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Updated March 04, 2015

Equity, Leadership Studies, and Instructional Technologies (ELSIT)

 

Graduate College of Education

Dean: Judith Munter

 

Department of Equity, Leadership Studies, and Instructional Technologies (ELSIT)

BH 239
Phone: 415-338-1653
Fax: 415-338-0568
Chair: Doris Flowers

 

Faculty

Professors: Curtis, Dubin, Flowers, Hemphill, Lee, Perea, Pogrow
Associate Professors: Duncan-Andrade, Hyun
Assistant Professors: Celoria, Donohue, Merchant

 

Programs:

Master of Arts in Education:

 

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Vision and Mission

The Department of Equity, Leadership Studies, and Instructional Technologies (ELSIT) is a dynamic leader in integrating the following areas:

• Educational leadership and administration
• Teaching, learning, and research
• Lifelong learning and scholarship
• Emerging technologies and pedagogies
• Collaboration and networking.

 

Social Justice Leadership

The department prepares professionals to critically examine inequities and work to eradicate them through practices that reduce gaps in achievement. It provides opportunities to learn and enables all individuals to reach their full educational potential.

 

Culture of Community

The department builds a community of practice across faculty and students to prepare education professionals to be innovative thinkers and problem solvers. Students acquire the interpersonal fluency and digital expertise required to engage in leadership as socially responsible practitioners and global citizens.

 

Program Scope and Career Outlook

The Department of Equity, Leadership Studies, and Instructional Technologies responds actively to the changing needs of schools, communities, and other institutions and provides creative, professional leadership.

 

The department attracts students from a variety of backgrounds with diverse career goals. Through faculty advisement, a program is planned for each student to match prior training and experience, current interests, and career aspirations. The programs lead to professional roles in public and private schools, government agencies, social agencies, and industry. Possible career opportunities include leadership positions in elementary and secondary schools and community colleges; staff training positions; adult education leadership or practitioner roles; and positions in research, measurement, and evaluation.

 

The department offers two credentials: (a) Preliminary Administrative Services, and (b) Professional Clear Administrative Services. See Credential Programs for more information. Students must submit a CSU Mentor graduate application and a department application.

 

Master of Arts in Education: Concentration in Adult Education

Graduate Advisors: Flowers, Lee

 

The program is designed for graduate students who wish to pursue advanced studies in adult learning and educational processes. Program graduates work as leaders in a wide variety of contexts addressing the increasing need for adult education activities in literacy programs, community colleges, the workplace, community-based organizations, and many other settings.

 

Admission to Program

Entry into the program is open to applicants with a bachelor’s degree from an accredited institution and a 3.0 grade point average in the last 60 units of college course work. Prospective students must submit a CSU graduate application and a department application. In addition to the department application form, applicants must also submit to the department two letters of recommendation, a statement of purpose and transcripts. A faculty committee reviews department applications for admission. Students are admitted in both fall and spring semesters.

 

Written English Proficiency Requirement

Level One: During the first semester in a program and before filing Advancement to Candidacy (ATC) form, each student must demonstrate graduate-level English writing ability. If remedial work is necessary, the student shall be expected to complete prescribed courses in English, or other corrective work, at a level acceptable to the department.

Level Two: The second assessment occurs within the Culminating Experience course (i.e., either ISED 895, ISED 897, or ISED 898) and by the time an ATC is approved and filed.

 

Enrollment Requirement

Students who were admitted to the MA program before fall 2008 must enroll in the University during the semester of anticipated graduation. To meet this requirement, students may choose to enroll in a zero-unit designated College of Extended Learning course established for this purpose.

 

Students admitted fall 2008 and beyond have the semester they enroll in the culminating experience course and the following semester to complete their degree requirements. Those who need time beyond the two semesters to complete the culminating experience requirement must enroll in a zero-unit designated College of Extended Learning course every subsequent semester until the requirement is completed.

