An Academic Program Profile: Wayne State University

Since 1948, the Learning Design and Technology (LDT) program at Wayne State University has been offering degrees. Presently, the LDT program offers PhD, EdD, master's, and undergraduate degrees and two certificates. The degrees are delivered using various methods including face‐to‐face, blended, and online. The program focuses on the application of learning sciences and relevant disciplines to improve performance in organizations. The program has two concentration tracks: design and performance systems and learning technologies. Four full‐time and seven adjunct faculty are engaged in various research initiatives and projects with funding in excess of $5 million total. The faculty members serve in leadership roles in several academic and professional associations. In terms of programmatic initiatives, the LDT faculty members have renovated their programs to help make sure students can complete all required courses in 2 years, and the PhD in 4 years. They also are initiating a full‐time research intensive program. With capable faculty members and an excellent curriculum, the LDT program at Wayne State University nurtures competent scholars and professionals. —Sung “Pil” Kang, Ph.D. and Yeol Huh, Ph.D. column editors     

An Academic Program Profile: Purdue University

Located in Lafayette, Indiana, Purdue University has a well‐established history as a land‐grant university with strong science, technology, engineering, and math (STEM) programs. Purdue’s learning design and technology (LDT) program resides in the Department of Curriculum and Instruction within the College of Education. Residential PhD and master’s programs as well as fully available online master’s programs are provided. The LDT program has specialized offerings in a corporate or education track for their master’s students, embracing various needs and interest in corporate, government, and non‐profit settings as well as K‐12 and higher education settings, respectively. The LDT program has 10 full‐time well‐established faculty members, and they are actively involved in research and development activities, often involving students. The program is working on developing the knowledge and skills of the program’s graduates by incorporating innovative approaches such as competency‐based programs, badging, and portfolios. –Yeol Huh, PhD, and Sung “Pil” Kang, PhD, column editors     

耶鲁大学BBS项目简介

为了培养未来生命科学研究的领袖,耶鲁大学对研究生培养方式做出了相应调整,建立了一个跨越传统学系边界的联合项目——“生物学和生物医学科学项目”(Biological & Biomedical Sciences,简称BBS)。1.BBS的含义BBS项目是研究生教育的大平台,提供了生物和生物医学领域开展跨学科教育的途径。进入BBS 的学生一般通过6年的学习后获得哲学博士学位,     

关注能力培养的成人教育学专业研究生课程设置——以北卡罗莱纳州立大学为例

本文主要介绍、分析了美国北卡罗莱纳州立大学成人教育学专业研究生课程设置特点,并结合我国成人教育学专业研究生课程设置情况作简要评述。     

佛罗里达州立大学小学教师职前教育课程体系述评

佛罗里达州立大学设置的小学教育本科专业属于小学教师职前教育。大学生在学习普通文化课程之后,申请进入小学教育专业学习四个学期的教育专业课程,每一个学期的课程都有不同的重点。此外,在这四个学期中,学生还参加佛罗里达州的教师资格证书考试,考试分三次,每次侧重考察教师素质的一个方面。     

A History of the Community College Internship Program at North Carolina State University

Following World War II, North Carolina created public junior colleges and industrial education centers to meet the educational demands of veterans and expand the technical skills of the state's workforce. Despite the creation of these campuses, in the early 1960s North Carolina ranked 47th in the number of citizens in college, and 66 counties in state possessed no campus to serve the local area. A system of comprehensive community colleges created in 1963 to extend education in the state comprised 56 campuses that enrolled 387,000 students by 1972. Few of the leaders or upper administration of the rapidly expanding community college system possessed doctoral education. Created in 1966 Department of Community Colleges. ( 1966 , December ). Comprehensive community college system in North Carolina [Internal Report]. William Dallas Herring Papers, 1957–1980 (Carton 69, File Box 253, Folder 253:05). North Carolina State University Special Collections Research Center , Raleigh , NC.  [Google Scholar] to alleviate this problem, the Community College Internship Program was designed to provide an intensive two-year doctoral training for personnel from the community college system. The program played an instrumental role in the early development of the state's community colleges and the professionalization of its leadership.