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The M.S. in Instructional Design and Technology program at The University of Tampa addresses a growing field in learning and human performance, and provides a multidisciplinary area of study that draws students from many disciplines and backgrounds. Read more
The M.S. in Instructional Design and Technology program at The University of Tampa addresses a growing field in learning and human performance, and provides a multidisciplinary area of study that draws students from many disciplines and backgrounds. Instructional designers understand and utilize technologies as both product (e.g., Web-based courses) and process (e.g., iterative and formative approaches to learner assessment).

Given the diverse career tracks in instructional design, this program offers students the flexibility to customize their course of study based on individual goals and interests. Graduates of the program are well prepared to practice their unique, multidisciplinary profession in a variety of settings, including business, K-12 schools, higher education, government and military, or to pursue doctoral studies.

Visit the website http://www.ut.edu/InstructionalDesignandTechnology/

Who enrolls in this program?

Students who enroll in the M.S. in Instructional Design and Technology program intend to pursue careers as experts in the design, development, implementation and evaluation of instructional resources to improve learning and performance in multiple environments. Candidates come from a broad array of backgrounds, including communications, psychology, management and education, among other areas of specialization, but share a common interest in designing creative solutions to learning needs.

- What is the structure of the M.S. in Instructional Design and Technology program?

The M.S. in Instructional Design and Technology emphasizes theories of learning and cognition, multimedia design and development, systematic instructional design, technology and open learning environments. The curriculum couples hands-on, technology-based coursework with theories of education, learning and human performance. Candidates learn to develop effective, cross-media curricula for diverse audiences.

What courses are offered?

A comprehensive list can be found in the course catalog. A small sampling of the courses in the M.S. in Instructional Design and Technology program includes:

- Trends and Issues in Instructional Design and Technology

- Theories of Learning and Cognition for Instruction

- Open Learning Environments in the 21st Century

- Principles of Learner Motivation

- Design of Online Collaborative Learning

- Introduction to Distance Learning

- Multimedia Design and Development

- Management of Instructional Development

What are the benefits of the M.S. in Instructional Design program?
- Cutting-edge, multidisciplinary curriculum

- Rigorous coursework prepares graduates for highly skilled careers

- Professional networking and growth provided through classroom interactions

- Mentorship and career support from expert faculty members who hold doctorate degrees in the field

- Opportunities to build a professional portfolio to support job seeking

- Course specialization in individual areas of interest

- Exponential job growth predicted in the field

Find out how to apply here - http://www.ut.edu/apply

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Today’s corporate world and traditional education realms demand frontrunners who understand how to create instructional experiences that make the acquisition of knowledge interesting, productive, and useful. Read more
Today’s corporate world and traditional education realms demand frontrunners who understand how to create instructional experiences that make the acquisition of knowledge interesting, productive, and useful.

At Royal Roads University, we’ve leveraged our expertise in instructional design to create a Graduate Certificate in Instructional Design program to help you build on your academic knowledge as well as your professional experience. Learn how to master the theories and practical applications of today’s technology-enhanced learning environments.

Who It’s For

We use a cohort learning model in our programs to help you build a beneficial network of likeminded professionals; people you can turn to for support and advice for the rest of your career. A common thread between our learners is their ability and willingness to help each other be successful, regardless of workplace. They share a passion for creating a learning environment that encourages critical thinking, demonstrated leadership, and unique expression of thought. Our program provides the practical skills and management strategies that are essential to instructional design.

Students in this program come from a wide variety of professional organizations; including government, non-profits, universities and community colleges, private sector employers, financial institutions, classroom teachers, social service workers, public sector trainers, and other training environments.

We understand that your life is busy, so we’ve designed this program to be completed online; ideal for students looking for a flexible way to improve their skills and thrive within their organizations and institutions, without sacrificing their personal or professional life.

Applications are assessed, based on an integrated and consolidated examination of academic credentials, work experience and personal experience. Experience in a technology-mediated learning environment is an asset.

Outcomes

By participating in class activities, providing valuable feedback to your colleagues, meeting deadlines, applying critical thinking to the integration of knowledge and practice, and recognizing ethical values and considerations, you will be well prepared to create the processes necessary to oversee effective knowledge acquisition and transfer.

By completing this certificate program, you will be able to demonstrate competency in five critical domains:
-Communication
-Leadership and Teamwork
-Critical Thinking
-Research and Analysis
-Knowledge

Graduates of this certificate will be able to:
-Develop proposals for instructional strategies
-Analyze, design, develop, implement, and evaluate instructional design
-Recommend appropriate learning strategies
-Plan and coordinate projects to a successful conclusion
-Evaluate current educational technology research
-Advance their careers as leaders in technology-mediated learning environments

Graduates of this certificate will have:
-Expanded knowledge of educational theory
-Developed practical skills in graphic design, project management and instructional design
-Increased understanding of student characteristics and needs
-Enhanced critical thinking and creative problem-solving skills

This program allows you to foster innovation within the field of instructional design, providing you with the academic credentials and practical experience necessary to develop creative solutions to accomplish your learning objectives. You will acquire a sufficient breadth and depth of knowledge related to the field of instructional design, as well as a solid grounding in the practical applications related to your new-found skills and knowledge.

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Admission to this program is a competitive process, with candidates (students) admitted in cohorts. Visit the website http://education.ua.edu/academics/elpts/edle/ma/. Read more
Admission to this program is a competitive process, with candidates (students) admitted in cohorts.

