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PROGRAM DESIGN MEd DEGREE
ONLINE PROGRAM
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Why UArts?
At University of the Arts (UArts), we believe that teaching is an art. No matter the subject that is being taught, great educators need to be creative people. Our Master of Education programs help students hone their skills inside and outside the classroom using creativity as the foundation for study. The faculty at the Professional Institute for Educators (PIE) combines the artistic, enriching approach of the University with empowering guidance. Additionally, President and CEO David Yager draws on decades of work experience in academia, as well as the vision that comes
with being an accomplished visual artist. He is passionate about UArts’ role as a dynamic, creative environment. It is true that our top-level faculty provides a rigorous arts, design or writing education, but to be honest, so do most art schools. UArts is much more: We believe that we are the only arts school in the U.S. that makes it possible to work and collaborate across traditional boundaries with opportunities for collaboration across our unique degrees.
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For 140 years, we have been developing innovative creative leaders—because we see you differently. We are more because you are more.
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We are bringing the power of creativity and education together.
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Strengthen your teaching on curriculum design, instruction and assessment. Online Master of Education in Program Design 21 MONTHS, 30 CREDITS, AND FULLY ONLINE Educators are tasked with developing the “what, how and why” of their students’ educational experiences. Through the online Master of Education (MEd) in Educational Program Design from University of the Arts, teachers will gain the skills they need to create new and revised program structures to meet the diverse needs of their students. University of the Arts’ MEd in Educational Program Design is offered by the Professional Institute for Educators (PIE) and allows educators to deepen their knowledge and skills around curriculum design, instruction and assessment. The MEd in Educational Program Design is offered entirely online to fit full-time teachers’ busy schedules. The MEd empowers educators with new skills that can immediately be applied in their classrooms. It also prepares them for the next step in their career and builds confidence in taking on leadership roles. Over the course of 21 months, teachers will expand their knowledge of the tools and practices for developing educational programs. They will gain skills that can help them become curricular leaders in their schools and better advocates for their students. The MEd in Educational Program Design’s coursework can be enhanced and personalized through concentrations in Educational Technology, Literacy, Inclusion or Visual Arts.
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Program Format The Basics
Capstone Project
The MEd in Program Design program is a fully online program that takes 21 months to complete. It comprises 30 credit hours and nine online classes. This program offers many advantages for students, but some of the highlights include:
The program culminates with a capstone project, where students will focus on a problem that they are currently seeing or experiencing in their own classrooms. They will choose one of three pathways:
+ A small cohort with individualized attention + Application-based, hands-on learning + Project-based classes + Collaboration with students across degrees + Four concentrations that allow students to tailor their study to professional interests
+ curriculum Build and design an in-depth curriculum that will focus on the problem of practice.
The Courses assessment design and evaluation
curriculum design
instructional design
learning environments
research methods
capstone project
elective 1: concentration
elective 2: concentration
elective 3: choice elective
+ action research Address the problem of practice head on in the classroom. Use research skills to collect the baseline information, implement an intervention of some kind, then collect follow-up data and analyze it. + research Engage in a traditional research project that collects large-scale data but does not include an intervention. Examine a bigger dataset than the individual classroom.
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The Concentrations The MEd in Program Design program enables students to tailor their study to their specific professional interests by choosing a unique concentration. Program Design students are given a choice of four concentrations: Educational Technology, Literacy, Inclusion and Visual Arts. Two of the nine required courses will focus on the student’s selected concentration.
Choose Your Concentration + educational technology Not only has the presence of educational technology in classrooms increased significantly recently, but each day, teachers are also learning more about the ways various tools can improve student learning. This concentration will provide an understanding of the role technology can play in today’s classroom and enables educators with the skills and knowledge to effectively use new technologies to enhance learning outcomes for students. + inclusion Today’s classrooms are more diverse than ever before. This concentration prepares educators to provide an inclusive learning experience for all students, both by creating both a welcoming classroom environment and an accessible curriculum.
