Instructional Studies (INST) CPSO
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Course numbers with the # symbol included (e.g. #400) have not been taught in the last 3 years.
INST 544 - Special Topics: Lower Level
Credits: 1-4
A study of current and variable topics in instructional studies. Course content changes from term to term.
Repeat Rule: May be repeated up to unlimited times.
Equivalent(s): INST 544G
Grade Mode: Letter Grading
INST 615 - Engaging Adult Learners in the Digital Age
Credits: 4
Educators and trainers often feel compelled to use the latest technologies in their teaching practice to keep pace with culture and attract learners. Yet technology for technology's sake doesn't automatically help learners meet learning outcomes and can have an unintended negative impact on learning experiences if not selected properly. This course will provide guided practice-based learning activities to develop the skills needed to review, analyze, and select appropriate educational technologies for engaging education experiences for adult learners in a variety of settings.
Equivalent(s): INST 615G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Describe critical steps needed to ensure educational technology is relevant and reliable to help learners meet outcomes.
- Analyze educational technologies through comprehensive processes including evaluation, interpretation, calculation, and application.
- Select and demonstrate educational technology analysis using relevant and real-world case studies.
- Define and defend solutions to educational challenges using appropriate educational technologies.
- Synthesize current and emerging research on educational technology solutions to create a learning toolkit that describes and links research on effective adult learning technologies.
- Using digital or visual content, design and present a plan that outlines a personal and/or professional adult learning goal related to educational technology.
- Connect digitally with at least two relevant professional networks and contribute to the fields through curiosity, sociality, or resource sharing.
INST 701 - Teaching and Learning in Adulthood
Credits: 4
This course examines the nature and process of teaching and learning in adulthood by reviewing and building on theories and philosophies of adult learning. It focuses on teaching adults in formal, informal, and non-formal settings. Understanding cognition and the learning process provides the foundation to employing instructional strategies that empower the adult learner. Students will explore active learning, collaborative learning, self-directed learning in relationship to learning strategies, motivation and the importance of practice, experience, self-reflection, and assessment.
Attributes: Writing Intensive Course
Equivalent(s): INST 605G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Compare and contrast the principles of major theories of learning and cognition and how they relate to adult learners.
- Explain the development of cognitive processes throughout adulthood.
- Provide a rationale for instructional strategies based on specific cognitive and/or learning principles.
- Formulate and articulate a personal philosophy of adult education informed by principles and theories of adult learning.
- Incorporate their personal philosophy of learning in the design of instructional strategies for teaching in a variety of learning environments.
- Explore, experience, and analyze various instructional strategies and their relationship to individual differences, and experiential learning.
- Compare and contrast the characteristics of instructor-centered versus learner-centered and subject-centered teaching and their effectiveness in promoting active learning, collaborative learning, self-direction and reflection by students.
- Demonstrate the importance of practice, experience, and critical reflection of both learners and teachers for personal and professional development.
- Reflect on how issues of race, gender, disabilities, class, age, and sexual orientation influence teaching and learning and in the development of 21st century workplace skills.
- Analyze viable adult learning assessment techniques and how they correspond to various instructional strategies used in teaching adults.
- Discuss future direction for research and practice in teaching and learning in adulthood.
INST 702 - The Learning Workplace
Credits: 4
This course deals with the professional learning needs and priorities of the workplace with an emphasis on business and industry settings. It examines the variety of ways in which employees and their managers gain new knowledge and skills as part of their on-going involvement in both their jobs and in formal, informal, and non-formal learning situations. Careful attention is given to understanding and applying effective transfer of learning strategies. The roles of in-house training, corporate university, individualized learning, distance learning, online learning, and external providers are also examined.
Attributes: Writing Intensive Course
Equivalent(s): INST 607G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify and explain the forces which are making it necessary for the workplace to become a learning workplace.
- Summarize the history of workplace learning in the United States since the 1940's.
- Define what is meant by the term "learning organization," and explain the major characteristics mentioned in key sources.
- Describe the full continuum of the kinds and levels of learning that are presently incorporated in one or more major workplaces.
- Outline the major components of the training and development function within selected organizations including development of 21st century skills.
- Explain the ways in which adult learning and development theory appear to inform the design and practice of selected workplace learning environments.
- Research and describe "best practice" in workplace learning within an industry or employment field with which the participant is familiar.
- Explain the "global" piece of learning organizations that identify themselves as players in this arena.
- Explore, analyze, and develop a means of professional preparation for future workplace learning trends.
INST 703 - Instructional Design and Interactive Learning
Credits: 4
This course provides an introduction to theory and practice of instructional design and its role in developing interactive learning. It covers all the necessary elements to analyze, design, develop, implement, and evaluate effective learning, including interactive learning systems, and cultivates the effective combination of technology and instruction. The course addresses the different models used to develop effective instruction and expands the student's understanding of how to facilitate meaningful connections in learning through collaboration, discovery, and engagement.
Equivalent(s): INST 610G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Demonstrate the elements of an instructional design process.
- Illustrate the role instructional design plays in developing effective interactive learning systems.
- Compare and contrast various interactive learning systems by examining their intended use in the classroom and/or how they can be used to produce multimedia instructional content.
- Explain how an interactive learning tool could enhance or detract from an androgogical strategy while developing instruction.
- Design and develop a comprehensive Instructional Design Project plan for a real or hypothetical training/educational program that incorporates an instructional design process and integrates interactive learning theory and systems as appropriate.
- Demonstrate an understanding of creativity and innovation in instructional design.
- Develop and apply criteria to evaluate interactive learning systems based on best practices.
- Analyze current trends in instructional design and interactive learning educational technology.
INST 797 - Program Development and Learning
Credits: 4
This course encompasses a broad spectrum of program development ranging from an individual course to a complete program of major learning activities conducted over a period of time for the education and training of adults. This project- based course serves as the Integrative Capstone and is designed to provide an opportunity to apply and practice theories, skills, and principles to a variety of situations adult educators may encounter in practice. Prior to capstone enrollment, students are expected to complete the majority of their required major courses. Students should consult with their advisor regarding specific major courses that may be completed with their capstone. NOTE: Students who were admitted to the college before Fall 2019 and have remained active in their original catalog year are not required to take IDIS 601.
Attributes: Writing Intensive Course
Prerequisite(s): (CRIT 602 with a minimum grade of D- or CRIT 602G with a minimum grade of D- or CRIT 502G with a minimum grade of D-) and (IDIS 601 with a minimum grade of D- or IDIS 601G with a minimum grade of D-).
Equivalent(s): INST 650G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Apply principles of adult learning and development to the program development process.
- Examine and evaluate alternative program development models for a given training need.
- Integrate and apply concepts of program development and learning in an area of professional interest by developing a learning experience that includes: a. Needs assessment b. Learning outcomes c. Types and sequencing of skills d. Student characteristics e. Appropriate instructional strategies f. Formative evaluation and revision of design and/or materials g. Demonstrate creative thinking and innovative application of program concepts
- Create, assemble, and test instruction.
- Determine an evaluation strategy that is appropriate to the program and its intended outcomes.
- Develop a metacognition self-reflection that facilitates the students work and evaluates it against best practices in program learning and development.