University of South Florida

Basic Timeline | Concept Paper | Project/Thesis Outline | Comprehensive Exam

Basic Timeline

This page provides a basic timeline and guidelines for the development of the Ed.S. Project/Thesis in Instructional Technology. The following represents the typical order that the steps take place.  However, some steps may occur concurrently.

1. Student enters Degree Program (receives official letter from USF) and begins taking required Ed.S. courses.
2. Student contacts Dr. Barron to obtain name of Major Professor.
3. Student meets with Major Professor, forms Supervisory Committee, and finalizes Program of Study.
4. Student takes courses -- 12 hours of credit as a non-degree seeking student (courses taken prior to admission to the Ed.S.) can count toward the Ed.S., if these courses have not already been counted in another degree program (such as a Master's degree). Please note that there is a "Continuous Enrollment Policy" at USF:
• All graduate degree-seeking students (except for doctoral candidates) must be continuously enrolled, defined as completing a minimum of 2 hours of graduate credit, with grades assigned for courses taken, for at least one term (Fall, Spring, Summer) during the previous 12 months. College and programs may have additional requirements.
  
• A graduate student who does not maintain continuous enrollment as defined above is automatically dropped from the system and must apply for re-instatement of admission by contacting the Graduate Program Director of his/her degree-seeking program by the program's admission deadline date. Students wishing to reapply to the University will be subject to the admission criteria currently in effect. Procedures for reinstatement are available on the Graduate Admissions Website.
5. Student works with committee to select Project/Thesis Topic -- the initial design/development of the project can take place when the student is enrolled in EME 7910 Independent Study.
6. Student learns about format requirements for Project/Thesis and writes Concept Paper.
7. Concept paper is circulated through the committee after approval by the Major Professor.
8. Student completes coursework and enrolls in Thesis hours.
9. Student presents Thesis Proposal to the Committee after it is approved by the Major Professor (see details below for outline).
10. Student schedules and defends Thesis Proposal.
11. Student completes the Project/Thesis and corresponding documentation (following the format guidelines).
12. Student schedules and defends the Final Project/Thesis Defense (Note: Students may not defend their proposal and their final project/thesis within the same semester or within a 3-month time period across semesters.)
13. Student prepares the Project/Thesis files for final submission to Graduate Studies.
14. Student obtains signatures from all Committee members and the College Associate Dean on the Graduate Studies Thesis and Dissertation Approval Form.
15. Student submits Graduate Studies Thesis and Dissertation Approval Form to Graduate Studies by deadline.
16. Student uploads final Thesis files to the USF Library or submits paper copies, as required, by deadline.
17. Graduate Studies reviews/approves electronic or paper publication.
18. Student receives a copy of the signed Thesis/Dissertation Publication Approval Form once approved.
19. Student submits the Qualifying/Comprehensive Exam (this consists of the development of an online portfolio highlighting projects and competencies obtained in the program). The Major Professor must submit the results of the comprehensive examination using Form 5-H, available online at http://www.coedu.usf.edu/dochand/forms/Form%205-H.doc to the Coordinator of Graduate Studies (EDU 106) no later than the deadline for submission of term grades in the semester in which the student plans to graduate, in order for the student to meet graduation requirements for that semester.
20. Student applies for the degree (in the semester of graduation) by the University deadline.
21. Student graduates (provided all degree requirements have been met).

back to top

Concept Paper

Please note that the Graduate Handbook for the College of Education outlines three categories for an Ed.S. Thesis/Project, including:

1. Disciplined inquiry (thesis) 
2. Development and validation of a program or product (project) 
3. Evaluation study of an established program or product (project). 

Education Specialist students in Instructional Technology are encouraged to select option #2 -- the development and validation of a program or product (such as an instructional website or e-learning module). The purpose of the project is to provide an opportunity for the student to apply knowledge and skills gained in the Instructional Technology program to the analysis, design, development, and evaluation of an instructional project. The documentation of the project (using the ADDIE Model) then becomes the Thesis, which is submitted to the university library.  
 

It is strongly recommended that students prepare a concept paper (2-3 pages) that will serve as an early communication device between the student and the Ed.S. committee.  This can be prepared near the end of the students' coursework (often while enrolled in EME 7910 Independent Study). 
 

Upon consultation with the Major Professor, the student will formulate and develop the basic concepts of the project or thesis.  Typically, the concept paper presents an overview of an identified problem, its context, and how the student proposes to design, develop, and evaluate the project.  After the committee concurs on the concept paper, the student can create and submit a thesis or project proposal to the committee members.  The project/thesis proposal must be defended by the student at an oral defense meeting with the Ed.S. committee. 

back to top

Project/Thesis Outline

The Project/Thesis should be outlined consistent with an ISD model, such as ADDIE. In other words, Chapter 1 would focus on the Analysis of the project. This is a sample outline that could be used as a frame of reference. Note that at the Proposal stage, the Analysis and Design chapters would be provided in much greater detail than the other chapters.

Chapter 1    Analysis

• Needs analysis  -- present a problem in human performance that is solvable by instruction

  • Justify that the problem fits the domain of instructional solutions

  • Relate the project to similar programs or projects

• Target audience analysis -- identify the population and its characteristics

• Specify the goals and learning objectives of the project

• If appropriate, identify the source of failure of past instructional interventions

• Technical analysis (hardware, software, bandwidth requirements, etc.)

• Estimated cost and timeline of the project

Chapter 2     Design

• Provide extensive background on relevant instructional design strategies or models

• Provide extensive background on the theoretical basis and relevant pedagogical approaches

• Specify the recommended instructional strategy (and rationale)

• Outline the screen design that will be implemented

• Specify the types of interactions and feedback that will be included

Chapter 3     Development

• Provide a style guide and list of conventions

• Outline the production strategy  and timeline

• Include personnel requirements

• List hardware and software requirements (developmental and delivery)

• Document the selection, rationale, and development of media elements

• Delineate sequence of project milestones (with Gantt charts, etc.)

Chapter 4     Implementation and Evaluation

• Conduct and document formative evaluations

  • Review of content

  • Technical review and de-bugging

  • Instructional review of strategies

• Validate the course through summative evaluation

  • Achievement of instructional objectives

  • Assessment of learner attitudes and motivation

• List revisions required and/or implemented

• Provide maintenance plans and requirements

Students will be expected to attend on-campus defenses for their Project/Thesis. 

back to top

For up-to-date details and deadlines, students should consult the Graduate Handbook for the College of Education.