ED542 Program & Instructional Design

for F1P 2010

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Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.

Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


ED 542 Program & Instructional Design


F1P 2010 DL


Alejandro, Jeffery E.


Assistant Professor of Education/Adjunct Faculty


EdD - Educational Leadership, East Carolina University
MAEd - Adult Education, East Carolina University
BA - Public Relations/Organizatiobal Communication, UNC-Pembroke

Office Location

1006 Teakwood Drive    Greenville, NC 27834

Office Hours

8:00am-5:00pm  (Everyday)

Daytime Phone

(252) 917-2205




Class Days


Class Time


Credit Hours



Title: The ABCs of Evaluation: Timeless Techniques for Program and Project Managers, 2nd Ed.
Author: J. Boulmetis and Phyllis Dutwin
Publisher: Jossey-Bass
ISBN: 0-7879-7902-3

Title: Planning Programs for Adult Learners: A Practical Guide for Educators, Trainers, and Staff Developers, 2nd ed.
Author: Rosemary S. Caffarella
Publisher: Jossey-Bass
ISBN:  0-7879-5225-7

Title: Mastering the Instructional Design Process: A Systematic Approach, 4rd Ed.
Author: W. J. Rothwell and H. C. Kazanas
Publisher: Pfeiffer

Textbooks can be purchased through the MBS bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.

Course Description:
ED542 Program and Instructional Design: This course will provide the learner with various program and course development models, and apply those concepts to develop programs and course, from needs assessment to evaluation, for adult learners in education and training environments. A final project is required at the completion of the course.

Educational Philosophy:
The instructor encourages different points of view and reflections from practical experiences in this course. Students are expected to share their experience in planning programs for adults with other students in discussions.

Learning Outcomes:
  Core Learning Outcomes

  1. Identify the various instructional design models;
  2. Apply the Instructional Design Process or other model to develop a program or course;
  3. Develop and conduct a needs assessment;
  4. Design an evaluation plan for a program or course;
  5. Develop a program or course based on course models.

Core Assessment:

Class Assessment:
The course consists of one project: Design of an Educational Program,  which will be submitted in 8 weekly assignments.


The course project is worth 120 points – 60% of course grade
Submitted in 8 Weekly Assignments:

  • Learner Analysis                15 points
  • Needs Assessment             15 points
  • Program Topic                     10 points
  • Learning Objectives              10 points
  • Assessment of Learning        15 points
  • Instructional Plan                  15 points
  • Transfer or Learning Plan     10 points
  • Final -Program Evaluation     30 points

Discussion Participation: 10 points each week, totals 80 points – 40% of course grade

Late Submission of Course Materials:
In fairness to those who complete their work on time,  late assignments will not be accepted.  If you have an emergency please contact the instructor as soon as possible.   

Classroom Rules of Conduct:
Learning requires an atmosphere of respect. Everyone in the course is expected to treat everyone else with respect.

Course Topic/Dates/Assignments:

Week 1
Learner Analysis                       

Week 2
Needs Assessment                    

Week 3
Program Topic                             

Week 4
Learning Objectives                 

Week 5
Assessment of Learning  

Week 6
Instructional Plan                      

Week 7
 Transfer or Learning Plan    
Week 8
Final -Program Evaluation 

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2010-2011 Graduate Catalog Page 20


Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2010-2011 Graduate Catalog Page 20

Attendance Policy:

Instructors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2010-2011 Graduate Catalog Page 24

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .


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Last Updated:8/2/2010 8:47:05 PM