Visit the website http://education.ua.edu/academics/elpts/edle/ma/

Application Process

Visit the UA Graduate School website where you will:

- Complete the online application http://graduate.ua.edu/application.

- Submit official GRE or MAT scores.

- Submit official transcripts from all previous post-secondary institutions attended.

- Submit a statement of purpose.

- Submit 3 letters of recommendation (one from your principal or supervisor).

Due Date for Applications

Applications for admission will be due in the Department of Educational Leadership, Policy & Technology Studies by April 1 for entry into a cohort that will begin the program in the subsequent summer. All applications for entry into a cohort that will begin in the spring are due November 1, and all applications for entry into a cohort that will begin the subsequent fall will be due in the Department of Educational Leadership, Policy & Technology Studies by July 1. All applicants for this program must provide a Supplemental EXP completed by their current and/or previous school system(s) verifying at least three full years of full-time, acceptable professional educational experience including at least one full year of full–time P-12 teaching experience. The original notarized form(s) should be sent to:

Dawn Bryant
Student Services & Certification
College of Education
The University of Alabama
Box 870321
Tuscaloosa, Al, 35487-0231

Portfolio

In addition to the general application materials required by the University of Alabama Graduate School and the Department of Educational Leadership, Policy & Technology Studies, applicants must construct an application portfolio, as required by Ala. Admin. Code §290-3-3-.48(1)(b). For entry into a cohort beginning in the Summer Term, the application portfolio is due in the Department by April 1. For entry into a cohort beginning in the Spring Term, the application portfolio is due in the Department by November 1. For entry into a cohort beginning in the Fall Term, the application portfolio is due in the Department by July 1.

The application portfolio must contain the following items:

- Three letters of recommendation, including one from the applicant’s principal or supervisor;

- Completed copy (all forms) of most recent performance appraisal to include the professional development component if available;

- Evidence of ability to improve student achievement;

- Evidence of leadership and management potential including evidence of most recent accomplishments in the area of educational leadership;

- Summary statement of applicant’s reasons for pursuing instructional leadership certification;

- Summary statement of what the applicant expects from the program; and,

- The applicant’s vitae.

Items should be placed in a large envelope in the order of the above list, have divider pages between items, and mailed to Vanessa Williams, The University of Alabama, Box 870302, Tuscaloosa, Alabama 35487-0302 or hand-delivered to 301 Graves Hall (main campus) or to the UA Gadsden Center.

Assessment Center

The purpose of the Assessment Center is to first fulfill the regulatory requirement of a face-to-face interview with each applicant. The Assessment Center will also include other activities designed to provide additional information, particularly with respect to candidate dispositions and candidate writing skills, to adequately assess candidate aptitude for instructional leadership.

Scheduled Assessment Centers appear below. Candidates electing to participate in an Assessment Center at the Gadsden Center should contact Dr. Brenda Mendiola ().

Cohort Numbers

Cohorts will be limited to twenty-five participants at two locations: Tuscaloosa (main campus) and at the UA Gadsden Center. Additional cohorts will be admitted at either location, if there are sufficient eligible candidates and available faculty members.

Program of Study

The program of study for the Master of Arts Degree in Educational Leadership, leading to initial certification in Alabama for Instructional Leadership, will be composed of thirty (30) semester hours of coursework, including the following courses:

AEL 520: Leadership for Communities and Stakeholders (3 semester hours)
AEL 521: Leadership for Continuous Improvement (3 semester hours)
AEL 522: Leadership for Teaching and Learning (3 semester hours)
AEL 523: Human Resource Development (3 semester hours)
AEL 524: Ethics and Law (3 semester hours)
AEL 525: Management of Learning Organizations (3 semester hours)
AEL 526: Data-Informed Decision-Making (3 semester hours)
AEL 527: Internship in Instructional Leadership (3 semester hours)
BER 540: Quantitative Research; Statistics (3 semester hours)
BEF graduate-level Foundations Course from approved list (3 semester hours)
Total: 30 semester hours for Masters Degree in Educational Leadership

*Note: To receive certification at the “A” level, students are also required to have taken a special education survey course (SPE 300 or SPE 500 or the equivalent). If students have taken a special education survey course as part of the requirements for an earlier certificate, it will not have to be taken again. If students have not taken a special education survey course for an earlier certificate, SPE 500 must be taken in addition to the 30 semester hours detailed above.

Field experience objectives, including progression from observation through participation to leading behaviors, will be embedded in each course and assessed by the faculty member of record for each course. Throughout this program, instructional activities are aligned with instructional objectives. The faculty member of record has the responsibility of assigning the LiveText assessment (1, 2, 3, 4) for each objective, and instructional activities will also generate documentation for the electronic portfolio aspect of LiveText, which will append to the assessment ratings.

Find out how to apply here - http://graduate.ua.edu/prospects/application/

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The 18-credit Graduate Diploma in Technology-enhanced Learning and Design combines the learnings from the Graduate Certificate in Instructional Design with three essential components of the Master of Arts in Learning and Technology program at Royal Roads University. Read more
The 18-credit Graduate Diploma in Technology-enhanced Learning and Design combines the learnings from the Graduate Certificate in Instructional Design with three essential components of the Master of Arts in Learning and Technology program at Royal Roads University. By combining the two programs you will have access to, and a better understanding of, the pedagogical foundation required to effectively design in a technology-enhanced learning environment.

