Masters Program Redesign

Masters Curriculum Redesign

Mya MangawangLydia Young

Gail Matthews-DeNataleDecember 2013

Overview

• August 2012: Redesign Kick-Off Retreat

– Author Mission Statement

– Identify Program Competencies

• September – May 2013: Curriculum Redesign

– Market Analysis

– Author Concentration Missions, Identify Competencies

– Curriculum Mapping to Missions/Competencies

– Plan Courses & Identify Signature Assignments

– Develop Process to Document Learning through Portfolios

• September 2013: Implementation

Curriculum map

Program competencies

• Mission driven

– The Master of Education program at Northeastern University develops educators with the skills and intellectual acumen to be effective, to question systemic norms, and to anticipate and shape a more equitable, globally connected society.

Competencies

• Professionally grounded – Preparation focused on concentration-specific

trajectories

– Students delve deeply into current landscape and recent developments in a given education sector

– Students gain professional competencies and also build a deeper understanding of the content

– Develop professional identities

– Program allows for flexibility and foresight as students prepare to meet specialized professional educational landscapes of the future

Program competencies

• A distinctive program

– Integrates practice with scholarship

– Embraces next generation online and mobile learning

– Explores lifelong learning and global contexts

– Generates a portfolio of exemplary work that demonstrates vision and leadership in the field

Reflection: Questions to Consider

What contributions are you preparing students to make to

society and/or to their profession?

What expertise, abilities, and characteristics will the graduates

of your program need to be able to make these contributions?

7

M.Ed. Program Competencies

Authentic Demonstration of Program Competencies

9

Signature Assignments

• Position Statement

• Professional Learning Plan

• Interviews with Leaders in the Field

• Case Study

Course eLIDProfessional

Expertise

Cultural

Cognizance

Leadership

& Vision

Signature

Assignment

EDU 6319

How People

Learn

Learning takes place in all stages of life: teenagers who go directly

from high school to college, adults who “stop out” and return to

school after years of work or family commitments, and even

retirees who pursue learning made possible by expanded leisure

time. Some education takes place formally within higher

education; other opportunities are informal, sponsored by

organizations such as museums and libraries or available for free

online. How People Learn positions online learning within this

larger landscape of education. This course provides an introduction

to the research and science of learning, integrating theory with case

studies about learning principles and high impact practices.

Special attention will be given to learning in online and mobile

environments.

X X

Professional

Learning Plan (aligned w.

competencies)

Case Study (documentation and

analysis of learner

experience and

learning principles

in a course or

resource)

EDU 6329

Connecting

Theory and

Practice

This course takes place at the mid-point in eLearning and

Instructional Design concentration studies. It involves participants

in ePortfolio-based reflection regarding professional goals, progress

toward program- and concentration-level competencies, and

opportunities for connecting theory and practice. With input and

feedback from peers, faculty, and employers, participants then

develop a plan for experiential learning. The plan describes a 3-5

month workplace-based, scholar-practitioner experience that is

responsive to the needs of the employer, yet also steeped in the

contemporary issues, science, and theory of learning design.

Participants will implement their plans, independent of course-based

study, during the second half of their degree programs. The

ePortfolio will serve as the space in which participants document,

reflect, and elicit feedback on the implementation experience.

Looking ahead, the Capstone course provides an opportunity to

report on results and lessons learned.

X X X Informational

Interview

Write-Ups

Experiential

Learning Plan

Submit

midpoint

learning

portfolio

Concentration-level competencies

• L&I

– Anticipate and meet the needs of diverse students to more effectively teach and lead in schools and communities.

– Become poised for advancement in the profession.

– Understand the impact of local, national and global changes on educational policy and practice.

– Recognize opportunities to transform the classroom, school or broader educational community.

