Master of Science in Education Innovation

Westcliff Students

Students must complete thirty-six (36) prescribed credit hours with a program GPA (PGPA) of 3.0 or higher including twelve (12) core courses (36 credit hours) and complete one (1) Practical Learning Experience (PLE) to graduate. Students may complete all 36 credit hours at Westcliff University, or apply for course waivers for up to six (6) credit hours of the required Master of Science in Education Innovation courses as an alternative. Please refer to the Transfer of Credit Policy for more detailed information and requirements.

Nepal Affiliate Students

Students enrolled in Nepal Affiliate Institutions are required to complete 60 graduate-level credits per Nepal federal regulations.

The Master of Science in Education Innovation program requires 60 credit hours:

• Core courses: 36 Credit Hours
• Capstone: 3 Credit Hours
• Specialization courses: 12 Credit Hours
• Elective courses: 9 Credit Hours

All students must complete a graduate internship, project, case study, and research as a part of the graduation requirements.

Westcliff University requires all students enrolled in graduate-level degree or certificate programs in the College of Education to successfully complete a Practical Learning Experience (PLE) as a graduation requirement. Westcliff University degrees and certificates are designed to prepare students for the professional workforce, and the knowledge and skills learned throughout their program are directly applicable to the industries to which they are associated. Practical learning allows students to further refine the associated knowledge and skills through guidance, oversight, and feedback from industry experts and professionals while also building a stable network and gathering references to support their career needs. Students are encouraged to take full advantage of the opportunities afforded to them in practical learning and maximize their potential career placement or advancement upon graduation.

The graduate PLE requirement is satisfied by completing a credit-bearing internship course that is assessed on a Credit/No Credit basis. During practical learning, students engage in empirical experiences, in addition to participating in assigned course activities. This practice reflects Westcliff’s commitment to a practical and relevant education and the value of applied, experiential learning. Students who have this experience demonstrate a more successful transition into a new career or career advancement. Students are encouraged to complete as many PLEs as their schedules will permit in pursuit of the completion of their program(s).

Graduate practical learning opportunities exist on- and off-campus. Off-campus practical learning requires prior University approval, and F-1 students must have Curricular Practical Training (CPT) authorization to participate in off-campus practical learning. Students are responsible for developing and demonstrating the skills necessary to be successful in a PLE. In addition to contemporary and growing industry knowledge, students should also be prepared to demonstrate professionalism, effective communication (written, oral and digital), and integrity while engaged in practical learning. The faculty facilitating internship courses associated with Practical Learning Experience assess these qualities and provide valuable feedback regarding their development to students throughout each experience. Students may reach out to Career Services with any questions about practical learning at the graduate level.

Student work includes direct or indirect faculty instruction. Academic engagement may include, but is not limited to, submitting an academic assignment, viewing class lectures on campus or online (synchronous or asynchronous), taking an examination, completing an interactive tutorial or computer-assisted instruction, attending a study group that is assigned by the institution, contributing to an academic online discussion, initiating contact with a faculty member to ask a question about the academic subject studied in the course, conducting laboratory work, and completing an externship or internship. Preparation is typically homework, such as reading and study time, and completing assignments and projects. Therefore, a three (3) semester credit hour course requires 135 semester hours (45) hours of academic engagement and 90 hours of preparation).

Detailed Description of Each Grading Criteria:

Westcliff University makes use of Grading Rubrics for scoring grades in many assignments. Grading or scoring rubrics are used as a tool used to delineate criteria and expectations pertaining to assignments and to establish an objective consistency in grading. Typically, rubrics are divided into components so as to allow for a more direct and precise measurement and interpretation of assignments. Hence, rubrics are designed to provide guidelines for grading assignments and represent a systematic appraisal of student-work only from this perspective. The final grading of all assignments will have a subjective component that typically includes the instructor’s interpretations, judgments, and any policies pertaining to assignments.