To tailor your program to better fit your specific learning requirements, you will choose three courses from the RRU Master of Arts in Learning and Technology curriculum:
-Community Building Processes For Online Learning Environments
-Choosing and Using Learning Technology
-Supporting Learners In Technology-Mediated Environments (subject to enrolment)
-Leadership, Learning and Technology (subject to enrolment)
-International and Global Distance Education

Who Is it For?

This diploma program is ideal for educators, trainers, and developers from within the private and public sectors seeking new skills to advance their career or begin a new one. The current marketplace is seeking applicants with a formal background in instructional design as well as the ability to work within technology-enhanced learning environments.

You’ll have the opportunity to use your real-world experience and apply what you are learning through the use of a variety of proven-effective online methodologies and approaches, strategically paired with today’s best practices in the field of learning. You’ll practice the theoretical concepts learned in the classroom on a variety of situations, ensuring you develop practical experience with tools you can use within your organization. Today.

Core Competencies

Developing an effective learning environment that uses technology-assisted learning tools requires hard work, great leadership, and a thorough understanding of the current and future needs of your organization.

Through completion of this program, you will have demonstrated your ability to:
-Communicate effectively
-Research and recommend appropriate learning strategies
-Employ instructional technologies to support learning
-Apply knowledge of relevant learning theory to thoroughly critique online or blending learning materials
-Demonstrate your knowledge of the principles of graphic design

Outcomes

This 12-month, 18-credit program was developed to provide instructional designers in traditional education or corporate environments with the skills requested within the current job market. The online course provides opportunities to refine your skills to advance in your current position or begin a new career at your ideal organization.

Graduates of this diploma program will have displayed their proficiency within the following areas:
-Creating effective presentations using appropriate media and techniques
-Applying critical thinking to the integration of knowledge and practice
-Collecting information and data from a variety of sources
-Employing a critical analysis approach to make appropriate recommendations
-Facilitating effective teamwork
-Effectively producing written material
-Identifying appropriate research methodologies to investigate issues or problems
-Developing on-line curriculum that aligns with best practices in instructional design

The Graduate Diploma in Technology-enhanced Learning and Design is an applied program, meaning you’ll have multiple opportunities to test your new skills within a safe and supportive environment.

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This MRes conversion course is ideal for graduates interested in developing a research career in an academic, industrial or clinical setting. Read more
This MRes conversion course is ideal for graduates interested in developing a research career in an academic, industrial or clinical setting. It introduces biomedical engineering and provides extensive training in research methodology and practice.

The MRes is a credit-based modular degree comprising both assessed instructional modules and project work. Students must obtain a minimum of 180 credits, 60 of them by satisfactory completion of instructional classes and 120 by satisfactory completion of research project requirements.

Instructional modules are selected from conversion classes, compulsory classes and advanced study class options as follows (number of credits in brackets):

Conversion Classes

. Engineering Science (20)
. Medical Science (20)

Compulsory Taught Classes

. Professional Studies in Biomedical Engineering (10)
. Research Methodology (10)

Advanced Class Options (minimum of one)

. Biomedical Electronics (10)
. Biomedical Instrumentation (10)
. Introduction to Biomechanics (10)
. Clinical and Sports Biomechanics (10)
. Tissue Mechanics (10)
. Biomaterials and biocompatibility (10)
. Regenerative Medicine & Tissue Engineering (10)
. Cardiovascular Devices (10)
. Prosthetics and Orthotics (10)
. Bio-signal Processing and Analysis (10)


Students also undertake a research/development project (120 credits), chosen from a pool of relevant industrial or clinical projects, and submit a thesis.

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The Graduate Diploma in Learning and Technology is a 18-credit, six course program designed to build the knowledge and practical skills of professionals working in the field of technology-mediated education. Read more
The Graduate Diploma in Learning and Technology is a 18-credit, six course program designed to build the knowledge and practical skills of professionals working in the field of technology-mediated education. It meets the growing need for management-level individuals who have the knowledge and skills to assume leadership roles in program design, development, and evaluation, as well as the need for online facilitators who can effectively integrate educational technologies into their teaching and learning environments.

This program was designed to be taken on its own, but students who successfully complete the program may have their credits applied to the Master of Arts in Learning and Technology degree.

The Graduate Diploma in Learning and Technology is delivered as a blended program (incorporating online learning with an on-campus residency), as well as a purely online model.

Who It’s For

Instructors who work in or aspire to work in technology-mediated learning environments including K-12 education systems, post-secondary institutions, government departments, the corporate sector, and not-for-profit agencies. This program is for those interested in integrating technology more effectively into the classroom; individuals responsible for professional development within corporations, government and the public sector; and senior decision-makers responsible for online learning activities.

Applications are assessed, based on an integrated and consolidated examination of academic credentials, work experience and personal experience. Experience in a technology-mediated learning environment is an asset.

Applicants who do not have the formal academic education to qualify for admission may be assessed on the basis of both their formal education and their informal learning, in accordance with the Flexible Admission Policy.

Outcomes

Graduates will have the skills to assume leadership roles in program design, development, implementation, and evaluation of technology-mediated learning initiatives.

