Total Hours Needed to Graduate:
38 Hours

Major

38 Hours
COURSE NUMBER
COURSE TITLE
CREDIT HOURS
CGS 5010
Graduate Seminar
2

Orients graduate students to the standards and expectations of the College, including topics such as policies and procedures, the online learning environment and expectations, academic integrity, APA writing requirements, library resources, and professional standards.

EDU 5110
Data Analysis for Educators
3

Provides candidates with a basic understanding of statistics and data analysis, with emphasis on using data for decision making.  Topics will include significance testing, interpreting data, reading charts and graphs, reading quantitative research,  and data in an education setting.  Content will also incorporate using technology for data analysis.

EDU 5210
Assessment and Evaluation for Educators I
3

Introduces candidates to a broad spectrum of assessment types. Candidates will design assessments and scoring protocols, including rubrics. Hands-on experience with assessment design, item analyses, reliability, and validity will be included. State assessments, college entrance and placement exams, and national accreditation requirements will be used as examples. Current trends in assessment including the use of technology will be discussed.

EDU 5220
Research and Decision Making in Education
3

Applies research and assessment results to the decision-making process. Candidates will develop goals that support the mission of programs and institutions, incorporating assessment data into planning cycles and decision making. Candidates will discuss using assessment data for program evaluation, accreditation and grant writing. Additional topics include emerging trends in educational research, writing and analyzing surveys, and data disaggregation. Data management software and other technology used to support decision making will be reviewed.

EDU 5310
Learning Theory and Instruction for Educational Improvement
3

Reinforces best practices in curriculum and instruction leading to improved learning, including pedagogy and andragogy. Candidates will integrate curriculum, assessment and instruction to create a coherent picture of the educational process. Analysis of data to determine program strengths and weaknesses will be conducted. Explores the role of educational leader in curriculum and instruction.

EDU 6010
Leadership for Accountability
3

Explores approaches to educational leadership which emphasize continuous improvement, project management, and leading change. Candidates will focus on learning communities, data-driven decisions, assessment as planning, strategic planning, systems theory, goal setting, self-reflection and developing a vision. Additional topics include the history of educational leaders, educating for the common good, conflict resolution, problem solving and using technology to lead. 30 hours of fieldwork required.

EDU 6040
Organizations, Innovation and Accountability
3

Develops organizational planning skills through effective communication, human resource management, and conflict resolution, while managing for improvement. Explores the leader's role in organizational culture. 30 hours of fieldwork required.

EDU 6070
Faculty Evaluation and Growth to Improve Student Learning
3

Researches professional development systems that focus on improving teaching and learning. Candidates will assess and critique best practices in faculty evaluation and learn how to engage faculty in a growth process that results in a measurable action plan for improvement. 30 hours of fieldwork required.

EDU 6210
Technology for Improving Education
3

Gives students the opportunity to develop an understanding of emerging and innovative technologies and how they can support educational improvement efforts. Candidates will learn how to effectively manage technologies in the area of assessment, data analysis, and communication. In addition, candidates will gain an understanding of confidentiality and privacy laws, policies and procedures, copyright laws, and intellectual property restrictions.

EDU 6410
Instructional Design for Higher Education
3

Develops the ability to create and implement an instructional design process. Candidates will research best practices in instructional design including: addressing stakeholder needs in program, course and curriculum development, creating quality curriculum, utilizing common assessment of student work, and incorporating technology to maximizing student learning.

EDU 6440
Course Facilitation in Higher Education
3

Analyzes multiple adult learning theories as candidates construct a student centered teaching philosophy. Candidates will develop the resources necessary to select and use a variety of instructional strategies to effectively address various learning situations. In addition, candidates will model the facilitation of a learning environment focused on improved retention and student learning.

EDU 6470
Effective Distance Learning Programs
3

Researches and analyzes the organizational commitment and resources required to effectively serve students in a distance education environment. Candidates will explore the quality benchmarks and parameters essential for addressing the emerging educational trends and challenges of distance education.

EDU 6910
Educational Effectiveness Capstone Experience
3

Creates a data-driven solution for solving a current educational problem. Candidates will develop a plan that is grounded in research and theory, and relies on established best practices. The plan will include recognition of all stakeholders, the establishment of benchmarks and targets for improvement, and a detailed implementation strategy. 75 hours of fieldwork required.

Featured Alumni

I chose Baker for the curriculum. They look at what you’re going to need and a lot of MBAs are general. The curriculum at Baker I felt that a lot of the things that I was doing in school I could directly translate into what I was doing in the hospital.

- Brad Lukas, Beaumont Hospital Administrator M.B.A. Business Administration
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