EME 2040   Introduction to Educational Technology

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Assists educators in developing skills and competencies which are essential to the integration of technology into the delivery of classroom instruction. Students will survey a wide variety of instructional technology materials and systems. They will also learn to use these tools in a classroom environment.

EME 3002   Intelligence and National Security

Col of Arts, Soc Sci and Human, Department of Criminal Justice

3 sh (may not be repeated for credit)

Students will develop an academic understanding of national security and the government agencies that are responsible for protecting the United States and its interests. Students will learn about the intelligence cycle, national security decision making, and the intelligence community and review case studies of intelligence in action. Students will also become familiar with analytic writing and intelligence analysis through case studies and weekly assignments of current national security news.

EME 3003   Open Source Intelligence

Col of Arts, Soc Sci and Human, Department of Criminal Justice

3 sh (may not be repeated for credit)

Provides students with an academic and practical understanding of Open Source Intelligence (OSINT) and its applications. Students will learn about Open Source Intelligence as a discipline, its place in the intelligence world, and OSINT planning and execution. Students will become familiar with OSINT acquisition and exploitation techniques by developing an understanding of available technological tools and capabilities.

EME 3233   Technology Integration Planning

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Provides students with the knowledge, skills, abilities, and attitudes necessary to implement instructional technology. Students will learn to identify the constraints and risks associated with instructional technology planning and implementation. Students will utilize software tools associated with the implementation of instructional technology.

EME 3312   Technology Supported Learning

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Examines the use of current and emerging technologies to facilitate learning. Topics covered will include distance learning, formal and informal technology based learning and mobile learning. Strategies for integrating technology in educational settings will be explored.

EME 3351   Introduction to Instructional and Performance Technology

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

The distinct purposes of instructional technology and human performance technology are explored in depth in this course. The foundations and evolution of each discipline serve to establish distinct definitions that will be investigated. The similarities and differences will be compared to include the historical basis, models, major tasks, and desired outcomes.

EME 3624   Training Needs Assessment

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Examines the role of training needs assessment in instructional design. Students will be introduced to techniques used to collect and analyze data to identify and clarify training needs. Prepares students to employ needs assessment techniques to determine who needs to learn what and why prior to engaging in the design and development of instructional materials.

EME 3905   Directed Study

School of Education, Department of Instructional Design and Tech

1-12 sh (may be repeated indefinitely for credit)

EME 4001   HUMINT Operations

Col of Arts, Soc Sci and Human, Department of Criminal Justice

3 sh (may not be repeated for credit)

Students will learn the importance of human originated information, or HUMINT, in the context of law enforcement, military and intelligence operations. Students will learn about interview, interrogation and elicitation techniques that are employed within the law enforcement and national security communities. Students will be able to recognize and describe the difference between overt and clandestine source operations and when HUMINT should and should not be utilized in the pursuit of legal or national security priorities. Students will also be able to assess basic psychological indicators in the profiling of historic espionage cases and their impact on national security.

EME 4043   Instructional Technology Leadership

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)
Prerequisite: EME 2040

Students will examine the role of the technology leader in effective integration, management and use of technology in a variety of settings, including education, training, military, public sector and non-profits. The course focuses on technology, information, and information literacy. Special attention is paid to the role of systems thinking in effective technology leadership. Offered concurrently with EME 5316, graduate students will have additional work.

EME 4083   Program Evaluation in Instructional Design and Technology

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Students will develop skills used in selecting the appropriate model for conducting various types of evaluations. A series of models will be reviewed and aligned with evaluation purposes and questions. Applying the appropriate evaluation model is critical to ensuring that interventions, programs, and projects are successful. Development of a comprehensive evaluation plan will provide students with the opportunity to align an evaluation model with data collection strategies and techniques for a specific evaluation purpose.

EME 4343   Multimedia Design and Development

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)
Prerequisite: EME 3312

The basic visual and typographical elements and technical aspects of multimedia design and development to support learning are the focus of this course. Students will apply instructional design strategies and principles of multimedia learning to the design and development of multimedia. Included are a selection of software applications and services, design principles, hands-on production, and discussion of issues and useful resources.

EME 4350   Human Performance Technology

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)
Prerequisite: EME 3351

Students are introduced to the field of Human Performance Technology (HPT). Through examination of the research, theories and models associated with HPT, students will be prepared to conduct comprehensive performance, gap and cause analyses in organizations, and identify training and non-training based solutions to resolve organizational performance concerns.

