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MEd in Educational Program Design

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The Master of Education in Educational Program Design is recommended for K-12 educators who have yet to earn their master’s degree and are seeking graduate-level instruction about innovative teaching methods that focus on both theory and real-world practice.
 

This Master of Education degree is offered to deepen your knowledge about quality education program design. It demystifies curriculum, instruction and assessment for teachers and provides the tools and skills necessary to create and/or revise existing program structures to meet the needs of contemporary learners. A total of 30 credits, the degree builds skills in five core courses, plus four courses in a concentration area of your choice and one open elective in an area of your choice.
 

For those who do not wish to earn a master’s degree, we recommend the graduate certificates. Selecting the right option will also depend on one’s specific interests and goals. To schedule an appointment for one-on-one advising, please contact us at 215.717.6092 or email .

MEd in Educational Program Design Overview

Course
Credits
Notes
  • Assessment Design + Evaluation
3.0
Required course. Must be taken as first 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.

  • 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.

  • Designing 21st Century Learning Environments
3.0
Required course.

In order to be a successful educator in the 21st century and beyond, teachers and school systems must understand the dynamic environment they are preparing students for both now and in the future. Designing 21st Century Learning Environments explores the many aspects of what is needed to create and sustain learning environments that align with the times. The key areas of content and assessment, program structures, technology, media literacy, globalization, sustainability and habits of mind will be explored. While not specifically a technology course, this class examines the unique challenges and opportunities technology brings to the design of teaching and learning environments. Collaboration, accessibility, motivation and authentic learning are all highlighted.

Select 12 credits from one of the
following concentration areas:  

                      12.0                        4 courses

          

             Educational Technology
             Inclusion
             Literacy
             The Arts

Select 3 elective credits from one of
the following areas:  

                 3.0                        1 course


             Educational Technology
             Inclusion
             Literacy
             The Arts

  • Research Methods
3.0
Required course.

An independent study course that prepares the student to successfully engage in the essential aspects of research for the culminating research based project required in the Capstone Seminar for the Master of Education in Educational Program Design degree. Registration approval required from the department.

  • Educational Program Design Capstone Research Project
3.0
Required course. To be taken as final course.

Through this course, educators integrate their MEd and concentration coursework through the creation of a research paper, research project or curriculum unit. The Capstone course provides students with the opportunity to demonstrate their mastery of Educational Program Design through the creation of a comprehensive project reflective of their understanding and ability to apply the knowledge acquired throughout their coursework. The final project will include the (1) selection and development of a project plan (proposal); (2) literature review and analysis related to the project topic with the subsequent submission of both the literature review and full bibliography; and (3) submission of the final project. The Capstone serves as the culminating course in the MEd degree. It is comprehensive in nature and is designed to demonstrate students’ mastery of educational theory and practice in Educational Program Design.

Total Minimum Required for
Concentration/Certificate:

                               30.0                       10 courses