 

Students admitted fall 2013 and beyond have only the semester they enroll in the culminating experience course to complete their degree requirements. Those who need additional time beyond that semester must enroll in ISED 897 Directed Research Advising and Support (3-units), for each additional semester until the culminating experience requirement is completed.

 

For more information, please contact the department or the Credential and Graduate Services Center (BH 244).

 

Education (M.A.): Concentration in Adult Education  — minimum 30 units

 

Master of Arts in Education: Concentration in Educational Administration

Graduate Advisors—Celoria, Dubin

 

An excellent faculty, all of whom have held leadership positions in school systems, higher education, and /or private and governmental organizations, staffs the program in educational administration. Each faculty member has developed an individualized area of specialization designed to implement the program and support other activities of the department.

 

The program in educational administration has been revised to reflect the knowledge base and skill requirements of emerging leadership roles. The curriculum generally includes the following activities: theory and practice under simulated conditions in the classroom; application and analysis of theory in a real-life situations, mostly the candidate’s school and/or district; and application and participate in field practicums supervised by a school or district administrator.

 

The Master of Arts is regarded as the professional degree for educational administrators. It is possible for candidates who meet the California Commission on Teacher Credentialing prerequisites required for the five-year preliminary administrative services credential to concurrently earn both the preliminary five-year administrative services credential and the master’s degree. Students who do not meet the prerequisites required for the preliminary administrative services credential are eligible to earn a master’s degree only.

 

Admission to Program

Entry into the master’s program is open to applicants with a bachelor’s degree from an accredited institution and a 3.0 grade point average in the last 60 units of college course work. Prospective students must submit a CSU graduate application and a department application. In addition to the department application form, applicants must also submit to the department two letters of recommendation, a statement of purpose and transcripts. A faculty committee regularly reviews applications for admission. Students are admitted in both fall and spring semesters.

 

Written English Proficiency Requirement

Level One: During the first semester in a program, each student must demonstrate graduate-level English writing ability. If remedial work is necessary, the student shall be expected to complete prescribed courses in English, or other corrective work at a level acceptable to the department.

Level Two: The second assessment occurs within EDAD 892.

 

Prerequisites required for the five-year preliminary administrative services credential are the following:

• Baccalaureate degree, except in professional education, from a regionally accredited college or university. (Required for admission)
• A valid Clear California teaching credential or pupil personnel services credential, health services credential, or library services credential or designated subjects credential with a baccalaureate degree, or clinical or rehabilitative services credential.
• Satisfy the Basic Skills Requirement. Successful passage of one of the following:
  • California Basic Educational Skills Test (CBEST)
  • CSET Multiple Subjects Test plus Writing Skills Test
  • A Commission-approved out-of-state basic skills exam
  • CSU Early Assessment Program (EAP) or the CSU Placement Examinations
  • English Placement Test (EPT) & Entry Level Math (ELM)
• A minimum of five years of successful full-time teaching or pupil personnel or health services, or library services experience (or combination) in public schools or private schools of equal status. Community college experience is not acceptable.

 

Upon completion of the program, the candidate will receive a preliminary administrative services credential or a certificate of eligibility credential if an administrator position is not yet secured. The certificate of eligibility authorizes one to seek initial employment as an administrator but does not authorize actual administrative service.

 

Internship Program

The internship program is available to students who are offered administrative positions and need the administrative internship credential. Entry into this program requires a request from the district office to the chair of the Department of Equity, Leadership Studies, and Instructional Technologies. Intern candidates must meet the criteria for the preliminary administrative services program as stated above prior to assuming internship administrative responsibilities.

 

Internship program students enroll in the same courses as preliminary administrative services program candidates with the exception of the following courses that are only for students admitted into the internship program with prior approval by the internship faculty advisor:

 

EDAD 822 may be substituted for EDAD 733; EDAD 823 may be substituted for EDAD 743; EDAD 824 may be substituted for EDAD 753 (all 3 unit courses)

 

Preliminary Administrative Services Credential Course Requirements — 33 units

Note: Entry-level assessment of administrative competence is conducted at EDAD 713 and EDAD 892 for the exit-level assessment.

