Higher Education and Learning Technologies
David Tan (Department Head)
Location: Young Education North Building, 903-886-5609
Higher Education and Learning Technologies Web Site: http://www.tamuc.edu/academics/colleges/educationHumanServices/departments/HigherEducationLearningTechnology/default.aspx
The Department of Higher Education and Learning Technologies prepares graduates for teaching, scholarly, administrative, and leadership roles in non-profit and for-profit organizations, including colleges and universities, schools, social service and learning centers, governmental agencies, and business corporations. The Department focuses on higher education administrations and teaching, adult education, educational technologies, librarianship, and individual and organizational learning development and performance.
Programs of Graduate Work
The following programs are offered within the Department of Higher Education and Learning Technologies:
- Higher Education
- Higher Education
- Educational Technology Leadership
- Educational Technology Library Science
- Organization, Learning and Technology
- School Librarian
Doctor of Education and Master of Science in Higher Education
A Doctor of Education degree in Higher Education is available as a 60-semester-hour program. The program does not include a minor and requires that the student has already completed a Master’s Degree. Master of Science degrees in Higher Education are available with an emphasis in college teaching or higher education administration. The master’s and doctoral programs in Higher Education prepare students for careers as college and university faculty and administrators.
Admission to a graduate program is granted by the Dean of Graduate Studies upon the recommendation of the department. Applicants must meet the following requirements for admission in addition to meeting the general university requirements in higher education.
Master of Education and Master of Science in Educational Technology
The Master of Science and Master of Education degrees are offered in Educational Technology. The degrees are in Educational Technology Leadership, and in Educational Technology Library Science. Coursework is available in one certification area to prepare educators for becoming School Librarians. Certification for school librarians (in public and private elementary and secondary schools) is available in two formats—students who already have a Master’s take only the certification courses, but students without a Master’s may take the certification courses as part of the Educational Technology Library Science Master’s degree.
Admission to a graduate program is granted by the Dean of Graduate Studies upon the recommendation of the department. Applicants must meet the following requirements for admission in addition to meeting the general university requirements in educational technology leadership and educational technology library science.
- Educational Technology Leadership Admission Requirements
- Educational Technology Library Science Admission Requirements
Master of Science in Organization, Learning, and Technology
The MS in Organization, Learning, and Technology is a 30-semester hour program that offers 7-week modules with six starts per year. This program prepares students to improve individual and system-wide learning and performance by intertwining best practices in instruction and learning technology with organizational skills. While completing the program, students prepare a professional portfolio to assist in their career development.
Five programmatic competencies serve as the focus of the online MS in Organization, Learning and Technology:
- Analysis and Evaluation/Assessment - Determine causes of learning and performance gaps based on analyses of data, evaluate training or learning programs, and design and critique a research study.
- Technology Skills - Select and implement technologies to improve learning and instruction.
- Instructional Design and Delivery - Evaluate learners, tasks, and delivery settings to design and deliver engaging presentations or self-paced learning material.
- Cultural and Global Fluency - Study culture, workforce characteristics, and global trends to incorporate diversity into solution designs and implementation.
- Leadership and Communication - Apply theories and principles of leadership in communication and relationships for leading change.
Admission to a graduate program is granted by the Dean of Graduate Studies upon the recommendation of the department. Applicants must meet the following requirements for admission in addition to meeting the general university requirements in organizational, learning & technology.
School Librarian Certification Program
School Librarian certification in the state of Texas includes 4 components -- completion of an SBEC-approved school library certification program, a passing score on the TExES (150), a Master's degree, and 2 years classroom teaching experience. The SBEC approved certification program at Texas A&M University-Commerce offers two options - one for persons already having a Master's degree, and the second for persons who do no yet have one.
This program (certification and Master's) is for the preparation of school librarians (EC-12), and does not apply to other types of librarianship.
Contact the Department of Higher Education and Learning Technologies for additional information relating to School Librarian Certification at 903-886-5618.
