Courses & Schedule

Courses | Schedule

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Courses

Course instruction is 100% online, allowing students great flexibility in scheduling their learning. Course requirements include a time each week when students participate in synchronous online group sessions live synchronous online class sessions. Students are part of a cohort and enroll in one course per 10-week term, in addition to completing an applied integrative capstone project (HRE 495). This schedule allows students in the cohort to complete their degrees in two years. However, the degree may be completed at a slower pace if arranged with the online programs coordinator.

The 36 credit hours required for the Master of Education degree are earned through successful completion of eight, 4-hour courses and a two-part capstone course (2 hrs each).

**Please note: The syllabi presented are examples posted to illustrate the typical content outline and course requirements. At the beginning of this class, students will receive a current syllabus which may differ from the example.

1. HRE 501: The Community College (4 hrs)

This course is considered a core course in the CCTL curriculum. It provides an overview of how various types of two-year postsecondary institutions, primarily comprehensive community colleges, function. The course requires students to critically analyze community colleges, and consider their strengths and weaknesses within the broader context of the nation's P-16 educational system. Ultimately, the course provides the foundation for students who aspire to community college employment or advancement in community college positions. The course is designed to assist students to understand, assess, and contribute to the betterment of community college education, both today and in the future.

Download a sample syllabus for the course. (PDF)

2. HRE 412: Instructional Techniques (4 hrs)

Provides a research-based exploration of effective teaching techniques for instructions of business, industry, and community college programs. Equips students with a conceptual framework for instruction and provides guidance and experience in the planning, delivery and evaluation of instruction.

Download a sample syllabus for the course. (PDF)

3. HRE 495 I: Research in Organizations and Institutions (2 hours)

Provides a general orientation to research and an integrating framework for related approaches and methods included in the core HRE Online courses. In the core courses, research-based processes, methods, and concepts enhance and expand on this initial model, providing the student with a systematic approach to design, development, delivery, and evaluation of interventions and organizational/institutional performance.

Download a sample syllabus for the course. (PDF)

4. HRE 472: Learning Technologies (4 hrs)

This course aims to develop learners' skills in identifying, selecting, and justifying the implementation of learning technologies in the overall learning environment design process. The course requires learners to align learning theories, introductory instructional system design models, existing learning technologies, and the learning environment design blueprint together in order to solve organizational problems (for example, lagging performance). Learners will experiment and evaluate a variety of learning technologies such as screen capture tools, online games and simulations, test development tools, etc. Learners will actively engage in learning activities and discussions with their instructor and classmates. Learners are expected to produce presentable final deliverables for the final design portfolio.

Download a sample syllabus for the course. (PDF)

5. EPS 500: History of Work and Educational Policy (4 hrs)

The purpose of this course is to look at the changing conditions of work today, in both a contemporary and historical context, and how education can and cannot - and should and should not - respond to these changes. Students in this course will look at the past, present, and future of the US economy and society, in relation to new conceptions of employment, education, and job training. This larger context of historical and philosophical questions will provide a better context for understanding exactly what these changes are, and what they might portend.

Download a sample syllabus for the course. (PDF)

6. EPSY 407: Adult Learning and Development (4 hrs)

Theory of, and research on, adult learning and development; includes societal context, performance, physiology and health, personality, and learning; and considers stability and change during young adulthood, middle age, and old age.

Download a sample syllabus for the course. (PDF)

7. HRE 592: The Community College Student (4 hrs)

This course provides an in-depth examination into the body of research of students in community, junior and technical colleges in the United States. The course highlights current theories of student development as they apply to community, junior, and technical college students. Emphasis of the course is placed on examining various student populations and their learning and instructional needs.

Download a sample syllabus for the course. (PDF)

8. HRE 590: Assessing Learning Outcomes (4 hrs)

Practical application of theory and recommended practices to develop and evaluate teaching and learning in classroom settings. Oftentimes assessment is viewed narrowly in terms of tests which only assess student knowledge. Many instructors adopt the mindset of assessment of learning rather than assessment for learning. In order to assess higher levels of classroom learning as well as assess for learning, other types of methods must be employed. This course will aid participants in identifying, designing, and developing assessment methods appropriate to their content areas and students.

Download a sample syllabus for the course. (PDF)

9. HRE 517: Community College Program Development (4 hrs)

Synthesizes selected sociological, psychological, and epistemological foundations for curriculum development in education and training; application of theories from fundamental disciplines to practice in existing and emerging curricula involving perceptual and psychomotor learning.

10. HRE 495 II: Capstone Project (2 hours)

Students are required to complete an integrative capstone activity or project (critical or conceptual research paper, product, internship, or action research project).

Download a sample syllabus for the course. (PDF)

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Schedule

CCTL Cohort 9
Courses Begin: July 2011
Application Deadline: March 1, 2011

Please see the Current Students page for the most up to date course offerings.

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