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Higher Education Administration Concentration

The MS in Learning, Design, & Technology - Higher Education Administration Concentration consists of 10 courses (30 credits) that are offered 100% online. 

Students who are already working in higher education, and those who want to launch their careers in this noble field, will find a rich mix of well-established higher education courses available to them at Bay Path University.  The Higher Education Administration Concentration allows students to select three courses (9 credits) from the M.S., Higher Education program to either round out their higher education backgrounds, or explore some of the foundational courses in this well established and constantly changing discipline.

Curriculum & Schedules

Code Course Name Credit Hours
LDT605 Learning Theory and Science 3

Learning theories have been guiding the development of learning experiences for decades. Whether we are focusing on the knowledge, skills and abilities of our students, the performance of task-oriented teams, or the adaptability of organizations to their constantly changing environments, theories abound based upon volumes of research. Cognitivism and Constructivism represent two of the more popular lenses for us to use as we design learning systems. But there is much to be gained by understanding the evolution of learning theory and, very importantly, the degree to which neuro-science and neuro-psychology are beginning to shape our thinking; reinforcing much of our theories, but challenging us to consider new paradigms as well. This course provides students with a solid understanding of the nature and scope of Learning Theory and Science.

LDT610 Design for Learning 3

Designing for learning is an iterative process. Using desired outcomes as our starting point, we consider a variety of learning experiences and a wide range of resources in order to achieve these outcomes. Very importantly, we recognize that with each iteration of our learning experiences, we, too, are learning. This course helps us write appropriately challenging and measurable learning outcomes. It helps us to select appropriate learning theories as we design learning experiences for different audiences. And it helps us to understand how formative as well as summative assessments, when used properly, can greatly enhance the learning experience over time.

LDT620 Learning Technology 3

Our designs for learning are grounded in learning theory, but are heavily dependent upon our ability to facilitate the learning process effectively, In this digital age, emerging technology can often enhance our effectiveness by making it easier for students to become actively engaged in the learning process. Learning technology includes computer-based learning and multimedia materials and the use of networks and communications systems to support learning. This course focuses on leading tools, applications and best practices for the use of available technology to enhance a wide range of learning challenges.

LDT630 Learning Assessment and Analytics 3

Learning assessment has been an integral part of the learning process for many years, but the digital age has made it possible to collect, analyze and report data more systematically than ever before. While learning outcomes are at the heart of most assessment programs, it is now possible to unobtrusively measure progress throughout the learning process. Dashboards and other visualization tools can be used to inform leaders/facilitators of the relative progress of individuals, teams, even entire organizations vs their learning outcomes - often on a real time basis. This course clarifies the best practices in Learning Assessment and Analytics and allows students to explore ways of incorporating these processes and capabilities into their learning design and processes.

LDT640 Organization Development 3

This course is designed to help LDT students assess the readiness of their organizations to embrace
LDT as an emerging discipline and framework for designing and developing more impactful learning
experiences, i.e., courses, programs, co-curricular activities and even organizational learning.
Resistance to change is a natural reaction to new theories and practices like LDT; especially when they
encourage professionals to modify legacy courses, programs and practices. Students will be
introduced to some of the fundamental principles of organization development that can mitigate
resistance to change and encourage collaboration. Learners will be provided with the opportunity to
utilize best OD practices from this course (assessing, contracting, developing a shared vision, planned changed strategies) to prepare for their studio I and II projects/capstones.

LDT650 Learning, Design and Technology Studio I 3

Students will complete two or more LDT projects in which they design solutions for real life learning challenges for clients at Bay Path University or other institutions. One of these projects will serve as a Studio Capstone for the program (see LDT 670).

LDT670 Learning Design and Technology Studio II (Capstone) 3

Students will select one of their applied LDT projects as their Studio Capstone for the programs. Students will provide a thorough analysis of their Studio Capstone, including references to literature and learning from this program that informed each step in their project. In addition, students will complete their ePortfolios, providing evidence of their ability to use LDT and reflections on their learning from each of the ten content courses in the program.