Note: The Department reserves the right to suspend from the program any student who in the judgment of the departmental graduate committee, does not meet the professional expectations of the field.
Successful completion of the Comprehensive Exam is required of all students.
ETEC 518 - Thesis
ETEC 522 - Internship/Practicum
Internship/Practicum. Three semester hours. Varied on-the-job experiences, on or off campus, applicable to student's professional preparation and goals are provided. Supervision by a member of the Graduate Faculty is required. Prerequisite: Permission from the instructor.
ETEC 524 - Intro to Educational Technolog
Introduction to Educational Technology. Three semester hours. This course will introduce the student to educational technology and current research on critical issues, trends, diffusion and adoption of technology and history and theoretical foundations of the field. Students will identify, develop and apply a variety of technological skills congruent to their educational technology philosophy. Prerequisite: None
ETEC 526 - Games & Simulations for Learning
Games and Simulations for Learning - Three semester hours. This course examines games and simulations as learning technologies, including defining qualities and characteristics, as well as theories of learning and play. Emphasis is placed on processes for designing and selecting appropriate games and simulations based on analysis of instructional needs.
ETEC 527 - Web 2.0 Technologies for Instruction
Three semester hours. This course explores the current and emerging Web 2.0 technologies used in education and other instructional settings. Students will explore, analyze, and design uses of these technologies to enhance instruction. Emphasis will be on the appropriate selection of technologies for various instructional goals and settings.
ETEC 528 - Digital Storytelling Across the Curriculum
This course will explore the power of capturing and sharing a personal narrative through various approaches using different forms of technology. Students will have the opportunity to learn various techniques for capturing and telling stories, a brief understanding of storytelling, and a chance to create and share autobiographical, interview biographical and global stories shared through different media.
ETEC 557 - Integr Tech throughout the Cur
Integrating Technology and Computer Applications into Content Areas. Three semester hours. Includes an in-depth study of methods for integrating the emerging technologies into specific content areas. Research, as well as current and future implementation issues, will be investigated, and a program for action will be developed.
ETEC 561 - Supporting Learning with Technology
This course focuses on learning theory and principles underlying learning-centered uses of technology to support the learning process. Students will explore and analyze communication technologies applicable to teaching and learning, and will design a unit of instruction using a learning-centered approach supported with technology.
ETEC 562 - Applying Instructional Media & Technology
Applying Instructional Media and Technology. Three semester hours. Introduces students to the selection and use of computer-based media, multimedia, and conventional media, in the preparation of materials for instructional purposes. Special attention is given to computer hardware and software involved in computer based media production, digital formatting technology, and multimedia processes.
ETEC 568 - Makerspaces
This course will explore a movement that has emerged in the last decade on several levels. Through reading and research students will begin to understand the culture and structure of the maker movement and how it can be implemented in existing schools. Students will also have a chance to participate in several aspects of making through prototyping with electronics, microcontrollers and some simple computer programming in C++ on the Arduino. This class is designed to serve as in introduction to making.
ETEC 578 - Instructional Design & Development
Same as OLT 578. Students will utilize a systems approach to design and develop instruction. The five phases of instructional design: analysis, design, development, implementation, and evaluation, are examined.
ETEC 579 - Implementation of Educational Technology Programs
Three semester hours. An examination of the theories, practices, and competencies required for effective implementation of educational technology programs. Examines historical trends in technology integration and explores key factors and considerations for the implementation of instructional technology programs. Prerequisites: ETEC 524 or permission of instructor.
ETEC 588 - Issues In Ed Tech & Tech Chg
Issues in Educational Technology and Technological Change. Three semester hours. This course focuses on the processes by which professional change agents (for example, educational technologists) influence the introduction, adoption, and diffusion of technological change. The interlocking relationships of technology, culture, and society and the role of the change agent in affecting those relationships are covered. Students learn how to predict and minimize the undesirable consequences of change and how to enhance the development of communication skills required when working with people. areas to the addressed, but not limited to include mentoring for and with technology, assistive technology solutions, and applications of emerging technologies.
