Instructional Design and Performance Improvement (BS)
The Instructional Design and Performance Improvement (IDPI) undergraduate program is designed to prepare students with the skills necessary to develop and implement instructional/training systems. Graduates will be prepared to create and implement instruction aimed at systematic processes of identifying the root causes of performance issues, and implementing comprehensive solutions across organizations. The program will engage students in the practice of analyzing, designing, developing, implementing, and evaluating instructional and non-instructional interventions in order to enhance individual and organizational performance necessary for the effective, collaborative, team-based work environments.
Requirements for admission to candidacy in instructional design and performance improvement
All students must apply for admission to the program during the semester immediately following the completion of 60 semester hours of credit provided they meet the requirements listed below. Courses in progress during the semester the student makes application for candidacy may be used in the candidacy application process.
For upper level Instructional Design & Performance Improvement Majors in the Counseling and Instructional Sciences Department, the following criteria are to be considered by the Undergraduate Candidacy Committee:
- Candidacy applications are due one semester prior to enrolling in classes that require Candidacy. The intent is for students to apply for Candidacy AND make contact with their advisor prior to registration to enable appropriate planning decisions for upcoming semesters.
- Apply for Candidacy in the Advising Center (UCOM 3360) or on the College of Education and Professional Studies website.
- The College of Education and Professional Studies Undergraduate Candidacy Committee may recommend, defer or deny admission to the program. Admission to Candidacy will remain deferred until all requirements have been met and grades are submitted at the end of the term. Once grades are available and all requirements are met, the Office of Student Services will notify students via their official JAG email account when they have been admitted to Candidacy. Students will then be able to register for Candidacy courses.
- Students must complete of 60 semester hours (48 must be in General Studies). A minimum of 12 semester hours must be taken through instruction offered by the University of South Alabama.
- Course requirements include EDM 310, plus 9 hours of general studies courses.
- Students must maintain:
- A minimum overall grade-point average of 2.2 in the major (including transfer work) and grade point average on all work attempted at the University of South Alabama.
- A minimum program grade-point average in all courses on the advising sheet. including transfer work.
- A minimum grade-point average in IDPI Major Core GPA including all courses in the IDPI, including transfer work.
The Undergraduate Candidacy Committee may recommend the admission of a student to the program, defer admission, or reject the student's application.
|Requirements For B.S. Degree In Instructional Design And Performance Improvement||Credit Hours|
|Credit hours required in general education||45|
|Credit hours required in major||46|
|Credit hours in minor, concentration or emphasis area||29|
|Total credit hours required for completion||120 with a 2.20 GPA in the Major and Overall.|
|EDM 310 (3cr) – Microcomputing Systems in Education – Basic understanding of current and emerging technologies for instructional purpose. This course requires a special fee.|
|ISD 301 (3 cr) - Trends & Issues IDPI – This course provides an overview of current trends, technology, and issues in instructional design and performance improvement.|
|ISD 310 (3 cr) - Instructional Design – This project-based course introduces students to the process of instructional design including analysis, design, development, implementation, and evaluation.|
|ISD 320 (3 cr) - Training Intervention – Students will design training interventions focused on improving performance in various contexts.|
|ISD 340 (3 cr) - Analysis, Assessment & Evaluation (W) – Students will explore a variety of models to analyze, assess, and evaluate processes related to the development of instructional systems and improving performance in selected settings.|
|ISD 350 (3 cr) - Emerging Learning Technologies - This course provides students with the skills and knowledge necessary to develop technology-based modules using different delivery methods for application in non-instructional and instructional training solutions.|
|ISD 360 (3 cr) – Human Development Interventions – Students will learn and apply various human development theories and interpersonal skills related to the effective design of training interventions to improve learning and performance. A special area of emphasis will focus on students' own developmental experiences, particularly related to career planning strategies and skills.|
|ISD 370 (3 cr) - Distance and Mobile Learning- This course will identify and utilize innovative technologies related to distance and mobile learning in various job sectors and learning environments.|
|ISD 400 (1 cr) - Portfolio Development – Students will create an online portfolio to showcase projects, assignments, and collaborations related to instructional design and performance improvement.|
|ISD 410 (3 cr) - Organization and Coordination of Training Programs - This course is designed to develop knowledge and competencies in the coordination of large-scale, comprehensive training programs.|
|ISD 420 (3 cr) – Cultural Factors in IDD & HPI – This course will focus on the interaction of multicultural aspects of learning and teaching. Students will enhance their cognitive and affective awareness and understanding, as well as their personal acceptance of differences associated with the learning/teaching process. The ultimate goal is to prepare multiculturally competent designers of instruction for a global society.|
|ISD 430 (3 cr) - Psychology of Learning in Organizations (W) - The course covers major theoretical perspectives in organizational psychology based on empirical research and case studies. Students will explore learning theory, group dynamics, and change in different types of learning organizations.|
|ISD 440 (3 cr) – Interpersonal & Communication Skills in Organizations –This course is designed to teach students the theory and practice of communication as utilized in the processes of analysis, design, development, implementation, and evaluation of instruction. The primary focus of the course will be on the study and development of human relations skills and competencies. Emphasis will be placed on the development of human relations skills associated with effectiveness in small group and large group learning and performance.|
|ISD 450 (3 cr) - Human Performance Improvement – This course includes conducting various types of analysis in order to solve human performance problems by design of non-instructional interventions.|
|ISD 480 (3 cr) - Learning Training and Performance Project – Students will complete a supervised field project on a topic related to instructional design and/or performance improvement.|
|ISD 496 (3 cr) - Internship - The internship is a supervised learning experience in an actual or similar setting in which instructional design or performance improvement related professionals are employed.|
|ISD 490 (3 cr) - Special Topics - Topics of contemporary interest in the area of instructional design and performance improvement will be presented, discussed, and investigated.|
Department of Counseling and Instructional Sciences
The Department of Counseling and Instructional Sciences offers the Master of Education degree in Educational Media (leading to certification in Library Media), and in School Counseling leading to certification as a school counselor, and the Master of Science degree in Educational Media & Technology, Clinical Mental Health Counseling, and Instructional Design. The department also offers the Doctor of Philosophy degree in Instructional Design and Development. The department collaborates with the Department of Psychology in the College of Arts and Sciences to deliver the Ph.D. degree in Combined-Integrated Clinical & Counseling Psychology. Finally, the department offers the B.S. degree and minor in Instructional Design & Performance Improvement.
Faculty within the department offer foundational coursework in Education Technology, Educational Psychology, Educational Foundations, and Educational Research. These courses are offered for students in the undergraduate and graduate programs throughout the college and are designed to broaden and strengthen degree-area preparation.