. Before submitting the final project, students will participate in peer-review evaluations and provide constructive feedback based on multimedia design research.


Design of Online Instruction in K–12 Environments
Course Number IX 570
Credits 5.0

In this application-based course, students will explore similarities and differences between Web-based learning and on-ground learning in K12 classrooms. They will learn how to repurpose existing material and chunk content into online modules while organizing and managing reusable learning objects. They will design assessment items suitable for the online environment and learn about issues related to assessing students from a distance. They will create design documents and content for an online course. Students will participate in peer-review evaluations and provide constructive feedback based on principles of online instructional design.


Educational Psychology
Course Number ED 503
Credits 4.0

This course introduces teacher candidates to prominent research-based theories of learning and examines the impact of these theories on students, on learning and motivation, on teaching, and on assessment. Candidates critically evaluate opposing sides of current issues in educational psychology and articulate and defend personal positions on these issues.


Program description: Kaplan University's Master of Science in Education in Instructional Technology focuses on the design, development, and evaluation of instructional programs, materials, and media in K-12, higher education, and corporate and military environments. The program's core courses teach design and development skills in the areas of technology, pedagogy, and management principles and practices. In addition to the core courses, you can choose one of two specialization areas: K-12 or adult learning. The adult learning specialization is further divided into two sub-specializations that address higher education institutions and organizations such as corporate, nonprofit, and military training environments, where the learning contexts are significantly different.

Program Name: MSE in Instructional Technology - Adult Learning/Higher Ed
Educational Psychology
Course Number ED 503
Credits 4.0

This course introduces teacher candidates to prominent research-based theories of learning and examines the impact of these theories on students, on learning and motivation, on teaching, and on assessment. Candidates critically evaluate opposing sides of current issues in educational psychology and articulate and defend personal positions on these issues.


Foundations of Instructional Technology
Course Number IX 500
Credits 5.0

This course focuses on the field of instructional technology, placing the field within the context of its history, current practices, and future directions. It provides the conceptual framework for other courses within the degree program.


Instructional Design
Course Number IX 510
Credits 5.0

This course presents the philosophical and theoretical foundation of instructional design. Students explore instructional design process models commonly used by practitioners. They will apply the stages of a process model to create design documents in the education and training contexts. The model will address instructional analysis, assessing learning from instruction, media characteristics and selection, managing instruction, formative and summative evaluation, and the motivational design of instruction.


Needs Assessment and Evaluation in Education and Training
Course Number IX 520
Credits 5.0

This course presents the knowledge and skills necessary to identify training and/or instructional problems and potential solutions. Students explore the advantages and disadvantages of multiple techniques for performing a needs assessment. Students develop skills and collect resources related to the selection and use of analysis methods. They will conduct a needs analysis and submit a report in an education or training context. Evaluation of educational and training programs is addressed. Students consider evaluation taxonomies and models, tools, and techniques. They develop an evaluation strategy for an instructional program.


Research in Instructional Technology
Course Number IX 540
Credits 5.0

In this practitioner-oriented course, students will critically analyze readings and examples of instructional technology and design literature related to K12, higher education, military, or profit and nonprofit organizations. They will identify an instructional technology and design issue and find, review, analyze, and synthesize research related to the issue. They will conduct a literature review and draft the methods section of an applied research study. The course concludes with an examination of data analysis techniques and the preparation of an applied research proposal, which students can use as a guide to conduct further research or evaluation of instructional technology and design projects.


Project Management and Implementation in Education and Training
Course Number IX 550
Credits 5.0

This course presents approaches to project management for education and training projects. Students explore concepts of project management and leadership, tools, procedures, and methodologies. They focus on creating, monitoring, and reporting project plans from the proposal to the implementation stages. They consider project constraints including time, cost, resource allocation, and scope. Concepts of change management are also explored and applied to implementation strategies used in education and training environments.


Design and Development Tools
Course Number IX 536
Credits 5.0

In This Application-based Course, Students Will Discuss Trends And Issues Of E-learning Content Development And Explore Similarities And Diff Erences Among E-learning Authoring Tools And Methods. Th Ey Will Learn How To Develop Original Content With A Variety Of Authoring Tools And Soft Ware Applications And To Repurpose Existing Material With Reusable Learning Objects (rlos) And Content Repositories. Interface Layout Standards, Accessibility And Scorm/aicc Compliance, And Collaborative Environments Are Explored. Students Will Consider Technical And Development Requirements For E-learning Delivered Through Multiple Learning Channels Including Online And Mobile Platforms. Students Will Create A Design Document And Instructional Module In This Course.


Multimedia Development and Implementation
Course Number IX 542
Credits 5.0

This course provides an introduction to media and hypermedia production. It is intended for teachers, instructional designers, and trainers who would like to acquire fundamental knowledge and skills in designing and producing digital media. Students evaluate appropriate uses of digital media. Th e course introduces the tools of digital video production and sharing as students create online instructional materials using digital media.


Design of Learning Environments
Course Number IX 564
Credits 6.0

This course presents activities related to the design of a learning application. Students explore advantages and disadvantages of multiple learning environments and content delivery technologies. Th ey will develop a plan for an individualized learning project that includes a template for design of a specifi c environment. Course topics include education and communication theory, course and content delivery methods, asynchronous and synchronous technologies, multimedia design, usability testing, and integration of multimedia objects within instructional programs and systems.


Effective Online Instruction— Design And Practice
Course Number HE 547
Credits 5.0

h is course explores the factors that make online learning courses successful, as well as what lessons can be learned from less successful classes. h e course examines how the i ndings of online learning research, a deep understanding of local context, and the intelligent use of technology tools can work together to allow the development and delivery of top-l ight online courses. Practical, applicable skills are stressed in this practiceoriented course.


Program description: Students enrolled in Kaplan University's Master of Science in Education in Instructional Technology who pursue the adult learning - higher education Specialization could hone their skills in the design, development, and evaluation of academic programming for adults in higher education settings. Students will study technologies used to develop online curricula and multimedia. The program is designed to prepare students for careers as instructional designers, instructional technologists, and media developers in higher education.

Program Name: MSE in Instructional Technology - Adult Learning/Organizations
Developing Instructional Materials
Course Number IX 535
Credits 5.0

n/a


Educational Psychology
Course Number ED 503
Credits 4.0

This course introduces teacher candidates to prominent research-based theories of learning and examines the impact of these theories on students, on learning and motivation, on teaching, and on assessment. Candidates critically evaluate opposing sides of current issues in educational psychology and articulate and defend personal positions on these issues.


Foundations of Instructional Technology
Course Number IX 500
Credits 5.0

This course focuses on the field of instructional technology, placing the field within the context of its history, current practices, and future directions. It provides the conceptual framework for other courses within the degree program.


Instructional Design
Course Number IX 510
Credits 5.0

This course presents the philosophical and theoretical foundation of instructional design. Students explore instructional design process models commonly used by practitioners. They will apply the stages of a process model to create design documents in the education and training contexts. The model will address instructional analysis, assessing learning from instruction, media characteristics and selection, managing instruction, formative and summative evaluation, and the motivational design of instruction.


Needs Assessment and Evaluation in Education and Training
Course Number IX 520
Credits 5.0

This course presents the knowledge and skills necessary to identify training and/or instructional problems and potential solutions. Students explore the advantages and disadvantages of multiple techniques for performing a needs assessment. Students develop skills and collect resources related to the selection and use of analysis methods. They will conduct a needs analysis and submit a report in an education or training context. Evaluation of educational and training programs is addressed. Students consider evaluation taxonomies and models, tools, and techniques. They develop an evaluation strategy for an instructional program.


Research in Instructional Technology
Course Number IX 540
Credits 5.0

In this practitioner-oriented course, students will critically analyze readings and examples of instructional technology and design literature related to K12, higher education, military, or profit and nonprofit organizations. They will identify an instructional technology and design issue and find, review, analyze, and synthesize research related to the issue. They will conduct a literature review and draft the methods section of an applied research study. The course concludes with an examination of data analysis techniques and the preparation of an applied research proposal, which students can use as a guide to conduct further research or evaluation of instructional technology and design projects.


Project Management and Implementation in Education and Training
Course Number IX 550
Credits 5.0

This course presents approaches to project management for education and training projects. Students explore concepts of project management and leadership, tools, procedures, and methodologies. They focus on creating, monitoring, and reporting project plans from the proposal to the implementation stages. They consider project constraints including time, cost, resource allocation, and scope. Concepts of change management are also explored and applied to implementation strategies used in education and training environments.


Design of Learning Environments
Course Number IX 564
Credits 6.0

This course presents activities related to the design of a learning application. Students explore advantages and disadvantages of multiple learning environments and content delivery technologies. Th ey will develop a plan for an individualized learning project that includes a template for design of a specifi c environment. Course topics include education and communication theory, course and content delivery methods, asynchronous and synchronous technologies, multimedia design, usability testing, and integration of multimedia objects within instructional programs and systems.


Multimedia Development and Implementation
Course Number IX 542
Credits 5.0

This course provides an introduction to media and hypermedia production. It is intended for teachers, instructional designers, and trainers who would like to acquire fundamental knowledge and skills in designing and producing digital media. Students evaluate appropriate uses of digital media. Th e course introduces the tools of digital video production and sharing as students create online instructional materials using digital media.


Design and Development Tools
Course Number IX 536
Credits 5.0

In This Application-based Course, Students Will Discuss Trends And Issues Of E-learning Content Development And Explore Similarities And Diff Erences Among E-learning Authoring Tools And Methods. Th Ey Will Learn How To Develop Original Content With A Variety Of Authoring Tools And Soft Ware Applications And To Repurpose Existing Material With Reusable Learning Objects (rlos) And Content Repositories. Interface Layout Standards, Accessibility And Scorm/aicc Compliance, And Collaborative Environments Are Explored. Students Will Consider Technical And Development Requirements For E-learning Delivered Through Multiple Learning Channels Including Online And Mobile Platforms. Students Will Create A Design Document And Instructional Module In This Course.


Program description: Kaplan University’s Master of Science in Education in Instructional Technology focuses on the design, development, and evaluation of instructional programs, materials, and media in K-12, higher education, and corporate and military environments. Our program is designed to help you develop skills you can use to create new curricula to meet the demands of a changing society and the needs of new generations of students. Whether you are interested in pursuing a new career or a higher-level position, a master’s degree from Kaplan University could help you keep up with the advancing instructional technology field.
The program’s core courses teach design and development skills in the areas of technology, pedagogy, and management principles and practices. In addition, you can choose to further focus your studies in public and private learning environments, educational institutions, and corporate and military contexts by choosing a specialization that best fits your career goals. Faculty members who are practicing professionals in the field will guide you as you:

Design, develop, and implement instructional materials and solutions that both integrate learning technology and align with learning outcomes.

Analyze learning contexts to develop appropriate, workable instructional solutions.

Plan, manage, lead, and evaluate instructional design and technology projects and programs.

Apply current research and theory to the practice of instructional design and learning technology integration.

Instruction Courses at Post University

Program Name: Master of Education / Instructional Design and Technology
Future of Education
Course Number EDU505
Credits 3.0

This course explores social and technological trends along with current research in areas such as nano-bio-technology, brain and learning theory, artificial intelligence, gaming, edutainment among other areas and examines their implications for the future of education. Students will identify a variety of models for the future of education and do a descriptive case-study of change in a current education setting which may be a school, a corporation, an online education community, or any education-delivery organization. This course serves as the introductory cornerstone of the M.Ed. program and is a leading futures thread throughout the program.


