Annual Report 2009-2010 - Graduate School of Education and ...

Expansion of Programs and ResourcesProgram UpdatesIn an effort to continuously provide students with skills and knowledge in line with cultural and educational trends, theEducation Division has also made several program enhancements. These changes will broaden GSEP’s offering and preparestudents for successful careers in an increasingly technology-driven and globally focused marketplace.Master of Arts in Social Entrepreneurship and Change (SEC)GSEP has developed a program in which participants are encouraged to explore the root causes of social and economic issuesaffecting individuals, communities, and nations, and develop models that effect change at the local and global levels. Offeredin a face-to-face and online technology-blended delivery model, this new, 40-unit degree will emphasize the learning processesnecessary to generate sustainable solutions to these pressing problems. In less than two years, students will articulate theirown approach for impactful leadership while learning management practices such as formulating strategies, implementingprograms, facilitating stakeholder groups, developing marketing campaigns, and utilizing tools for measurement.Master of Arts in Education: Teaching English to Speakers of Other Languages (TESOL)Launching in the fall of 2011, this new, one-year, 30-unit, graduate program is intended for local candidates who want tospecialize in teaching English Learners, or international candidates wishing to study the teaching of English. TESOL willconvene at the Irvine Graduate Campus in Orange County, California. Courses are aligned with the National Council forAccreditation of Teacher Education Standards for Teaching English to Speakers of Other Languages programs.Master of Science in Administration and Preliminary Administrative Services CredentialCalled the Educational Leadership Academy (ELA), this 11-month program readies students for the Preliminary AdministrativeServices Credential, which qualifies them to serve as a principal, administrator, supervisor, or in other leadership positions.To support full-time working educators, ELA just launched a new technology-blended format with 40 percent online instructionand 60 percent face-to-face interaction. Curriculum links research and theory with the best professional practices, developscompetencies to manage day-to-day crises, and hones the ability to articulate a long-term vision for today’s challengedclassrooms.Doctor of Education in Learning Technologies (DELT)Designed to prepare leaders to compete in the constantly evolving world of technology, DELT has introduced a revisedcurriculum starting in the fall of 2010. New courses will build students’ competencies in the areas of new media, knowledgecreation and collaboration, and emerging technologies. In addition, students will receive increased training in conducting formalresearch and evaluation, as well as support throughout the program and dissertation process. As such, graduates will beable to demonstrate greater proficiency in formal research and evaluation in their professional endeavors. To provide a globalperspective on learning, students will now also participate in an international travel experience.Doctor of Education in Organizational Leadership (EDOL)Students in their first year participate in an international travel component to supplement their cross-cultural studies in theclassroom. In the past, students have visited China, Mexico, Costa Rica, and Argentina; and this year, students embarked ontheir first trip to India. The global experience is an opportunity for students to examine the social, cultural, political, economic,and legal systems and priorities of the countries visited compared to those of the United States, and gain perspective thatwill enhance the students’ performance as leaders in multinational and other organizations. Some broad issues that areaddressed include international labor policies, wages and outsourcing, and opportunities for business and education.Students who traveled to India visited a widow’s home in Vrindavan, near the birthplace of Krishna; a women-owned foodproduction cooperative supporting workers who live in the slums; and Boeing, the aerospace giant; in addition to variousgovernmental agencies and other businesses. Students who traveled to Argentina visited the Universidad Nacional de Lanus,a public university; the United States Embassy; the Argentine Rural Society; Enrnst and Young; the Pepperdine House inBuenos Aires; Austral University; and the Globant Technology company. The trip ended with a discussion in the rural area ofBuenos Aires about the agrarian challenges that are faced by the country. Students who traveled to China also visited Boeing,Disney, Concordia (a private K-12 school), and the United States embassies in Shanghai and Beijing. Students learned howto apply socio-political frameworks and economic theories to address the business, political, and educational challenges andopportunities abroad, and how best practices in foreign countries can improve procedures domestically.