ETEC 589 - Independent Study
Independent Study. One to four semester hours. Individualized instruction/research at an advanced level in a specialized content area under the direction of a faculty member. May be repeated when the topic varies. Prerequisites: Consent of department head.
ETEC 591 - Online, Virtual, and Distributed Learning Systems
Three semester hours. Examines theories and practice of online, virtual, or distributed learning systems, such as flipped classrooms, hybrid or blended learning environments, and distance education. Emphasis is on the design and implementation of effective instructional strategies for online, virtual, or distributed learning environments. Prerequisites: ETEC 524 or permission of the instructor.
ETEC 593 - Strategic Planning for Technology Integration
This course examines the process for developing and implementing a strategic plan for technology integration in educational settings. Emphasis is placed on developing a mission, vision, and priority goals for technology integration that align with school/institution strategic plans, as well as state technology and readiness standards.
ETEC 594 - Technology and Inquiry-based Instructional Methods
Technology and Inquiry-based Instructional Methods - Three semester hours. This course examines the role of technology in the inquiry-based instructional methods vital to fostering critical thinking and complex problem solving skills and abilities. Emphasis is placed on social constructivist learning theories and inquiry-based instructional methods, such as case study approaches and problem- or project- based learning.
ETEC 596 - ETEC Capstone: Eportfolios & Program Evaluation
This course is intended for students in the last semester of the ETLD or ETLS masters degree program. The course will explore eportfolios as a means to support metacognitive reflection (a key to lifelong learning), make thinking visible, assess learning, and evaluate learning programs. Students will also develop a learning technology program evaluation plan and submit their ETEC eportfolios for peer review and revise for final submission for graduation. Prerequisites: ETEC 524, ETEC 527, ETEC 562, ETEC 579.
ETEC 597 - Special Topics
Special Topics. One to four semester hours. Organized class. May be repeated when topics vary.
HIED 513 - Secondary Sch Curriculum
The Secondary School Curriculum. Three semester hours. Focuses on descriptions and analyses of models of curriculum theory and curriculum development. Specific emphasis will be placed on philosophical and social forces which affect the design, implementation, and assessment of the curriculum. Particular attention will be given to practical applications of curriculum design and evaluation and leadership efforts necessary for overcoming individual and organizational resistance to change.
HIED 528 - Philosophy of Education
Includes a study of systematic philosophies of education and their views of the learner, learning process, curriculum, instruction, and leadership. Particular attention will be given to the use of philosophical techniques and concepts for solving problems.
HIED 540 - American Community College
The American Community College. Three semester hours. Provides an overview of the community college with particular emphasis on the history, philosophy, and uniqueness of the institution. State and local governance and finance are also examined.
HIED 541 - Community College Curriculum
The Community College Curriculum. Three semester hours. Furnishes an examination of trends and issues in the community college, and an evaluation of major community college curriculum areas. Changes in the community college curriculum will be analyzed to suggest future planning strategies.
HIED 542 - Analysis of Teaching in High Education
Provides an analysis, comparison, and contrast of a range of teaching styles and models available to community college and university faculty. Particular emphasis will be directed toward teaching improvement models and assessment skills.
HIED 543 - Issues in Adult & Dev Ed
Issues in Adult and Developmental Education. Three semester hours. Exploration of adult and developmental education including analysis of nontraditional learners in higher education. Emphasis is placed on history, social impact, current practices, and research in the areas of basic education, developmental education, and customized training.
HIED 589 - Independent Study
Independent Study. One to four semester hours. Individualized instruction/research at an advanced level in a specialized content area under the direction of a faculty member. May be repeated when the topic varies. Prerequisites: Consent of Program Coordinator.
