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MEd in Educational Program Design

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The MEd in Educational Program Design is recommended for K-12 educators looking to engage in graduate-level coursework,  and to design and develop innovative instruction, curricula, and assessment practices among colleagues.  We believe in maintaining a sharp focus on application/classroom practice.


This Master of Education degree is offered to further deepen your knowledge of quality educational program design. It demystifies curriculum, instruction and assessment and provides you with the tools and skills necessary to create or build upon existing program structures at your school or District to meet the needs of  today's students.


A total of 30 credits, including six core courses, four courses in a area of emphasis, and one open elective.
 

Interested, but not ready to begin the full MEd? We offer 15 credit Graduate Certificates. For more information, please contact us at 215.717.6092 or email .

MEd in Educational Program Design Overview

Course
Credits
Notes
  • EDPD 604 Designing 21st Century Learning Environments
3.0
Required course. Recommended first course.

This core course provides educators with an understanding of the unique opportunities and challenges technology brings to the design of teaching and learning environments. The course examines micro and macro learning environments and what, in particular, makes learning environments successful. While not a technology course per se, certain digital tools will be explored, demonstrated and tested to exemplify the vast possibilities available for teaching and learning across multiple settings. Focus on collaboration, accessibility, motivation, and authentic learning as key to the design of modern learning environments.

  • EDPD 601 Assessment Design + Evaluation
3.0
Required course.

This course focuses on developing participants’ understanding of the end goals of the educational experience students receive in the classroom; capability to enhance instruction and learning through appropriate student assessments; and ability to provide useful feedback on educational programming. Utilizing the concept of authentic assessment (or “cornerstone” assessments as per Wiggins and McTighe in Schooling by Design, 2007), participants transform the process of teaching and learning into measureable outcomes achievable by all students. Particular attention is paid to: (1) the varied types of assessment necessary for an educational program including formative, summative, diagnostic and benchmark, (2) the current environment of educational assessment, (3) assessment for project-based learning, (4) assessment instruments and their design, (5) the utilization of assessment data to improve student learning and (6) the inter-relatedness of curriculum, instruction and assessment in the teaching and learning process. Educators develop an understanding of the different types of assessment and how they fit into a comprehensive system of curriculum, instruction and assessment. Participants are able to construct a variety of assessments and assessment items to align with classroom instructional objectives. The effective use of data to make informed decisions about curriculum, instruction and future assessment is discussed.

  • EDPD 602 Curriculum Design
3.0
Required course.

Understanding curriculum design is critical to meeting the needs of all students. Insuring all students understand what they are asked to learn is the role of a classroom teacher and the goal of effective learning practices. In Curriculum Design, students explore contemporary and technological considerations for curriculum design, curriculum accessibility and enhancements, and the role of standards in curriculum design.

  • EDPD 603 Instructional Design
3.0
Required course.

Instructional Design examines the process of teaching and learning as a delivery system. Drawing on theories of instructional design, the course focuses on the development of instructional strategies to inform classroom practice and complement curriculum and assessment. Additional focus on: (1) instructional design for diverse student populations (ELL, special needs, gifted); (2) impact of technology on instructional practice; (3) the ever-evolving role of the educator; (4) formative assessment as instruction; (5) inter-relatedness of curriculum, instruction, and assessment in the teaching and learning process.

Select  3 courses in an area of emphasis:  

                      12.0                        3 courses

          

             Educational Technology
             Inclusion
             Literacy
             The Arts

Select 1 free elective from the following areas
of emphasis:  

                 3.0                        1 course


             Educational Technology
             Inclusion
             Literacy
             The Arts

  • EDPD 605 Research Methods
3.0
Required course.

This course is designed to prepare the educator to successfully engage in the essential aspects of research for the culminating research-based paper/action research/project required for the culminating course, EDPD 701 Capstone Project: Master of Education. This course, EDPD 605 Research Methods, represents the first of two courses designed to take students through the process of completing the Capstone Project. Students successfully completing this course will have selected a research topic; produced a well-developed research statement and/or research questions; completed an in-depth investigation of scholarly literature related to their topic and complementary theoretical frameworks; prepared an outline of the proposed research methodology; and drafted a project prospectus to present to the Capstone Committee and Advisor (selected by the student from the approved list of Faculty) toward the end of the semester. Students will complete the first two of the five chapters required for the Capstone Project (whether it is the Research Paper, Action Research, or Curriculum).

  • EDPD 701 Capstone Project: Master of Education
3.0
Required course. To be taken as final course.

The Capstone Project serves as a culminating experience for educators enrolled in M.Ed. programs offered by the Professional Institute for Educators. This course ties together the sum of the M.Ed. coursework taken and offers educators the choice of pursuing and completing of one of the following Capstone Projects, according to educator interest and utility in the classroom, school or District: 1) research paper, 2) curriculum design, 3) action research. Educators work closely with a Capstone Advisor, and defend their final Project before a Capstone Committee.

Total Courses/Credits Required :

                               30.0                       10 courses