Diversity and Achievement
Course Number EDU507
Credits 3.0

Students in this course will analyze current and future demographic trends correlated with achievement data to chart cross-cultural achievement gaps and build culturally responsive teaching practices. A key course theme will be how culture affects learning and achievement. Each student in the course will produce an analysis of disaggregated achievement data. The achievement gap research literature will be reviewed and evaluated for practical strategies to close achievement gaps.


The Cognitive Science of Teaching & Learning
Course Number EDU510
Credits 3.0

Implications of cognitive science research on acquisition of knowledge theory will be analyzed in terms of applicability to teaching and learning. Emphasis will be on practical means to facilitate mental processes related to attention, memory, motivation and problem-solving to foster depth in understanding and adaptable mechanisms for the transfer of learning.


Measurement and Metrics
Course Number EDU515
Credits 3.0

Students will be exposed to a number of statistical tools and measurement processes that are foundational to evaluation efforts. Emphasis will be placed on the development of strategies for the identification, collection, presentation and use of metrics that are essential for measuring educational progress.


Digitally-Mediated Teaching & Learning
Course Number EDU520
Credits 3.0

Students will explore a variety of digitally-mediated resources and identify multiple means of technologically supporting and delivering instruction. Students will review the relevant theories, research literature, and case studies on digitally-mediated teaching and learning, identify technology resources, and learn how they can be used. Students will gain skill in using digitally-mediated technology to enhance learning through mini-projects throughout the course.


Education Research: Evaluating and Using
Course Number EDU530
Credits 3.0

Students will develop criteria to evaluate both qualitative and quantitative education research and become critical consumers of research.Evaluation criteria will include types of research design, levels of significance, validity, and reliability among others. Students will evaluate education research for practical application implications and conversely explore education practices to see if there's a research foundation supporting their use.


Designing Learning Environments
Course Number EDU623
Credits 3.0

Master Of Education / Instructional Design & Technology This Course Will Engage The Student In The Theoretical And Practical Underpinnings Of The Effective Design Of Learning Experiences And Events. Students Will Learn And Apply The Addie Design Model And Other Complementary Or Competing Models Of Design. Students Will Be Introduced To Principles Of Design From A Variety Of Fields That Provides Metaphors For How One Can Design A Learning Experience For A Student. Particular Attention Will Be Given To Designing Active Student-centered Learning Environments.


Integrating Learning and Technology
Course Number EDU625
Credits 3.0

Master Of Education / Instructional Design & Technology Students Will Explore Ways Technology Can Be Utilized In Learning Environments. The Course Will Provide An Overview Of Key Research On Human-computer Interaction And The Effective Use Of Technology In Education. Students Will Analyze Research On Online Education, Technology In The Classroom, Etc. To Form Practical Implementations Of Technology Based Upon Evidence. Students Will Be Exposed To Current Technology Used In Various Education Settings. The Course Will Encourage Students To Be Creative In Integrating Technology To Improve Learning Experiences In A Final Course Project.


Assessing, Budgeting, and Evaluating Technology
Course Number EDU627
Credits 3.0

Master Of Education / Instructional Design & Technology This Course Will Introduce Students To Assessing, Budgeting, And Evaluating Technology In A Variety Of Education Settings, Including K-12 Classrooms, Higher Education, Online Education, And Corporate Training. Students Will Understand And Apply Principles Of Program And Technology Evaluation. A Focus In This Course Will Be On Designing Continuous Development Programs That Use Metrics To Monitor Program Success And To Improve Program Outcomes.


Readings, Research & Planning for Capstone Project
Course Number EDU698
Credits 3.0

Students will choose a final project at the beginning of this course that will be completed in the EDU699 Capstone Project course. This course will require students to complete a plan for their final project and to perform a literature review of relevant research to support the final project. Depending on the type of final project a student chooses, s/he may be required to provide an argument in favor of the theoretical perspective or world view they will be using in the final project.


Capstone Project
Course Number EDU699
Credits 3.0

Each student will design and implement a project related to his/her area of professional expertise and matched to at least three of the M.Ed. program goals. All projects must integrate technology and demonstrate new professional skill gleaned through the Post University M.Ed. program.


Program description: The Post University online Master’s of Education (M.Ed.) degree program meets the growing need for creative, innovative educators who can rise to the challenges and opportunities of today’s and tomorrow’s education environments. The program provides a flexible, convenient way for working adults to earn their M.Ed. in as little as 12 months.

Instruction Courses at American Intercontinental University

Program Name: Master's (M. Ed.) - Curriculum and Instruction
Analysis, Assessment, and Technology
Course Number EDU 602
Credits 6.0

This course provides the foundations of analysis and assessment methodologies used in the field of education. Students are introduced to applied quantitative and qualitative educational research methods in context of the practitioner’s educational environment. Emphasis is placed on the use of technology in assessment practices.


Educational Research Methods
Course Number EDU 612
Credits 6.0

This course focuses on educational research methods for the teaching practitioner. Students will design, conduct, and present an applied educational research project.


Principles of Instructional Design
Course Number EDU 620
Credits 6.0

This course provides a foundation for the practice and evaluation of instructional design, as well as an in-depth elaboration of standard instructional design models and associated methodologies. The course includes strategies for development of objectives, taxonomy classification schemes, content analysis procedures, and instructional strategy selection, as well as adaptation and adoption of available resources.


Applying Learning Theories
Course Number EDU 622
Credits 6.0

This course provides an introduction to the various schools of thought regarding how people learn and apply their learning to concrete situations, emphasizing the practical implications of cognitive science. It provides a comprehensive survey of our progressive understanding of the learning process. Students will explore learning theories, such as cognitive, behaviorist, social, developmental, and adult learning theories, as well as the research regarding transfer of learning in various domains. Students will apply these concepts in their respective fields by utilizing the practical instructional strategies based on these theories.


Curriculum Design and Evaluation
Course Number EDU 660
Credits 6.0

This course examines the development of comprehensive educational curricula and/or development programs. Students will perform all phases of curricula design tied to their area of professional practice.


Principles of Curriculum Improvement
Course Number EDU 633
Credits 6.0

In this course, students will examine forces influencing curriculum improvement. This course focuses on the analysis of curriculum and the application of principles for resolution of curriculum problems.


Designing Effective Courses
Course Number EDU 643
Credits 6.0

This course examines techniques and methods of effective course design and implementation. Topics covered include motivation, consultation, instructional strategies, and student assessment.


Decision Making in Curriculum and Instruction
Course Number EDU 673
Credits 6.0

This course examines the roles of curriculum designers and instructors in the educational decision-making process. Students analyze the underlying assumptions and research supporting various teaching and design practices. Students will create a curriculum design project integrating concepts and skills gained throughout this program.


Program description: With the growth of educational sector in U.S the demand of curriculum developers has also increased. M.Ed in Curriculum and Instruction teaches the students skills required to build and evaluate curriculum, according to the requirements of federal, state, organizational standards. M.Ed in Curriculum and Instruction is mostly chosen by experienced teachers seeking advance knowledge, through higher-education to enhance their teaching skills and make a contribution towards the development of the education system in their schools.

Program Name: Master's (M. Ed.) - Instructional Technology
Analysis, Assessment, and Technology
Course Number EDU 602
Credits 6.0

This course provides the foundations of analysis and assessment methodologies used in the field of education. Students are introduced to applied quantitative and qualitative educational research methods in context of the practitioner’s educational environment. Emphasis is placed on the use of technology in assessment practices.


Educational Research Methods
Course Number EDU 612
Credits 6.0

This course focuses on educational research methods for the teaching practitioner. Students will design, conduct, and present an applied educational research project.


Principles of Instructional Design
Course Number EDU 620
Credits 6.0

This course provides a foundation for the practice and evaluation of instructional design, as well as an in-depth elaboration of standard instructional design models and associated methodologies. The course includes strategies for development of objectives, taxonomy classification schemes, content analysis procedures, and instructional strategy selection, as well as adaptation and adoption of available resources.


Applying Learning Theories
Course Number EDU 622
Credits 6.0

This course provides an introduction to the various schools of thought regarding how people learn and apply their learning to concrete situations, emphasizing the practical implications of cognitive science. It provides a comprehensive survey of our progressive understanding of the learning process. Students will explore learning theories, such as cognitive, behaviorist, social, developmental, and adult learning theories, as well as the research regarding transfer of learning in various domains. Students will apply these concepts in their respective fields by utilizing the practical instructional strategies based on these theories.


Curriculum Design and Evaluation
Course Number EDU 660
Credits 6.0

This course examines the development of comprehensive educational curricula and/or development programs. Students will perform all phases of curricula design tied to their area of professional practice.


Instructional Technology
Course Number EDU 636
Credits 6.0

This course introduces students to foundational concepts and skills for personal and professional use of technology, including productivity software. This course explores instructional technology including definition and components of design and development. The use of technology in the classroom as well as distance learning is covered.


Computer-Mediated Learning Environment
Course Number EDU 640
Credits 6.0

The course examines the use of computer-mediated learning environments in classroom, lab, and distributed learning contexts. Students will work on specific projects related to their field of practice creating computer-based instructional materials reflecting problem definition, learner analysis, objectives specification, criterion tests, construction, strategies selection, formative validation, and evaluation. Attention is given to ethical and legal issues.


Online Learning: Theory and Practice
Course Number EDU 678
Credits 6.0

This course examines how to create an evaluation plan, including how to interpret and present results from complex evaluation data to parents, managers, or other stakeholders. This course will also focus on how to create a certification program.


Program description: The role of instructors, instructional designers, and
curriculum developers has changed dramatically over the
past decade. The emphasis in education today focuses on
ensuring that educational programs help learners
understand abstract concepts, solve problems, work as
effective team members, and develop critical thinking skills.
Additionally, the burgeoning role of technology in the
learning process has developed the demand for both
educators and designers who have solid skills in utilizing
technology in the classroom, laboratory, and distributed
learning environments. The Master of Education Degree
provides a solid foundation for effective educational
practice and career advancement for all levels of
educational practitioners including K-12, higher education,
and corporate learning. Students develop a solid
foundation in learning theory, instructional design, and
instructional technology, as well as application of
educational research methods.

Instruction Courses at University of Phoenix

Program Name: Master of Arts in Education/Curriculum and Instruction
Orientation to the Curriculum and Instruction Reading Program
Course Number RDG501

This course is designed to provide an orientation to the primary components of the Curriculum and Instruction-Reading program. Candidates are introduced to the program's progression and degree completion requirements. Field experience, the practicum, the teacher work sample, and completion of an e-portfolio are discussed.


Theories and Best Practices of Curriculum and Instruction
Course Number CUR506

This course focuses on applying curricular theory to best practices in the 21st century classroom. Candidates explore the social and political foundations of curriculum and instruction and current research in this area. They analyze curriculum philosophy and planning as well as practical applications and innovations in curriculum design. Special attention is given to the use of technology in the development of effective curriculum and to learning environments in the 21st century classroom.


Social, Political, and Cultural Contexts of Schools
Course Number CUR507

This course explores historical, political, social, and cultural constructs of contemporary education and investigates how these contexts influence national, state, and local educational settings. Additionally, the course examines how policies influence school decision making and the practice of teaching. Candidates apply an inquiry-based process to identify individual, social, and cultural contexts in education. They analyze contemporary trends and issues, and develop an understanding of education in a global community in order to evaluate and determine their individual role in taking action in their local setting.


