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Comprehensive exam questions are given
by the three program faculty members in the areas below. The
purpose of the comprehensive exams is for students to demonstrate
a thorough understanding of
the fundamental knowledge, skills
and principles of the field of Instructional Technology.
As such, the questions will be designed to test knowledge,
application of this knowledge to case specifics, and the
ability to synthesize the content from core courses. The questions
will follow from, but not be specifically limited to, the
material
covered in required courses.
Doctoral students receive questions designed
for the doctoral level. Masters students receive questions
designed for the Masters level.
Students may elect to offer an Instructional
Design or Technology Management Project and/or the Instructional
Competency Project in lieu of examination questions (no
more than 2). These options must
be arranged in advance with the faculty member supervising the exam.
Comprehensive Examination Areas
Dr. John Bunch
History, Management & Issues in IT
Media Production (Audio-Visual Materials, Photography and Video)
Dr. Glen Bull
Computer Tools & Learning Technologies
Networks & Telecommunications Systems
Dr. Mable Kinzie
Instructional Design & Development
Interactive Technologies
Comprehensive Examination Options
Candidates are to meet with each of these faculty members early in the semester in which they plan to take the examination and discuss both the general nature of that person's question as well as the criteria for successful completion.
The candidate will either be given a "sit-down" question or a two-week time period to prepare a written response. The "sit-down" examination will be conducted on the date published by the Curry School for M.Ed. Examinations or on a date arranged with the faculty advisor. The two-week examination will be conducted during a time period agreed upon by the student and faculty member.
Responses to "sit-down" questions, while not expected to be as lengthy or as fully developed and supported as those for the two-week papers, are required to reference the literature of the field in support of the development of ideas and the argumentation of key points.
The text of two-week written responses must be grounded in the literature of Instructional Technology, be approximately ten pages in length (typed, double-spaced, 1.25 inch margins, and no larger than 12 point type) and should conform to one of the commonly used style formats such as MLA or APA.
If a candidate is unsuccessful on any one of the three questions, the failed portion of the examination must be repeated; students are allowed two opportunities to take the examination.
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