Instructional Psychology & Technology MS
- The MS program prepares students to assume professional positions in the design, assessment, and evaluation of instruction or to pursue a doctorate in these fields. Graduates may serve as members of design teams, project leaders, managers of design organizations, or as program or product evaluators. Emphasis of the program is on the application of analysis, design, development, implementation, and evaluation techniques in a professional environment.
- Obtaining education--as much education as possible--has been strongly emphasized by BYU's sponsoring organization as a major life goal for youth and adults alike. Intelligent instructional design can increase learning and teach the skills of self-directed learning simultaneously. This extends a learner's possible learning attainment, while mentoring learners to assume responsibility for the continuation of self-chosen and self-conducted expansion. The role of the designers and instructors educated in our programs is to provide help to the process by which the learner becomes an independent, responsible agent. In this quest to provide helpful instruction, our students are reminded of a spiritual dimension of learning that makes the design of instruction more than an exercise in media engineering. This view of the designer's role is conveyed within an atmosphere of rigorous studies and high performance expectations, which sets the tone for excellence in subsequent professional contribution.
- The program requires successful completion of 36 credit hours: 27 course work hours, 3 internship hours, plus 6 thesis hours or 6 project hours. Nineteen of the course hours are taken up by required courses dealing with empirical inquiry and statistics, instructional design, assessment of learning outcomes, and evaluation of instruction. Seven course hours are chosen in consultation with the student's committee. Three hours of internship credit are required, as well as one hour of seminar credit which is taken 1/2 hour per semester. Six credit hours are required for the completion of a thesis or a project in one of four areas: research, assessment, evaluation, or design.
- Students are strongly encouraged to augment their in-class learning with extra-class work experience that allows them to apply principles and techniques learned in class to real projects. An internship experience involves a concentrated work experience during which classroom learning is applied and is expected to consist of the opportunity to apply a full range of learned skills in a work setting.
To achieve the purposes of this program, students are expected to demonstrate a basic level of proficiency in instructional design, evaluation, assessment, and research. In addition, each student is expected to demonstrate a higher level of mastery in one of these areas of their own choosing by completing a project or thesis in that area.
Foundational Knowledge and Understanding
Demonstrate depth and breadth understanding of the fundamental principles related to instructional design, development, evaluation, assessment, and research.
Understand the standards of professional ethics within the field and demonstrate a willingness to live by high standards of ethical practice consistent with an LDS gospel perspective.
Demonstrate ability to complete a quality project in the field by applying knowledge and skills related to design, development, evaluation, assessment and research.
Evidence of Learning
Core course GPAs and completion trends.
Results from internship sponsors survey and internship completion trends.
Advisory committees' ratings of projects and theses as presented in the candidate's oral and written defense of the M.S. project or thesis.
External review of a sample of student projects and theses by reputable scholars in the field (data collected at least once every three years).
These measures are reviewed annually on a formal basis, and informally throughout the year.
Semi-annual evaluation of student progress by IP&T faculty.
Annual student & alumni survey
Annual student interview
Student publications and presentations
Learning and Teaching Assessment and Improvement
Several regularly-scheduled faculty development events provide the opportunity to feed interpretations of direct and indirect evidence back into the improvement of teaching and mentoring:
- Semi-annual Student Progress Review meetings: Course completion information, grades, instructor observations, other-faculty observations, course project quality, and major project quality may be used to assess the progress of a student in each of the curricular areas.
- Faculty presentations at regular Faculty Forum meetings: Faculty members may summarize data across students to detect trends in student progress in different curricular areas and make recommendations for change.
- Review of exit interview and survey results by the Department Chair at Faculty Forum meetings: This event gives the Chair an opportunity to summarize for the faculty what has been reported by exiting students, including job placement information.
- Review of course-specific evauations at Annual faculty Stewardship Interviews: This event allows the Chair to discuss course- and project-realted outcomes with individual faculty members to improve teaching and set goals.
- Student Advisement training for faculty given at Annual Conference: Training given yearly at Annual Conference may disseminate improved advisement guidelines.
- Student advisement interviews: At advisement meetings with students, faculty members can observe student self-assessment on progress and combine that with evidence gathered at other events and advise/prescribe course plan modifications.
- Regular job placement tracking reports: This event will occur as an agenda item at at regular Faculty Forum meetings to report changes in alumni employment and track changing trends in employment patterns.