Industrial Technology, Instructional Design, and Community College Leadership
Department Head: Dr. Vance Durrington
Graduate Coordinator: Dr. Katie Oswalt
Master of Science in Instructional Technology (MSIT) Program Coordinator: Dr. Sang Joon Lee
Educational Specialist (Ed.S.) Program Coordinator: Dr. Mabel Okojie
Doctor of Philosophy (Ph.D.) in Instructional Systems and Workforce Development Program Coordinator: Dr. Chien Yu
Master of Science (MS) in Workforce Education Leadership: Dr. Stephanie King
Master of Arts in Teaching (MAT) in Community College Education: Dr. Stephanie King
Doctor of Philosophy (Ph.D.) in Community College Leadership: Dr. Katie Oswalt
100 Industrial Education Building
Box 9730
Mississippi State, MS 39762
Telephone: 662-325-2281
Fax: 662-325-7599
The Department of Industrial Technology, Instructional Design, and Community College Leadership (ITIDCCL) prepares students with marketable technology and leadership skills to pursue careers in a variety of professional settings, including K-12 schools, higher education, and an array of industry and business environments. The department offers two undergraduate bachelor’s degrees, two Master of Science degrees (Instructional Technology; Workforce Education Leadership), Master of Arts in Community College Education, Educational Specialist in Technology, and two Doctor of Philosophy degrees (Community College Leadership; Instructional Systems and Workforce Development).
Graduate Programs in Community College Leadership, Community College Education, and Workforce Education Leadership
Master of Arts in Teaching in Community College Education (M.A.T.)
The Master of Arts in Teaching in Community College Education is an interdisciplinary degree program designed to prepare professionals for teaching in a community college setting. The degree requires a minimum of 18 graduate hours in the student’s teaching field (i.e., history, math, English, biology). The professional education sequence consists of 12 hours. The education courses introduce students to the philosophy and culture of the community college and prepare them to teach non-traditional and first-generation students. Sensitivity to diversity and adult learning theory is also included in the curriculum. The program is not completely online for the teaching areas of math and English since those courses are often only offered on campus.
Master of Science in Workforce Education Leadership
The Master of Science in Workforce Education Leadership is a distance learning program designed to prepare professionals for employment in workforce education in postsecondary educational institutions and social services entities, advancing the knowledge base of workforce preparation, workforce development education, and professional development. The program is offered completely online.
Doctor of Philosophy in Community College Leadership
The Ph.D. degree program in Community College Leadership is designed to prepare professionals for leadership positions in community colleges. The program consists of courses in history and philosophy of the community college, leadership and organizational theory, leading and managing a community college, and research and statistics. The program is offered completely online.
Admission Criteria for the Ph.D. in Community College Leadership
Deadline for admission is March 15 for summer and fall and October 15 for spring. To be eligible for admission to the program, the applicant must hold a master's degree from an accredited institution, meet the basic requirements specified for graduate students at Mississippi State University, demonstrate interest in the mission of community colleges, and demonstrate academic proficiency based on the following indicators:
- Grade point average (GPA) of 3.40 on a 4.00 scale is required for the completed master's degree and all other graduate degrees and graduate-level coursework completed.
- Names and contact information for three people to provide a reference
- An interview
- One year of full-time work experience in the community college setting and current employment within a community college at the time of application
- Curriculum vitae
- Statement of purpose of 500-1000 words to include reason(s) for wanting to be in the program, research interests, and career goals and aspirations
- Official transcripts from each college or university attended
Graduate Programs in Instructional Technology
Accelerated Program
Highly qualified undergraduates at Mississippi State University are encouraged to apply to the Accelerated Program in ISWD. This program permits students to earn up to 9 hours of graduate-level coursework during the final year of undergraduate studies. Students take graduate-level courses and earn both undergraduate credit and graduate credit simultaneously. Upon completion of the graduate course(s), undergraduate credit is also awarded.
Students need to consult with a potential graduate advisor or the graduate coordinator to ensure graduate credit could be applied to a program of study for the M.S. degree. Interested students should contact the graduate coordinator, and consult Accelerated Programs for complete information. Graduate courses in our department are online, so there is an additional cost for online education fees.
