• A letter of intent written by the applicant expressing professional and educational goals as applied to the program. • Submission of two letters of recommendation, using the required recommendation form. • Resume or curriculum vitae.
The Master of Science in Education in Organizational Performance & Leadership Technology is intended to prepare students for careers in human performance improvement, training, and development. The program is also targeted for individuals seeking careers in leadership or management positions in organizations such as higher education, social service agencies and the military. This program is designed for candidates who do not seek an Initial or Professional New York State teaching certificate. Program start dates: Summer, Fall, Spring.
Required Program Courses Minimum of 36 credit hours:
IT 502, Organizational Development IT 607, Organizational Leadership IT 615, Critical Issues in Performance and Leadership Technology IT 635, Research and Theory on Communication and Performance IT 648, Principles of Performance Technology IT 653, Instructional Planning and Development Process IT 654, Program Evaluation IT 658, Needs Assessment (Culminating Experience)
Three electives focusing on management, training, or hardware utilization: 9 credit hours
One elective focusing on technology: 3 credit hours
Automatic admission options exist for this program.
Uniqueness of Program
This program accepts students whose undergraduate background is in a wide variety of majors and areas. Program faculty advisors accommodate individual needs and schedules of students, and encourage student internships.
Graduates of the program have obtained positions in but not limited to higher education; coordinators; career counselors; instructors; and admissions into PhD programs.
“The Organizational, Performance, and Leadership Technology program provided me with the knowledge, skills, and abilities necessary to be successful in a wide variety of fields. After working in Human Resources for a while, I found my true passion working in higher education.” —Kyle Fennell, ’07