Teachers as Leaders
Course Number CUR510

In this course, teachers define, clarify, and reflect on their leadership roles. They explore leadership processes that utilize collaboration, coaching, mentoring, and inclusion. Additionally, they examine broad educational issues, as well as school-based issues and determine possibilities for initiating, sustaining, and building upon systemic change.


Reading and Writing Instructional Strategies for Adolescents
Course Number RDG533

This course focuses on the most current research for teaching reading and writing to students at the middle and secondary levels. Various comprehension strategies, technology lessons, and assessment techniques are addressed. The connection between reading and writing is analyzed. Critical issues in reading and writing instruction for adolescents are researched and examined.


n/a
Course Number RDG504

n/a


Professional Communications
Course Number COM 516
Credits 1.0

This course provides new graduate students in University of Phoenix programs with an introduction to strategies for academic success within the University of Phoenix adult learning model. Topics include oral and written communication, methods for finding and evaluating course resources, critical thinking, the purpose and use of portfolios, program standards, stress and time management, and tools for collaborative learning, in preparation for team assignments in future classes.


Action Research and Evaluation
Course Number EDD581

This course examines action research and its role in decision-making and in educational practices. Students are introduced to various types of action research and to the elements of the action research process, including identifying a problem, determining a problem statement and a purpose, conducting a literature review, planning for the collection and the analysis of data, and creating a plan of action. Methods for collecting, evaluating, and analyzing data are discussed. Students identify ethical issues related to research as well, including a professional code of ethics, confidentiality, and research using human subjects. In addition, they synthesize and apply the content of the course by writing a proposal for an action research study. Topics and Objectives Introduction to Action Research Define action research. Distinguish between types of action research. Identify the components of action research. Review examples of action research. Explain how action research can be utilized to effect school improvement and change. Examine opportunities to conduct action research collaboratively. Introduction to the Action Research Process Examine the role of reflection on practice in generating ideas for a research focus. Determine appropriate topics for an action research study. Identify the elements of an effective research question. Determine varied sources relevant to a research problem. Explain the importance of the literature review. Compare qualitative and quantitative research methodologies. Collecting Data Explain processes for selecting research participants. Describe varied types of data that can be collected to answer research questions. Examine qualitative research designs, methods, and issues in collecting data. Initial Steps in Developing an Action Research Study Examine quantitative research designs and methods, and issues in collecting data. Explain ways of ensuring validity in action research. Develop a plan for collecting data. Analyzing and Interpreting Data Explain the purpose of interim data analysis and its importance in action research. Describe ways to analyze and report results for qualitative data. Describe ways to analyze and report results for quantitative data. Draw conclusions from data. Ethical Issues Related to Educational Research Outline guidelines for conducting research using human subjects. Analyze the impact of technology on the ethical issue of confidentiality in educational research. Discuss the ethical use of data in educational decision-making. Assess ethical considerations when publishing reports of a research study. Develop a process for following ethical guidelines throughout an action research study. Creating a Proposal for an Action Research Study Produce a proposal for an action research study. Prepare an overview of the proposal for presentation.


Program description: The Master of Arts program in Curriculum and Instruction with a concentration in Reading is intended for P-12 teachers who would like to expand and deepen their theoretical knowledge, instructional expertise, and use of effective digital and print resources for diverse populations in the teaching and learning of reading and literacy. The International Reading Association standards and the College of Education’s Conceptual Framework form the foundation for the focus of this program, which is to support reading professionals in learning and teaching new, research-based methodologies and in becoming advocates for collaborative, positive change in literacy education in their school, their district, and the community.

For program disclosure information, click here.

While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.

Program Name: Doctor of Education in Educational Leadership with a specialization in Curriculum and Instruction
Developmental and Learning Theories
Course Number CUR711

Theories on the physical, social, emotional, and intellectual development of learners across the lifespan are the focus of this course. These theories and their effect on the educational process and the design and implementation of instructional programs will be examined.


Assessment of Student Learning
Course Number CUR723

This course explores student assessment methods utilized in learning organizations. The merits and faults of these methods are debated. Among the key topics are outcomes-based assessment- such as standardized achievement and criterion assessment, as well as the influence of leadership styles on these outcomes.


Communication Strategies
Course Number COM705

This 3-week, online course provides doctoral program applicants with an introduction to advanced communication strategies for academic success within the University of Phoenix's adult learning model. Topics include the scholarship-practice-leadership model, scholarly writing practices, and Learning Team effectiveness. Learners who successfully complete COM/705 are eligible to enroll in the doctoral program.


Doctoral Program Orientation Seminar
Course Number SEM700R

This 2-week online orientation introduces learners to key components of the doctoral program. Through structured activities and facilitator-guided dialogue, learners gain a foundational understanding of the doctoral program goals, structure, and culture. Learners develop strategies for successfully engaging in doctoral learning and building an effective doctoral community.


Creative and Critical Thinking
Course Number PHL700R

This course challenges the learner to become a creative leader/problem-solver and to begin the process of personal transformation by questioning one's assumptions and conventional patterns of thinking. Throughout the course, students will demonstrate characteristics of creative and critical thinking in individual and collaborative situations.


Social Contexts and Contemporary Issues
Course Number EDD711

This course focuses on the historical concepts, demographic trends, and current issues of education. An analysis of institutions, unionization, technology, and diversity are of focus.


Instructional Leadership
Course Number EDD724

This course analyzes the process of instruction and curriculum development. Effective teaching and learning strategies are explored as they relate to the use of technology, motivating staff and students, and creating dynamic learning environments. The importance of faculty development and their involvement in research and public service are of special focus.


Fundamental Principles of Sound Research
Course Number RES711

This course surveys a broad range of quantitative and qualitative research methodologies to prepare learners to apply them to a variety of research questions. Topics include an overview of the research process, developing problem statements, framing research questions, conducting a literature review (with an emphasis on reading and evaluating existing research), and plagiarism.


CurriculumTheory
Course Number CUR712
Credits 3.0

This course examines historical, current, and cross-cultural theories of curriculum.With a foundation in themajor theorists and tenets of their theories, learners analyze curriculum documents for evidence of the various theories, investigate implications of the theories for educational programming, and interpret the interaction of these theories with public policy. (3 credits) Prerequisite: EDD 721.


Doctoral Seminar I
Course Number DOC721R

This 3-day residency course begins the formal development of the learner’s dissertation. This development will be ongoing throughout the curriculum and result in the dissertation’s submission at the end of the program. Topics in the course include problem statements, research questions, hypotheses and testing, samples and populations, the intended impact of the study on the profession and society. The outcome of this course is a prospectus (or blueprint) that articulates a specific goal and plan that will evolve into the learner’s dissertation. This course will incorporate learners from various doctoral programs/disciplines.


Research Design
Course Number RES722

How to apply methods of research and statistics to your proposal are identified. Writing the prospectus, collecting and analyzing data, as well as posing research questions are the focus of this course.


Planning and Leading Change
Course Number EDD721

This course examines the concept of change and its impact on educational organizations. How to manage and lead change, counteract resistance to change, and the politics and economics of change are of special focus. Understanding the dynamics of change and how it influences strategic planning of an institution are explored.


CurriculumDesign
Course Number CUR721
Credits 3.0

In this course, learners focus on the creation of systemicmodels of curriculumdevelopment, including consideration of schedule, structure, stakeholder involvement, and end products. Learners will also analyze the implicit, hidden, cultural, and institutional aspects of existing curricularmodels to formtheir own development approach. (3 credits) Prerequisite: CUR 712.


Doctoral Seminar II
Course Number DOC722

This course is designed to focus on the Doctoral Proposal for approval. During this course the Prospectus from the Weekend Residency will be applied to the development of the Proposal. Topics in this course include focused literature review, statistical and qualitative tools, data gathering and data analysis approaches, past research and current theory, proposal chapter format requirements, Human Subjects research requirements, and submission timelines.


Instructional Modelsgies
Course Number CUR722
Credits 3.0

This course analyzes themodels and process of instruction. Effective instructionalmodels are explored as they relate to teaching strategies and learner outcomes. Instructionalmodels for diverse populations, improvement of instructional programs and staff development are of special focus. (3 credits) Prerequisite: CUR 712.


Collaborative Case Study
Course Number DOC731R

This 5-day residency course is an exercise in practical, professional management decision making and is intended to focus the learner on the challenges faced by managers who must balance the needs of customers, shareholders, employees, and other stakeholders. The course requires the learner to synthesize and integrate theory and practice and to apply them toward the development of recommended solutions for specific managerial situations found within the organization's environment. This course will incorporate learners from various doctoral programs/disciplines.


Doctoral Seminar III
Course Number DOC732R

This 3-day residency course is designed to facilitate the process from an approved Doctoral Proposal to final submission of the Doctoral Research Study due at the end of the program. Chapters 4 and 5 requirements from the dissertation are explored for content and format.


Supervision of Curriculumand Instructionn Making
Course Number CUR731
Credits 3.0

This course explores the supervision and evaluation of instructional programs. Topics include effective techniques for managing curriculum, effective evaluation instruments, conferencing, classroommanagement, and recommendations for improvement. Traditional and alternativemethods of evaluating student achievement will be discussed. (3 credits) Prerequisite: CUR 712.


Contemporary Policy Analysis and Development
Course Number EDD732

This course provides an overview of contemporary education policy analysis and development. The federal, state, local, and institutional levels of policy development are explored. The factors that influence the analysis and development of policy are discussed in depth. The evaluation and revision of policies and future trends and implications are examined.


Program Evaluation
Course Number RES562
Credits 3.0

This course prepares students to apply techniques to evaluate public sector programs. Students will be evaluating public sector programs using analytical tools. Other topics, at the state and local level, include measures of effectiveness, benchmarks, baselines, performance standards, and customized stakeholder communication and collaboration.


Doctoral Dissertation
Course Number DOC733

This is a mentor-guided course. Learners enroll for this course while finalizing their Doctoral Project with their Committee. The learner/mentor relationship is the catalyst for completing the Doctoral Project research, findings, recommendations, and conclusions.


Doctoral Project IV
Course Number DOC734

This is a mentor-guided course. This is the last course where the learner completes the formal Oral Defense of the Doctoral Project and then prepares and submits the Doctoral Project for University approval. An approved Doctoral Project is required to complete this class.


Annual Renewal Residency
Course Number DOC740R

This Non-credit-bearing, 3-day Course Is Required Only When A Learner Has Not Completed The Dissertation Within 12 Months Of Completing All Courses, Excluding Doc/733 And Doc/734. This Residency Session Is Designed To Allow For Concentrated Time Between The Learner And A Faculty Member, Focusing On Dissertation Completion. This Annual Renewal Residency Is Required For Every Full Year A Learner Remains In “all But Dissertation” Status.


Program description: The Curriculum and Instruction specialization of the Doctor of Education in Educational Leadership program will prepare learners to become instructional leaders who will strategically manage and lead processes related to curriculum, instruction, and assessment. Graduates will demonstrate both practical and scholarly knowledge in their use of analytical, critical, and innovative thinking to improve the performance of educational institutions.

Historically, education has been a field of constant evolution and debate, with the pull of philosophical, cultural, and political influences felt throughout the industry. As such, contemporary educators face challenges unlike those faced by their predecessors: Educational leaders must design and facilitate learning in culturally diverse classrooms; manage the needs of multiple stakeholders; develop their classrooms, schools, and systems effectively and efficiently in the face of severe funding pressures; address the demands of regulatory bodies; and meet the outcomes established by the greater educational community.