HIED 595 - Research Methodolgies
Research Methodologies. Three semester hours. Provides a study of research methodologies with appropriate practical application in relevant problem solving. Specific research types, including action research, will be emphasized. The student is required to demonstrate his or her competence in the investigation and formal reporting of a problem.
HIED 597 - Special Topics
HIED 615 - Introduction to Higher Education
This course provides a foundation for understanding how institutions of higher education in America function. Includes a study of systematic philosophies of education and their influence on instruction and administration in higher education.
HIED 617 - Stat Proc for Edu & Rese
Statistical Procedures for Education and Research. Three semester hours. (Same as HHPK 617). An introduction to statistical methods and their implications for educators and educational researchers. Appropriate computer applications will be integrated with classroom content relating to populations and samples; organizing, displaying, and summarizing data; probability; normal distribution; tests of significance; correlation and simple regression; Z and T tests; and the chi square test. Meets requirements for a Level II research tool course.
HIED 619 - Advanced Statistical Procedures for Education and Research
Advanced Statistical Procedures for Education and Research - Three semester hours. Includes a review of introductory statistics, presentation of basic concepts of analyses of variance, advanced correlation methods, and multiple regression, as well as other advanced statistical methods. Focuses on use of the computer for data. Prerequisites: HIED 695 and HIED 617.
HIED 620 - The Adult Learner
This course examines the unique nature of the adult learner in higher education in contrast with young learners in K-12 classrooms. Emphasis will be placed upon theories of andragogy and practices in adult learning.
HIED 621 - Eff Tch/Learning Higher ED
Effective Teaching and Learning in Higher Education. Three semester hours. Consists of a study of diverse teaching strategies and the learning paradigms on which they are based. Also included will be an analysis of special problems encountered by the professoriate.
HIED 622 - Internship
Internship. Three semester hours. Provides supervised experiences in a setting appropriate to the student's projected career aspirations and areas of specialization. Prerequisite: Consent of instructor.
HIED 627 - Hist HIED in US
History of Higher Education in the United States. Three semester hours. Examines the origin, development, and distinctive features of American higher education. Special emphasis is given to the traditional and contemporary roles of post-secondary institutions, and how political, economic, and social forces have altered the public and private college and university landscape
HIED 628 - Survey of Dev ED
Survey of Developmental Education - Three semester hours A survey of best practices and current and emerging trends in the administration and delivery of effective developmental education programs.
HIED 637 - Inst Eff & Outcomes Assessmt
Institutional Effectiveness and Outcomes Assessment. Three semester hours. Examines the application of a variety of institutional assessment processes to the development, or improvement, of the organization and to the measurement of accountability. Special attention will be devoted to strategic planning as a necessary foundation for both assessment and development.
HIED 639 - Seminar in Supervision
Seminar in Supervision. Three semester hours. Provides a study of various supervisory models utilized in the improvement of instruction. Particular attention will be devoted to identifying and solving on-going problems as they impact the enhancement and delivery of effective programs.
HIED 640 - Policy Making in Higher Edu
Policymaking in Higher Education. Three semester hours. Examines the development, implementation, and enforcement of policies by institutions of higher education, state higher education agencies, governing boards, and the government. Emphasis is placed on the impacts of policies on institutions and students.
HIED 650 - Doctoral Research Practicum
Doctoral Research Practicum - Three semester hours This course includes individualized research that culminates with a significant foundation for the dissertation proposal, as demonstrated by an extensive review of the literture related to the student's selected topic.
HIED 651 - Curr Dev High Ed
Curriculum Development in Higher Education. Three semester hours. Provides a study of the factors and influences which have affected the development of the curriculum in higher education. Procedures for designing, implementing, and evaluating curricula at the senior college level will be examined. In addition, trends, issues, problems, and variations in general education programs in colleges and universities are studied. The objectives of general education in all post-high school curricula are emphasized.