A. Grading Criteria for Class Participation

For students participating in a Hybrid course, students will receive two weekly Participation grades:

(1) Onsite Class Session (OCS) Discussion:
Students are expected to attend their Onsite Class Session each week. Preparation for class involves reading the materials and working through, in some detail, the case preparation for class in advance. By preparing these questions, students will get the most learning out of the class. While in class, more participation will lead to increases in the quality and rigor not only of the class but of other student’s learning modalities as well. Westcliff University provides an open forum environment. There is no limit on the discussion in which you may involve yourself.
AND –
(2) Online Discussion Board Discussions
Each week, students will be assigned 1-3 Discussion Questions. For each Discussion Question, students must post an initial answer in the Discussion Board on their course Global Academic Portal (GAP) by the assigned deadline each week as identified in the syllabus. Students must then post a Peer Response for each Discussion Question by the deadline that same week as identified in the syllabus. The GAP can be accessed online at gap.westcliff.edu.
Students are expected to answer each discussion question critically by using your textbook, library-based research, and the Internet, and actively participate in class.

All discussion responses should be at least one (1) paragraph in length (200 words approximately) with significant, rigorous content. Your response should reflect your ability to conduct research and include citations. You should also present your analysis and support it with specific examples.

Responses to other learners’ analyses should add substance, request clarification, provide a different perspective, or challenge the assertions made by providing real or hypothetical scenarios that the original analysis does not adequately address. It is expected that your peer response will be at least one (1) paragraph in length (100 words approximately). It is also good practice to provide normal, supportive comments. Everyone appreciates this feedback. Remember, the purpose of course discussions are to stimulate academic debate.

In assigning grades to class discussion, faculty will focus primarily on the quality of your input; however, it usually takes at least some quantity of written content for us to make that evaluation.

Good case discussions take the group further than any one individual or study group can go on their own. However, it takes at least a certain quantity of participation to make that evaluation. Instructors will develop grades and scores based on the quality and quantity of your contributions.

At the undergraduate-level, discussion questions can be based on any one (or combination) of the following resources:

• Textbook, current and previous chapter(s)
• Other readings
• Research (journals, periodicals, and other electronic resources)
• Lecture

The University makes a concerted effort to promote a variety of discussion questions that are related to the current course and/or its content as it relates to the field in business in general.

In general, the instructors’ criteria are:

1. Are points made relevant to the discussion?
2. Do they go beyond a mere recitation of case facts, and are implications clearly drawn?
3. Is there evidence of analysis rather than expression of opinion?
4. Are comments linked to those of others?
5. Did the contribution further the class’s understanding of issues?

Students who neglect to submit their Class Participation responses (either answer to discussion questions or responses to classmates/faculty) by the stated weekly deadlines will be deducted up to 15% of the online participation points possible for that week. Discussion Boards close on Sunday of each week at 11:59 p.m. at which time students are no longer able to post responses and receive no credit for missed posts. Technological issues are not considered valid grounds for late assignment submission. Students are responsible for printing their own assignments, when necessary. Unless an Incomplete grade has been granted, assignments submitted after the last day of class will not be accepted.

B. Grading Criteria for Professional Assignments:

Quantitative Courses (Math, Statistics, Finance, Economics, etc.):
In Weeks 2 and 6, students will generally write a 2-3-page paper in response to a case study or similar assignment provided by your professor (assignment length and content can vary). Student answers are to be clear, well-organized, and specific. Provide a concise, cogent argument and include details to support your response.

Non-Quantitative Courses
In Weeks 3 and 6 (if applicable), students will generally write a 2-3-page paper in response to a case study or similar assignment provided by your professor (assignment length and content can vary). Student answers are to be clear, well-organized, and specific. Provide a concise, cogent argument and include details to support your response.

C. Projects and Capstone

Some classes will have a team project in lieu of an examination. While each course will have different project templates, the deliverables will all be the same:

• a. Team Project Contract & Deliverable document due at the end of week 2;
• b. Draft report due (for content feedback only from faculty) at the end of week 6.
• c. Team project submission and presentation during week 8 class session.

The Capstone course culminates the learning experience by requiring students to apply their knowledge and skills in a comprehensive team project. This follows a structured timeline: teams submit a Project Contract and Deliverable plan by the end of week 2, provide a draft report by week 6 for faculty feedback, and finalize their project with a formal submission and presentation during the week 8 class session. The capstone fosters collaboration, critical thinking, and real-world problem-solving, allowing students to demonstrate their mastery of course concepts through practical application.