 

Clear Administrative Services Credential

Prerequisites for admission are the following:

• A preliminary administrative services credential.
• A Clear California teaching credential or pupil personnel services credential, health services credential, library services credential, designated subjects credential with a baccalaureate degree, or clinical or rehabilitative services credential.
• Two years of successful, full-time employment in an administrative position requiring a preliminary administrative services credential.

 

The coursework designed to prepare candidates for the clear administrative services credential is listed below. All candidates interested in admission to the program must first enroll and be assessed in EDAD 850. The student’s advisory committee performs an exit assessment on the student’s professional administrative practicum/competence.

 

Clear Administrative Services Credential — 16 units

Note: In addition to the 16 units of course work listed above, candidates for the clear administrative services credential must develop an individual induction plan for advanced preparation based upon individual needs in consultation with an employer and University advisor/representative.

 

Continuous Enrollment Requirement

Students who were admitted to the master’s program before fall 2008 must be enrolled in the University during the semester of anticipated graduation. To meet this requirement, many students choose to enroll in a zero-unit designated College of Extended Learning course established for this purpose.

 

Students admitted fall 2008 and beyond have the semester they enroll in the culminating experience course and the following semester to complete their degree requirements. Those who need additional time beyond the two semesters to complete the requirement must enroll in a zero-unit designated College of Extended Learning course every subsequent semester until the requirement is completed.

 

Students admitted fall 2013 and beyond have the semester they enroll in the culminating experience course to complete their degree requirements. Those who need additional time beyond that semester must enroll in EDAD 897 Directed Research Advising and Support (3 units), for each additional semester, until the culminating experience is completed.

 

For more information, please contact the department or the Credential and Graduate Services Center (BH 244).

 

Education (M.A.): Concentration in Educational Administration  — minimum 33 units

 

Master of Arts in Education: Concentration in Equity and Social Justice in Education

Graduate Advisors: Flowers, Hemphill, Lee

 

The program addresses current issues in culture, language, ethnic, and gender diversity in education. The program focuses on the theoretical, historical, and political perspectives of race, class, gender, language, and sexual orientation as they apply to the theory and practice of education. In so doing, equity and social justice become key end goals for the educational process. Graduates of this program are able to work on related issues in public education, non-profit groups, public service, and private organizations.

 

Admission to the Program

Entry into the Master’s program is open to applicants with a Bachelor’s degree from an accredited institution and a 3.0 grade point average in the last 60 units of college course work. Prospective students must submit a CSU Graduate Application and a Department Application. In addition to the Department Application form, applicants must also submit to the Department two letters of recommendation, a statement of purpose and transcripts. A faculty committee reviews applications for admission on a regular basis. Students are admitted in both fall and spring semesters.

 

Written English Proficiency Requirement

Level One: During the first semester in a program and before filing an Advancement to Candidacy (ATC) form, each student must demonstrate graduate-level English writing ability. If remedial work is necessary, the student must complete prescribed courses in English or other corrective work, at a level acceptable to the department.

Level Two: The second assessment occurs within the Culminating Experience course (i.e. either ISED 895, 897, or 898) and by the time an ATC is approved and filed.

 

Continuous Enrollment Requirement

Students admitted to the master’s program before fall 2008 must be enrolled in the University during the semester of anticipated graduation. To meet this requirement, many students choose to enroll in a zero-unit designated College of Extended Learning course established for this purpose.

 

Students admitted fall 2008 and beyond have the semester they enroll in the culminating experience course and the following semester to complete their degree requirements. Those students who need additional time beyond the two semesters to complete the requirement must enroll in a zero-unit designated College of Extended Learning course every subsequent semester until the culminating experience is completed.

 

Students admitted fall 2013 and beyond have the semester they enroll in the culminating experience course to complete their degree requirements. Those who need additional time beyond that semester must enroll in ISED 897 Directed Research Advising and Support (3 units), for each additional semester, until the culminating experience is completed.

 

For more information, please contact the department or the Credential and Graduate Services Center (BH 244).

