The phd in learning design and technology ltec is designed to prepare influential professionals in the field of educational technology and the learning sciences. The program is research focused, designed to prepare future faculty and education leaders. Scholars in the field explore the uses of innovative media and technologies for education, studying aspects from student learning and cognition to impacts on individuals and institutions. The field provides the research base for effective utilization of new media in education and by default is interdisciplinary in its approaches and theories. From the beginning, students are expected to actively engage and contribute to the field through publication, conference presentations, and applied instructional projects. The ltec doctoral program is one of four doctoral programs offered in the college of education this degree is awarded for distinguished academic preparation for professional practice and research in the field of education.

The phd program is designed to enhance and facilitate educational, social, and economic growth locally, nationally, and internationally with a pool of highly qualified educational scholars and leaders. The current program is campus based but courses are offered in the evenings to support working professionals. Graduate division rules require completion of all doctoral requirements within seven years of initial enrollment except under extenuating circumstances.

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Average time to doctoral degree completion including dissertation is 4.5 years for the coe. The ltec specialty has been designed to encourage intellectual excellence and participation in a scholarly community. Initial required seminar courses are completed within a cohort system where students entering at the same time take these seminars together to build support and professional community. The ltec department has made a serious commitment to retention and completion to degree for all entering ltec doctoral students by creating a supportive and collegial learning environment.

Doctoral students are also involved in the departmental student and alumni organization, the aect hi. In addition, each doctoral student is invited to participate in the college of education doctoral student association coedsa , an organization whose purpose it is to provide professional development, collegial support among students, and the development of a doctoral student voice and presence within the college. All entering doctoral students attend a mandatory fall orientation to learn more about the program, typically held in august on the saturday prior to the first day of classes. Each new doctoral student is assigned an interim advisor the ltec doctoral program coordinator who assists the student in setting up an individually designed course of study within the first semester of residency. Students are encouraged to discuss any changes in their course of study with their advisor prior to taking alternative courses.

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Upon advancement to candidacy, students select their own dissertation chair and committee, with the approval and consent of the designated faculty members transfer credits: most ltec programs allow a maximum of six credits to be applied that are taken prior to admission. The online master's program and the graduate certificate in online learning are outreach programs which are self sustaining. Ltec students using faculty staff waivers in campus based ltec programs are guaranteed a space in required core courses. Ltec electives follow uh policy of registration after classes start if there are openings in the course. If courses are full, students will either need to cover tuition or select a different elective. For more information about the etec doctoral program, contact the ltec department office. Caffarella doctoral research in instructional design and technology: a directory of dissertations, 1977 2004 is a compilation of doctoral dissertations completed during the calendar years 1977 through 2004.

The directory includes listings of each student's name, graduation year, dissertation title, institution, and chairperson. This list is cross indexed so that the information can be retrieved in a variety of ways. One key element in the continued development of the field and profession of instructional design and technology is the research being done by graduate students. This new publication is a compilation of two earlier works and new data from the years 1989 2001. The two earlier editions are doctoral research in instructional design and technology: a directory of dissertations, 1977 1986 caffarella amp sachs, 1988 and doctoral research in instructional design and technology: a directory of dissertations, 1987 1988 caffarella, 1991.

Prior to the publication of this and the earlier directories there was no way to look at all of the doctoral research in instructional design and technology nor any way to compare the kinds of research being done at one institution with that being done at another. The best one could do is to look up the research using a particular topic, subject, or context. Although this piecemeal approach provided some useful information it yielded only a segment of the research in the field. These directories now make it possible to take a closer and more complete look at this significant body of work. This directory provides an opportunity to better define the research in the field of educational technology and will help the profession to identify valuable studies and research trends.

By building upon the research of others, future researchers can advance the field more collectively than could be done by one individual working in isolation. Particular thanks is extended to the many faculty members who provided the lists of their graduates and dissertation titles. Ultimately, thanks are extended to the new doctoral graduates in instructional design and technology who wrote the dissertations included in this directory.

A thesis is the only option for students pursuing the master of science in educational technology degree. Students are required to get advisor permission, write and defend a full proposal, in order to register for thesis credits. If you are considering or required to write a thesis for your degree, below is basic information that guides you through the process of writing and defending your thesis proposal. The proposal is written and defended the semester prior to enrolling in thesis units. You should review this information early in your degree program so you are able to complete your program by your planned deadline.

how do i decide if i should take comprehensive exams, write a thesis or complete a project? you may not have an option, depending on your degree and your catalog year. If you are indeed required to complete a thesis, or have the option to choose to do so, speak with your advisor. your advisor is qualified to help you understand your unique needs and skills, as well as which option will help you meet your professional and learning goals. Theses are typically longer in written length than projects, although projects might involve many hours of project design.

Im a creative person and would like to complete a project for my school. however, im not a strong writer. would a project be a good option for me? probably not. although the writing for a project isnt as intense or detailed as a thesis, there is extensive writing involved. you will need to master a scholarly approach to writing, and you will be guided through that process by your advisor, your committee, and this tutorial. Im not a great writer, but id really like to try a thesis. is this an option? of course. Many students become strong writers through the process of developing a proposal or thesis. you must be willing to read, learn and apply your learning. you must be willing to master a style of writing that will probably be unfamiliar to you.

For specific dates, check the graduate calendar or check with your advisor. this tutorial will lead you through the proposal writing process. It is appropriate and acceptable to choose an advisor with whom you work well or who is an expert in your topic area. speak to the advisor with whom you are interested in chairing your committee. if they agree, you will file a change of advisor form. your chair will then assist you in suggesting or locating other committee members if you are unable to complete your committee. the college of education at boise state university has two options to earn a doctor of education ed.d.