+ literacy Literacy is the foundation for student success across all subject matters. This concentration provides educators with interdisciplinary tools and strategies for enhancing students’ skills in reading, writing, speaking and listening in the classroom and in today’s multicultural spaces. + visual arts Studies show that integrating art into the classroom assists students in acquiring knowledge across all subjects. The Visual Arts concentration builds on educators’ existing skills to equip them with the knowledge, tools and techniques to both develop and to implement art curricula. Visual Arts students also have the opportunity to attend ArtsWeek in person each summer (optional).
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Learning Outcomes As graduates of this program, students will be able to: + Understand the different types of assessment and how they fit into a comprehensive system of curriculum. + Design modern learning environments focused on collaboration, accessibility, motivation and authentic learning. + Enhance instruction and learning through the appropriate assessments. + Meet the needs of all their students through innovative curriculum design. + Navigate the challenges and benefits of digital technology in program design.
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The University of the Arts is dedicated to advancing human creativity in an increasingly complex and technology-driven world.
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+ Investigate topics relevant to their teaching experiences through research, creativity and technology.
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Course Descriptions EDPD 601 ASSESSMENT DESIGN & EVALUATION Assessment Design & Evaluation focuses on developing participants’ understanding of the end goals of the educational experience students receive in the classroom; the capability to enhance instruction and learning through appropriate student assessments; and ability to provide useful feedback on educational programming.
instruction, and assessment. Participants are able to construct a variety of assessments and assessment items to align with classroom instructional objectives. The effective use of data to make informed decisions about curriculum, instruction and future assessment is discussed.
EDPD 602 CURRICULUM DESIGN
Utilizing the concept of authentic assessment (or “cornerstone” assessments as per Wiggins and McTighe in Schooling by Design, 2007), participants transform the process of teaching and learning into measurable outcomes achievable by all students. Particular attention is paid to:
Curriculum Design focuses on the process of designing curriculum from a “zero-sum” starting point. The curriculum cycle and various considerations of curriculum design will be emphasized to provide participants a better understanding of the centrality of curriculum design in meeting the needs of all students. Specific focus will be placed on:
(1) The varied types of assessment necessary for an educational program, including the formative, summative, diagnostic and benchmarks.
(1) The concept of backwards design as illustrated by Wiggins and McTighe in Understanding by Design (2005).
(2) The current environment of educational assessments.
(2) Contemporary and technological considerations for curriculum design.
(3) Assessment for project-based learning.
(3) Curriculum accessibility or enhancement for students performing below or above grade level.
(4) Assessment instruments and their design. (5) The utilization of assessment data to improve student learning. (6) The interrelatedness of curriculum, instruction and assessment in the teaching and learning process. Educators develop an understanding of the different types of assessment and how they fit into a comprehensive system of curriculum,
(4) Vertical articulation. (5) The role of standards in curriculum design. (6) The inter-relatedness of curriculum, instruction, and assessment in the teaching and learning process.
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EDPD 603
EDPD 604
INSTRUCTIONAL DESIGN
DESIGNING 21ST CENTURY LEARNING
Instructional Design examines the process of teaching and learning as a delivery system. Basic theories of instructional design, along with research-based instructional strategies (Classroom Instruction That Works, Marzano, 2004), will guide the student in developing instructional practices designed to complement the areas of curriculum and assessment. Additional focus will be given to: (1) Instructional design for specific student populations (i.e., English language learners, special needs, talented and gifted). (2) An exploration of how technology impacts instruction. (3) The ever-evolving role of the teacher. (4) The special relationship of formative assessment to instruction. (5) The interrelatedness of curriculum, instruction and assessment in the teaching and learning process.
