Curriculum
This is a 29-credit (9 course) graduate-level certificate program. Incoming students who have received their teaching certificate from Drexel are required to take only 18 credits (6 courses). They can waive EDUC 522, EDUC 523 and EDUC 525 from the catalog below.
Course Descriptions
EDUC 511— Computer Skills for Teachers
Presents major instructional design concepts students will use in developing their own curricular materials. Describes and discusses various kinds of teacher-developed instructional tools in relation to appropriate instructional task or learning environment. Primarily uses the Macintosh microcomputer and appropriate authoring systems. Provides extensive hands-on instruction and experience using various authoring systems to create many different kinds of instructional tools. Students must be experienced with the Macintosh.
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EDUC 522 — Evaluation of Instruction
Provides study and experience in quantitative and qualitative assessment. Methods for assessing student learning include informal test procedures such as rating scales, checklists, observations, and student self-assessment and formal test procedures such as essay tests, developmental criteria and rubrics, teacher-made objective tests, and standardized tests. Authentic alternative assessments include journals, portfolios, and performance assessments. Processes and problems in test construction and analyzing, summarizing, and reporting student outcomes are examined. Standards for validity and reliability are studied. Qualitative research includes gathering data through observations, interviewing, documentation, and triangulation in field settings. Includes a field component.
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EDUC 523 — Diagnostic Teaching
Focuses on teaching that attempts to identify the student's level of performance and all the relevant information that contributes to that performance. Involves analysis of material to be learned and implementation of instruction that integrates the learner's cognitive and emotional development with the appropriate part of the knowledge or task to be learned. Investigates various learning styles, including field-dependent/independent, convergent/divergent thinking, right/left brain activity, reflective/impulsive personalities, risk-taking/cautious, and attention to locus of control. Includes analysis and application of generic influences on cognitive, social, emotional, psychomotor, and physical aspects of learning. Investigates curriculum in terms of its psychological nature and selection and development of instructional strategies that enhance learning and prevent learning problems. Provides opportunities to work with elementary and secondary school students in the Drexel Diagnostic Mathematics Learning Laboratory.
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EDUC 525 — Multimedia in Instructional Design
Investigates learning theory and its implications for interactive multimedia formats, including the relationship of instructional design principles to selection of media elements (text, video, sound, animation, and graphics) for high-quality design. Examines human-computer interface principles, navigation features, and visual thinking using a wide range of educational software examples. Criteria for software assessment and virtual classrooms are reviewed. Students design and write a software prototype as a group design project. Complex issues and concepts in technology and education are analyzed.
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EDUC 533 — Virtual Learning
Examines the inpact of distance learning and multimedia technologies on the educational systems of teachers, administrators, librarians, and other professionals in schools responsibility for technology and professional development. Online discussion groups, video conferencing, and Web-based instruction will be used to form a virtual learning community.
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EDUC 534 — Developing Educational Leaders Using Technology
Addresses leadership and team building competencies that instructional technologist need to work collaboratively with teacher, administrations, parent groups, and the community. Will use technologies that facilitate cimmunication and team building.
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EDUC 535 — Researching and Evaluating Technology
Course will focus on teaching and learniing technology standards, general applications of technology. basic technology and skills. Will examine and critique educational software and learning technologies, and though research, develop criteria for technology.
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INFO 520 — Professional & Social Aspects of Information Services
Surveys the professional, social, ethical, and legal issues that affect information service professionals and organizations. Addresses such topics as information law, access, ownership, and censorship. Studies professional organizations and the sociology of professions.
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INFO 640 — Managing Information Organizations
Applies theories and techniques of management to libraries, information centers, and information enterprise, concentrating on political processes, leadership, communication, human resources, organizational structure, decision making, planning, and control. Also includes elements of project management.
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INFO 688 —Instructional Role of the Information Specialist
Examines the instructional role of the information professional. Emphasizes the planning, implementation, and evaluation of instruction for the purpose of information education.
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