Courses & Schedule

Courses | Schedule

---

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 490F: Foundations of Online Teaching and Learning (4 hrs)

This course provides learners with an understanding of outcomes assessment at the individual learner, program, and institutional levels. Terminology, principles, methods, and issues associated with outcomes assessment are addressed with particular emphasis on how outcomes assessment can be used to enhance community college teaching and learning. The course requires that students explore concepts associated with outcomes assessment within the context of various types of community college education, including general education, developmental/remedial education, career-technical education, and continuing education and training courses. Ultimately, the course provides the knowledge and skills that students need to begin to conduct meaningful outcomes assessment in community colleges.

2. HRE 470: Design of Learning Systems(4 hrs)

In this course, learners will apply theoretical concepts and principles of course development in an online learning environment, explore research related to the design process, and experience the advantages and challenges of working together as a design team. Learners will assume the role of instructional designers and work in teams to build an online learning system.

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 415: Information Technology and Ethics (4 hrs)

The course will cover our own ethical obligations as professionals, and how we meet them as we cope with new technology, such as the use of cell phones, mp3 players, laptops, pagers, television, and other media on various devices. The course will include an overview of decision making, professional pressure, information and communication technology, and critical thinking.

6. EPSY 408: Learning and Human Development with Technologies (4 hrs)

This course is designed to provide learners with a deep understanding of human development with learning technologies. Topics include behavioral, cognitive, social cognitive, identity, personal-social development, and integration with learning technologies. It aims to develop learners' skills in identifying, selecting, and justifying the implementation of learning technologies using e-learning applications. The course requires learners to align learning technologies , existing learning technologies, and the potential or real learning environment. Learners will explore and evaluate a variety of web-based learning technologies. Learners will actively engage in learning activities and discussions with their instructor and classmates.

7. HRE 533: Management of Online Programs in HRD (4 hrs)

This course aims to address complex and multifaceted managerial issues associated with the design, development, and implementation of eLearning programs. This course will develop learners' skills on program and cost analysis, benchmarking, and needs assessment, project management, in order to initiate, plan, and sustain eLearning programs for various organizations.

8. HRE 585: Program Evaluation (4 hrs)

This introductory course to evaluation examines models and methods of evaluating programs, processes, and products in education, business, healthcare, the military, non-profit and government organizations. Particular emphasis is given to topics of formative and summative evaluation, frameworks for program evaluation, quantitative and qualitative methods of data collection and analysis, communicating and reporting evaluation findings, and the ethics and standards of evaluation practice. The underlying philosophy of the course is that evaluation can be the catalyst for organizational learning, especially when initiated by those in training and organization development positions.

Download a sample syllabus for the course. (PDF)

9. HRE 590: Innovations in eLearning (4 hrs)

Innovations in eLearning is designed to engage students in all disciplines to critically think about two main questions - “what’s driving innovation” and “how do we come to recognize instances of innovation”. As a participant in our global society, we see innovations all around it. This is no different in eLearning environments. But what does it really mean? What does it take to be innovative, what impact do innovations have in business, education, and in our daily lives? We need to understand both the strengths and challenges that innovation presents in a learning environment. Students will collectively and individually explore a number of examples of innovations, read and explore widely from a number of traditional and non-traditional sources, and create their own community of practice around this topic. Course conversations will be framed around three main readings: The Element: How finding your passion changes everything by Ken Robinson and Lou Aronica, A whole new mind by Daniel Pink, and the Education Technology Plan 2010. These readings allow students to explore the concept of innovations from a perspective of creativity, cognition, and policy/practice. The Horizon Report and the K12 Horizon Report joint publications by New Media Consortium (NMC) and the EDUCAUSE Learning Initiative will also set a foundation for identifying projected innovations that will influence learning environments.

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)

[back to top]

---

Schedule

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

[back to top]

---