EME 4352   HPT Intervention Selection and Design

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)
Prerequisite: EME 4350

Human Performance Technology (HPT) interventions are selected to resolve gaps in desired performance. The skills required to align interventions with the cause(s) of the problem are the focus of this course. Students will classify interventions using various models of Human Performance Technology and select potential interventions to resolve identified problems in human performance scenarios. Students will also develop a formal proposal to communicate recommendations to stakeholders.

EME 4474   Technical Intelligence Collection

Col of Arts, Soc Sci and Human, Department of Criminal Justice

3 sh (may not be repeated for credit)

Introduces students to intelligence disciplines (ELINT, SIGINT, MASINT, GEOINT) and intelligence organizations (NSA, NGA, NRO and DIA). Students will examine the history of these organizations, technologies used in each intelligence discipline, and common uses of each technology. The course focuses on improving analytical writing and research skills in the intelligence discipline.

EME 4673   Foundations of Instructional Design

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)
Prerequisite: EME 3351

Introduces students to the field of instructional design, a systemic and systematic, research-based means of designing effective, efficient, learner focused instruction. Students will use the ADDIE process to design a lesson.

EME 4674   Development of Instructional Materials

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)
Prerequisite: EME 4673

The pedagogical, technical, and logistical aspects of instructional messages will provide the foundation for students to learn the fundamentals of instructional development in this course. Message design principles and individual preferences are considered as they relate to the development of instructional materials. Media and technology aspects relating to effective message delivery will be addressed and related to the logistical constraints of time and cost.

EME 4684   Instructional Design and Technology Capstone

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

The capstone is designed to enable students to demonstrate mastery of the Instructional Design and Technology knowledge, skills, and abilities developed during the academic program. Students will identify, propose, and complete a capstone project and develop an electronic portfolio highlighting their attainment of the program level learning outcomes. Permission is required.

EME 4905   Directed Study

School of Education, Department of Instructional Design and Tech

1-12 sh (may be repeated indefinitely for credit)

EME 5905   Directed Study

School of Education, Department of Instructional Design and Tech

1-12 sh (may be repeated indefinitely for credit)

EME 6054   Foundations of Instructional Design and Performance Technology

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Students investigate theoretical, historical, sociological, and philosophical perspectives and applications of instructional design and performance technology in education and training environments. Students develop the knowledge, skills, and abilities needed to integrate instructional and performance technology theories and processes into education and training settings. Students are introduced to the theoretical and philosophical foundations of the field, and they are empowered to develop a comprehensive definition of the field and a broad perspective of IDPT on educational and training settings.

EME 6409   Distance Learning Implementation

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Integrates theory and best practices to explore and develop skills for developing and implementing effective education and training environments delivered via distance learning media. Students will focus on the principles and practices that are research-based and result in quality distance learning experiences, and students will explore technologies available to support and distribute distance learning and the considerations unique to distance learning. The course focuses heavily on online environments, and it emphasizes application of the best practices by enabling students to develop and implement their own instructional lessons that are delivered via distance learning technologies.

EME 6414C   Web-Based Instructional Tools for Educators

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Provides students with the knowledge and skills necessary to design and develop web-based instruction using current authoring software and services. The course integrates theory and application. Students will learn to critically examine the instructional capabilities of various technologies and identify instructional strategies that support integration. Students will design and develop multiple units of instruction that demonstrate their ability to author courseware.

EME 6415   Digital Video for Instruction

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Principles of instructional video design and development including designing for learning objectives, effective audio and lighting techniques, video recording, editing, and delivery will be taught. Students will explore the opportunities and technical challenges associated with web-based video as a communication medium. Practical application projects are an integral part of the learning experience as students explore all aspects of instructional video pre-production, production, and post-production.

EME 6426   HPT Interventions

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Human Performance Technologists, the education and training leaders in organizations, identify gaps between desired and actual employee performance levels. Once the gaps have been identified, the HPT practitioner determines interventions or combinations of interventions that are needed to close those gaps. These interventions consist of instructional and non-instruction solutions that educators and trainers design and develop that, in turn, solve organizational performance problems.

EME 6427   Implementation of HPI Interventions

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Provides students with fundamental knowledge and skills related to the intervention selection, design, and implementation; and change management activities associated with the practice of Human Performance Improvement (HPI). Analyzes potential interventions to identify those most appropriate for identified root causes of performance gaps. Examines models of change management, the role of the change agent and the importance of developing and implementing effective change management plans to insure successful intervention implementation and institutionalization.

EME 6428   Evaluation of HPI Interventions

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Students will examine the theory and practice of evaluation models and processes as they relate to the formative, summative and confirmative evaluation of instructional and non-instructional Human Performance Improvement (HPI) interventions. Students will develop the knowledge, skills and abilities necessary to plan and conduct comprehensive evaluations based on current theories, models, and best practices.