M.S. and Ed.S, Instructional Technology
The Department of Industrial Technology, Instructional Design and Community College Leadership (ITIDCCL) offers graduate coursework leading to a master’s degree in Instructional Technology (MSIT). The master’s program requires a minimum of 33 semester credit hours, and both thesis, and non-thesis options are offered. The educational specialist degree may be earned with a major in Education and a concentration in Technology. A doctor of philosophy degree program in Instructional Systems and Workforce Development is also available.
Ph.D., Instructional Systems and Workforce Development
The Doctor of Philosophy in Instructional Systems and Workforce Development (ISWD) is focused on the intersection between learning and technology. Some potential areas of research in this program include instructional design, technology integration into educational settings, media design for learning, distance learning, organizational training and performance, and workforce development, among many other related areas. A formal program of study is developed by the student with the advice and concurrence of the student's major professor and other committee members.
A minimum of 90 semester hours of post-baccalaureate credit is necessary to meet the ISWD doctoral degree. In order for the program to reflect students' content areas in research and foundation levels, students are required to take two research and statistics courses and two foundations courses from the Department of ITIDCCL. The hours taken in these required classes will serve to meet the requirements for Research, Foundations, and Postsecondary and will not be reflective of the 24-30 hours needed to complete the Technology requirements. Two-thirds or more of the hours on the doctoral program of study, exclusive of dissertation credits, must be in 8000-9000 level courses or their equivalent. Approved 7000 Directed Individual Study courses count toward this requirement. Ordinarily no more than 6 semester hours of graduate credit earned in DIS courses or 6 semester hours of special problem courses may be included on the student's approved program of study. No more than 9 semester hours of a combination of DIS and special problem courses may be included on the student's approved program of study. Twenty hours of dissertation research, written and oral preliminary examinations, a dissertation, and an oral examination in defense of the dissertation are required.
Completion Requirements
All graduate students submitting a thesis or dissertation must attend the thesis/dissertation workshops conducted by the Library for the Department of ITIDCCL prior to the application for the written comprehensive examination. All students seeking the doctor of philosophy degree must satisfy research skills requirements before taking the written preliminary examination.
A student applying for admission into graduate programs in Instructional Design and Workforce Development must submit the complete application packet to the Graduate School no later than:
| Applying For | Domestic Deadline | International Deadline |
|---|---|---|
| Summer first 5-week | April 1 | March 1 |
| Summer second 5-week | April 1 | March 1 |
| Summer 10-week | April 1 | March 1 |
| Fall | July 1 | May 1 |
| Spring | November 1 | September 1 |
No applications are accepted after these deadlines for the respective admission semester.
A complete admission packet consists of the following items:
Master's and Educational Specialist (Ed.S.) Programs
1. Application to the graduate degree program
2. Three letters of recommendation (preferably from faculty and administrators who can comment about your scholarly ability)
3. Statement of purpose (a minimum of one page, single-spaced). In the statement, please make sure to address the following.
- Describe the purpose of applying for the degree in this program area
- Discuss your career goals
4. Official transcripts from all colleges and universities attended. A minimum GPA of 3.00 is required for full admission consideration.
Ph.D. Program
1. Application to the graduate degree program
2. Three letters of recommendation (preferably from faculty and administrators who can comment about your scholarly ability)
3. Statement of purpose (a minimum of one page single-spaced). In the statement, please make sure to address the following.
- Describe the purpose of applying for the Ph.D. degree in this program area
- Identify your research interest
- Discuss your career goals
4. Official transcripts from all colleges and universities attended
5. A copy of professional résumé
6. A copy of a writing sample
Ph.D. applicants who pass the initial screening will be contacted for an online interview.
Graduate Programs in Community College Education/Leadership and Workforce Education
Master of Arts in Teaching in Community College Education (M.A.T.)
The Master of Arts in Teaching in Community College Education is an interdisciplinary degree program designed to prepare professionals for teaching in a community college setting. The degree requires a minimum of 18 graduate hours in the student’s teaching field (i.e., history, math, English, biology). The professional education sequence consists of 12 hours. The education courses introduce students to the philosophy and culture of the community college and prepare them to teach non-traditional and first-generation students. Sensitivity to diversity and adult learning theory is also included in the curriculum. The program is not completely online for the teaching areas of math and English since those courses are often only offered on campus.
