Jing Lei, Chair, 265 Huntington Hall, 315-443-1362, email@example.com
The Instructional Design, Development and Evaluation Department (IDD&E) offers a variety of programs to help students develop the competencies required to identify and evaluate learning and performance problems and to design, develop, and implement appropriate instructional solutions to these problems. Students develop competencies to conduct instructional analysis, make appropriate design decision, develop instructional materials, implement and evaluate instructional programs, and assess learning. The curriculum includes courses that blend soft technologies (thinking models and theories, strategic planning, IDD&E processes, interpersonal communications, and software) and hard technologies. Through practical projects, students develop competencies to design, create, implement, and evaluate non-technology and technology-supported instructional solutions for a variety of educational and professional settings. Certificates are offered in educational technology (15 credits), professional practice in educational technology (24 credits), and instructional design fundamentals (12 credits); a master’s of science degree is offered in Instructional Technology for NYS K-12 permanent certification; and M.S., C.A.S., and Ph.D. degrees in Instructional Design, Development and Evaluation, are offered.
Student Learning Outcomes
1. Compare and contrast theories and practices in areas of instructional analysis, design, development, implement, evaluation
2. Demonstrate advanced skills in instructional design and technology research and scholarly practices
3. Develop advanced reflective and ongoing professional development practices
4. Establish networks with w/scholars & practitioners in areas of interest based on course
5. Demonstrate advanced research and data analysis competencies
Doctor of Philosophy students may select one of two emphases in their Ph.D. programs: an Academic Research focus, or a Professional Studies focus. Although both encompass research-oriented emphases, the two options reflect the increasingly diverse skills and settings requiring Ph.D. preparation. While both emphases require 90 graduate credits and a dissertation, there are differences in the kinds of dissertations expected and the appropriate inquiry requirements for each emphasis. The Academic Research focus prepares students for tenure-line faculty positions in research universities. Special emphasis is given to in-depth methodological training, extensive research experience, advanced expertise in a focused area of inquiry, participation in academic and professional research communities, and the development of teaching skills. The Professional Studies focus prepares graduates for these settings by emphasizing strong methodological training, extensive experience with applied projects, the flexibility to work in teams on a broad range of problems, participation in applied professional communities, and the development of management and leadership skills.