ENVIRONMENTS This core course provides educators with an understanding of the unique opportunities and challenges technology brings to the design of teaching and learning environments. The course examines micro and macro learning environments and what, in particular, makes learning environments successful. While not a technology course per se, certain digital tools will be explored, demonstrated and tested to exemplify the vast possibilities available for teaching and learning across multiple settings. There will be focus on collaboration, accessibility, motivation, and authentic learning as key to the design of modern learning environments.
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EDPD 605
EDPD 701
RESEARCH METHODS
CAPSTONE PROJECT: MASTER OF
Research Methods is designed to prepare the educator to successfully engage in the essential aspects of research for the culminating research-based paper or action research project required for the culminating course, Capstone Project. This course, Research Methods, represents the first of two courses designed to take students through the process of completing the capstone project. Students successfully completing this course will have selected a research topic; produced a well-developed research statement and/or research questions; completed an in-depth investigation of scholarly literature related to their topic and complementary theoretical frameworks; prepared an outline of the proposed research methodology; and drafted a project prospectus to present to the capstone committee and advisor (selected by the student from the approved list of Faculty) toward the end of the semester. Students will complete the first two of the five chapters required for the capstone project (whether it is the Research Paper, Action Research, or Curriculum).
EDUCATION The Capstone Project serves as a culminating experience for educators enrolled in the MEd programs at University of the Arts. This capstone course ties together the sum of the MEd coursework taken in the program, and offers educators the choice of completing one of three projects, according to educator interest and utility within the educator’s classroom, school or District. Options include: (1) Curriculum project. (2) Research project. (3) Action research project. Educators work closely with a capstone project adviser and committee, including a field expert and University faculty, and defend their final project submission before the committee.
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It’s Your Turn—Invest in Yourself Tuition
Financial Aid
Cost of attendance includes annual tuition and may include a laptop, student services fees, books and supplies, and any personal education expenses needed.
Financial aid is available for students who qualify. For more information, contact the Department of Online Financial Aid at finaid@uarts.edu or 215-717-6170.
Once admitted to the program, students will submit a $150 nonrefundable deposit. This is credited toward the first semester tuition and holds a spot in the upcoming class. Costs for the online MEd programs include:
Students can also view the UArts Financial Aid page at or visit the federal government’s financial aid website.
+ tuition and fees $20,250 tuition + $150 deposit ($675/credit hour for 30 hours)
+ online learning tools A stable and fast internet connection, a computer camera, and access to Microsoft (these resources are the responsibility of the student). + other A $100 fee for in-person studio arts courses.
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+ software A $50 fee that covers course resources, including software.
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Raise Your Hand—Apply Today Online Submission
Résumé
Submission of a completed online application is required. Applications are accepted on a rolling basis until two weeks before the beginning of the term in fall and summer. Applicants are not required to take the Graduate Record Exam, or GRE, to apply for the MEd programs.
Submit a résumé or CV including your name; address; phone; email; colleges attended with degrees and dates conferred, employment history; present employer; professional work experience; and names of your references. Applicants should have at least one year of experience as a PK–12 educator.
A nonrefundable application fee can be paid by check, money order or credit card. The fee must be payable in U.S. currency, and all checks must be drawn on U.S. banks.
Official Transcripts Official transcripts, including secure eTranscripts, should be sent electronically, by the Registrar’s Office at the college(s) or school(s) involved, to MEd@uarts.edu
Student Statement Include a statement of your academic and professional goals with your application. It should be approximately 2 pages in length and address the questions: What are your personal and professional goals in applying to this program? In what ways do you hope that this program will help you grow as an educator?
Letters of Recommendation Submit 1-2 current letters of recommendation, sent electronically by your recommenders to MEd@uarts.edu We request that recommenders use this form or template to write letters of recommendation for a student.
International Consideration International students should refer to our International Student page. For any transcripts from outside the United States, refer to the instructions within the transcript section of our site for international students. *Note: Neither MEd programs nor graduate certificates lead to Pennsylvania Department of Education certification. These programs are designed for PK–12 in-service teachers.
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