For program disclosure information, click here.

While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.

Instruction Courses at Capella University

Program Name: EdS - Curriculum and Instruction
Leading Innovation
Course Number ED8007
Credits 4.0

This is a foundational course for learners in P–12 specializations. Learners are introduced to discipline-specific topics and begin to put into practice the academic developmental and behavioral competencies they are expected to master during their degree program. In particular, learners examine change, behavior, and leadership theories, principles, and case studies to gain an understanding of educational change processes and their associated impacts on the practice of education. Learners also engage in scholarly inquiry, research, critical thinking, and communication within the context of their specialization.


Educational Research Methods
Course Number ED8112
Credits 4.0

This course is an exploration of the quantitative and qualitative research methodologies often used in educational research. Learners analyze and evaluate the characteristics, strengths, and weaknesses of specific quantitative and qualitative research methodologies and designs and examine strategies for designing specific, appropriate, and feasible research questions.


Teacher Supervision and Evaluation
Course Number ED7541
Credits 4.0

Learners in this course examine current theories and best practices of teacher supervision and evaluation. In particular, learners focus on instructional leadership and professional development as part of a systemic plan to improve student learning.


Principles of Educational Administration
Course Number ED7820
Credits 4.0

This course presents an overview of the basic principles of administrative theory and practice and the six Educational Leadership Constituents Council (ELCC) standards. Learners examine business and public administration models and explore theoretical constructs from various disciplines.


The Funding of Educational Institutions
Course Number ED7822
Credits 4.0

Learners in this course examine a variety of public education funding issues. In particular, learners examine the effect of litigation and politics on present and future funding patterns and school finance reform. Learners also identify the ways politics have affected the allocation of resources at all levels of government.


Education and the Law
Course Number ED7823
Credits 4.0

In this course, learners analyze laws and legal issues affecting P–12 school systems and their constituents. Learners focus on recognizing legal issues before they arise and study the methods and tools used to prevent and resolve legal problems.


Advanced Curriculum Mapping: Reflection and Practice
Course Number ED8533
Credits 4.0

Learners in this course formulate a research-based professional vision for curriculum design and develop a curriculum for a specific content and grade-level application using advanced computer-based curriculum mapping applications.


Advanced Instruction and Assessment: Theory and Practice
Course Number ED8534
Credits 4.0

In this course, learners focus designing advanced instructional models and assessment strategies that meet the diverse needs of P–12 students. Learners examine theory and research supporting innovative instructional models and assessment strategies and use them to develop specific content-area and grade-level applications. Learners also discuss current and emerging issues and trends related to instructional models and assessment strategies.


Advanced Collaboration for the Improvement of Curriculum and Instruction
Course Number ED8535
Credits 4.0

In this course, learners examine student learning achievement theories and practices and apply them in their own professional settings. Learners also develop collaborative activities focused on improving student learning achievement, including coaching and mentoring, team building, and developing communities of practice. Learners also analyze case studies of current collaborative learning programs to complement the practical experience gained during the course.


Advanced Application of Research for the Improvement of Curriculum and Instruction
Course Number ED8536
Credits 4.0

Learners in this course examine current research as a basis for data-driven decision making and develop advanced research designs that contribute to data-driven decision making at the school or district level.


Advanced Curriculum and Instruction: Program Evaluation
Course Number ED8538
Credits 4.0

Learners in this course develop the skills, knowledge, and attitudes necessary for effective program evaluation. The course focuses on trends, issues, and initiatives related to data-based decision making, which is one of the desired outcomes of program evaluation. Through the process of reflection and practical application, learners become familiar with the integral role program evaluation plays in the improvement of curriculum, instruction, and assessment.


Internship in Curriculum and Instruction I
Course Number ED8540
Credits 2.0

This course is the first of two consecutive capstone courses for the PhD and EdS Curriculum and Instruction specializations. Learners assess their curriculum and instruction competencies and demonstrate proficiency. They serve the first 125 hours of a 250-hour field-based internship during which they create, sign, and fulfill a competency-based contract with their curriculum and instruction site supervisor and Capella University supervisor. Throughout the course, learners maintain a log of their experiences and develop a portfolio as part of their contract materials.


Internship in Curriculum and Instruction II
Course Number ED8541
Credits 2.0

This is the second of two consecutive capstone courses for the PhD and EdS Curriculum and Instruction specializations. Learners assess their curriculum and instruction competencies and demonstrate proficiency. They serve the second 125 hours of a 250-hour field-based internship during which they create, sign, and fulfill a competency-based contract with their curriculum and instruction site supervisor and Capella University supervisor. Throughout the course, learners maintain a log of their experiences and develop a portfolio as part of their contract materials.


Advanced Practicum in Research Design
Course Number ED8119
Credits 4.0

In this course, learners identify and research an education-related idea using a competent research design that can be further developed into a dissertation prospectus. Learners demonstrate appropriate application of research methods and data collection and analysis tools and exemplify the critical-thinking skills needed to analyze a significant professional issue and synthesize it into a researchable form. Prerequisite(s): ED8112. PhD Leadership in Educational Administration learners must have completed ED7901 or ED7903. Cannot be fulfilled by transfer.


Program description: The Education Specialist (EdS) with a specialization in Curriculum and Instruction helps learners develop and demonstrate the research-based knowledge, skills, and attitudes necessary for effective classroom, school, and district-level leadership in curriculum and instruction. Learners study theory, practice and assessment, reflection, collaboration, and leadership, and gain the practical experience needed to foster and guide improvement initiatives at the local and district levels. The Curriculum and Instruction specialization is designed around national standards and is for educators and administrators who have completed a master’s degree and are interested in pursuing leadership careers such as school or district-level administrator, director of assessment, director of instruction, district curriculum director, curriculum specialist, or educator-leaders guiding curriculum and instructional improvement initiatives to increase student achievement.

Program Name: MS - Curriculum and Instruction
Foundations of Educational Leadership
Course Number ED5007
Credits 6.0

This is a foundational course for learners in P–12 specializations. Learners are introduced to discipline-specific topics and begin to put into practice the academic developmental and behavioral competencies they are expected to master during their degree program. In particular, learners examine the roles of the practitioner-scholar and instructional technology in 21st century education and the competencies teachers and administrators need to make significant changes in their organizations and increase student achievement, including reflective practice, educational leadership, and data-driven decision making. Learners also engage in scholarly inquiry, research, critical thinking, and communication within the context of their specialization. ED5007 must be taken by master’s learners in their first quarter. Cannot be fulfilled by transfer.


Assessment and Improvement of Instruction
Course Number ED5501
Credits 4.0

This course is required for all P–12 master’s degree specializations in the School of Education. Learners examine instruction and learning improvement strategies and collaborate with students’ families, the community, and other professionals for the purpose of improving instruction. Learners also evaluate instruction to determine how well it promotes professional teaching standards and dispositions.


Standards-Based Curriculum, Instruction, and Assessment
Course Number ED5500
Credits 4.0

This course is required for all P–12 master’s degree specializations in the School of Education. Learners examine the impact of state learning performance standards on curriculum planning, instruction, and assessment. Learners also design a curriculum using research-based curriculum planning and instructional models and identify and demonstrate the disposition and skills expected of a professional educator and self-directed learner.


Strategies for Eliminating the Achievement Gap
Course Number ED5504
Credits 4.0

This course is required for all P–12 master’s degree specializations in the School of Education. Learners examine the origins and complexities of student achievement gaps within the contexts of racial, cultural, socioeconomic, gender, and language diversity and understanding. Learners also explore current student achievement research and best practices and identify instructional strategies most likely to eliminate achievement disparities.


Survey of Research Methodology
Course Number COUN5006
Credits 4.0

This Course Provides An Overview Of Graduate-level Approaches To Research Methodology. Learners Study Major Research Methodologies And Quantitative And Qualitative Approaches To Needs Assessment, Program Evaluation, And Program Design. Learners May Only Earn Credit For Coun5006 Or Cst5006 Or Hs5006 Or Shb5006.


Classroom Management Strategies
Course Number ED5503
Credits 4.0

This Course Is Required For All P–12 Master’s Degree Specializations In The School Of Education. Learners Apply Strategies For Managing Diverse And Challenging Student Behaviors And Develop The Skills Needed To Create Classroom Environments That Maximize The Opportunity For Each Student To Learn. This Course Emphasizes The Roles, Rights, And Responsibilities Of Teachers, Students, And Families Under The Individuals With Disabilities Education Act (idea), The Americans With Disabilities Act (ada), And Section 504 Legislation.


Curriculum Mapping: Reflection and Practice (
Course Number ED5533
Credits 4.0

Learners in this course formulate a research-based professional vision for curriculum design and develop a curriculum for a specific content and grade-level application using computer-based curriculum mapping applications. Learners who have taken ED8533 should not take ED5533. Rather, they should choose any other graduate-level course in the School of Education to fulfill their specialization requirements.


Instruction and Assessment: Theory and Practice
Course Number ED5534
Credits 4.0

In this course, learners focus on designing instructional models and assessment strategies that meet the diverse needs of P–12 students. Learners examine the theory and research supporting innovative instructional models and assessment strategies and use them to develop specific content area and grade-level applications. Learners also discuss current and emerging issues and trends related to instructional models and assessment strategies. Learners who have taken ED8534 should not take ED5534. Rather, they should choose any other graduate-level course in the School of Education to fulfill their specialization requirements.


Collaboration for the Improvement of Curriculum and Instruction
Course Number ED5535
Credits 4.0

In this course, learners collaborate to develop curriculum that improves student achievement. Learners participate in collaborative skill development activities, including coaching and mentoring, team building, and developing communities of practice. Learners also engage in simulated case studies to complement the practical experience they gain during the course. Learners who have taken ED8535 should not take ED5535. Rather, they should choose any other graduate-level course in the School of Education to fulfill their specialization requirements.


Program Evaluation of Curriculum and Instruction
Course Number ED5538
Credits 4.0

Learners in this course examine theories, concepts, definitions, and models associated with the improvement of curriculum and instruction. Learners collect and organize research, analyze and report data, and complete a program evaluation that demonstrates the integral role of program evaluation in curriculum and instruction improvement.


Master’s Practicum in Curriculum and Instruction I
Course Number ED5544
Credits 3.0

This course is the first of two consecutive capstone courses for the MS Curriculum and Instruction specialization. Learners assess their curriculum and instruction competencies and demonstrate proficiency. They serve the first 125 hours of a 250-hour field-based internship during which they create, sign, and fulfill a competency-based contract with their curriculum and instruction site supervisor and Capella University supervisor. Throughout the course, learners maintain a log of their experiences and develop a portfolio as part of their contract materials. This course is not available as an elective to learners outside the MS Curriculum and Instruction specialization. ED5544 and ED5545 must be taken in sequence and during the learner’s final two quarters. Prerequisite(s): Completion, submission, and approval of Clinical Practice Application. Cannot be fulfilled by transfer.


Master’s Practicum in Curriculum and Instruction II
Course Number ED5545
Credits 3.0

This course is the second of two consecutive capstone courses for the MS Curriculum and Instruction specialization. Learners assess their curriculum and instruction competencies and demonstrate proficiency. They serve the second 125 hours of a 250-hour field-based internship during which they create, sign, and fulfill a competency-based contract with their curriculum and instruction site supervisor and Capella University supervisor. Throughout the course, learners maintain a log of their experiences and develop a portfolio as part of their contract materials. This course is not available as an elective to learners outside the MS Curriculum and Instruction specialization. ED5544 and ED5545 must be taken in sequence and during the learner’s final two quarters. Prerequisite(s): ED5544. Cannot be fulfilled by transfer.