Graduates will be able to:
-Develop proposals for instructional strategies
-Analyze, design, develop, implement, and evaluate instructional design
-Recommend appropriate learning strategies
-Plan and coordinate projects to a successful conclusion
-Evaluate current educational technology research
-Advance their careers as leaders in technology-mediated learning environments

Graduates will have:
-Expanded knowledge of educational theory
-Developed practical skills in graphic design, project management and instructional design
-Increased understanding of student characteristics and needs
-Enhanced critical thinking and creative problem-solving skills

Delivery Model

The Graduate Diploma in Learning and Technology is delivered as a blended program (incorporating online learning with an on-campus residency), as well as a purely online model.

Pre-Residency
Students begin the Graduate Diploma in Learning and Technology program with a very short online pre-residency session that introduces them to the instructor, familiarizes them with the course content and materials, and connects them with other students in the program. This blended learning format allows students to benefit from the synergy of on-campus learning and direct interaction with leading faculty members, while still meeting the demands of career and lifestyle. The result is accessible, high quality learning with minimal professional disruption.

Residency
The 10-day residency is a carefully designed period of intense academic study in which students complete approximately 75 per cent of two courses – Learning Theory and Introduction to Research. The schedule of instruction and studying during the residency is structured to optimize the face-to-face access to instructors, develop networks with fellow students, and access the support services of the university if required. The typical daily schedule is from 8 a.m. to 5 p.m. Team meetings, homework, and readings are done outside of these hours.

Online Learning
Distance courses are delivered entirely online through innovative, easy to use Internet technologies. Participants draw upon web resources as well as more traditional print media, while using online discussion groups and drop boxes to work towards the electronic submission of assignments. Prior to the beginning of each course, students are provided with a list of resources including textbooks and/or online readings, plus a detailed course schedule. Learning activities and assignments are designed to allow participants to identify the practical applications of the course content and to work with others to construct both a personal and shared meaning from their experiences.

Each course requires a level of effort of approximately 10 hours per week. This varies from student to student and becomes easier as students familiarize themselves with Royal Roads University's distance learning technologies, and learn how to work effectively with team members in a virtual setting.

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This programme is aimed at those wishing to specialise in applied behaviour analysis. The course is designed to develop advanced theoretical and practical knowledge of the basic principles of behaviour analysis and the application of the principles within clinical and research settings. Read more
This programme is aimed at those wishing to specialise in applied behaviour analysis. The course is designed to develop advanced theoretical and practical knowledge of the basic principles of behaviour analysis and the application of the principles within clinical and research settings. The programme has been developed by Board Certified Behavior Analysts (BCBA) in collaboration with the Behavior Analysts Certification Board (BACB). It covers their entire Task List specifications and is recognised by the BACB as providing the content eligibility criteria necessary to sit the full BCBA exam.

The course consists of two parts. Part One comprises taught modules designed around the BACB Task List. The first four modules introduce the basic theory and practice of the science and the second four offer more detailed analysis of both applied and research procedures. On successful completion of Part One, you will proceed to Part Two - a clinical research study, planned and conducted in collaboration with your BCBA-qualified research supervisor.
Teaching is done through a combination of taught workshops, seminars, specialised computer-based instructional packages and practical 'hands-on' research experience. We provide a high quality teaching and learning environment that is intellectually stimulating and that uses the principles of behaviour analysis. This requires innovative course content and instructional procedures, measurement of learning, flexible communication among students and staff, and a friendly and supportive environment.
The full course leads to a Master's degree, but it is designed to be flexible to meet the differing needs of our students. For example, you may choose to take a smaller number of modules for a Postgraduate Certificate or Diploma, or for CPD purposes.

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This course is aimed at those who wish to study advanced topics in mechanical engineering with a focus on materials. It's been developed to provide you with an in-depth technical understanding of advanced mechanical engineering topics. Read more

Why this course?

This course is aimed at those who wish to study advanced topics in mechanical engineering with a focus on materials.

It's been developed to provide you with an in-depth technical understanding of advanced mechanical engineering topics. You’ll also develop generic skills that allow you to contribute effectively in developing company capabilities.

The course is designed to make you more employable and also satisfies the Further Learning requirements necessary to obtain Chartered Engineer status.

This course is particularly suitable for graduate engineers in these sectors:
- chemical, petrochemical & process engineering
- design engineering
- power generation
- manufacturing
- oil & gas
- renewable energy

See the website https://www.strath.ac.uk/courses/postgraduatetaught/advancedmechanicalengineeringwithmaterials/

You’ll study

You’ll have the opportunity to select technical and specialist classes.

- Compulsory classes
You’ll study three compulsory classes:
- Engineering Composites
- Polymer & Polymer Composites
- Industrial Metallurgy

- Other specialist instructional modules
These focus on different technical aspects allowing you to tailor learning to your individual needs. When choosing technical modules, you’ll discuss the options with the course co-ordinator. These include:
- Pressurised Systems
- Aerodynamic Performance
- Aerodynamic Propulsion Systems
- Systems Engineering 1 & 2
- Machine Dynamics
- Machinery Diagnosis & Condition Monitoring
- Mathematical Modelling in Engineering Science
- Spaceflight Mechanics
- Advanced Topics in Fluid Systems Engineering
- Spaceflight Systems
- Advanced Boiler Technologies 1 & 2
- Materials for Power Plant
- Gas & Steam Turbines

- Faculty-wide generic instructional modules
You’ll choose three faculty-wide generic modules which satisfy the broader learning requirements for Chartered Engineer status. You'll choose from:
- Design Management
- Project Management
- Sustainability
- Information Management
- Finance
- Risk Management
-Environmental Impact Assessment
- Knowledge Engineering & Management for Engineers

- Individual project
MSc students take on an individual project which allows study of a selected topic in-depth. This may be an industry-themed project or one aligned to engineering research at Strathclyde.