HIED 653 - Com Col Instr Lead
Fundamental Theories in Community College Instructional Leadership. Three semester hours. Introduces prominent theories of administrative thought, including the theories of change, communication, role, and evaluation of personnel. Practical applications of these theories will be studied; and leadership strategies for the dean, division chair, and department chair will be emphasized.
HIED 654 - Sem Inst Leadersh
Seminar in Instructional Leadership. Three semester hours. Curriculum development, organizing for instruction, evaluation, and other community college leadership skills will be emphasized, particularly as they apply to strategies for faculty development to enhance teaching and learning.
HIED 655 - GLB/Issues Higher Education
Provides an in-depth analysis of prevalent issues unique to both community colleges and to senior institutions, as illustrated in the higher education literature. Emphasis is placed on the effects of these factors on the total institution.
HIED 656 - Higher Ed & Law
Higher Education and the Law. Three semester hours. Organic structure of the law, how to use legal resources, and significant issues and trends, past, present, and future, in higher education law.
HIED 657 - Org & Govern in HIED
Organization and Governance in Higher Education - Three semester hours Examines organizational theories, models, policies, and cultures; external and internal governance and management processes; leadership theories and practices; and critical roles and responsibilities affecting a variety of college and university administrative and instructional units.
HIED 658 - Admin of Stu AFF in HIED
Administration of Student Affairs in Higher Education - Three semester hours Examines organizational structures and leadership and management processes associated with college and university student affairs administration. Special emphasis is given to institutional policies, planning, and coordination to support enrollment management, housing and dining, recreation services, and career services, and how these key processes contribute to the mission of public and private 2- and 4-year institutions.
HIED 659 - HIED Finance
Higher Education Finance - Three semester hours Examines the complexities of higher education finance and how political, economic, and social forces impact budgetary decisions. Provides an overview of financial administration in public and private colleges and universities, with special emphasis on funding theories and strategies, governmental and private-sector programs and initiatives, resource allocation concerns, and institutional fund-raising activities.
HIED 670 - Diversity in HIED
Diversity in Higher Education - Three semester hours Provides historical and modern-day contextual frameworks for studying the presence, promotion, and refinement of diversity programs in American colleges and universities. Examines best practices employed by institutions of higher education to address challenges and opportunities in planning for and implementing diversity programs and related activities.
HIED 689 - Independent Study
Independent Study. One to four semester hours. Individualized instruction/research at an advanced level in a specialized content area under the direction of a faculty member. May be repeated when the topic varies. Prerequisites: Consent of Program Coordinator.
HIED 695 - Research Methodology
Research Methodology. Three semester hours. An overview of research methodology including basic concepts employed in quantitative and qualitative research methods. Includes computer applications for research. Meets requirements for a Level I research tool course. Prerequisites: Admission to the doctoral program.
HIED 696 - Advanced Research Methodolgy: Interpretive Inquiry
Advanced Research Methodology: Interpretive Inquiry. Three semester hours. This is a Level IV doctoral research tool course that provides a background and analysis of the interpretive act in all educational research. Designed to provide an in depth study of the process of conducting research in the naturalistic paradigm, the course focuses on an examination of the major methodological traditions of this approach. Also included is terminology and consideration of the distinctions between the naturalistic and rationalistic, or quantitative methods of inquiry. Prerequisites: Completion of HIED 695.
HIED 698 - Advanced Qualitative Research
Advanced Qualitative Research - Three semester hours. An intensive analysis of the theory and practice of qualitative research in Higher Education, including a review of primary methods such as grounded theory, case study, and ethnography and an examination of additional methods such as connoisseurship, ethnomethodology, and symbolic interactionism. Emphasis will be placed upon practice in research design, multiple methods of data collection, and exhaustive data analysis. Prerequisite: Completion of HIED 695 and 696 with grade of B or better
HIED 710 - Research Colloquium
Research Colloquium. One to three semester hours. This course is a forum for the search of knowledge and understanding of contemporary and historical issues concerning education. The student will demonstrate his/her competence in using systematic research procedures through preparation of a doctoral proposal. Prerequisites: Completion of four research tools with grade of B or above.