Program description: Within the fast-growing field of P–12 education, increase your expertise in curriculum and instruction to improve student achievement. This online master's in education specialization focuses on applying current theory, research, and technology to the design of curriculum and instructional models. You will also learn to use assessment, classroom management, and other techniques to strengthen instruction and reduce achievement gaps. Throughout the program, you will build a professional portfolio to demonstrate your master's-level competencies to current and future employers. People who choose this specialization are often licensed P–12 teachers and other educational professionals interested in improving their classroom instruction or pursuing leadership positions in curriculum instruction and design within P–12 school districts or government agencies.

Program Name: MS - Instructional Design for Online Learning
Foundations of Theory and Practice in Master’s Studies
Course Number ED5002
Credits 4.0

This is a foundational course for learners in higher education and training specializations. Learners are introduced to discipline-specific topics and begin to put into practice the academic developmental and behavioral competencies they are expected to master during their degree program. Learners engage in scholarly inquiry, research, critical thinking, and communication within the context of their specialization. ED5002 must be taken by master’s learners in their first quarter. Cannot be fulfilled by transfer.


Survey of Research Methodology
Course Number COUN5006
Credits 4.0

This Course Provides An Overview Of Graduate-level Approaches To Research Methodology. Learners Study Major Research Methodologies And Quantitative And Qualitative Approaches To Needs Assessment, Program Evaluation, And Program Design. Learners May Only Earn Credit For Coun5006 Or Cst5006 Or Hs5006 Or Shb5006.


Principles of Instructional Design
Course Number ED5802
Credits 4.0

In this course, learners gain an understanding of the instructional design process and associated instructional design principles and strategies. Learners focus on the decisions that instructional designers make, the principles and concepts that drive those decisions, and the ways the decisions are interrelated. Cannot be fulfilled by transfer.


Processes of Instructional Design
Course Number ED5803
Credits 4.0

This course emphasizes the process of instructional design and provides learners the opportunity to apply the instructional design principles studied in ED5802 in the design, development, and evaluation of instructional materials. Learners examine the systematic and iterative process of addressing the needs of the student, structuring the content, and applying principles of learning and instruction to create effective instructional solutions. Prerequisite(s): ED5802. Cannot be fulfilled by transfer.


Design of Instructional Media
Course Number ED5807
Credits 4.0

Learners in this course examine instructional design, budgeting, communication, project management, and legal and ethical issues. Learners apply evidence-based practice to instructional design and development and focus on developing the skills needed to make decisions about the design of instructional components using various forms of instructional media and technologies.


Project Management for e-Learning Development
Course Number ED5810
Credits 4.0

This course presents project management topics and techniques specific to e-learning development. Learners examine the tools, methods, and processes used to effectively budget, implement, and manage e-learning development projects.


Application of Learning Theories to Instructional Design
Course Number ED7484
Credits 4.0

In this course, learners explore the theories and principles that provide the foundation for designing instructional interventions. Learners distinguish among learning theories, instructional theories, and instructional design theories and explore the rationale for using theories to inform instructional design decisions. Prerequisite(s): ED5802, ED5803.


Evaluation and Assessment of Instructional Design
Course Number ED7505
Credits 4.0

In this course, learners examine the guidelines used to evaluate and assess learning. Learners analyze tools and methods for assessing learning outcomes and evaluating instructional effectiveness, and practice designing new assessment and evaluation tools. Prerequisite(s): ED5802, ED5803.


Instructional Design for Online Learning Internship
Course Number ED6895
Credits 4.0

This course provides learners with the opportunity to gain experience in the instructional design for online learning field and may serve as the capstone course for the master’s Instructional Design for Online Learning specialization. Learners engage in a supervised internship during which they apply the instructional design competencies gained during the program and document their experience by completing a final project that includes an action plan, field notes, and other written documentation. For PhD and MS Instructional Design for Online Learning learners only. Prerequisite(s): ED5802, ED5803. Cannot be fulfilled by transfer.


Instructional Design for Online Learning Capstone
Course Number ED5992
Credits 4.0

The capstone course is taken after completing all required and elective course work. Learners demonstrate proficiency in integrating learning from required and elective courses by completing a final project. For MS Instructional Design for Online Learning learners only. Must be taken during the learner’s final quarter. Cannot be fulfilled by transfer.


The Delivery of Distance Education
Course Number ED5804
Credits 4.0

In this course, learners gain an understanding of current distance education delivery systems, including print, recorded audio and video, and Internet technologies. Learners also examine the ways delivery technologies inform and constrain design decisions.


Instructional Media Tools
Course Number ED7503
Credits 4.0

In this course, learners examine software tools that developers and instructional designers use to create innovative e-learning experiences. Learners also apply theories and principles of cognitive learning to instructional media design.


Interface Design
Course Number ED7814
Credits 4.0

In this course, learners examine current interface design practices and the research informing the effective interface design of various learning applications and environments. Learners also explore ways to design interfaces applicable to a diverse range of communication devices. Prerequisite(s): ED5802, ED5803.


Strategies for Building Online Learning Communities
Course Number ED5312
Credits 4.0

In this course, learners develop the facilitation strategies and tactics that nurture interaction and collaboration and guide the development of effective personal learning strategies. Learners benefit from interacting with one another in a virtual classroom.


Theory and Methods of Educating Adults
Course Number ED7311
Credits 4.0

In this course, learners study adult learning theory and learning styles and preferences to gain an understanding of the roles of instructor and student in adult education. Learners examine the ways race, ethnicity, class, gender, ability, and other forms of diversity impact the theory and practice of adult education. Learners further develop their skills in selecting and applying appropriate materials, methods, and techniques used to achieve particular learning objectives. This course incorporates adult learning from both theoretical and personal perspectives.


Research and Writing for Graduate Learners
Course Number ED7006
Credits 4.0

This course prepares graduate learners for the rigors of academic writing, which requires a series of related critical thinking and writing skills, including understanding the nature of academic research; developing strong arguments based on primary and secondary research; evaluating, summarizing, paraphrasing, and citing sources; drafting, revising, and editing multiple drafts of major projects; and producing clear, accurate, and error-free prose. Since this is a writing course, learners should expect to write a lot: the course includes weekly writing assignments, several short writing projects, and a research plan for a longer project. Learners submit a final portfolio at the end of the course.


Needs Assessment: Models and Procedures
Course Number ED7641
Credits 4.0

This course is a survey of the needs assessment models and procedures used to diagnose the causes of workplace performance problems. Learners design and develop needs assessment instruments and collect and diagnose data to differentiate workplace performance issues that require training solutions from those that require non-training interventions.


Program description: The master’s specialization in Instructional Design for Online Learning is designed to provide professionals working in a variety of traditional and online settings in educational institutions, corporations, health care and government agencies, and the military with the instructional design and development competence needed to advance their careers and serve their organizations. The curriculum focuses on preparing instructional design practitioners to design and develop educational interventions based on theory and practice in the field.

Program Name: PhD - Curriculum and Instruction
Leading Innovation
Course Number ED8007
Credits 4.0

This is a foundational course for learners in P–12 specializations. Learners are introduced to discipline-specific topics and begin to put into practice the academic developmental and behavioral competencies they are expected to master during their degree program. In particular, learners examine change, behavior, and leadership theories, principles, and case studies to gain an understanding of educational change processes and their associated impacts on the practice of education. Learners also engage in scholarly inquiry, research, critical thinking, and communication within the context of their specialization.


Educational Research Methods
Course Number ED8112
Credits 4.0

This course is an exploration of the quantitative and qualitative research methodologies often used in educational research. Learners analyze and evaluate the characteristics, strengths, and weaknesses of specific quantitative and qualitative research methodologies and designs and examine strategies for designing specific, appropriate, and feasible research questions.


Statistics for Educational Research I
Course Number ED8122
Credits 4.0

Learners in this course apply statistical analyses appropriate to different research contexts using SPSS, a statistical software package. Learners examine statistical concepts, including descriptive statistics, normal distribution, sampling probability, and sampling distribution and demonstrate different hypothesis testing techniques.


Teacher Supervision and Evaluation
Course Number ED7541
Credits 4.0

Learners in this course examine current theories and best practices of teacher supervision and evaluation. In particular, learners focus on instructional leadership and professional development as part of a systemic plan to improve student learning.


Principles of Educational Administration
Course Number ED7820
Credits 4.0

This course presents an overview of the basic principles of administrative theory and practice and the six Educational Leadership Constituents Council (ELCC) standards. Learners examine business and public administration models and explore theoretical constructs from various disciplines.


Advanced Curriculum Mapping: Reflection and Practice
Course Number ED8533
Credits 4.0

Learners in this course formulate a research-based professional vision for curriculum design and develop a curriculum for a specific content and grade-level application using advanced computer-based curriculum mapping applications.


Advanced Instruction and Assessment: Theory and Practice
Course Number ED8534
Credits 4.0

In this course, learners focus designing advanced instructional models and assessment strategies that meet the diverse needs of P–12 students. Learners examine theory and research supporting innovative instructional models and assessment strategies and use them to develop specific content-area and grade-level applications. Learners also discuss current and emerging issues and trends related to instructional models and assessment strategies.


Advanced Collaboration for the Improvement of Curriculum and Instruction
Course Number ED8535
Credits 4.0

In this course, learners examine student learning achievement theories and practices and apply them in their own professional settings. Learners also develop collaborative activities focused on improving student learning achievement, including coaching and mentoring, team building, and developing communities of practice. Learners also analyze case studies of current collaborative learning programs to complement the practical experience gained during the course.


Advanced Application of Research for the Improvement of Curriculum and Instruction
Course Number ED8536
Credits 4.0

Learners in this course examine current research as a basis for data-driven decision making and develop advanced research designs that contribute to data-driven decision making at the school or district level.


Advanced Curriculum and Instruction: Program Evaluation
Course Number ED8538
Credits 4.0

Learners in this course develop the skills, knowledge, and attitudes necessary for effective program evaluation. The course focuses on trends, issues, and initiatives related to data-based decision making, which is one of the desired outcomes of program evaluation. Through the process of reflection and practical application, learners become familiar with the integral role program evaluation plays in the improvement of curriculum, instruction, and assessment.


The Funding of Educational Institutions
Course Number ED7822
Credits 4.0

Learners in this course examine a variety of public education funding issues. In particular, learners examine the effect of litigation and politics on present and future funding patterns and school finance reform. Learners also identify the ways politics have affected the allocation of resources at all levels of government.


Internship in Curriculum and Instruction I
Course Number ED8540
Credits 2.0

This course is the first of two consecutive capstone courses for the PhD and EdS Curriculum and Instruction specializations. Learners assess their curriculum and instruction competencies and demonstrate proficiency. They serve the first 125 hours of a 250-hour field-based internship during which they create, sign, and fulfill a competency-based contract with their curriculum and instruction site supervisor and Capella University supervisor. Throughout the course, learners maintain a log of their experiences and develop a portfolio as part of their contract materials.


Internship in Curriculum and Instruction II
Course Number ED8541
Credits 2.0

This is the second of two consecutive capstone courses for the PhD and EdS Curriculum and Instruction specializations. Learners assess their curriculum and instruction competencies and demonstrate proficiency. They serve the second 125 hours of a 250-hour field-based internship during which they create, sign, and fulfill a competency-based contract with their curriculum and instruction site supervisor and Capella University supervisor. Throughout the course, learners maintain a log of their experiences and develop a portfolio as part of their contract materials.