Master of Science in Workforce Education Leadership
The Master of Science in Workforce Education Leadership is a distance learning program designed to prepare professionals for employment in workforce education in postsecondary educational institutions and social services entities, advancing the knowledge base of workforce preparation, workforce development education, and professional development. The program is offered completely online.
Doctor of Philosophy in Community College Leadership
The Ph.D. degree program in Community College Leadership is designed to prepare professionals for leadership positions in community colleges. The program consists of courses in history and philosophy of the community college, leadership and organizational theory, leading and managing a community college, and research and statistics. The program is offered completely online.
Admission Criteria
Deadline for admission is March 15 for summer (there is no admission for fall or spring). To be eligible for admission to the program, the applicant must hold a master's degree from an accredited institution, meet the basic requirements specified for graduate students at Mississippi State University, demonstrate interest in the mission of community colleges, and demonstrate academic proficiency based on the following indicators:
- Grade point average (GPA) of 3.40 on first master's degree (or other graduate degree if GPA is higher)
- Names and contact information for three people to provide a reference
- An interview
- At least one year of full-time equivalent work experience in a community college setting and current employment in higher education
- Curriculum vitae
- Statement of purpose of 500-1000 words to include reason(s) for wanting to be in the program, research interests, and career goals and aspirations
- Official transcripts from each college or university attended
Provisional Admission
If an applicant does not fully meet the requirements of the program, it may be possible for that student to be admitted provisionally. If admitted provisionally, the student must attain a 3.00 GPA on the first 9 hours of graduate courses at Mississippi State University after admission to the program. Courses with an S grade, transfer credits, or credits earned while in Unclassified status cannot be used to satisfy this requirement. If a 3.00 GPA is not attained, the student shall be dismissed from the graduate program.
Contingent Admission
A student may be admitted to departmental graduate programs with conditional requirements identified by the department (e.g., writing requirement). If a prospective student has met all admission requirements and is in the final semester of previous degree work, the student may be eligible for contingent admission. If the student is admitted contingently, s/he has to fully complete the conditional requirements no later than the third semester after admission to the program.
Readmission Criteria
The Department of Instructional Systems and Workforce Development requires that a student who has not been enrolled for three consecutive semesters must submit a readmission application that includes:
- Three letters of recommendation (if they are older than three years since the last application), and
- A revised statement of purpose that:
- describes the purpose of reapplying
- discusses the applicant's career goals
- explains how circumstances have changed making academic improvement a realistic goal
- identifies the applicant's research interest (Ph.D. students only).
Academic Performance
Unsatisfactory performance is defined as any of the following:
- Failure to maintain a B average in graduate courses attempted after admission to the program (i.e., program and non-program courses)
- A grade of U, D, or F in any one course
- More than 6 credit hours of C grades
- Failure of the preliminary/comprehensive examination
- Unsatisfactory evaluation of a thesis or dissertation
- Failure of the research defense
- Any other failure of a required component of one’s program of study
Any one of these or a combination will constitute the basis for review for possible dismissal. If unsatisfactory performance is determined, the graduate coordinator, the major professor, and the dean will review the student's record and determine a course of action: immediate dismissal or the establishment of a probationary period in which corrective action must take place. It is the major professor's responsibility to ensure that any student who has performed unsatisfactorily be recommended for termination from the degree program before the beginning of the subsequent semester.
Appeal of dismissal can be made by submitting a written appeal statement to the graduate coordinator and/or department head. If the dismissal, upon the student's appeal, is upheld by the graduate coordinator and/or department head, the student can then submit a written appeal to the Dean of the College of Education. If the student is not satisfied with the decision of the Dean, he/she may choose to submit a final appeal of the dismissal to the Provost.
Master of Science in Instructional Technology (M.S.I.T.) - Thesis
| Required Courses | 15 | |
| Multiple Perspectives on Instructional Systems and Technology | ||
| Trends and Issues in Instructional Systems | ||
| Research in Instructional Systems & Workforce Development | ||
| Directed Project and Portfolio Development | ||
| Foundations of Instructional Systems and Technology | ||
| Concentration (choose one concentration) | 12 | |
| Instructional Design Concentration: | ||
| Project Management in Instructional Design | ||
| Evaluation and Assessment in Instructional Systems & Technology | ||
| Instructional Design I | ||
| Instructional Design II | ||
| Distance Education Concentration: | ||
| Foundations of Distance Education | ||
| Learning Technologies in Distance Education | ||
| Design, Delivery, & Management of Distance Education | ||
| Grant Writing Essentials | ||
| Multimedia Concentration: | ||
| Theory of Multimedia Learning | ||
| Multimedia Design I | ||
| Interactive Media | ||
| Multimedia Design II | ||
| Thesis Option | ||
| TECH 9000 | Research in Technology Teacher Education | 6 |
| Total Hours | 33 | |
At least 12 hours must be from 8000-level courses. A written comprehensive examination and an oral comprehensive examination in defense of the thesis are required.
