Sample Study Plan for Graduate Study as a Whole

Written by a First Semester Student in Education

I often say, “We have the technology - we just don’t know how to use it.” I believe this is especially true
in the field of education. The following study plan for the Master of Arts Program at Prescott College will
focus on Educational Technology and Leadership. I patterned my major from a cross-section of similar
programs, from Athabasca University, CSU Fresno, CSU Hayward, CSU Stanislaus, Pepperdine, and
especially George Washington University. For the first two enrollment periods my program will focus on
three areas of emphasis (thirty semester hours of credit). Each area of emphasis is designed to answer a
separate set of relevant questions in my field. The third and final enrollment period will be devoted to
producing a scholarly thesis (12 semester hours of credit) that will demonstrate the student’s mastery of
his field. A detailed explanation of each area of emphasis follows.

The first area of emphasis, New Perspectives in Education Delivery, answers the following questions:
What is this (technology) stuff? What can it do? What can it do well? And, what can it not do? More
specifically, this area will address questions on current themes and theories on technology and distance
education. I will examine the critical issues from three perspectives: students, faculty, and administrators.
I will research the social, cultural, and environmental implications of using technology in the classroom,
keeping in mind that today a “classroom” has a very broad definition. This will specifically satisfy the
college’s requirement for demonstrating social and ecological literacies. Finally, this area will conclude
with a survey of the educational marketplace to give me a better sense of today’s choices for adult
education. This may include an evaluation of program choices in general, based upon findings in the
existing literature.

Courses in this area are:

Computers in Education and Human Development - 3 credits, Fall. This course requires reading texts on
technology’s role in the classroom. I will also become familiar with major journals in the field to better
understand the various perspectives, publishing requirements, and the overall ‘refereeing process’ each
plays within the field of Educational Technology. By producing an annotated bibliography of my research
in this area I will gain an understanding and appreciation of the social context in which higher education
is practiced and explore the social, cultural, and environmental implications of using computer technology
in adult education.

Critical Issues in Distance Education - 3 credits, Spring. This course will examine current themes and
theories of distance learning from three basic viewpoints: students, faculty, and administrators. I will
conduct a thorough literature search of material on the topic, then submit a qualifying packet that answers
the following questions: What makes distance education work for students? What kinds of students
succeed and which ones fail? What do instructors need to do differently in distance education courses
than in traditional classroom environments? What other problems do instructors face with on-line
instruction? And what challenges do administrators have overseeing such programs?

The Educational Marketplace - 2 credits, Fall. This course will survey today’s choices for adult education.
I will collect, analyze, and interpret information on certificates, trade/vocational skills, extension
programs, personal development, and traditional degree programs. To narrow the scope of this project, I
will limit my search to programs offered within my geographical area either by correspondence or a one-
hour commute. Once a survey is complete, I will then provide a brief written summary of each choice and
an evaluation of general types of programs based on the current literature.

Technology and Educational Pedagogy is the second area of emphasis. This answers the questions: Why
do we use this technology? When should we use it? And, when should we not? More importantly, this
area will provide me with a foundation of existing theoretical research and a historical background in the
field. This emphasis should get me acquainted with existing literature, demonstrate my ability to evaluate
texts in terms of usefulness, validity, relevance, and scholarly value. In addition, I will learn methods for
making student assessments and identifying students with special needs. To narrow this area to a more
manageable size, I will focus on the use of technology in teaching adult literacy.

Courses in this area are:

The History of Distance Education - 3 credits, Fall. Specifically, this course will require reading three to
four texts on the history of correspondence courses for adults seeking formal college degrees. From that
point, I will consider theories on the influence of technology, from the industrial revolution and beyond,
on distance education programs of all types tracing the development of today’s explosion in learning
opportunities from it’s place of historical origin. I will produce an annotated bibliography and a written
summary of my research for this course.

Teaching Adult Literacy - 4 credits, Spring. This practicum provides a foundation in the theories and
methods for teaching adults to read and write English. I will attend volunteer training at [a specific
college] and volunteer time teaching adults to read. Additional support will come from reading texts and
journal articles on teaching methodology and the use of technology in this process.

Teaching Adults with Special Needs - 3 credits, Spring. This course will focus on the use of technology to
help different students face the same challenges. I will also learn methods of assessment and
identification, various labels and classifications for students outside the “norm,” demographic identifiers
used for funding and research, academic standards and their exceptions, and how administrators can
accommodate a diverse student population. To narrow the scope of this course, I may focus exclusively
on adult literacy. I will produce an annotated bibliography of my research.

The final and largest area of emphasis is Media and Educational Applications of Technology. This area
will answer the question: How do we use this stuff? I will focus largely on gaining practical experience
and competence in using specific computer hardware. I will learn software applications for instruction
and administration, both in the learning assistance and distance education environments. I will develop
relevant presentations for students, co-learners and peers. I will research and learn how to use software for
on-line courses, on-line tutoring, and on-site programs used within the learning center. Finally, I will
learn which software applications are used for data tracking, record keeping and reporting by community
college administrators.

Courses in this area are:

Managing Educational Presentations - 2 credits, Fall. This course will provide opportunities to develop
and polish my skills in making interesting professional, academic presentations. I will learn software
applications, such as PowerPoint. As a result of this course I plan to give informed, scholarly, and
passionate presentations to faculty, staff, students, and co-learners at my both local community college
and Prescott College.

Educational Hardware Systems and Networks - 4 credits, Spring. This course will make me familiar with
the technical aspects of using computers, peripherals, and local networks in an education/learning center
environment. Completion will be a written and graphical explanation of a sample network for an adult
learning center.

Applying Educational Media and Technology (Part One: Learning Assistance) - 2 credits, Fall. This
course is designed to become familiar with software applications used in learning assistance. I will learn
how to run programs for on-line tutoring, as well as individual software applications that give students
practice in reading, grammar, and writing, such as Learning Plus, Pass Key, etc. This course includes
completion of CRLA requirements for the Master Tutor certificate.

Applying Educational Media and Technology (Part Two: Distance Education) - 2 credits, Fall. This
course is designed to become familiar with software applications used in distance education. I will learn
how to run programs for on-line courses such as Connect, Common Space, etc. Completion will require
the student to directly assist in developing a web page for at least one department at the local community
college.

Record Keeping and Reporting for Community College Administrators - 2 credits, Fall. This practicum
will introduce me to data tracking, data warehousing, institutional research, and the necessary reports
colleges use to document individual student and program success. I will develop a master calendar of
required reports and submit them as directed by my practicum supervisor.

Thesis - 12 credits, Fall. I will write a thorough, academic thesis, which demonstrates a mastery of current
knowledge and theory in the field of educational technology and leadership, as well as demonstrate his
ability to integrate theory with the practical aspects of the previous two enrollment periods. I will develop
my research ideas more fully during the first two semesters of study and complete a full thesis plan by the
fourth packet of my second semester.

In conclusion, my goal is to fully prepare for a career as an administrator at an adult learning center or
community college campus. I want this program to help me build the skills that will allow me to:
• answer questions about learning assistance and distance education;
• counsel students on their educational choices;
• test students to determine their educational levels and needs;
• assist students in setting and reaching goals;
• find appropriate text books and computer software;
• develop individual, on-line, and distance learning programs;
• help adult students learn new material and update their skills;
• keep records and compile reports for administration and state agencies;
• and promote programs through media and speaking engagements.