Facilities

Our facilities include many laboratories and research centres including:
- Advanced Space Concepts Laboratory
- Energy Systems Research Unit
- Future Air-Space Transportation Technology
- James Weir Fluids Laboratory
- Mechanics & Materials Research Centre

We have local access to a 3500-node region supercomputer.

Accreditation

As this is a new course starting in 2014/15, accreditation by IMechE is expected (as has been obtained for the Advanced Mechanical Engineering course), after it has been operational for one year.

English language requirements for international students

IELTS - minimum overall band score of 6.5 (no individual test score below 5.5) or TOEFL iBT minimum total score of 95 (minimum scores of Listening-17, Writing-19, Reading and Speaking-20). Both tests are valid for two years.

Learning & teaching

Teaching methods include lectures and practical exercises. Site visits are also arranged.

Careers

Engineering graduates, particularly Mechanical Engineers, are in demand from recruiting companies. This course is designed to meet industrial demand for qualified staff in the area of Mechanical Engineering. This course is particularly suitable for Graduate Engineers in the following sectors:
- Chemical, Petrochemical & Process Engineering
- Design Engineering
- Power Generation
- Manufacturing
- Oil & Gas
- Renewable Energy

Find information on Scholarships here http://www.strath.ac.uk/search/scholarships/

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This course was introduced last year and is aimed at students who want to study advanced topics in mechanical engineering with a focus on power plant technologies. Read more

Why this course?

This course was introduced last year and is aimed at students who want to study advanced topics in mechanical engineering with a focus on power plant technologies.

It provides mechanical engineering graduates with an in-depth technical understanding of advanced mechanical engineering topics relevant to the power generation industry. You’ll also develop generic skills that allow you to contribute effectively in developing company capabilities.

The course helps to make you more employable and also satisfies the further learning requirements necessary to obtain Chartered Engineer status.

See the website https://www.strath.ac.uk/courses/postgraduatetaught/advancedmechanicalengineeringwithpowerplanttechnologies/

You’ll study

You’ll have the opportunity to select technical and specialist classes.

- Compulsory modules
You’ll study three compulsory modules:
- Gas & Steam Turbines
- Advanced Boiler Technologies 1
- Power Plant Systems

- Other specialist instructional modules
These focus on different technical aspects allowing you to tailor learning to your individual needs. When choosing technical modules, you’ll discuss the options with the course co-ordinator. These options include:
- Ceramic & Polymer Engineering; Engineering Composites
- Metals & Alloys
- Light Weight Structures
- Machine Dynamics
- Mathematical Modelling in Engineering Science
- Pressurised Systems
- Systems Engineering 1 & 2
- Polymer & Polymer Composites
- Industrial Metallurgy

- Faculty-wide generic instructional modules
You’ll choose three faculty-wide generic modules which satisfy the broader learning requirements for Chartered Engineer status. You'll choose from:
- Design Management
- Project Management
- Sustainability
- Information Management
- Finance
- Risk Management
- Environmental Impact Assessment
- Knowledge Engineering & Management for Engineers

- Individual project
MSc students take on an individual project which allows study of a selected topic in-depth. This may be an industry-themed project or one aligned to engineering research at Strathclyde.

Facilities

Our facilities include many laboratories and research centres including:
- Advanced Space Concepts Laboratory
- Energy Systems Research Unit
- Future Air-Space Transportation Technology
- James Weir Fluids Laboratory
- Mechanics & Materials Research Centre

We have local access to a 3500-node region supercomputer.

Accreditation

As this is a new course starting in 2014/15, accreditation by IMechE is expected (as has been obtained for the Advanced Mechanical Engineering course), after it has been operational for one year.

English language requirements for international students

IELTS - minimum overall band score of 6.5 (no individual test score below 5.5).

Pre-Masters preparation course

The Pre-Masters Programme is a preparation course for international students (non EU/UK) who do not meet the entry requirements for a Masters degree at University of Strathclyde. The Pre-Masters programme provides progression to a number of degree options.

To find out more about the courses and opportunities on offer visit isc.strath.ac.uk or call today on +44 (0) 1273 339333 and discuss your education future. You can also complete the online application form. To ask a question please fill in the enquiry form and talk to one of our multi-lingual Student Enrolment Advisers today.

Learning & teaching

Students take three compulsory modules and a selection of specialist and generic modules.
To qualify for the MSc, students undertake an individual project which allows study of a selected topic in depth, normally industry-themed or aligned to engineering research at Strathclyde.

Assessment

Assessment is by written assignments, exams and the individual project.

Careers

This course is particularly suitable for graduate engineers in these sectors:
- chemical, petrochemical & process engineering
- design engineering
- power generation
- manufacturing
- oil & gas

Find information on Scholarships here http://www.strath.ac.uk/search/scholarships/

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This course will provide you with a critical understanding of the relationship between architecture and ecology. You'll look at both from a theoretical perspective. Read more

Why this course?

This course will provide you with a critical understanding of the relationship between architecture and ecology. You'll look at both from a theoretical perspective. This will be done by instructional modules taken at Strathclyde in Glasgow during the first three months of study. The practical demonstration of this relationship will be through project work at the urban laboratory Arcosanti in Arizona.