Master of Science in Instructional Technology (M.S.I.T.) - Non-Thesis
| Required Courses | 15 | |
| Multiple Perspectives on Instructional Systems and Technology | ||
| Trends and Issues in Instructional Systems | ||
| Research in Instructional Systems & Workforce Development | ||
| Directed Project and Portfolio Development | ||
| Foundations of Instructional Systems and Technology | ||
| Concentration (choose one concentration) | 12 | |
| Instructional Design Concentration: | ||
| Project Management in Instructional Design | ||
| Evaluation and Assessment in Instructional Systems & Technology | ||
| Instructional Design I | ||
| Instructional Design II | ||
| Distance Education Concentration: | ||
| Foundations of Distance Education | ||
| Design, Delivery, & Management of Distance Education | ||
| Learning Technologies in Distance Education | ||
| Multimedia Concentration: | ||
| Theory of Multimedia Learning | ||
| Multimedia Design I | ||
| Multimedia Design II | ||
| Interactive Media | ||
| Non-Thesis Option Electives | 6 | |
| Total Hours | 33 | |
At least 15 hours must be from 8000-level courses. A written comprehensive examination is required.
Educational Specialist in Education (Ed.S.) with Concentration in Technology - Thesis
| EPY 6214 | Educational and Psychological Statistics | 4 |
| Additional courses selected with approval of the student’s graduate committee and the graduate coordinator | 21 | |
| TECH 9000 | Research in Technology Teacher Education | 6 |
| Total Hours | 31 | |
One-half or more of the hours must be from 8000-level courses. A final written comprehensive examination and thesis defense are required.
Educational Specialist in Education (Ed.S.) with Concentration in Technology - Non-Thesis
| EPY 6214 | Educational and Psychological Statistics | 4 |
| Additional courses selected with approval of the student’s graduate committee and the graduate coordinator | 24 | |
| TECH 7000 | Directed Individual Study in Technology | 3 |
| Total Hours | 31 | |
At least 15 hours must be from 8000-level course. A final written comprehensive examination is required.
Doctor of Philosophy (Ph.D.) in Instructional Systems and Workforce Development
| Research and Statistics Requirement | ||
| Intermediate Educational and Psychological Statistics | ||
| Educational and Psychological Statistics | ||
| Select three of the following: | 9 | |
| Multivariate Analysis in Educational Research | ||
| Educational Research Design | ||
| Applied Research Seminar | ||
| Single-Subject Research Designs for Education | ||
| Introduction to Qualitative Research in Education | ||
| Qualitative Data Collection in Education | ||
| Qualitative Data Analysis and Presentation in Education | ||
| Foundations Courses | ||
| Select two of the following: | 6 | |
| Foundations, Trends and Issues in Workforce Development, Technology and Leadership Education | ||
| Contemporary Issues in Curriculum Planning in ISWD | ||
| Diversity in Work and Educational Environments | ||
| Postsecondary Courses | ||
| Select one of the following: | 3 | |
| Philosophy and Administration of Career and Technology Education | ||
| Content and Methods of Teaching in Career and Technology Education | ||
| Analysis of Workforce Education Programs and Survey Research in Workforce Development | ||
| Approved technology electives (see advisor) 1 | 24-30 | |
| Approved general electives (see advisor for list of approved general electives) | 12-18 | |
| TECH 9000 | Research in Technology Teacher Education | 20 |
| Total Hours | 80 | |
- 1
A technology elective is any 6000, 7000, 8000 or 9000-level course with a TECH/TKT prefix that is not included in the required courses. If a student takes more than the required number of courses in research, foundations, or postsecondary, those courses will be classified as an approved free elective.
Minor courses are optional.