Doctoral Comprehensive Examination
Course Number ED9919
Credits 4.0

This course includes an overview of the comprehensive examination process, the university’s expectations of academic honesty and integrity, the three core themes of the examination, and the evaluation criteria. The courseroom mentor provides three questions addressing the core themes. Learners write answers to the comprehensive examination questions. Answers are evaluated by faculty readers using point-scale scoring rubrics. Upon passing the comprehensive examination, learners are eligible to enroll in the first dissertation course.


Dissertation Courseroom
Course Number EDD9920
Credits 0.0

This course provides learners with resources, guidance, and peer and mentor support during each dissertation course as they complete the required milestones.


Dissertation Research 1
Course Number ED9921
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Dissertation Research 2
Course Number ED9922
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Dissertation Research 3
Course Number ED9923
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Dissertation Research 4
Course Number ED9924
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Assessment and Improvement of Instruction
Course Number ED5501
Credits 4.0

This course is required for all P–12 master’s degree specializations in the School of Education. Learners examine instruction and learning improvement strategies and collaborate with students’ families, the community, and other professionals for the purpose of improving instruction. Learners also evaluate instruction to determine how well it promotes professional teaching standards and dispositions.


Standards-Based Curriculum, Instruction, and Assessment
Course Number ED5500
Credits 4.0

This course is required for all P–12 master’s degree specializations in the School of Education. Learners examine the impact of state learning performance standards on curriculum planning, instruction, and assessment. Learners also design a curriculum using research-based curriculum planning and instructional models and identify and demonstrate the disposition and skills expected of a professional educator and self-directed learner.


Strategies for Eliminating the Achievement Gap
Course Number ED5504
Credits 4.0

This course is required for all P–12 master’s degree specializations in the School of Education. Learners examine the origins and complexities of student achievement gaps within the contexts of racial, cultural, socioeconomic, gender, and language diversity and understanding. Learners also explore current student achievement research and best practices and identify instructional strategies most likely to eliminate achievement disparities.


Emerging Technology and Multimedia for Curriculum and Instruction
Course Number ED7537
Credits 4.0

Through an examination of research and literature, learners discuss current trends and issues related to the impact of technology and multimedia on P–12 student learning. Based on a review of the literature, learners develop course projects that include the design of curriculum, instruction,and assessments enhanced through innovative technology and multimedia applications. This elective is recommended for learners in the Curriculum and Instruction specialization who are interested in integrating instructional technology with curriculum and instruction.


Learning Theory and the Educational Process
Course Number ED7700
Credits 4.0

Learners in this course explore major behaviorist and cognitive learning theories, including social cognitivism and constructivism, and associated concepts such as memory and motivation. Learners then apply these theories and concepts to educational settings.


Educational Philosophy and Change
Course Number ED7701
Credits 4.0

Learners in this course examine the philosophical foundations, ideologies, and theories that have influenced the development of educational philosophy and practices in the U.S. Learners examine, articulate, clarify, and refine basic assumptions and beliefs underlying their personal educational philosophy and practice.


Education and the Law
Course Number ED7823
Credits 4.0

In this course, learners analyze laws and legal issues affecting P–12 school systems and their constituents. Learners focus on recognizing legal issues before they arise and study the methods and tools used to prevent and resolve legal problems.


The Historical and Social Foundations of Education
Course Number ED8111
Credits 4.0

In this course, learners study the historical and social foundations of education to gain an awareness of and a context for its evolving practice. Learners explore the ways educational institutions have emerged and developed, particularly in relation to societal functions and expectations. Learners also develop the knowledge, skills, and points of view needed to understand the evolution of education as a whole and its contributing sociocultural forces


Evaluating the Effectiveness of the Educational Process
Course Number ED7310
Credits 4.0

The focus of this course is on higher education program evaluation. Learners analyze various program evaluation models used to assess the effectiveness of college and university education programs. Learners also design appropriate and effective program evaluation models and use them to conduct an evaluation of a simulated program.


Advanced Qualitative Research Methods
Course Number HS8112
Credits 4.0

In this course, learners evaluate qualitative research methods and designs. Learners focus on developing the skills used to synthesize information related to qualitative research methodology and examine ethical issues associated with the qualitative research process


Course Design and Development
Course Number ED7711
Credits 4.0

Learners in this course explore elements of course design that apply to the comprehensive community college. Various models of course (instructional) design and guides for design are included. Course preparation material, instructional techniques, and forms of evaluation constitute the final units of the course.


Teaching and Learning with Diverse Populations
Course Number ED7107
Credits 4.0

In this course, learners explore teaching and learning principles and practices as applied to diverse multicultural populations.


The Governance of Educational Institutions
Course Number ED8812
Credits 4.0


The Future of Teaching and Learning: Issues for the Educational Leader
Course Number ED7818
Credits 4.0

In this course, learners explore and analyze the issues shaping higher education. Learners use futuring methods to examine the ways history, technology, trends, and change affect the future of higher education


Ethnic and Cultural Awareness
Course Number HS5334
Credits 4.0

This Course Is A Survey Of Theories, Research, And Concepts That Highlight The Importance Of Race, Culture, And Ethnicity In Individual And Group Experience. Learners Consider The Effects Of Gender, Social Class, Religion, And Disability On Experience And Evaluate The Role Of The Human Service And Educational Professional In Addressing The Multicultural Needs Of Clients And Colleagues In The Workforce. Learners Also Examine Cross-cultural Issues And Practice Applying A Variety Of Theoretical Approaches And Methodologies To Real-life Scenarios. Learners May Only Earn Credit For Coun5334 Or Cst5334 Or Hs5334 Or Shb5334.


Statistics for Educational Research II
Course Number ED8123
Credits 4.0

Learners In This Course Apply Statistical Analyses Appropriate To Different Research Contexts Using Spss, A Statistical Software Package. Learners Examine Statistical Concepts Including Analysis Of Variance (anova), Analysis Of Covariance (ancova), Correlation, Regression, Chi Square, Factor Analysis, And Post Hoc And Demonstrate Different Hypothesis Testing Techniques.


Program description: Learners in the doctoral Curriculum and Instruction specialization develop and demonstrate the research-based knowledge, skills, and attitudes necessary for effective classroom, building, and district-level leadership in curriculum and instruction. The specialization is designed for teachers and administrators interested in leadership careers as building or district-level administrators, or as teacher-leaders guiding curriculum and instructional improvement initiatives supported by current theory and research in curriculum design, instructional models, and assessment strategies focused on increasing student achievement. Learners participate in course discussions and activities that provide practical experiences and projects that demonstrate innovative and timely theory, research, and practice.

Program Name: PhD - Instructional Design for Online Learning
Foundations of Theory and Practice in Doctoral Studies
Course Number ED8002
Credits 4.0

This is a foundational course for learners in higher education and training specializations. Learners are introduced to discipline-specific topics and begin to put into practice the academic developmental and behavioral competencies they are expected to master during their degree program. Learners engage in scholarly inquiry, research, critical thinking, and communication within the context of their specialization. ED8002 must be taken by PhD learners in their first quarter. Cannot be fulfilled by transfer.


Theories of Learning and Instruction
Course Number ED7624
Credits 4.0

Learners in this course explore various theories and research associated with learning and instruction, from behaviorist to constructivist. In particular, learners focus on the theories that attempt to explain how and why people learn and the ways those theories inform instruction design. Prerequisite(s): ED5802.


Theoretical Basis of Instructional Design
Course Number ED7620
Credits 4.0

This course provides learners with an understanding of the theories that form the foundation of instructional design and development. Learners examine the fundamental instructional design theories and models associated with training and education and apply these theories to create an instructional design model that meets the current or projected needs of an organization. Learners also formulate a rationale that supports their design model. Prerequisite(s): ED5802, ED5803, ED7624.


Ethics and Social Responsibility in Distance Education
Course Number ED8810
Credits 4.0

Learners in this course analyze the influence of law and ethics on course ownership, privacy, intellectual property, freedom of speech, and social responsibility. Through an examination of ethical assumptions, attitudes, and values, learners develop a foundation for understanding and supporting distance education from an ethical perspective. Prerequisite(s): ED5802, ED5803, ED7624, ED7620.


Advanced Instructional Design
Course Number ED7496
Credits 4.0

This course focuses on practical applications of instructional design in various work settings. Learners explore and evaluate current and emerging instructional interventions and identify ways to apply these approaches in education and industry settings. Prerequisite(s): ED5802, ED5803, ED7624, ED7620.


Leadership for Instructional Design
Course Number ED7504
Credits 4.0

Learners in this course gain an understanding of the leadership and management skills necessary for the effective design and delivery of Web-based instruction. Learners develop a professional portfolio that demonstrates competencies in collaborative team planning, decision making, problem solving, and change management. Prerequisite(s): ED5802, ED5803, ED7624, ED7620.


Research in Instructional Design and Development
Course Number ED8829
Credits 4.0

This course builds upon previous research courses and encourages learners to begin thinking like scholars engaging in instructional design and development research. Learners explore the fundamental elements of research in instructional design and development, generate potential dissertation research topics relevant to the Instructional Design and Development specialization, and discuss their potential to contribute to the body of instructional design and development knowledge.


Theoretical Constructs for Evaluation and Assessment of Instructional Design
Course Number ED8831
Credits 4.0

Learners in this course engage in an in-depth exploration of theories and principles of instructional design evaluation and assessment. Learners reflect on evaluation and assessment practices associated with individuals, organizations, and society to gain an understanding of the ways they inform overall evidence-based practice. Prerequisite(s): ED5802, ED5803.


Leading Instructional Design Initiatives
Course Number ED8841
Credits 4.0

In this course, learners integrate the competencies of the Instructional Design and Development specialization with the leadership, innovative thinking, and communication skills needed to become leaders within their organizations. Learners practice applying these skills and focus on extending their ability to advance the performance goals and vision of their organization. Prerequisite(s): ED5802, ED5803.


Developing an Academic Writing Process
Course Number ED7086
Credits 4.0

In This Course, Learners Focus On Developing A Process For Enhancing And Improving Their Academic Writing. Learners Assess Their Individual Writing Strengths And Needs And Receive Feedback On Their Writing From Courseroom Instructors. Using The Feedback And Appropriate Information Literacy Skills, Learners Develop And Implement A Plan For The Research, Writing, And Revision Of A Specific Piece Of Academic Writing. Learners May Only Earn Credit For Om7086 Or Ed7086 Or Psl7086 Or Psy7086 Or Shb7086. Prerequisite(s): Psychology Learners Must Take Psy7086 Concurrently With Psy7087.


Applying Research in an Academic Writing Process
Course Number ED7088
Credits 4.0

In This Course, Learners Develop And Practice The Writing And Research Skills Exemplary Of An Academic Scholar. Learners Apply Their Skills In The Academic Writing Process And Write A Paper That Incorporates The Necessary Research Elements. Learners May Only Earn Credit For Om7088 Or Ed7088 Or Psl7088 Or Psy7088 Or Shb7088. Prerequisite(s): Om7086 Or Ed7086 Or Psl7086 Or Psy7086 Or Shb7086. Psychology Learners Must Have Also Completed Psy7087 And Must Take Psy7088 Concurrently With Psy7089.


