Brochure - George Washington University .p65 by wuzhenguang


									Our Mission ...
The Graduate School of Education and Human Development at The George Washington University is committed to
providing the highest quality educational services to its students. We develop innovative research programs, contribute
in diverse ways to local communities and the nation, and actively participate in the international community of scholarship.
Our unique location in the nation’s capital, a vibrant, multicultural and multinational center, offers a broad range of
resources and opportunities to our diverse students and faculty. We believe that continuous self-examination and
improvement are fundamental to the education and human development professions.

The University
The George Washington University, founded and chartered by the Congress of the United States in 1821, is centered in
the national and international crossroads of Washington, D.C.

Located several blocks from The White House, federal agencies, national galleries and museums, and the John F.
Kennedy Center for Performing Arts, the George Washington University is the largest institution of higher education in
the nation’s capital. GWU is also a leading source of experts in areas including politics, international affairs, communications,
economics, education, engineering, environment, healthcare, space, sports management and law.

GWU is highly competitive and is among the top universities in the U.S.. It dedicates itself to furthering human well-
being and values a dynamic, student-focused community stimulated by cultural and intellectual diversity and built upon
a foundation of integrity, creativity, and openness to the exploration of new ideas.

The University has a student population of over 22,000 and over 1,000 full-time faculty members, In addition, the
institution has a distinguished part-time faculty drawn from the large community of scholars concentrated in the Washington
area including many from government agencies, medical and research centers, and the city’s international community.
Among GWU’s alumni are numerous prominent public figures, including senators, congressmen, military personnel and
diplomats serving abroad as U.S. ambassadors and in other embassy posts.

GWU has 9 major schools. Its 3 libraries contain over 1.8 million volumes, 2.5 million microform items, 15,000
audiovisual forms/CDs, and subscribe to 18,000 periodicals.

President’s Welcome
Message from the Dean
As educators, we face the incredible challenges of unifying an ever more diverse American population and helping all
nations work together in a society transformed by advancing technology, rapid transportation, a global economy, and
the spread of democracy. Through access to quality education - preparing people for change and helping them realize
their full potential - we have the power to shape the 21st century into a peaceful global community where the quality of
life for all people is enhanced, rather than a fragmented world of violence. It is an enormous responsibility - and an
exciting opportunity.

To meet this responsibility, educational institutions must show leaders how to implement major change - invent new
methods, new roles, and new organizational structures to reach all citizens. The Graduate School of Education and
Human Development, known for its innovative work in fields ranging from infant special education to human resource
development, is a model of change. Graduate School of Education and Human Development faculty are involved in
restructuring our school and refocusing our curricula. Our entire organization is continuously improving in order to
teach others how to educate more effectively.

If you want to be deeply involved in shaping the future, this is the place to be. Join us and prepare to lead the way into
the 21st century.

Dean Mary Hatwood Futrell

The MAEHD-HRD Program
Rapid advances in technology and increases in global business are transforming organizational structure and work.
Leaders are less able to rely upon traditional techniques for training and developing their workforce. The increasingly
competitive environment and an exponential rate of technological change make it difficult for leaders to determine
answers to organizational issues. The critical information organizations require in the 21st Century will have to be
invented in response to these changing forces.

In the past, the role of human resource developer was primarily instructional designer and deliverer. Today, the emerging
role of the HRD professional is more as a facilitator of organizational learning and change management. Technology
not only is used to create and deliver training material, but becomes a way for geographically dispersed work groups
to work together. In addition, knowledge management has become a key ingredient for successful organizations.

Human Resource Development professionals are at the leading edge in preparing their organizations to meet the competitive
challenges of the global economy. A recent report identified five areas in which HR practitioners make their greatest
contribution to organization competitiveness: change management, strategic human resource planning, executive
development, organizational effectiveness, and culture management. These practice areas are at the core of The George
Washington University Human Resource Development Master’s program.