All department requirements must be completed, and all College of Education requirement courses
must be completed to satisfy degree requirements prior to graduation.
The Doctor of Philosophy in Instructional Systems and Workforce Development (ISWD) is located within the College of Education and is designed to provide students with knowledge of instructional technology, research design methodologies to conduct research, foundations of education, and postsecondary education. Each student is assigned a major professor and a committee. A formal program of study is developed by the student with the advice and concurrence of the student's major professor and other committee members no later than the student's second semester of enrollment.
A minimum of 90 semester hours of post-baccalaureate credit is necessary to meet the ISWD doctoral degree. In order for the program to reflect students' content areas in research and foundation levels, students are required to take two required research and statistics courses and two required foundations courses from the Department of Instructional Systems and Workforce Development (ISWD). The hours taken in these required classes will serve to meet the requirements for Research, Foundations, and Postsecondary and will not be reflective of the 24-30 hours needed to complete the Technology requirements. Two-thirds or more of the hours on the doctoral program of study, exclusive of dissertation credits, must be in 8000-9000 level courses or their equivalent. Approved 7000 Directed Individual Study courses count toward this requirement. Ordinarily no more than 6 semester hours of graduate credit earned in DIS courses or 6 semester hours of special problem courses may be included on the student's approved program of study. No more than 9 semester hours of a combination of DIS and special problem courses may be included on the student's approved program of study. Twenty hours of dissertation research, written and oral preliminary examinations, a dissertation, and an oral examination in defense of the dissertation are required.
Completion Requirements
All graduate students submitting a thesis or dissertation must attend the thesis/dissertation workshops conducted by the Library for the Department of Instructional Systems and Workforce Development prior to the application for the written comprehensive examination. All students seeking the doctor of philosophy degree must satisfy research skills requirements before taking the written preliminary examination.
Community College Programs
Master of Arts in Teaching in Community College Education
| CCL 8113 | Community College History/Philosophy | 3 |
| CCL 8313 | Community College Instructional Assessment | 3 |
| CCL 8173 | Community College Teaching and Learning | 3 |
| CCL 8253 | Community College Research Methods | 3 |
| Teaching Specialty/Content Area | ||
| Select 18 hours of courses with the same prefix | 18 | |
| Total Hours | 30 | |
Master of Science in Workforce Education Leadership
| CCL 8113 | Community College History/Philosophy | 3 |
| CCL 8343 | Community Development and Resources | 3 |
| CCL 8133 | Leadership Theory and Practice in the Community College | 3 |
| CCL 8143 | Program Planning and Development | 3 |
| CCL 8153 | Human Resources Administration | 3 |
| CCL 8163 | Organization and Administration in Postsecondary Institutions | 3 |
| CCL 8173 | Community College Teaching and Learning | 3 |
| CCL 8183 | Diversity within the Community College | 3 |
| CCL 8193 | Issues in Community College and Workforce Leadership | 3 |
| CCL 8253 | Community College Research Methods | 3 |
| Total Hours | 30 | |
Doctor of Philosophy in Community College Leadership
| Core Courses | 21 | |
| Select one of the following: | ||
| Community College History/Philosophy | ||
| or | ||
| Community College Curriculum Improvement | ||
| Community College Finance | ||
| Community College Legal Issues | ||
| Community College Administration | ||
| Leadership in Community College Administration | ||
| Applications of Organizational Theory and Behavior in Community College Leadership | ||
| Human Resources Administration | ||
| Interdisciplinary Courses | 6 | |
| Planning and Institutional Research in Higher Education | ||
| Community Development and Resources | ||
| Research Courses | 14 | |
| Educational and Psychological Statistics | ||
| Intermediate Educational and Psychological Statistics | ||
| Educational Research Design | ||
| Introduction to Qualitative Research in Education | ||
| Dissertation | 20 | |
| Research in Community College Leadership | ||
| Additional Requirements, if necessary (1) | 3 | |
| Internship in Community College Leadership | ||
| Total Hours | 61-64 | |
- Required of students lacking community college work experience.
Technology Teacher Education
TKT 6073 Instructional Materials Development and Use in Vocational Education: 3 hours.
Three hours lecture. Development and use of lesson plans and supporting written and audio-visual materials
TKT 6103 Deliver of the Vocational-Technical Instructional Program: 3 hours.
