3 Credits

In this course, students analyze the impact of change on the process of instruction and curriculum development. Effective teaching and learning strategies are explored as they relate to the use of technology, motivating faculty, staff, and students, and creating dynamic learning environments. Leading change in learning environments and also counterbalancing resistance to change for faculty, staff, and students are addressed. The importance of fostering faculty development and building professional learning communities are of special focus. Competency A: Examine the frameworks of change, current change theories, historical progression of change models, and influences on change within contemporary organizations Competency B: Analyze strategies that influence data-driven change processes within an educational organization. Competency C: Analyze curriculum structure, articulation, and alignment critically throughout the educational continuum. Competency D: Evaluate the effectiveness of curriculum, instruction, and assessment in instructional programs for contemporary organizations. Competency E: Formulate change management plans to improve identified issues within curriculum.

3 Credits

This course provides an overview of foundational and contemporary learning theories and the principles of brain-based learning and cognitive information processing. Students will examine how learning theory contributes to the intellectual development of learners and the impact it has on the educational process and curriculum design. With these concepts as a foundation, students will analyze curriculum processes and procedures, investigate implications of the theories for educational programming, and interpret the interaction of these theories with public policy.

3 Credits

In this course, students focus on the creation of systemic models of curriculum design and delivery, including consideration of schedule, structure, stakeholder involvement, and end products. Students will also analyze the implicit, hidden, cultural, and institutional aspects of existing curricular models to inform their own development approach. Competencies: Examine the foundations of curriculum design and delivery. Generate a systematic curriculum design cycle based on established industry standards. Analyze the roles and responsibilities of stakeholders in the curriculum design and delivery process. Develop a strategy that considers the adoption of new, revision of existing, and integration of additional curriculum resources. Formulate effective communication and conflict resolution strategies for managing curriculum design and delivery projects. Evaluate the context and appropriateness of a proposed curriculum design and delivery plan.

3 Credits

This course analyzes the models and process of instruction. Effective instructional models are explored as they relate to teaching strategies and learner outcomes. Instructional models for diverse populations, improvement of instructional programs and staff development are of special focus. Competency A: Evaluate research-based instructional models. Competency B: Apply research-based instructional models to instructional design processes. Competency C: Justify research-based instructional practices, design processes, and professional development.

3 Credits

In this course, students explore program evaluation models and methods utilized in learning organizations. Both formative and summative methods are discussed, and their merits and faults are debated. Accreditation issues are among the key topics, and the influence of leadership style on program evaluation methods is examined. Competency A: Examine the influence of leadership style on program evaluation methods. Competency B: Apply evaluation theories to support decision making in program evaluation. Competency C: Justify the selection of the appropriate research design and data collection methods for program evaluation and improvement. Competency D: Formulate effective evaluation plans based on the context of the program. Competency E: Describe leadership roles and responsibilities in designing, implementing, and reporting program evaluation. Competency F: Analyze data in the framework of programmatic evaluation. Competency G: Examine the relationship between programmatic evaluation and accreditation.