 

Program Requirements

Students must complete at least 24 units in courses designated by the prefix ISED. These courses include all core and required classes. In addition, pursuant to Graduate Division requirements, a minimum of one-half the total number of units taken for the degree must be at the 700-899 level.

 

Education (M.A.): Concentration in Equity and Social Justice in Education — 30 units

 

Master of Arts in Education: Concentration in Instructional Technologies

Graduate Advisors: Benton, Donohue, Merchant

The department offers the Master of Arts in Education with a concentration in Instructional Technologies and a certificate in training systems development. The program provides three areas for graduate study: e-learning design and development, including multimedia development, training design and development, and technology integration for teachers. In addition, the program offers a supplementary authorization in instructional computing for K - 12 teachers who complete 12 units of course work in that area.

 

The department offers most of its courses in blended learning environments with flexibility for students to choose between attending class in person or online using a combination of online technologies. Content in some courses require solely online or solely in-person attendance. Many courses are offered outside of the semester offerings, including Winter and Summer Sessions

 

The program prepares students for careers as instructional designers and learning technologists in a variety of environments. Students may become trainers in corporations and public service agencies, instructional multimedia designers and producers, specialists in instructional computing and instructional software design, or computer-resource teachers, for example. Graduates of the program cross a wide breadth of fields and positions, including the following: instructional designers, corporate and industry trainers, consultants, instructional materials designers, computer specialists and instructors, multimedia developers, software developers, video producers, educators and classroom/laboratory computing teachers. The program emphasizes the instructional systems design approach and provides development in the following: instructional message design, applied design experience, instructional and emerging pedagogies, technical skills, and advanced project-based instruction. During their studies, students develop a career portfolio. For further information, contact the ITEC program coordinator at itec@sfsu.edu.

 

Admission to the Program

Admission to the program in is a two-step process that should be completed simultaneously:

1. Apply to the University: Complete the on-line CSU Mentor application. Follow all other requirements for admission to the University by accessing http://grad.sfsu.edu/.
2. Meet department requirements as noted:

 

Applicants must schedule an interview with the program coordinator to go over the applicant’s interest and preparation in the field. In addition, two letters of recommendation and a two-page (500 - 1,000 word) Statement of Purpose are also required. Letters of recommendation should come from professionals who can attest to the applicant’s promise as a graduate student and professional educator. The statement of purpose should clearly explain the applicant’s educational and career goals and how the M.A. degree will help achieve those goals. The statement of purpose should represent the quality of an applicant’s English-language writing ability.

 

Applicants must demonstrate basic computer literacy, whether through academic preparation or practical experience.

 

Written English Proficiency Requirement

Level One: Applicants must submit a writing sample in the form of a two-page (500 - 1,000 word) statement of purpose that will be evaluated by the department admissions committee. Students who receive an unsatisfactory evaluation of their written application materials may be admitted conditionally and required to earn a B or better in an English skills development course within the first two semesters. The course will be selected in consultation with an advisor.

Level Two is satisfied by the successful completion of the culminating experience (ITEC 894 or ITEC 895).

 

Continuting Enrollment Requirement

Students admitted fall 2013 and beyond must meet the University’s continuous enrollment requirement that stipulates students be enrolled during the semester of anticipated graduation. Students must maintain enrollment every semester after they have registered in the ITEC 894 or ITEC 895, the culminating experience courses. Students may miss one semester of enrollment in the middle of the program (before registering in the culminating experience course). Two consecutive semesters of absence will automatically drop the student from the program.

 

For more information, please contact the department or the Credential and Graduate Services Center (BH 244).

 

Core Requirements

Core requirements consist of 15 units of study. During the first year of study, students are advised to take ITEC 800 Theoretical Foundations of Instructional Technologies and ITEC 801 Instructional Systems Design. Students are also encouraged, though not required, to enroll in ITEC 700 Strategic Approaches to Instructional Technologies for an overview of the instructional design field and career options. Based on their interests, students must also take one of the following courses before completing the program:

• ITEC 830, Design of Learning Environments with Emerging Technologies, for their third core requirement, or
• ITEC 850, Design and Management of Training Projects, for their third core requirement, or
• ITEC 816, Computer Resource Specialist, for their third core requirement.
• Students must receive a grade of B or higher in each of the required core courses in order to advance to candidacy.
• Completion of core requirements includes taking ISED 797, Educational Research and ITEC 894, Creative Work Project, or ITEC 895, Field Study.