Description Anticipate

& meet

needs of

diverse

learners

Poised for

advancement

Understand

impact of

changes on

policy &

practice

Recognize

opportunities

to transform

community

Signature

Assignment

EDU 6050: Education as an Advanced Field of Study

This core course focuses on the critical evaluation,

interpretation, and uses of published research in education as

a field of study. Students are given an opportunity to explore

the relationship between theory and practice and the changing

nature of knowledge. In this course, students will examine

peer-reviewed research articles, learn the "rules" and methods

through which these scholarly works are developed, and begin

to apply research findings to real problems and issues in

education. As part of this course, students will use an

ePortfolio as they begin to document their development as

scholars, practitioners, and leaders in the field of education.

X X X Positionality

Statement with

educational

focus

Annotated

bibliography

Final

presentation on

controversy in

education

Beginning

ePortfolio

EDU 6051: Culture, Equity, Power & Influence

Designed to provide an examination of the broad construct of

culture and explore how these characteristics impact personal

identity, access to education, social mobility, power, and

influence. Explores educational institutions as cultural

systems and questions concepts at the heart of personal and

professional interactions in teaching, learning, curriculum,

and administration. Expects students to participate in

reflective discussion and begin the personal exploration of

their own feelings and experience with culture; to develop

competencies spanning cultural and international boundaries;

to prepare to be more effective in diverse settings; and to

influence and advocate for systemic change.

X X X Action plan and

presentation

What is an ePortfolio?

Portfolio

purposeful collection + student work + reflection(Paulson, F.L. Paulson, P.R. and Meyer, 1991)

ePortfolio = all of the above …

+ web-based+ multiple formats and media+ links, non-linear pathways+ capacity to share with a larger audience

(Polklop, 2013)

Two Faces of ePortfolios

Quantitative & Qualitative

Learning Portfolio

The eLID Experience

Foundation Courses

Ed as Field of Study

How People Learn

Models for Learning Design

Professional

Learning

Plan

Showcase Portfolio

Experiential

Learning

Proposal

Connecting Theory with

Practice

Review PortfolioPlan Project

Design as Collab. Profession

Social Media

Open Learning

Tech. as Medium for Learning

Capstone

Revise/Present Work to Others

Professional Portfolio

Experiential

Learning

Work

Professional

Integration &

Presence

The eLID Experience

Experiential

Learning

Proposal

Experiential

Learning

Work

Professional

Integration &

Presence

Professional

Learning

Plan


Practice



Social Media

Open Learning


Capstone



Foundation Courses


How People Learn


Learning Portfolio Showcase Portfolio

The eLID Experience

Professional

Learning

Plan

Showcase Portfolio

Experiential

Learning

Work

Professional

Integration &

Presence

Experiential

Learning

Proposal

Foundation Courses


How People Learn



Social Media

Open Learning


Capstone




Practice


Learning Portfolio

The eLID Experience

Learning Portfolio

Foundation Courses


How People Learn


Professional

Learning

Plan

Showcase Portfolio

Experiential

Learning

Proposal


Practice


Capstone



Professional

Integration &

Presence

Experiential

Learning

Work

Design as a Collaborative

Profession

Social Media

Open Learning

Technology as Medium for Learning

The eLID Experience

Learning Portfolio

Foundation Courses


How People Learn


Professional

Learning

Plan

Showcase Portfolio

Experiential

Learning

Proposal


Practice



Social Media

Open Learning


Experiential

Learning

Work

Professional

Integration &

Presence

Capstone



The eLID Experience

Foundation Courses


How People Learn


Professional

Learning

Plan

Showcase Portfolio

Experiential

Learning

Proposal


Practice



Social Media

Open Learning


Capstone



Experiential

Learning

Work

Professional

Integration &

Presence

Learning Portfolio

The eLID Experience

Learning Portfolio

Foundation Courses


How People Learn


Professional

Learning

Plan

Experiential

Learning

Proposal


Practice



Social Media

Open Learning


Capstone



Experiential

Learning

Work

Professional

Integration &

Presence

Showcase

Portfolio

The eLID Experience

The eLID Experience