Master of Arts (MA) in Applied Learning and Instruction

Program Overview

The Master of Arts in Applied Learning and Instruction from UCF prepares students to design, implement, and assess effective teaching practices. Through research-based strategies in motivation, instructional design, and pedagogy, graduates become experts in performance improvement for personal and professional growth, opening up career possibilities in education, training, and industry.

Program Outline

Degree Overview:

The Master of Arts in Applied Learning and Instruction program at UCF equips students with the skills and knowledge to design, deliver, and evaluate instructional practices effectively. The program focuses on applying psychological principles to optimize instruction, learning materials, and environments.

Objectives:

• Gain insight into the latest evidence-based strategies that promote learning efficiency and optimize achievement.
• Apply research in motivation, instructional design, and pedagogy to solve daily work challenges related to learning outcomes.
• Develop expertise in performance strategies to enhance personal and professional development, ultimately boosting productivity as a leader.

Assessment:

• Assessments are geared toward solving daily work-related or personal challenges.
• Students will become experts in performance strategies designed to enhance personal and professional development.
• Non-thesis students will complete a comprehensive examination before graduation.

Teaching:

• The program offers a strong practical emphasis.
• The Computing and Statistical Technology Laboratories in Education (CASTLE) at UCF are equipped with quantitative and qualitative software packages for data analysis and research consultation.
• The program director may approve courses taken as part of a UCF certificate program for the MA (up to 12 credit hours).

Careers:

• Graduates are prepared for a wide range of professional education, government, and industry positions.
• Potential career paths include:
• Teaching
• Organizational development
• Consulting
• Evaluation
• Advising
• Instructional design
• Community college instruction
• Marketing
• Educational leadership

Other:

• The program is relevant because it is authentic.
Students can choose the topics most important to them and design their program around their interests.
• The five different specializations allow students to choose non-core courses and take courses in multiple specializations if desired.
• The demand for training and development specialists is expected to grow 9 percent through 2029.
• Training and development specialists earn an annual average salary of $61K.
• The program is available fully online or in a mixed modality.
• The program is designed for students from diverse academic majors who have an interest in the application of psychological theories and research to improve learning, instruction, and training in a variety of instructional contexts.
• Both a thesis and a non-thesis option are available.
• The program requires a minimum of 33 credit hours beyond the bachelor's degree.
• The degree program can be completed in mixed mode (M) or fully online (W) formats.
• International students (F or J visa) are required to enroll in a full-time course load of 9 credit hours during the fall and spring semesters.
Only 3 of the 9 credit hours may be taken in a completely online format.
• Students can tailor the program to meet their needs and interests by choosing among a large variety of courses for their concentration, including courses in teaching, instructional design, program evaluation, and psychological foundations.
• Specialization and core courses are offered in the areas of the psychology of teaching and learning, motivation, human development, measurement, and research methodology.
• Applications are accepted only for Fall admission.
• The program requires the completion of a research project.
• Students must satisfy a scholarly product requirement (Review I) before graduation.
This requirement can be met by submitting a research study to a refereed journal or a proposal for a presentation at an annual conference of a national or local organization.
• The comprehensive exams serve as the culminating experience of the ALIMA program.
• The comprehensive exam must be completed no later than one month before the end of the semester in which the student graduates.
• Exams are offered at regularly scheduled times determined by the program coordinator.
• Students who fail the exam marginally may be asked to rewrite specific questions.
Students who fail the exam may be requested by their adviser to retake courses in areas of deficiency and will not be eligible to receive their master's degree until the exam is passed.
• Students are responsible for obtaining approval of the scholarly product from their advisor.