Administration and Leadership of Distance Education Programs
Course Number ED7212
Credits 4.0

Learners in this course gain an overview of the skills and competencies needed to administer, manage, and lead distance education programs. Topics include the management of existing distance education programs, the design and implementation of new distance education programs, and the transformation of existing distance education programs for more efficient and effective delivery.


Special Topics in Instructional Design for Online Learning
Course Number ED8895
Credits 4.0

This course provides learners with the opportunity to explore a specific area of interest within the Instructional Design for Online Learning specialization. Learners propose, develop, and study topics that supplement their specialization course work. For PhD in Education learners only. Directed study; special permission is required for enrollment. Prerequisite(s): ED5802. ED5803.


Educational Research Methods
Course Number ED8112
Credits 4.0

This course is an exploration of the quantitative and qualitative research methodologies often used in educational research. Learners analyze and evaluate the characteristics, strengths, and weaknesses of specific quantitative and qualitative research methodologies and designs and examine strategies for designing specific, appropriate, and feasible research questions.


Statistics for Educational Research I
Course Number ED8122
Credits 4.0

Learners in this course apply statistical analyses appropriate to different research contexts using SPSS, a statistical software package. Learners examine statistical concepts, including descriptive statistics, normal distribution, sampling probability, and sampling distribution and demonstrate different hypothesis testing techniques.


Principles of Instructional Design
Course Number ED5802
Credits 4.0

In this course, learners gain an understanding of the instructional design process and associated instructional design principles and strategies. Learners focus on the decisions that instructional designers make, the principles and concepts that drive those decisions, and the ways the decisions are interrelated. Cannot be fulfilled by transfer.


Processes of Instructional Design
Course Number ED5803
Credits 4.0

This course emphasizes the process of instructional design and provides learners the opportunity to apply the instructional design principles studied in ED5802 in the design, development, and evaluation of instructional materials. Learners examine the systematic and iterative process of addressing the needs of the student, structuring the content, and applying principles of learning and instruction to create effective instructional solutions. Prerequisite(s): ED5802. Cannot be fulfilled by transfer.


Doctoral Comprehensive Examination
Course Number ED9919
Credits 4.0

This course includes an overview of the comprehensive examination process, the university’s expectations of academic honesty and integrity, the three core themes of the examination, and the evaluation criteria. The courseroom mentor provides three questions addressing the core themes. Learners write answers to the comprehensive examination questions. Answers are evaluated by faculty readers using point-scale scoring rubrics. Upon passing the comprehensive examination, learners are eligible to enroll in the first dissertation course.


Dissertation Courseroom
Course Number EDD9920
Credits 0.0

This course provides learners with resources, guidance, and peer and mentor support during each dissertation course as they complete the required milestones.


Dissertation Research 1
Course Number ED9921
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Dissertation Research 2
Course Number ED9922
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Dissertation Research 3
Course Number ED9923
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Dissertation Research 4
Course Number ED9924
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Strategies for Building Online Learning Communities
Course Number ED5312
Credits 4.0

In this course, learners develop the facilitation strategies and tactics that nurture interaction and collaboration and guide the development of effective personal learning strategies. Learners benefit from interacting with one another in a virtual classroom.


Instructional Design for Online Learning Internship
Course Number ED6895
Credits 4.0

This course provides learners with the opportunity to gain experience in the instructional design for online learning field and may serve as the capstone course for the master’s Instructional Design for Online Learning specialization. Learners engage in a supervised internship during which they apply the instructional design competencies gained during the program and document their experience by completing a final project that includes an action plan, field notes, and other written documentation. For PhD and MS Instructional Design for Online Learning learners only. Prerequisite(s): ED5802, ED5803. Cannot be fulfilled by transfer.



Introduction to Training and Performance Systems
Course Number ED7631
Credits 4.0

This course is an overview of the history of training and human performance improvement (HPI) and its associated theories, principles, and processes. Learners develop a systems view of developing people and organizations by completing a performance improvement project in which they perform business, performance, gap, and root cause analyses; select appropriate interventions; and develop implementation, change, and evaluation plans.


Needs Assessment: Models and Procedures
Course Number ED7641
Credits 4.0

This course is a survey of the needs assessment models and procedures used to diagnose the causes of workplace performance problems. Learners design and develop needs assessment instruments and collect and diagnose data to differentiate workplace performance issues that require training solutions from those that require non-training interventions.


Delivery Systems for Training and Performance Improvement
Course Number ED7672
Credits 4.0

This course provides learners with an in-depth, application-based overview of facilitation skills and e-learning initiatives for training and performance improvement and the tools and strategies used to address these critical issues.


Coaching for High Performance
Course Number ED7830
Credits 4.0

In this course, learners study theories and practices used to coach individuals to improved learning, decision making, and performance. Learners explore theoretical coaching approaches and models; client needs assessment; the coaching knowledge, skills, and attitudes necessary for supporting clients through personal and professional change; and the role of coaching in organizational performance systems. Learners focus on becoming confident and effective mediators of people seeking to improve the quality of their personal and professional lives.


Statistics for Educational Research II
Course Number ED8123
Credits 4.0

Learners In This Course Apply Statistical Analyses Appropriate To Different Research Contexts Using Spss, A Statistical Software Package. Learners Examine Statistical Concepts Including Analysis Of Variance (anova), Analysis Of Covariance (ancova), Correlation, Regression, Chi Square, Factor Analysis, And Post Hoc And Demonstrate Different Hypothesis Testing Techniques.


Advanced Qualitative Research Methods
Course Number HS8112
Credits 4.0

In this course, learners evaluate qualitative research methods and designs. Learners focus on developing the skills used to synthesize information related to qualitative research methodology and examine ethical issues associated with the qualitative research process


Program description: The doctoral specialization in Instructional Design for Online Learning is designed to prepare professionals to lead and manage instructional design challenges in a variety of traditional and online settings in educational institutions, corporations, health care and government agencies, and the military. The curriculum emphasizes research and leadership in the instructional design, development, and implementation of educational interventions. Successful graduates of this specialization are prepared to pursue leadership roles in producing and applying research in instructional design and development.

Instruction Courses at Grand Canyon University

Program Name: Ed.D. in Organizational Leadership with an Emphasis in Instructional Leadership
Training and Collaboration for Learning
Course Number EDL 805
Credits 3.0

Clearly, instructional leadership today is driven to a great extent by the capacity to lead teaming and collaboration. This course will explore the leadership required to support teaming at all levels. For example, horizontal teams are required in schools today in order to be thoughtful about the instructional leadership decisions that must be made on a consistent basis. This requires strategic grade-level collaboration that helps to ensure horizontal alignment of the curriculum and consistency in instructional practice. Furthermore, vertical collaboration includes teachers and administrators from different levels—perhaps from central office, etc.—all working together toward instituting a more comprehensive implementation of the instructional plan. This exploration will include an examination of Professional Learning Communities and the mechanisms used to make this reform model successful.


Systematic Structures for Innovation and Change
Course Number EDL 815
Credits 3.0

This course will specifically examine the change process from a systemic standpoint. Clearly, there are a number of sources for innovation, change, and growth in any school. Included in this exploration will be topics related to teacher leadership, the use of collaboration in Professional Learning Communities, and the connection between district-level strategic planning processes and the steps schools can take to lead innovation and change from the building level. Examining the points wherein these systems connect and ultimately emerge represents a major focal point of the course


The Systematic Use of Data for Innovation and Change
Course Number EDL 820
Credits 3.0

Data today clearly drives how we think about school improvement and change. The strategic and appropriate use of data allows us to be much more thoughtful about where we have been, our current levels of progress, and the steps we should take moving forward to continue to influence these most essential results. This course will focus on the leader’s role in identifying the appropriate data sets and the mechanisms that can be put into place to consistently evaluate data streams and be thoughtful about their exploration and deep-level analysis.


Prevention and Intervention Strategies
Course Number EDL 825
Credits 3.0

Throughout the instructional leadership program, learners will examine the steps leaders can take to be thoughtful about their instructional planning processes and the influencers on that process. This course focuses on what leaders must do when they identify learning challenges in the system and the steps they must take from an instructional planning standpoint to both prevent learning failure and, at times, intervene in response to failure that is happening within the delivery of the instructional plan. This is an often neglected step in the instructional process, in that schools may develop change initiatives without being thoughtful as to what they will do when a cadre of students are not successful in the process. Preventing learning failure and intervening when those failures emerge is an essential aspect of instructional leadership and will be explored in this course.


Introduction to Advanced Graduate Studies and Scholarship
Course Number RES 811
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Progressions in Leadership Thought
Course Number LDR 802
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Ethical Dilemmas and Stewardship
Course Number EDA 805
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Staff Development and Deep Organizational Learning
Course Number EDL 810
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Analysis of Existing Research
Course Number RES 861
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Servant Leadership
Course Number PSC 410
Credits 4.0

This course focuses on servant leadership and ethical leadership, explores how servant leadership is different from other styles of leadership, and examines how this connects to ethics, accountability, and being a responsible leader


Strategic Planning and Change
Course Number LDR 825
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Understanding Research and Methodology
Course Number RES 862
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Residency: Dissertation
Course Number RSD 851
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Developing the Formal Proposal
Course Number RES 871
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Leading Across Cultures
Course Number LDR 804
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Innovation: The Last Frontier of Competitive Advantage
Course Number LDR 805
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Dissertation I
Course Number DIS 955
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Dissertation II
Course Number DIS 960
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Dissertation III
Course Number DIS 965
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Residency: Presentation of Progress or Results
Course Number RSD 881
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Program description: The Doctor of Education in Organizational Leadership program develops leaders capable of generating new
knowledge and responsibly applying knowledge to achieve organizational outcomes. Students will study the
major bodies of literature in leadership, will reflect critically on existing theory, and will identify appropriate
applications of theory in educational, business, and other organizational environments. Students will develop
academic and organizational research expertise through the study of research methodology. The program of
study is consistent with Grand Canyon University's mission to develop students who are global citizens, critical
thinkers, effective communicators, and responsible leaders.