EME 6429   Human Performance Improvement

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Provides students with fundamental knowledge and skills related to the performance, gap and cause analysis activities associated with the practice of Human Performance Improvement (HPI). Examines the importance of systems thinking in HPI and the theories and theorists of the field.

EME 6458   Distance Learning Policy and Planning

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Examines the history of distance learning and the principles, policies and issues related to the design, development, implementation and administration of distance learning courses and programs in various settings. Issues related to technology, teaching, learning, assessment and faculty and student preparation will be considered from both theoretical and practical perspectives.

EME 6607   Instructional Technology Integration Projects

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Provides students with the knowledge, skills, abilities, and attitudes necessary to implement instructional technology in educational and training environments. Students will learn to identify the constraints and risks associated with instructional technology planning and implementation and develop ways to manage these factors. Students will utilize software tools to manage the implementation of an instructional technology project.

EME 6609   Instructional Design Theory and Practice

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Theoretical underpinnings and practical applications for instructional design will ground the course. Students will examine the key components of the instructional system and the theoretical perspectives that inform the practice of instructional design. Students will apply a systems approach and a research-based model to the instructional design process to design a pedagogically sound instructional product.

EME 6626   Emerging and Innovative Technology Systems

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

New technology and approaches to teaching and learning evolve and revolutionize how professionals approach technology integration. Explore how innovation and new technologies can be used in instructional strategies to promote performance and learning.

EME 6678   Theoretical Foundations of Instructional Design

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Students will examine the key components of the instructional system and the theoretical perspectives that inform the practice of instructional design. The role of communication theories, learning theories, and instructional theories, and the overarching concept of alignment in instructional design will be explored.

EME 6905   Directed Study

School of Education, Department of Instructional Design and Tech

1-12 sh (may be repeated indefinitely for credit)

EME 6946   Instructional Design and Technology Capstone

School of Education, Department of Instructional Design and Tech

3 sh (may be repeated for up to 6 sh of credit)

Students critique the academic program, identifying their key learning outcomes, and the courses and specific instructional strategies that led to those outcomes. Students identify, propose, and complete a complex project, integrating knowledge, skills, and abilities developed in multiple classes to solve an instructional or performance related problem in a real organization. Permission is required.

EME 7067   Leadership in Performance Improvement

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Students will investigate the role of leadership in guiding performance improvement projects. Students will critique leadership techniques and mentoring strategies and learn to determine which approaches are most appropriate for given situations. Special focus will be given to systems thinking and its role in effectively leading performance improvement projects.

EME 7068   Analysis and Integration of Instructional Technologies

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Students examine theoretical foundations, research-based strategies, and best practices used to analyze the value of current and emerging technologies in resolving organizational performance problems. Students will select and effectively integrate a broad range of technologies in diverse organizational settings.

EME 7353   Evaluation of Performance Improvement Interventions

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Students examine strategies for planning, conducting, and leading evaluations of performance improvement interventions. Students will analyze evaluation types, approaches, and models, and develop the skills necessary to plan, conduct, and lead evaluation efforts aligned with the subject of the evaluation, available resources, and the constraints of the organization.

EME 7357   Intervention Selection, Design and Development Leadership

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Students will critically examine a wide range of potential performance improvement interventions to determine which solutions are best suited for various situations. Students will focus on aligning solutions with identified problems and organizational constraints and effectively communicating recommendations to stakeholders. Students will apply research, theory, and best practices to lead instructional and non-instructional intervention design and development projects.

EME 7365   Performance Improvement Theory and Research

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Students examine the theoretical and conceptual foundations of the field of Performance Improvement through a comprehensive review and critical examination of the literature of the field. Students will develop knowledge, skills, and abilities necessary to apply research and theory to practice to improve organizational performance.

EME 7366   Data Collection in Performance Improvement

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Examines data types and collection methods, sources, and instrumentation. Examines how, when, and why to collect quantitative and qualitative data for performance improvement projects. Critically investigates researcher bias, reflexivity, and positionality when conducting data collection for performance improvement research.

EME 7367   Data Analysis in Performance Improvement

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Examines the various types of data analysis consistent with performance improvement. Appropriate qualitative and quantitative data analysis procedures and alignment with research questions and study purposes are addressed in this course.

EME 7613   Principles of Instructional Systems Design

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Students will examine the use of instructional systems design models to create instruction that is appropriate from a pedagogical and practical viewpoint. Theories and models to support the design of instruction for use in a variety of instructional formats will be emphasized. Focus areas will include analysis, instructional goals and objectives, assessment, instructional strategies and the role of formative evaluation in instructional design. Students will apply theories and best practices to design a pedagogically sound instructional product.