 

Electives

Students choose 15 units of electives within the department or in related disciplines. Electives cross several lines of specialization that include the following: (1) E-Learning, (2) Multimedia Design and Development, (3) Training Design and Development, (4) Technology Integration for Teachers, and (5) Instructional Product Design. Students should select electives in consultation with an advisor.

 

Education (M.A.): Concentration in Instructional Technologies — 30 units

The minimal requirement for graduation is 30 units. Based on individual student needs, background, and interests, the department may require some students to complete more than 30 units to attain the degree.

 

Electives

 

Culminating Experience

Portfolio Submission. Before undertaking a culminating experience, students must submit, for departmental review and approval, a portfolio of three instructional projects that demonstrate their technical skill and instructional design competencies.

 

The culminating experience may be completed by one of two options: ITEC 894, Creative Work Project; or ITEC 895, Field Study.

 

Creative Work Project Requirements. In order to complete a creative work, students must design, develop, and produce an instructional product. The instructional unit may be in any medium -- print, video, multimedia, or web-based. The instructional design process must be documented in writing and include a review of the instructional significance of the product, description of the design and production process, and product usability review. Students must provide a CD-ROM that contains the instructional product and the design documents.

 

Field-Study Requirements. In order to complete the field study, students must design, develop, and produce an instructional design project, using the instructional systems process, from needs analysis to formative evaluation. The instructional unit may be in any medium -- print, video, multimedia, or web-based. The instructional design process must be described in writing and include a review of the instructional need and significance of the project, research review, description of the design process, formative evaluation, and conclusions. Students must provide a CD-ROM that contains the instructional unit and the design documents.

 

Certificate in Training Systems Development

This 18-unit graduate certificate program is designed for students who do not wish to earn a masters degree or for those who have already earned a master’s degree in a related field. The purpose of the certificate is to develop and update skills and knowledge in the training design and development area in order for students to advance to new positions in corporate or public agency training departments. It offers professional training program developers an opportunity to strengthen and augment their skills. This program is especially useful to students who already hold a masters degree in a related field, such as industrial psychology, broadcast and communication arts, or human resource development or for those who need documentation in training competencies to meet governmental requirements.

 

Admission to the Program

Applicants to the program must meet the university requirements for all graduate majors. In addition, the department requires that applicants schedule an interview with the department chair in order to review the applicant’s interest and preparation in the field. In order for students to advance to this status, they must indicate that they have academic preparation or practical experience. Applicants must also submit a two-page (500 - 1,000 word) statement of purpose. The statement of purpose should clearly explain the applicant’s career goals and how the certificate will help achieve those goals. The statement of purpose should represent the quality of an applicant’s English-language writing ability.

 

Students should have foundational competency in computer skills.

 

Written English Proficiency Requirement

Students must meet Level One written English proficiency by submitting a two-page (500 - 1,000 word) statement of purpose that will be evaluated by the department admissions committee. Students who receive an unsatisfactory evaluation of their written application materials must pass an English skills development course with grade of B or better. The course will be selected in consultation with an advisor.

 

Program Requirements

Students are required to take nine units of core requirements and nine units of electives. Students select electives based on their interests in consultation with an advisor.

 

Core Requirements

During the first year of study, all students must take ITEC 800, Theoretical Foundations of Instructional Technologies; ITEC 801, Instructional Systems Design; and ITEC 850, Design and Management of Training Programs. Students must receive a grade of "B" or higher in each of the required core courses in order to receive the certificate.

 

Electives

Students choose nine units of electives. Since the certificate is focused on training design and development, it is strongly suggested that students choose from that group. However, the choice of electives will depend on the students' interests, needs, and backgrounds.