D. Grading Criteria for Comprehensive Learning Assessments (CLAs):

CLAs are comprehensive assignments that provide evidence of how well students have mastered the course content and test the students on all the Course Learning Outcomes. CLAs measure student achievement of CLOs in a way that goes beyond rote memorization and gauges true understanding and mastery of course content. CLAs can include assignments such as case study analyses, research papers, and/or student presentations. The answers provided to undergraduate level CLA’s must demonstrate a broad view of organizational performance factors from the general management perspective that demonstrate concepts pertaining to effective leadership and management in the 21st century globalized business economy. One of the grading criteria requirements is that answers provided exhibit skills that promote and integrate program learning outcomes and should include decision-making, strategic management, creativity and innovation, leadership, problem-solving and real-time business application. Answers must also demonstrate the student’s ability to research and demonstrate an undergraduate writing level.

a. Comprehensive Learning Assessment (CLA 1)
In Week 5 (or 4 for quantitative courses), students are to write a 4-6-page minimum, APA-formatted paper in response to a case study or similar assignment provided by the professor. Students must reference the number of peer-reviewed sources beyond the course materials, as identified in the course syllabus. Students’ answers are to be clear, well-organized, and specific. Provide a concise, cogent argument, and include details to support your response. CLA 1 focuses on assessing course foundations and the student’s ability to define and understand its main concepts.

b. Comprehensive Learning Assessment (CLA 2)
In Week 7 students complete their CLA2, which is the logical culmination of the course. Your CLA2 submission (cumulative report) should be a minimum of 4-6 pages in length. The CLA assignments encompass the learning outcomes for this course and are designed to demonstrate what has been learning or achieved by the student. CLA 2 measures the student’s competency and mastery of the course concepts, particularly the application of those concepts.

Assessment for courses requiring Lab work
A core courses will require completion of lab work instead of discussion forum posts. The lab portion of the course will be monitored throughout the eight-week session, where students will have to complete a lab milestone each week. The objective of subsequent lab will be decided on the basis of the output of preceding lab, so skipping lab work any week will be possible. Only students who complete the milestone of the eight weeks will get 15% credit for their lab work. The other 85% credit will be similar to the assessment for courses not requiring Lab work.

The minimum academic requirements to apply to the Master of Education Innovation Program:

For acceptance into a Master of Education Innovation degree, applicants must satisfy one of the following criteria:

• Bachelor’s degree from a regional and/or national college (or its equivalent from a recognized institution) with a minimum 2.5 cumulative GPA.
• Undergraduate degrees obtained outside of the United States will only be accepted if they have been evaluated by a member in good standing of the National Association of Credential Evaluation Services (NACES) or another nationally recognized credentialing service. In this case, the listed U.S. degree equivalency will be used.

English Language Proficiency Assessment
Prospective students whose native language is not English and who have not earned a degree from an appropriately accredited institution where English is the primary language of instruction must demonstrate college-level proficiency in English through one of the following methods for admission:

• A minimum score of 500 on the paper-based Test of English as a Foreign Language (TOEFL PBT), or 61 on the Internet-Based Test (iBT), a 6.0 on the International English Language Test (IELTS), or 44 on the Pearson Test of English Academic Score Report.
• A bachelor’s degree completed at an accredited/recognized high school (where the medium of instruction is English).

Adaptive Learning Systems
This course explores the design and development of adaptive learning systems that use artificial intelligence to personalize instruction. Students examine AI-driven techniques used in educational technologies and design adaptive learning solutions that support personalized learning experiences. The course emphasizes testing and evaluating system performance in authentic educational contexts, including the use of real-time feedback to support learner engagement and improvement.

Computational Thinking
Strengthen analytical skills and demystify data to collect, process, and analyze data uncovering valuable insights, leveraging statistical tools and to create impactful reports and translating data into actionable recommendations, supported by the art of storytelling to drive informed decision-making.

