|Degree:||Education Specialist (Ed.S.)|
|Department:||Research and Advanced Studies|
Building 78, Room 125A
|College:||College Professional Studies|
|Semester Hours Required For Degree: 36|
The Ed.S. in Curriculum and Instruction is designed primarily for professionals who hold positions of leadership in education and training, social sciences, or the military. The purpose of the program is to develop curriculum-related content experts through advanced knowledge, contextualization, and requisite skills of individuals who work in a variety of leadership settings. The research component is practitioner-oriented with emphasis on the utilization of research findings for decision making and problem solving. Student backgrounds include, but are not limited to, public school personnel, community college and university personnel, social and health related personnel, and military personnel.
Admission to the Ed.S program is a selective process, therefore, meeting the minimum eligibility criteria stated below does not guarantee admission into the program. Applicants for the specialist program must meet all university and departmental admission requirements. Preference for admission will be given to those students whose credentials indicate the greatest promise of academic success in their chosen course of study. Admission is made at the department level and thus there are university and divisional requirements for admission to this program.
In addition to the University graduate admission requirements described in the Admissions section of the catalog, the department bases decisions for regular admission on a holistic review of credentials in which the following criteria are used to assess the potential success of each applicant:
Students are strongly encouraged to remain in close contact with the department advising coordinator as well as the program coordinator to ensure that all application materials are submitted in a timely manner.
Foundational Proficiencies are not part of the degree program and should be completed prior to admission.
|EDF 6404||Educational Statistics I||3|
|EDF 6481||Educational Research||3|
To be eligible for the Ed.S., a student must complete all requirements listed in the Graduation and General Degree Requirements section of this catalog along with the specific course requirements listed below. Students are required to receive at least a B- or above in all course work.
Students will complete the 15 semester hour professional core and complete one of the 21 semester hour options. Within the option, students will select an area of emphasis. The Curriculum and Diversity Studies Specialization is housed in the Department of Research and Advanced Studies. The Instructional Technology Specialization is housed in the Department of Instructional and Performance Technology.
Capstone experiences are tailored to the student's professional goals and may include internships such as EME6946, research design courses such as EME7938 or similar courses in the student's area of specialization.
All students must complete a comprehensive examination prior to graduation.
|EDF 6475||Qualitative Research I - Methods||3|
|EDF 7407||Educational Statistics II: General Linear Model||3|
|EDF 7685||Educational Foundations: A Philosophical and Multicultural Analysis||3|
|EDG 7346||Advanced Analysis of Curriculum and Instruction||3|
|EME 6316C||Instructional Management and Technology||3|
Students must complete one of the following emphases in the Curriculum and Diversity Studies Option:
Advanced Studies Emphasis
Students will complete a specialization that focuses on the following areas:
Correctional Education and At-Risk Juvenile and Adult Populations Emphasis
This emphasis is designed for students who are currently in correctional education settings or anticipate future assessments working with at-risk juvenile and adult populations or administering programs in these areas.
Students must complete one of the following emphases in the Instructional Technology Option:
Performance Technology Emphasis
This option emphasizes theoretical and applied perspectives for considering how individual and organizational performance can be enhanced through the systematic use of innovative instructional technologies, training, feedback systems, and incentive systems.
Distance Learning Emphasis
Students learn how to design distance infrastructures, establish policy directives within organizations, support student performance, develop instructional materials, and implement distributed systems and portable media.