HIED 718 - Doct Dissertation
Doctoral Dissertation. Twelve semester hours. A candidate must present a dissertation acceptable to the student's advisory committee and the Dean for Graduate Studies and Research on a problem in the area of his specialization. To be acceptable the dissertation must give evidence that the candidate has pursued a program of research, the results of which reveal superior academic competence and a significant contribution to knowledge. Graded on a (S) satisfactory or (U) unsatisfactory basis.
LIS 512 - Info Ref & Mediographic
Information, Reference, and Mediographic Services. Three semester hours. Includes a detailed study of the basic and most useful reference sources with strong emphasis on new computer technologies applicable to the school library situation.
LIS 515 - Cataloging/Classification
Cataloging and Classification. Three semester hours. Descriptive cataloging of print and non-print materials for the school library. Emphasizes Anglo-America Cataloging Rules, Dewey Decimal Classification, and Sears Subject Heading.
LIS 524 - Dev General/Spec Collectn
Developing General and Specialized Collections. Three semester hours. Examines principles and practices in selecting print and non-print media for school library programs. Evaluates media for children and young adults.
LIS 527 - Books Child/Young Adults
Books and Related Materials for Children and Young Adults. Three semester hours. In-depth study of leading examples of media as they relate to the curriculum and the role of the school librarian.
LIS 540 - Admin School Libraries
Administration of School Libraries - Three semester hours Administration of a school library is a complex process that affects the entire school. The librarian must manage a many-faceted operation that involves staff, materials, equipment, facility, and furnishings. Application of management principles and state library competencies will be studied as they relate to the school library program. The course will cover the library in relation to curriculum, selection and acquisition of materials and equipment, scheduling, facility design, cooperative planning with staff members, censorship, and professional standards including laws and regulations.
LIS 550 - Practicum in a School Library
Open only to graduate students applying for school librarian cetification, this course is designed to give the student experiences in organization, administration, selection, classification, cataloging, and reference work in a school library under the supervision of a certified librarian. Prerequisites: LIS 512, LIS 515, LIS 524, LIS 527, LIS 540, ETEC 579, and permission of the instructor.
LIS 557 - Technology Integration for School Librarians
This courses includes an in-depth study of methods for integrating the emerging technologies into specific content areas, with an emphasis on the role of school librarians. Research, as well as current and future implementation issues, will be investigated, and a program for action will be developed. Prerequisites: ETEC 524 or permission of the instructor.
LIS 560 - ACQ ORG NON PRT MAT
LIS 589 - Independent Study
LIS 597 - Special Topics
OLT 510 - Utilizing Effective Instructional Technologies
Provides teachers and business/industrial trainers with knowledge and skills for selecting, applying, and evaluating basic instructional techniques and learning principles. Students will demonstrate competencies in presentations utilizing various instructional technologies and techniques.
OLT 514 - Generational Issues in Global Education
This course provides an introduction to generational issues in the training and development profession. Topics include an overview of the history of pedagogy and its development over the last century, a comparison of the strengths and weaknesses of the generational styles of learning, parallels between the different generations, the learning style of the different generations and a pedagogy for the 21st century related to the training and development profession.
OLT 515 - Intercultural Education
This course provides an introduction to the training and development profession from an intercultural perspective. Topics include an overview of the roles and skills of training and development professionals in intercultural contexts, contributions of intercultural training and development to an organization's goals, trends in the training and development industry in intercultural contexts, and resources available for intercultural contexts to those employed in the training and development profession.
OLT 516 - Fundamentals of Active Engagement
This course provides an introduction to the fundamentals of active engagement. Topics include assessing training needs and participants, developing active training objectives, creating practical opening activities, preparing brain-friendly lectures, designing active training exercises, creating e-learning applications, and the process for providing for back-on-the-job application.