Three hours lecture. Methods and techniques of instructing vocational-technical students in the classroom and laboratory setting
TKT 6223 Management of the Vocational-Technical Leaning Environment: 3 hours.
Three hours lecture. Techniques for organizing and managing vocational-technical education facilities, equipment, supplies, and instructional programs. Methods of managing and controlling student laboratory activities
TKT 6233 Design of the Vocational-Technical Instructional Program: 3 hours.
Three hours lecture. Identifying and sequencing teaching content. Planning and designing vocational-technical programs and courses
TKT 6253 Evaluation and Measurement of Students in Vocational Education and Technology: 3 hours.
Three hours lecture. Construction, selection, interpretation, and uses of cognitive and psychomotor evaluation instruments used in vocational-technical programs
TKT 6813 Introduction to Instructional Systems: 3 hours.
Three hours lecture. An introduction to the field of Instructional Systems and the practice of scholarly writing in the field
TKT 6990 Special Topics in Technology Teacher Education: 1-9 hours.
Credit and title to be arranged. This course is to be used on a limited basis to offer developing subject matter areas not covered in existing courses. (Courses limited to two offerings under one title within two academic years)
TKT 8193 Improvement of Instruction in Office Procedures and Communications: 3 hours.
Three hours lecture. A study of secretarial skills in the office, office systems technology and techniques, and the communicative process
TKT 8200 Internship in Career and Technology Education: 1-6 hours.
1-6 Hours Internship. Opportunity under supervision of regular university staff for directed experience and reporting in the major area of interest
TKT 8733 Telecommunications: Applications in Scholarships: 3 hours.
Three hours lecture. The study and application of the telecommunications to professional scholarship and research endeavors; includes data search mechanisms applicable to and in support of graduate program demands
TKT 8763 Strategic Technology Planning for Teachers and Administrators: 3 hours.
Three hours lecture. This course will provide teachers and administrators with the theoretical and practical considerations for strategic planning and implementing technology in schools and school districts
TKT 8803 Design and Evaluation of Instructional Software: 3 hours.
Two hours lecture. Two hours laboratory. (Prerequisite: TKT 1273 and hypermedia authoring experience). Analysis, synthesis, and evaluation of instructional software designed for and applied to varied learning situations
TKT 8833 Design and Implementation of Data Networks: 3 hours.
Three hours lecture. Designed to provide students with applicable knowledge and skills to identify major tasks in building and maintaining networking hardware and system software components, and troubleshooting common system problems
TKT 8873 Communication Tools in Technology for Teachers & Administrators: 3 hours.
Three hours lecture. This course provides a comprehensive view of communication, its scope and importance for educators, with regard to written and oral communication in the digital-age workplace
TKT 8990 Special Topics in Technology Teacher Education: 1-9 hours.
Credit and title to be arranged. This course is to be used on a limited basis to offer developing subject matter areas not covered in existing courses. (Courses limited to two offerings under one title within two academic years)
Industrial Technology
TKI 6213 Survey of Energy Sources and Power Technology: 3 hours.
(Prerequisite: PH 1023 or higher and Junior Standing). Three hours lecture. Scientific and applied approaches to energy conversion, transmission, utilization, and conservation. Internal-external combustion, nuclear, fluid, hydroelectric, solar, etc. Current energy problems; lab demonstrations; activities
TKI 6990 Special Topics in Industrial Technology: 1-9 hours.
Credit and title to be arranged. This course is to be used on a limited basis to offer developing subject matter areas not covered in existing courses. (Courses limited to two offerings under one title within two academic years)
TKI 8990 Special Topics in Industrial Technology: 1-9 hours.
Credit and title to be arranged. This course is to be used on a limited basis to offer developing subject matter areas not covered in existing courses. (Courses limited to two offerings under one title within two academic years)
Business Technology
TKB 6990 Special Topics in Business Technology: 1-9 hours.
Credit and title to be arranged. This course is to be used on a limited basis to offer developing subject matter areas not covered in existing courses. (Courses limited to two offerings under one title within two academic years)
TKB 8990 Special Topics in Business Technology: 1-9 hours.
Credit and title to be arranged. This course is to be used on a limited basis to offer deveoping subject matter areas not covered in existing courses. (Courses limited to two offerings under one title within two academic years.)