The Cosanti Foundation, established by Dr Paolo Soleri in 1964, is an education-based architecture and urban design not-for-profit organisation located in Scottsdale, Arizona, USA. The Foundation established the world-renowned Arcosanti project in 1970 as an urban laboratory focused on researching alternatives to urban sprawl, based on Soleri's work on ecological architecture, and his proposals for the design of future cities.

This is a unique opportunity to study your Master’s degree while living and working at Arcosanti, helping to research, design and construct an alternative to urban sprawl, joining thousands of people who, since Arcosanti’s launch in 1970, have already been part of “one of the most important urban experiments in our lifetime” (Newsweek).

See the website https://www.strath.ac.uk/courses/postgraduatetaught/sustainableengineeringarchitectureecology/

Work placement

You'll work and study at the urban laboratory of Arcosanti in Arizona for three months, with the option to remain there for a further three months to complete an individual project.

Major projects

This course is delivered in collaboration with The Cosanti Foundation who have over 40 years’ experience teaching architecture and ecology. Foundation staff will deliver the Arcology instructional module and oversee the group projects. You can also be involved with Arizona State University and the ECOSA Institute. Both are based in Arizona and have extensive experience in teaching architecture and ecology specific to the Arizona climate.

Facilities

We're a modern university with great support for students including a large campus library and IT facilities. The Department of Architecture also has an on-site library with an extensive collection of architecture and urban design books and journals. You'll also be provided with individual desk space within a postgraduate research hub with access to printing facilities.

When at Arcosanti, you'll have room and board in addition to a dedicated working space equipped with printing and scanning facilities and site-wide wi-fi.

Guest lectures

Throughout Semester 1, you'll have lectures by a number of experts in the fields of architecture and ecology, covering both theory and practice.

Teaching staff

Course Director, Dr David Grierson, has expertise in teaching and research in sustainability. He's Deputy Head of Architecture, Director of Internationalisation, Director of the Sustainable Engineering Programme, and Chair of the Graduate School of Engineering.

English language requirements for international students

For candidates whose first language is not English, documentary evidence of an appropriate level of competency of written and spoken English must be provided. The minimum standards are an IELTS minimum overall band score of 6.5 (no individual test score below 5.5). Applicants with slightly lower scores have the opportunity to attend the University's Pre-Sessional English classes to bring them up to the required level.

Open Access

Alternative qualifications or professional experience may be considered by the course leader (home students only), depending on the module chosen. Find out more about Open Access.

Pre-Masters preparation course

The Pre-Masters Programme is a preparation course for international students (non EU/UK) who do not meet the entry requirements for a Masters degree at University of Strathclyde. The Pre-Masters programme provides progression to a number of degree options.

To find out more about the courses and opportunities on offer visit isc.strath.ac.uk or call today on +44 (0) 1273 339333 and discuss your education future. You can also complete the online application form. To ask a question please fill in theenquiry form and talk to one of our multi-lingual Student Enrolment Advisers today.

Find information on Scholarships here http://www.strath.ac.uk/search/scholarships/

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Accreditation. Institute of Physics and Engineering in Medicine (IPEM). The MSc is a modular conversion course which provides broad training in biomedical engineering to help you progress with a career in research, industry or in the NHS. Read more
Accreditation: Institute of Physics and Engineering in Medicine (IPEM)

Why this course?

The MSc is a modular conversion course which provides broad training in biomedical engineering to help you progress with a career in research, industry or in the NHS.

We bring together engineering, medicine and the life and physical sciences to enable the development of relevant clinical and industrial research.

The programme explores advances in technology and engineering to generate applications and solutions to clinically relevant problems.

As part of the course you’ll go on visits to local clinical centres and attend lectures from industrialists and visiting experts from the UK and overseas. You’ll also have the opportunity to meet our many industrial and clinical partners to help advise and further your career.

You’ll study

The first and second semesters consist of taught classes, laboratory demonstrations, practical exercises and clinical visits.

Following this, Diploma students complete a project dissertation and MSc students complete a research or development project reported by a thesis.

Facilities

The Department of Biomedical Engineering was formed in 2012 following the merger of the Bioengineering Unit and the National Centre for Prosthetics & Orthotics.

Accreditation

The MSc in Biomedical Engineering is accredited by the Institute of Physics and Engineering in Medicine (IPEM). An IPEM-accredited MSc is normally required for those wishing to pursue careers as Clinical Scientists in the National Health Service.

Learning & teaching

Instructional classes include:

-lectures
-laboratory demonstrations
-practical exercises
-clinical visits

You’ll also have the opportunity to visit local clinical centres and attend seminars given by visiting experts from the UK and overseas.

Assessment

This credit-based modular degree comprises assessed instructional modules and project work.

Careers

How much will I earn?

The starting salaries for entry level medical engineering technicians in the NHS range between £21,176 and £27,625 (Band 5)*.

Salaries for biomedical engineers in the private sector are comparable to those in the NHS, ranging between £21,000 and £45,000 depending on experience and level of responsibility*

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The Graduate Certificate in College Teaching is a 12-credit (4-course) sequence designed to help graduate students in a variety of professional settings and disciplines who seek to enhance their understanding of teaching and learning issues for adult learners, particularly at institutions of higher education. Read more
The Graduate Certificate in College Teaching is a 12-credit (4-course) sequence designed to help graduate students in a variety of professional settings and disciplines who seek to enhance their understanding of teaching and learning issues for adult learners, particularly at institutions of higher education. Students who participate in the certificate program will have exposure to theory, research, and practice related to the professoriate and to teaching and learning in higher education. The intent of the Graduate Certificate is to assist professionals in responding to the increasingly complex and diversifying social and cultural contexts for adult learners. Students who complete the Certificate will have it listed on their transcripts.

