PROGRAM ASSESSMENT

The Learning, Design, and Technology program has exceeded my expectations and I feel very fortunate to work with top researchers and scholars in the field. I was surprised by how highly appreciated our faculty members were in the AECT conference that I attended last year, and by the enormous representation of UGA students and alumni at the conference. I could only hear good comments about UGA from students and faculty from other universities. I felt very proud of our program.

The faculty members in the LDT program are very dedicated, nurturing and supportive. They have helped me to reflect on my role as an instructional designer and an educational researcher. The program is also very welcoming to students’ suggestions and it has been of great support for both of our students’ organizations: ITSA and CISGA.

The LDT PhD Management Committee is always looking for ways to make our program even better. The latest handbook does a terrific job in communicating the nature of the program, the scaffolding provided during the process, and the requirements and expectations for students. I particularly like that the program guides students at the same time that encourages them to become more independent learners. The program also allows students to pursue their research interests from the very first day.

Concerning the course work, not only does the program offer a very solid foundation in the field of instructional design and technology, but it also allows for flexibility to meet specific research interests. I like that the new program of study brings the LDT Studio back to Athens. I can see how the doctoral studio is much more research-oriented than the studio at Gwinnett.

Our EDIT 8990 seminar has been a valuable space for first year doctoral students to get together, learn about the program, and discuss our own research interests. The seminar has also allowed us to meet the faculty, collaborate with other students, and hear about senior students’ experiences. I think that seminars like EDIT 8990 along with our students’ organizations should continue to be promoted in our program since these spaces facilitate the development of strong professional and personal relationships among faculty and students.

Finally, I would like to offer a couple of suggestions for improvement of the LDT doctoral program:

Facilitate the transition from the research master’s to the doctoral program: I am positive that our research master’s will continue to grow in the next few years and many of these students might be interested in applying to the doctoral program at UGA or other universities. Right now, the program is designed to last for a year and a half (including the summer term). Most students expect to graduate in December and they might be looking to apply for a doctoral program in the Spring, however most doctoral programs only offer Fall admission.

My other concern has to do with the coursework. I personally took 45 credit hours during my master’s degree and I know that other students completed even more credits. I took some of the PhD courses and it is uncertain to me if I need to take some of those courses again as part of my doctoral degree. For example, a student might end up taking 9 credits of EDIT 8990, or he might take the doctoral studio as part of his master’s degree. It would be nice if there were more integration between the master’s and the doctoral programs. For instance, I have heard that the School Psychology program at UGA offers a two-year master’s degree and those who decide to continue to the Ph.D. program can obtain a doctoral degree in 3 additional years.
Foster more collaboration with the Educational Technology Center (ETC) and the Center for Teaching and Learning (CTL): I think ETC and CTL are great opportunities for master’s and doctoral students to get some practical experience and explore research options. It would great if there were more assistantships and internships available at these centers. Also, collaboration with ETC and CTL could become an integral part of some of our courses.

I know that ETC has become part of the Career and Information Studies Department and for example, Mrs. Emily Hodge is really good at keeping students informed about the activities of the center through the listserv. However, I do not know much about CTL and I am sure students could support CTL in different ways, for example by assisting workshops about eLC, evaluating new platforms, or by offering one-on-one support to faculty members on a voluntarily basis.
Continue to promote student and faculty involvement in activities organized by ITSA and CISGA: During my two years in the LDT program, I remember a few social activities such as a visit to the botanical gardens, a potluck, and a few dinners with faculty and students. Some of these activities could be recurrent every semester and become a tradition in our program. I think these activities might result in stronger professional and personal bonds among faculty and students. It is important to highlight that CISGA has been very active this semester with the Brown Bag sessions and the bonfire.