The 36-credit hour master of arts program in human resource development (HRD) is designed to meet the career goals of
each learner in an individually designed program. The program enables the student to acquire skills and knowledge in
the areas of group processes, adult learning, organizational diagnosis and consulting strategies, depending upon the
needs and interests of the student. Students advance through the program as a cohort and complete 12 pre-determined
courses over a period of 18 months. Classes are held evenings and on weekends to accommodate students with full-
time jobs.
Learning Outcomes
HRD is an interdisciplinary approach to gain insights about complex people facing complex problems in complex situations.
The program uses a number of lenses that allow scholar-practitioners the ability to objectively describe the world around
them. These can include leadership, culture, change, groups and teams, technology, organizational diagnosis, design,
development and strategy.

The program focuses on the interrelatinships among people, organizations and learning while utilizing systematic change
processes. The program encourages the learner to challenge assumptions through critical reflection and fosters group
and self-directed learning.

Theory; research and practice are balanced throughout the curriculum. Students are encouraged to form learning
communities to provide collective support, promote action learning and model a learning culture.

Points of Pride
George Washington University
-  Ranks in the Top 50’s among 1,400-plus universities in the US - U.S. News and World Report’s “Best Colleges” survey
-  Located just blocks from the White House, many of GW’s programs plug into the extraordinary world of Washington
   - the political, policy and research centers that move the nation and the world

Graduate School of Education and Human Development
-  Ranks 21st out of 242 graduate schools of education surveyed - U.S. news and World Report 2006

- Established by Dr Leonard Nadler in 1965, GW’s HRD Program is the oldest in the nation. Dr Nadler was among
  the first to popularize the term “human resource development”, in his many presentations and publications, and
  guided the program to both a national and international reputation before his retirement in 1988. In more recent
  years, the HRD Program has changed its primary focus from training and development to preparing leaders who can
  help organizations continuously learn and improve.
- Honored to receive The American Society for Training and Development’s Program Quality and Excellence Award.
- Honored to be named “Outstanding HRD Academic Program” twice by the Academy of Human Resource Development
- The largest number of full-time faculty, of any HRD program, in the US.
- One of the leading HRD programs in the world.

Program of Study
The program comprises 12 graduate courses (36-credit hour), offered over a period of approximately 18 months. All
classes and/or meetings normally will be held on weekday evenings, Saturday afternoons and Sundays. The tentative
schedule is as follows:

Months 1-3                                                       Months 10-12
HRD 263    Foundations of Human Resources Development            HRD 290     Organizational Learning
HRD 274    Work Group and Teams in Organizations                 Months 13-15
Months 4-6                                                       HRD 289     Consulting Skills in HRD
EDU 295    Quantitative Methods / Research Design                Months 16-18
           and Data Analysis                                     HRD 283     Leadership in Organizations
HRD 281    Adult Learning                                        HRD 286     Issues in HRD
Months 7-9
HRD 236    Technology in HRD
HRD 269    Organizational Diagnosis for HRD

Total: 36 credits
The program is fully taught by the world-class HRD faculty from the home University. Each of the 12 courses consists
of 30 class contact hours.

Each course will have a team requirement and an individual research paper requirement, usually each would account
for 50% of the final grade. Only one or two courses will have an examination.

The MAHED-HRD programme will require a minimum of 18 months to complete. The maximum time allowed to
complete the programme will be 36 months, unless special permission is granted.

Graduate Requirements
To earn the Master of Arts in Human Resource Development, candidates must complete all 12 graduate courses (36
credit hours), maintain a GPA of 3.0 or higher, and satisfy the University’s program policies, rules and regulations.

Admission Requirements
Admission to George Washington’s highly regarded MAEHD-HRD program is competitive.

To be eligible for admission to the program, the applicants must meet the following requirements:
• Four-year degree with a minimum of 2.75 GPA on a 4.0 scale plus at least two years of acceptable professional
    experience; or,
• Three-year degree with honours, second upper or better, plus at least two years of acceptable professional experience; or,
• Three-year degree plus at least four years of acceptable professional experience
• Acceptable GRE or GMAT or MAT test score, as determined by the University (waived if the applicant has a Masters
• An acceptable TOEFL or IELTS score, as determined by The University unless the first degree is from an institution
    in which instruction is in English
• Two letters of recommendation
• A personal goal statement (200 - 500 words)