EME 7618   Fundamentals of Practitioner-based Research

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

This course provides an introduction to the design of research studies in the field of instructional and performance technology. Aspects of research design and associated methodologies will be explored. Critical analysis of the research literature will highlight trends for problems and issues warranting further investigation. The quality and rigor of research will be emphasized, including research validity, methods of data collection and analysis, conclusions drawn from evidence, and ethical standards.

EME 7692   Doctoral Seminar-Leading Performance Improvement Projects

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

This course focuses on the development of the skills necessary to effectively lead instructional and non-instructional performance improvement projects. Critical skills included in the course include leading projects and change initiatives, facilitating organizational communication, ethical behavior, and social justice. Coursework will also provide students with opportunities to continue to develop skills in critical thinking, scholarly research, and professional writing.

EME 7695   Design of Non-Instructional Performance Solutions

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Examines the research, theories, and best practices that guide the design of non-instructional interventions/solutions to individual and organizational performance improvement opportunities in the workplace. Students will consider constraints, risks, and required resources for a variety of interventions/solutions, resulting in the development of one or more process models that may be used by practitioners to guide design activities.

EME 7905   Directed Study

School of Education, Department of Instructional Design and Tech

1-12 sh (may be repeated indefinitely for credit)

EME 8608   IPT Foundations, Issues and Trends

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Students examine the history and evolution of the field of instructional and performance technology and its three major areas of emphasis; instructional design, instructional technology, and performance technology. Students will also analyze current issues and trends influencing the field and their impact on research and practice. This course focuses heavily on research, critical thinking, and communication skills.

EME 8693   Doctoral Seminar-Analysis and Dissemination of IPT Research

School of Education, Department of Instructional Design and Tech

3 sh (may not be repeated for credit)

Critically examines the types of written reports and oral presentations practitioner-scholars use to communicate findings and recommendations to stakeholders. Students will learn how to tailor written and oral communications to meet the culture of the organization and the information needs of the audience.

EME 8905   Directed Study

School of Education, Department of Instructional Design and Tech

1-12 sh (may be repeated indefinitely for credit)

EME 8980   Dissertation

School of Education, Department of Instructional Design and Tech

1-6 sh (may be repeated for up to 18 sh of credit)

Major individual research in an area of significant educational interest; designed specifically for candidates in the Ed.D. Curriculum and Instruction, Instructional Technology program. The dissertation reflects intensive educational research produced by the student and collaboratively developed with the student's graduate committee. Graded on a satisfactory / unsatisfactory basis only. Admission to candidacy, completion of all other doctoral program requirements and permission is required.

EME 8981   Dissertation in Practice-Phase 1

School of Education, Department of Instructional Design and Tech

6 sh (may not be repeated for credit)
Prerequisite: EME 8693

Under the supervision of the dissertation-in-practice committee chair, students will use feedback received during the defense of deliverables one and two during EME 8693 to modify their applied research intervention recommendations. Upon approval of the modifications by the dissertation-in-practice chair and organizational stakeholders, students will design and develop the planned performance improvement interventions. Students will demonstrate ethical research practices and effective communication in all interactions. Students must complete EME 8693 with a minimum grade of B prior to enrolling in this class.

EME 8982   Dissertation in Practice-Phase 2

School of Education, Department of Instructional Design and Tech

6 sh (may not be repeated for credit)
Prerequisite: EME 8981

Under the supervision of the dissertation-in-practice committee chair, students will pilot test, modify, and implement applied research interventions aligned with a previously identified problem of practice. Students will demonstrate ethical research practices and effective communication in all interactions with clients. Students must successfully complete EME 8981, where they will design and develop their approved interventions, prior to enrolling in this class.

EME 8983   Dissertation in Practice-Phase 3

School of Education, Department of Instructional Design and Tech

1-6 sh (may be repeated for up to 6 sh of credit)
Prerequisite: EME 8982

Under the supervision of the dissertation-in-practice committee chair, students will collect and analyze quantitative and qualitative data to evaluate the impact of their applied research interventions on the previously identified problem of practice. Students will demonstrate ethical research practices and effective communication in all interactions. Students must successfully complete dissertation-in-practice phases one and two (EME 8981 and EME 8982) prior to registering for this course.

EME 8984   Dissertation in Practice-Continuation

School of Education, Department of Instructional Design and Tech

1 sh (may be repeated for up to 6 sh of credit)
Prerequisite: EME 8983

Facilitates continuous enrollment for students who have completed all required coursework without successfully defending the dissertation-in-practice and/or meeting other graduation requirements. Students enrolled in this course will work with their dissertation-in-practice committee chair to complete all remaining requirements to successfully graduate.