Visit the website http://education.ua.edu/academics/elpts/hea/college-teaching-certificate/

The Graduate Certificate in College Teaching is designed to help you:

- Clarify your goals related to student learning

- Develop knowledge of and skills for using effective instructional methods

- Improve your capacity for assessing student learning

- Understand the characteristics of the United States professoriate and what it means to be a member of it.

Course Requirements

The Graduate Certificate in College Teaching involves coursework in The United States Professoriate and in College and University Teaching. Moreover, students take an elective related to a specific area of interest. Finally, students participate in a mentored teaching experience. The coursework is as follows:

- AHE 603 College and University Teaching. This is an intensive graduate seminar that provides an overview of the issues, principles, and practices associated with effective college teaching. Topics include learning and diversity; teaching models and strategies including assessment; teacher and student behaviors and learning outcomes; and instructional improvement strategies.

- AHE 602 Problems in Higher Education: The United States Professoriate. In this seminar the student studies the current issues and trends related to higher education. Students will examine the history of the professoriate and then focus on recent trends in regard to such matters as expectations about teaching and research, the growth of non-tenure track lines, diversity, and the various institutional types and forms of public and private control.

- Elective. Students will select an elective related to college teaching, such as AHE 607 Student Development Theory 1, AHE 610 Academic Cultures and Learning in Academe, or AHE 644 Academic Program Development and Evaluation in Higher Education. Upon prior approval by the program director of the Teaching Certificate program, a student may elect a college-teaching related course offered by another program at The University of Alabama. To be used as an elective, a course must have a clear focus on college teaching and likely be focused on teaching within a specific discipline. Several examples are PY 695 Teaching of Psychology Practicum, BER 672 Teaching Educational Research, and BEP 672 Teaching Educational Psychology. Any of these would be an acceptable substitute for the elective.

- AHE 688 Mentored Teaching in Higher Education. In this course students are immersed in a mentored experiential learning opportunity to develop competency and mastery in course construction and delivery in the higher education environment.

- Total Hours: 12

Find out how to apply here - http://graduate.ua.edu/prospects/application/

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Across the country schools are experiencing ongoing difficulty in recruiting qualified candidates for leadership roles. Aspiring leaders need to have access to relevant and accessible post-graduate programs to be able to meet the educational standards required by many school districts. Read more
Across the country schools are experiencing ongoing difficulty in recruiting qualified candidates for leadership roles. Aspiring leaders need to have access to relevant and accessible post-graduate programs to be able to meet the educational standards required by many school districts.

Our two-year MA in Educational Leadership and Management program is designed to help educators develop a critically reflective understanding of school improvement concepts and research. It is a comprehensive Teacher Qualification Service (TQS) approved program that responds to the education sector’s need for qualified management-level professionals. Faculty with real-world experience deliver relevant curriculum and experiences that ensure existing and aspiring school administrators develop the knowledge and skills required to function as effective leaders within complex and challenging educational environments.

Who It’s For

Administrators and teachers within K-12 educational institutions who want to gain skills and credentials as leaders and managers to advance their current career or launch a new one.

Applicants who do not have the formal academic education to qualify for admission may be assessed on the basis of both their formal education and their informal learning, in accordance with the Flexible Admission Policy. Please see Program Admission for more information.

Outcomes

Graduates will be able to apply practical tools and strategies to address issues, challenges, and opportunities related to supporting student achievement and growth. Graduates will have the skills to:
-Facilitate the collaborative development and implementation of shared values, vision, mission, and goals to support learning and achievement for all students
-Understand and use change and improvement processes to support student learning and achievement
-Build positive and effective relationships between the school, families and the larger community
-Integrate evidence-based decision making approaches into school leadership practices to support school growth and improvement
-Engage in meaningful self-assessment and self-awareness to enhance leadership skills, positive relationships, and professional goals
-Maximize opportunities for curricular, instructional, and assessment practices to have a positive impact on student learning and achievement
-Apply systems thinking to strategically plan and manage the school environment to support student learning
-Foster and sustain an inclusive culture and climate to support both student learning and professional growth
-Implement authentic and meaningful strategies for supporting and supervising teachers’ instructional capacities to maximize student learning and achievement
-Lead collaborative and systematic inquiry processes that support school improvement

Delivery Model

Residency
This two-year MA Educational Leadership and Management program is comprised of one mandatory two-week on-campus residency and distance learning courses. In recognition of the school year and the resulting limited window of opportunity for students to attend a residency, the residency takes place during the last two weeks of July or the first two weeks of August.

The residency is a carefully designed period of intense academic study. The schedule of instruction and studying during the residency is structured to optimize the face-to-face access to instructors, develop networks with fellow students, and access the support services of the university if required. The typical daily schedule is from 8 a.m. to 5 p.m. Team meetings, homework, and readings are done outside of these hours.

This program culminates with an applied research project that will enable students to integrate the skills and knowledge gained in the previous coursework in the examination of a real-world issue of significance to the advancement of school improvement theory and practice.