Program Name: M.Ed.: Curriculum and Instruction: Reading - Elementary Education (No IR, No Cert.)
Foundational Theory and Research
Course Number RDG 530
Credits 4.0

This course examines the past trends in reading instruction in America and addresses the effects of historical studies that impacted the evolution of reading instruction over the past half-century. Attention is focused on determining the core findings of important research studies and applying that knowledge to the reading profession, as well as examining effective research techniques that are used in those processes. Students conduct action research related to their job roles and evaluate and interpret research literature. Students evaluate theory, techniques, and design of scientific research. The national standards for the International Reading Association are incorporated as well, with students ultimately creating an electronic portfolio based on those standards


Children and Young Adult Literature
Course Number RDG 585
Credits 4.0

The course focuses on using literature within a complete developmental literacy program from the emergent stage to the adult proficiency level. Particular emphasis is dedicated to the various genres that exist within the literature spectrum and how to utilize the different genres, including digital text, to meet specific instructional needs and literacy goals. Knowledge and skills are developed to assist students with applying the components of balanced literature-based literacy programs within their classroom or school setting


Developmental Learning and Assessments
Course Number RDG 522
Credits 4.0

This course combines a study of learning (including both cognitive and behavioral perspectives), human development (childhood through adolescence), and assessment (traditional and performance, teacher-made and standardized). Course participants apply course information practically to reading assessment and instruction


Corrective Reading Assessment
Course Number RDG 511
Credits 4.0

This course introduces participants to the barriers that prohibit students from learning to read. The course provides participants with a working knowledge of common reading difficulties. Participants are provided with informal diagnostic tools to diagnose common reading problems. They also investigate how to identify and implement a corrective action plan, as well as analyze and reflect on its results. Research-based intervention programs and guidelines for accessing appropriate resources to provide instructional support for students with reading difficulties are investigated in this process


Instructional Leadership/Literacy Coaching
Course Number RDG 523
Credits 4.0

Students acquire a repertoire of skills that enable them to function comfortably and effectively in a changing learning environment. The course provides teachers with an understanding of the complexity of being a leader in times of change. Students develop a vision of systemic change and demonstrate practical skills for ensuring smooth day-to-day operations within their school


Reading and Writing: Elementary
Course Number RDG 512
Credits 4.0

This course is designed for students to acquire foundational knowledge related to elementary linguistic principles of the English language—the basics of phonetics, phonology, morphology, syntax, and new vocabulary—while addressing the issues related to the usage of standard and nonstandard varieties of English. That knowledge is then practically used as students investigate the assessment of elementary reading and writing problems


Reading in the Content Areas: Elementary
Course Number RDG 514
Credits 4.0

This course links reading skills across the curriculum through the use of instructional strategies and assessments. The use of textbooks, trade books, literature, and electronic texts are explored with a focus on strategies that are relevant in every elementary content area


Elementary Practicum
Course Number RDG 581
Credits 4.0

This course provides an in-depth study of the International Reading Association (IRA) Standards by examining research-based approaches linking assessment and instruction for elementary teachers. Teachers learn to use a wide range of formal and informal assessment tools and methods to diagnose and assess reading and writing development, instruction, and assessment. Students develop individual case studies


Program description: The Master of Education (M.Ed.) in Curriculum and Instruction: Reading with an Emphasis in Elementary
Education (Not Eligible for Institutional Recommendation) program is designed for educators who wish to
apply theory and educational best practices to the delivery of curriculum, instruction, and assessment in order to
improve the reading abilities of their students. The format and courses of this regionally accredited program are
tailored to meet the needs of the adult learner and to maximize strengths that students already possess. Courses
are taught by experts in their respective fields who share knowledge and experience in areas of curriculum and
instruction, cognition, emergent literature, linguistics, phonics, and developmental and corrective reading
processes. Opportunities are provided to apply concepts, theories, and research throughout the program.
Assignments within each course guide students through observational and practice-based experiences. Students
must have access to a K-8 classroom to complete the practicum course and program assignments. Graduates of
this program are prepared to become informed educators who meet the reading needs of schools and student
populations. Educators must hold a current teaching certificate or have K-8 teaching experience.

Program Name: M.Ed.: Curriculum and Instruction: Reading - Secondary Education (No IR, No Cert.)
Reading and Writing: Secondary
Course Number RDG 513
Credits 4.0

This course helps students to acquire foundational knowledge related to secondary linguistic principles of the English language—the basics of phonetics, phonology, morphology, syntax, and new vocabulary—while addressing the issues related to the usage of standard and nonstandard varieties of English. That knowledge will be practically used as students investigate the assessment of secondary reading and writing problems. This course meets the following International Reading Association (IRA) Standards: 1.1, 1.3, 2, 2.2, 2.3, 3, 3.1, 3.2, 3.4, and 5.


Reading in the Content Areas: Secondary
Course Number RDG 517
Credits 4.0

This course links reading skills across the curriculum through the use of instructional strategies and assessments. The use of textbooks, trade books, literature, and electronic texts are explored with a focus on strategies that are relevant in every secondary content area. This course meets the following International Reading Association (IRA) Standards: 1.1, 2.2, 2.3, 3.3, 4.1, 4.2, 5.1, 5.2, 5.3, and 5.4.


Secondary Practicum
Course Number RDG 586
Credits 4.0

This Course Provides An In-depth Study Of The International Reading Association (ira) Standards By Examining Researchbased Approaches Linking Assessment And Instruction For Secondary Teachers. Teachers Learn To Use A Wide Range Of Formal And Informal Assessment Tools And Methods To Diagnose And Assess Reading And Writing Development, Instruction, And Assessment. Students Develop Individual Case Studies. This Course Meets The Following Ira Standards: 1.3, 1.4, 2.2, 3.1, 3.2, And 3.4.


Foundational Theory and Research
Course Number RDG 530
Credits 4.0

This course examines the past trends in reading instruction in America and addresses the effects of historical studies that impacted the evolution of reading instruction over the past half-century. Attention is focused on determining the core findings of important research studies and applying that knowledge to the reading profession, as well as examining effective research techniques that are used in those processes. Students conduct action research related to their job roles and evaluate and interpret research literature. Students evaluate theory, techniques, and design of scientific research. The national standards for the International Reading Association are incorporated as well, with students ultimately creating an electronic portfolio based on those standards


Children and Young Adult Literature
Course Number RDG 585
Credits 4.0

The course focuses on using literature within a complete developmental literacy program from the emergent stage to the adult proficiency level. Particular emphasis is dedicated to the various genres that exist within the literature spectrum and how to utilize the different genres, including digital text, to meet specific instructional needs and literacy goals. Knowledge and skills are developed to assist students with applying the components of balanced literature-based literacy programs within their classroom or school setting


Corrective Reading Assessment
Course Number RDG 511
Credits 4.0

This course introduces participants to the barriers that prohibit students from learning to read. The course provides participants with a working knowledge of common reading difficulties. Participants are provided with informal diagnostic tools to diagnose common reading problems. They also investigate how to identify and implement a corrective action plan, as well as analyze and reflect on its results. Research-based intervention programs and guidelines for accessing appropriate resources to provide instructional support for students with reading difficulties are investigated in this process


Instructional Leadership/Literacy Coaching
Course Number RDG 523
Credits 4.0

Students acquire a repertoire of skills that enable them to function comfortably and effectively in a changing learning environment. The course provides teachers with an understanding of the complexity of being a leader in times of change. Students develop a vision of systemic change and demonstrate practical skills for ensuring smooth day-to-day operations within their school


Program description: Master of Education in Curriculum and Instruction:
Reading with an Emphasis in Secondary Education
(Not Eligible for Institutional Recommendation)
Program Description
The Master of Education (M.Ed.) in Curriculum and Instruction: Reading with an Emphasis in Secondary
Education (Not Eligible for Institutional Recommendation) program is designed for educators who wish to
apply theory and educational best practices to the delivery of curriculum, instructions, and assessment in order
to improve the reading abilities of their students. The format and courses of this regionally accredited program
are tailored to meet the needs of the adult learner and to maximize strengths that the student already possesses.
Courses are taught by experts in their respective fields who share knowledge and experience in areas of
curriculum and instruction, cognition, emergent literature, linguistics, phonics, and developmental and
corrective reading processes. Opportunities are provided to apply concepts, theories, and research throughout
the program. Assignments within each course guide students through observational and practice-based
experiences. Students must have access to a 7-12 classroom to complete the practicum course and program
assignments. Graduates of this program are prepared to become informed educators who meet the reading needs
of schools and student populations. The educator must hold a current teaching certificate or have 7-12th grade
teaching experience.

Program Name: MED in Curriculum and Instruction: Technology (No IR, No Cert.)
Technology Foundations in Education
Course Number TEC 511
Credits 4.0

This course introduces learners to NETS standards for students and teachers; digital citizenship and responsibility; legal and ethical use guidelines; and transitioning instruction to integrate technology. This course also addresses portfolio use professionally and with students. Technology dispositions, expectations, and guidelines are emphasized for being a 21st century educator.


Strategies and Integration of Productivity Software
Course Number TEC 537
Credits 4.0

Emphasis of this class is placed on the sophisticated integration of software into teaching. Subjects include utilizing advanced word processing and database applications in the classroom, publishing software as teaching tools for interactive learning, and using Web freeware as a viable alternative in schools. This course encompasses the development of a final project that incorporates different technology uses.


Learning in the Digital Age
Course Number TEC 538
Credits 4.0

The focus of this course is to provide learners with instructional strategies using theories of brain compatible learning, multiple intelligences, emotional IQ, personality profiles to match learning styles and basic exploration of how to integrate instruction and curriculum with these theories, and the use of current technologies.


Digital Media in Education
Course Number TEC 539
Credits 4.0

In this course, students examine steps for planning, creating, and managing digital stories and presentations using software and tools for a variety of platforms. Attention is given to the use of digital Web software, use of media forms, and slideshows for instruction. Student activities tied to academic content standards and legal and ethical issues of displaying information on the Web are addressed.


Development and Design of Media in Educational Settings
Course Number TEC 542
Credits 4.0

Course participants apply an understanding of design principles in visual communication theory. They incorporate multiple intelligences and constructivist theories into an interactive environment. Attention is given to manipulation of images, social networking, podcasting, the use of digital cameras in the classroom, and integrating Web and print design into instruction.


Multimedia Instructional Strategies
Course Number TEC 551
Credits 4.0

This course focuses on the effective use of multimedia in classroom instruction. Participants learn to select and evaluate appropriate multimedia resources, and correlate instruction to multimedia resources. This course addresses curriculum mapping and using backward design to unwrap the NETS standards.


Assessment and Technology
Course Number TEC 546
Credits 4.0

Participants explore various technology-based assessment tools used for formative and summative assessments. Students use tools to make data-driven decisions to drive curriculum and differentiate instruction. The content of this course includes use of digital media for progress monitoring or as assessment tools and creating and using alternative assessments.


Distance Learning in Educatio
Course Number TEC 571
Credits 4.0

The purpose of this course is to expand students' knowledge of lesson preparation and activities, as well as basic curriculum development and design principles, for distance education. The course explores distance education including history, theories, and practical applications. A variety of online facilitation techniques are explored in this course.


Internship
Course Number COM497
Credits 3.0

An opportunity for students to practice principles learned in their functional area by working in an outside organization under the supervision of a practitioner. Prerequisites: Senior status, admission to Communications program, and instructor’s approval.


Program description: This program is designed for educators who wish to learn to use technology to improve the success of their students. The format and courses of the regionally accredited program are tailored to meet the needs of the adult learner and to maximize strengths that the student already possesses. Courses are taught by experts in their respective fields who share knowledge and experience in areas of curriculum and instruction, educational applications of technology, interactive design for the classroom and distance learning. Opportunities are provided to apply concepts, theories, and research throughout the program. Assignments within each course guides students through observational and practice based experiences. Students must have access to a K-12 classroom to complete the practicum and program assignments. Graduates of this program are prepared to become informed educators who meet the technological needs of schools and student populations. Educator must hold a current Teaching Certificate or have K-12 experience.

Instruction Courses by State & City

Top 20 US Instruction Schools (campus and online)

University of Pennsylvania
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Number of Subjects 140
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University of Southern California
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Number of Subjects 166
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Number of Subjects 164
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Boston College
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Number of Subjects 94
Rank in USA 29th
University of Minnesota-Twin Cities
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Number of Subjects 183
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Number of Subjects 124
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Texas A & M University
Total Programs 167
Number of Subjects 135
Rank in USA 36th
University of Georgia
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Number of Subjects 156
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College of William and Mary
Total Programs 59
Number of Subjects 71
Rank in USA 39th
Michigan State University
Total Programs 220
Number of Subjects 164
Rank in USA 45th
George Washington University
Total Programs 194
Number of Subjects 171
Rank in USA 52nd
Northeastern University
Total Programs 10
Number of Subjects 126
Rank in USA 56th
Indiana University-Bloomington
Total Programs 162
Number of Subjects 121
Rank in USA 59th