OLT 528 - Introduction to Presentation Design
This course is designed to help trainers move their training and facilitation skills to the next level of performance. Topics cover a wealth of issues including how to use case studies, conduct inventories, exercises, games, and simulations, facilitate role plays, as well as conduct effective and safe demonstrations and administer tests.
OLT 553 - Organizational Leadership
This course includes topics related to the role of leadership in organizational changes and employee development. The focus of the course is directed toward the individual and the organization. Included are the broad areas of executive development, supervisor development and employee development.
OLT 554 - Principles of Adult Learning
This course explores adult development to promote an expanded understanding of issues and practices in adult education. The course focuses on three core areas of concern in adult education: acknowledgment of learner experience, promotion of autonomy and self-direction, and establishment of teacher-learner relationships in the adult environment.
OLT 560 - Workplace Learning, Development, and Performance
This course provides workplace learning and performance professionals with knowledge and skills for identifying and evaluating organizational learning, development, and performance improvement solutions. Topics cover how organizations utilize personnel training and development to improve human expertise and organizational development to lead process improvements.
OLT 563 - Organization and Talent Development
Survey of major organization and talent development approaches to align human resources with organizational goals and workforce planning. Students will diagnose the current talent and organizational development strategies and needs from various types of organizations, analyze organizational and individual competencies, assess the current people development practices, and create a plan that aligns learning, leadership, and career development solutions.
OLT 570 - Seminar in Global Education
Topics include an analysis of servant leadership, effective strategies for employment in the field of training and development, globalization, appreciation of human diversity, and commitment to life-long learning.
OLT 575 - Performance Analysis and Improvement
Survey of human performance technology approaches and tools to improve the performance of individuals, work groups, work processes, and an organization. Students will collaboratively identify organizational performance problems, suggest instructional and non-instructional interventions based upon data-driven performance analysis, and design or evaluate programmatic solutions in cooperation with the clients throughout the entire process.
OLT 578 - Instructional Design and Development
Same as ETEC 578. Instructional Design and Development. Three semester hours. Students will utilize a systems approach to design and develop instruction. The five phases of instructional design: analysis, design, development, implementation, and evaluation are examined.
OLT 590 - Evaluation
Methods of inquiry and analysis to evaluate the effectiveness of training, development, and performance improvement programs. Topics include various evaluation models, ways to assess satisfaction, learning, behavioral changes, and impacts, and how to integrate evaluation with planning or continuous improvements.
OLT 595 - Research Methodologies
This course provides a study of research methodologies with appropriate practical application in relevant problem solving. Specific research types, including action research will be emphasized.
OLT 597 - Special Topics
Organized class. May be repeated when topics vary.
Higher Education and Learning Technologies
Mary J. Dondlinger
B.A., M.A., Arizona State University-Tempe; Ph.D., The University of North Texas-Denton
Madeline C. Justice
Professor and Associate Provost
B.A., M.A., Texas Woman’s University; Ed.D., East Texas State University
B.A., SookMyung Women’s University; M.A., Ph.D., University of Illinois at Urbana-Champaign
B.A., Duksung Women's University, Seoul, Korea; M.S., Michigan State University; M.A., New York University; Ph.D., University of Maryland
B.A., M.A., Korea University, Soul, Korea; Ph.D., The Pennsylvania State Univeristy
B.B.A., Texas Tech University; M.S., Ed.D., Texas A&M University-Commerce
B.A., The University of Texas at Dallas; M.S., Ph.D., University of North Texas
B.S., University of Arkansas; M.Ed., Ph.D., Iowa State University
Professor and Department Head
B.A., Mansfield University of PA; M.Ed., Ph.D., University of Arizona
Jon E. Travis
B.A., University of Iowa; M.A., West Virginia University; Ed.D., Arizona State University
Seung Won Yoon
B.A., Sung Kyun Kwan University; M.A., Ph.D., University of Illinois at Urbana-Champaign