Online Learning
Distance courses are delivered entirely online through innovative, easy to use Internet technologies. Participants draw upon web resources as well as more traditional print media, while using online discussion groups and drop boxes to work towards the electronic submission of assignments. Prior to the beginning of each course, students are provided with a list of resources including textbooks and/or online readings, plus a detailed course schedule. Learning activities and assignments are designed to allow participants to identify the practical applications of the course content and to work with others to construct both a personal and shared meaning from their experiences.

Each course requires a level of effort of approximately 10 hours per week. This varies from student to student and becomes easier as students familiarize themselves with Royal Roads University's distance learning technologies, and learn how to work effectively with team members in a virtual setting.

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The Graduate Diploma in Educational Leadership and Management is a 12-month, 18-credit, six course program designed to build the knowledge and practical skills of professionals working in the private and public education sectors. Read more
The Graduate Diploma in Educational Leadership and Management is a 12-month, 18-credit, six course program designed to build the knowledge and practical skills of professionals working in the private and public education sectors. It meets the growing demand for professionals who are faced with leadership demands and who wish to expand their skills, strategies and expertise in the area of educational communication, research, administration and management.

This diploma will ladder directly into the MA in Educational Leadership and Management program, providing students with an opportunity to extend their learning or leave the program with a recognized diploma and return at a later date to complete their MA.

Who It’s For

Administrators, principals and teachers within K-12 educational institutions who want to expand their expertise and gain new skills and credentials in the field of educational leadership to advance their current career or launch a new one.

Applicants who do not have the formal academic education to qualify for admission may be assessed on the basis of both their formal education and their informal learning, in accordance with the Flexible Admission Policy. Please visit the program admission page for more information.

Outcomes

Graduates will be able to apply practical tools and strategies to address issues, challenges, and opportunities related to supporting student achievement and growth.

Graduates will have the skills to:
-Facilitate the collaborative development and implementation of shared values, vision, mission, and goals to support learning and achievement for all students
-Understand and use change and improvement processes to support student learning and achievement
-Build positive and effective relationships among the school, families and the larger community
-Integrate evidence-based decision making approaches into school leadership practices to support school growth and improvement
-Engage in meaningful self-assessment and self-awareness to enhance leadership skills, positive relationships, and professional goals
-Maximize opportunities for curricular, instructional, and assessment practices to have a positive impact on student learning and achievement
-Apply systems thinking to strategically plan and manage the school environment to support student learning
-Foster and sustain an inclusive culture and climate to support both student learning and professional growth
-Implement authentic and meaningful strategies for supporting and supervising teachers’ instructional capacities to maximize student learning and achievement
-Lead collaborative and systematic inquiry processes that support school improvement

Delivery Model

Pre-Residency
Students begin the Graduate Diploma in Educational Leadership and Management program with a very short online pre-residency session that introduces them to the instructor, familiarizes them with the course content and materials, and connects them with other students in the program. This blended learning format allows students to benefit from the synergy of on-campus learning and direct interaction with leading faculty members, while still meeting the demands of career and lifestyle. The result is accessible, high quality learning with minimal professional disruption.

Residency
The 10-day residency is a carefully designed period of intense academic study. The schedule of instruction and studying during the residency is structured to optimize the face-to-face access to instructors, develop networks with fellow students, and access the support services of the university if required. The typical daily schedule is from 8 a.m. to 5 p.m. Team meetings, homework, and readings are done outside of these hours.

Online Learning
Distance courses are delivered entirely online through innovative, easy to use Internet technologies. Participants draw upon web resources as well as more traditional print media, while using online discussion groups and drop boxes to work towards the electronic submission of assignments. Prior to the beginning of each course, students are provided with a list of resources including textbooks and/or online readings, plus a detailed course schedule. Learning activities and assignments are designed to allow participants to identify the practical applications of the course content and to work with others to construct both a personal and shared meaning from their experiences.

Each course requires a level of effort of approximately 10 hours per week. This varies from student to student and becomes easier as students familiarize themselves with Royal Roads University's distance learning technologies, and learn how to work effectively with team members in a virtual setting.

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The value of education is recognized as increasingly critical to the successful workplace, and the need for teachers and trainers to develop that education has grown exponentially. Read more
The value of education is recognized as increasingly critical to the successful workplace, and the need for teachers and trainers to develop that education has grown exponentially. This Training and Development concentration offers preparation for teaching adults in the corporate training environment or facilitating courses in an online environment. Working professionals can complete the Master of Professional Studies (M.P.S.) degree entirely online with courses available 24/7. Graduates may use this program to help earn promotions and more income, change careers, gain marketable skills, and assist with professional development. Students can choose a specialization by picking two classes from six electives involving computer-based technology for e-training, e-training advanced instructional design, engaging adult online learners, project planning and scheduling, human resources management, HR law, and workplace diversity. The program culminates with a professional project.

MTSU offers the Master of Professional Studies (M.P.S.), an online program designed for working professionals, with three concentrations available: Human Resources Leadership, Strategic Leadership, and Training and Development.

Each M.P.S. program consists of 9 hours of core requirements, 21 hours related directly to the concentration, and a 3-hour culminating professional project.

Career

The Training and Development master’s program is designed for those interested in organizational needs analysis, instructional design, human resources management, and other areas of training and development. Some potential career paths for graduates from this program:

Human resources manager
Company training manager

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