 

Training Systems Development, Certificate — Minimum of 18 units

 

Award of Certificate

When all requirements have been met, the student must complete the certificate approved program form. The form, along with transcripts indicating satisfactory completion of all certificate requirements, must be submitted to the chair of the Department of Equity, Leadership Studies, and Instructional Technologies. The chair will then initiate issuance of a certificate to be signed by the department and the dean of graduate studies. Award of the certificate will be entered on the student’s transcript.

 

Supplementary Authorization to the Teaching Credential

Teachers who have earned a single or multiple-subject teaching credential can earn a supplementary authorization in instructional computing by completing 12 graduate units in appropriate courses in the department. Courses must be selected from any of three following focus areas:

1. Software evaluation and selection: ITEC 715, ITEC 815, ITEC 830, ITEC 860, or ITEC 865
2. Hardware operation and functions: ITEC 715, ITEC 815, or ITEC 816
3. Classroom uses of computers: ITEC 815, ITEC 816, ITEC 830, or ITEC 860

 

The supplementary authorization can be used to verify competencies as a computer laboratory manager or for computer-based teaching. For further information, contact the department.

 

Master of Arts in Education: Concentration in Special Interest Area

Graduate Advisors: Curtis, Hemphill, Hyun, Perea

 

The program allows graduate students to design and complete, under advisement, a program of specialized study that emphasizes a particular issue or problem in education. It is expected that students' programs will be interdisciplinary in nature and that students will display considerable independence in identifying appropriate courses that will comprise their area of specialization. Applicants to the program must specify their area of interest and confer with a program advisor about objectives, study plans, and procedures prior to admission.

 

Admission to Program

Applicants to the program must specify an area of interest and confer with a program advisor about objectives, study plans, and procedures prior to admission. Entry into the master’s program is open to applicants with a bachelor’s degree from an accredited institution and a 3.0 grade point average in the last 60 units of college course work. Prospective students must submit a CSU Graduate Application and a department application. In addition to the department application form, applicants must also submit two letters of recommendation, a statement of purpose and transcripts. A faculty committee reivews applications for admission. Students are admitted in both fall and spring semesters.

 

Written English Proficiency Requirement

Level One: During the first semester in a program and before filing an Advancement to Candidacy (ATC) form, each student must demonstrate graduate-level English writing ability. If remedial work is necessary, the student shall be expected to complete prescribed courses in English, or other corrective work, at a level acceptable to the department.

Level Two: The second assessment occurs within the Culminating Experience course (i.e., either ISED 895, ISED 897, or ISED 898) and by the time an ATC is approved and filed.

 

Students are required to take a minimum of 15 units of course work in the Department of Equity, Leadership Studies, and Instructional Technologies. Nine of these units correspond to required course work (ISED 747, ISED 797, and either ISED 895, ISED 897, or ISED 898). The remaining six units are elective course work selected in conjunction with the advisor. Students who have completed a teaching credential at SF State can apply up to 12 units of credential coursework towards their MA degree.

 

Continuous Enrollment Requirement

Students who were admitted to the master’s program before fall 2008 must enroll in the University during the semester of anticipated graduation. To meet this requirement, many students choose to enroll in a zero-unit designated College of Extended Learning course established for this purpose.

 

Students admitted fall 2008 and beyond have the semester they enroll in the culminating experience course and the following semester to complete their degree requirements. Those who need additional time beyond the two semesters to complete this requirement must enroll in a zero-unit designated College of Extended Learning course every subsequent semester until the requirement is completed.

 

Students admitted fall 2013 and beyond have the semester they enroll in the culminating experience course to complete their degree requirements. Those who need additional time beyond that semester must enroll in ISED 897, Directed Research Advising and Support (3 units), for each additional semester until the culminating experience requirement is completed.

 

For more information, please contact the department or the Credential and Graduate Services Center (BH 244).

 

Education (M.A.): Concentration in Special Interest Area — minimum 30 units