- To further expand the University’s mission to provide an array of programs that will create life transforming educational opportunities which are practical in application and will allow students to acquire depth of knowledge and expertise in their chosen field of study by offering a Master of Arts in Education degree that is global in scope and multidisciplinary in focus.
- To provide a research based, contemporary program of study that will prepare school curriculum and instructional leaders for work in curriculum development, instructional design and classroom and program supervision within the K-12 setting.
- To expand the outreach of the university by offering the program as a fully online program. In keeping with the Webber global focus, the online format will increase the scope of participants, particularly those with military background. North Carolina Department of Public Instruction approval will give credibility and licensure options will be available, however not required.
- To educate and train professional educators in the art and science of instructional design and curricular supervision.
- To help professional educators develop skills to work in a variety of settings – PK12 schools, universities, museums, or other learning organizations both private and public.
- To offer a venue of research and educational opportunities for students to successfully seek doctoral degrees.
- To help students develop skills in creative thinking and innovation in the field of education.
Student learning outcomes are focused around knowledge areas, practicable skills and dispositions. Each the three objectives is detailed below.
Learning Objective #1: Students must acquire both a conceptual and operational understanding of the following core areas:
- Leadership and Change
- Human Learning
- Research Methodology
Learning Objective #2: Students must acquire both a conceptual and operational understanding of at least one of the following emphasis areas
- Research based approaches to developing critical thinking and creative problem solving through effective design processes
- Development of authentic assessments that are congruent to objectives and standards in an interdisciplinary framework of learning
Learning Objective #3: Students will become proficient in the following skills and attitudes:
(Students must acquire the following skills at a level commensurate with graduate work).
- Precision and clarity in the oral and written communication of instructional design ideas
- Effective use of resources to gain knowledge
- Facility in problem solving, modeling, approximation, critical thinking skills and creative problem solving
- Effectiveness in reasoning with and between concrete and abstract ideas
- Capable of using digital tools and technologies
Through coursework and research, students are expected to cultivate the following attitudes and dispositions:
- Confidence in one’s own inquiry skills and knowledge
- Desire for continuous and independent learning
- Appreciation of the dynamic role of culture and diversity in science, society and history
- Appreciation of teamwork
- Awareness of career opportunities in instructional design
- Understanding of the interrelations among various areas of instructional design and curricular supervision.
Plan of Assessment
Students will be assessed throughout the program of study using formative and authentic assessments indicative of the goals and objectives for that course. Each course has a theoretical or research component, a reflective component as seen in group/class discussions and a practical application within the parameters of the learning organization from which each student works.
Each course has an embedded set of learning outcomes; however those areas and goals of cognition and behavioral skills will be culminated in the final Thesis and Project Presentation. This project will be evaluated, and the presentation adjudicated by the MA teaching faculty.