Data Analytics for Learning
This course introduces students to the use of data analytics in educational settings to evaluate and improve learning outcomes. The course focuses on understanding learner behavior, evaluating instructional strategies and identifying patterns that support evidence-based decision making. Students will learn to transform complex data into meaningful visualizations that tell a story. By the end of the course students will be able to apply analytical insights to improve educational practices, design more effective learning experiences and communicate findings clearly to stakeholders.

Designing Human Technology Interaction
This course examines how learners interact with intelligent systems through UX/UI design, accessibility, and ergonomics. Students will design user-centered interfaces that enhance engagement and equity.

Design Thinking for Innovation
This course focuses on theoretical models and hands-on applications to investigate creative concepts and understand how new ideas are generated and developed into innovative solutions and entrepreneurial projects. The practicum component gives students invaluable experience by focusing on design thinking. As part of practicum, students produce deliverables for their employers or placement organizations, through a combination of readings, case studies, videos, discussions, and practical assignments, where they will learn to apply frame innovation to create novel solutions, solve problems, and foster new thinking in their respective fields.

Ethics, Policy, and Governance
Address ethical implications of AI, data privacy, intellectual property, and algorithmic bias. Develop policy briefs for responsible technology adoption in educational institutions.

Global and Sustainable Integration
This course explores how artificial intelligence and emerging educational technologies operate within global ecosystems. Students examine contexts to evaluate access, sustainability, and system resilience. Emphasis is placed on assessing technology‑enabled practices through ethical, equity‑focused, and sustainability frameworks as well as developing evidence‑based strategies for integrating technologies responsibly in varied cultural, economic, and policy environments.

Leadership for Innovation and Change
This course equips students with the skills needed to drive innovation and lead organizational change. Explore leadership theories, change management models, interdisciplinary team building, and design and systems thinking approaches in education to drive sustainable improvements.

Learning Engineering Fundamentals
Explore how educational neuroscience informs instructional design while developing practical skills and a curated professional portfolio. The course connects learning science to real‑world constraints and the needs of diverse stakeholders and learning environments.

Optimize Outcomes with AI and Technology Integration
This course equips participants with the skills to design impactful, learner-centered digital learning experiences through a structured, hands-on approach. Across eight practical steps, the course addresses essential elements of course design, including defining learning outcomes, choosing instructional strategies, incorporating interactivity, and assessing progress. Participants will explore online tools to enhance collaboration, content creation, assessments, and multimedia integration. A key focus is on the transformative role of Artificial Intelligence in education, teaching learners how to use AI tools to optimize course design and delivery effectively. The practicum provides students with project-based learning experience, allowing them to apply classroom knowledge to real-world problems. Students create deliverables for employers or placement organizations, informing key decisions while building confidence and bridging theory with practice.

Strategies and Innovation for AI-Driven Transformation
This course explores the transformative power of artificial intelligence (AI) in educational settings. Students will discover how AI technologies enhance learning, streamline administration, and promote accessibility. Students will develop approaches to implement AI in teaching, research, and institutional decision-making. The course emphasizes ethical considerations, teacher-AI collaboration, and future trends, equipping students to lead AI-powered change in education.

The Capstone: Applied Research Project is the culminating experience of the Master of Science in Education – Technology and Engineering Innovation program at Westcliff University. In this course, students synthesize the knowledge, skills, and competencies developed throughout the program to identify a real-world educational challenge, design a technology-enhanced solution, and evaluate its impact using applied research methods in partnership with industry or school-based stakeholders.

Students engage in the full applied research cycle: framing a meaningful problem, reviewing relevant literature, constructing a data-informed solution, and evaluating outcomes through systematic inquiry. The course integrates core program themes including learning engineering, adaptive and AI-enhanced systems, data analytics, ethics and responsible technology adoption, leadership for innovation, and global sustainability.

By the end of the course, students will produce a comprehensive capstone deliverable — a technology-enhanced solution designed to address a specific educational challenge — and present their findings to an audience of peers, faculty, and industry partners. This course prepares graduates to lead evidence-based, technology-driven change in K–12 schools, higher education institutions, and professional training environments worldwide.