Program Faculty                (brief background to be included)
Andrea Casey - EdD (1994, The George Washington University), Associate professor.
Neal Chalofsky - EdD (1976, The George Washington University), Program director.
Clyde V. Croswell Jr. - EdD (1996, The George Washington University), Assistant professor.
Maria Cseh - PhD (1998, The University of Georgia), Coordinator of the on-campus doctoral program.
Ellen Goldman - EdD (2005, The George Washington University) Director of the Master Teacher Leadership Development
Margaret DeLaney Gorman - EdD (2004, The George Washington University), Executive director of the HOL
Executive Leadership Program in Ashburn, Virginia.
Shaista E. Khilji - PhD (2000, Cambridge University, UK). Coordinator of the on-campus master’s program.
Michael J. Marquardt - EdD (1976, The George Washington University), Director of GW’s overseas Programs in
Asia and Europe.
Ronald B. Morgan - PhD (1983, Ohio State University), Director of the master’s cohort program in Alexandria,
Douglas Orton - PhD (1994, University of Michigan), Assistant professor.
David R. Schwandt - PhD (1978, Wayne State University), Professor.
Marily Wesner - PhD (1995, Virginia Polytech Institute), Director of the master’s cohort program in Hampton Roads,
Course Descriptions
HRD 234 Action Learning
Processes, principles and skills necessary to participate in and lead both single-and-multiple-problem action learning sets.
The six-dimensions of action learning; education, psychological, political, sociological, and management theories underlying
action learning.

HRD 236 Technology in HRD
Technology uses in the HRD environment are the focus of this course. Included is the discussion of CBT, use of Internet
for instruction, and distance learning technique.

HRD 239 International and Multicultural HRD
This course explores the impact of culture and globalization on U.S. and international HRD program and practices. It
examines adult learning and organizational change approaches that develop and utilize the synergy of work force
diversity. Successful international HRD programs will be discussed.

HRD 263 Foundations of HRD
The primary emphasis of this course is on how individuals and groups learn and interact within organizations and how
organizations function and learn. Topics include: motivation, group dynamics, systems theory, organizational culture,
and change.

HRD 264 Design of Adult Learning Interventions
Designing and implementing training programs. Topics include instructional design techniques, designing effective
programs, program planning and marketing techniques and conducting needs assessments and evaluations of training

HRD 269 Organization Diagnosis for HRD
Throughout this course, the assessment of organizational conditions, including the collection and interpretation of
information, its operations, and problems (human, structural, and systemic) are examined. Learners collect and analyze
data to provide solutions to enhance organizational effectiveness.

HRD 274 Work Group and Teams in Organizations
The nature of work groups and teams as they are utilized in organizational settings will be explored in this course.
Students will gain a better understanding of group and team dynamics, facilitation and leading skills, and group roles
and boundaries. Experiential learning is integral to this class.

HRD 281 Adult Learning
This course addresses the premises and theories used to meet the learning need of adults. An overview of various
learning theories and the impact of age and adult development on learners will be examined. Topics include: self-
directed learning, accommodating individual learning needs, and the creation of effective learning.

EDU 295 Quantitative Methods II: Research Design and Data Analysis
Required of all GSEHD master’s students. Second-level course in social science research methods. Emphasis on research
design and inferential data analysis (t test, ANOVA, simple regression).

HRD 286 Issues in HRD
Current issues provide the opportunity for HRD professionals to investigate topics of particular importance in the field.
Students will gather data and analyze key topics associated with areas such as globalization, diversity in the workplace,
organizational development, and ethics.
HRD 289 Consulting Skills in HRD
Students will receive an introduction to the concepts, methods, and skills required for effective consultation in organizations,
as either an internal or external consultant. Meeting the human needs in organizations while improving performance
and productivity is stressed. Students will put theory into practice by performing a consulting project on an organizaiton.

HRD 290 Organizational Learning
A macro view of learning in an organizational context is the focus of this course. Students will concentrate on the
processes through which the organization as a system learns, unlearns, changes, and disseminates information.
Organizational learning theories address the processes and barriers of gathering, using, developing, and retaining knowledge
in organizations.

Graduates’ Remarks

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