Course Descriptions
EDUC 6323 Foundations of Adult Education
(3 credits) (online) (core/required)
This course presents an overview of the major societal purposes of adult education by exploring and examining the conceptual and philosophical foundations that inform current practices in the field. Participants are encouraged to examine the relationship between theory and practice, and to identify their own ideas and practices in relation to these theories and practices. This is a discussion-based course.
EDUC 6013 Introduction to Educational Research
(3 credits) (online) (required)
This course introduces participants to methods of educational research; its primary focus is to help participants understand both qualitative and quantitative research and to acquire the knowledge and skills necessary to read, understand and critically evaluate published research. Basic research strategies (experimental, historical, and descriptive) and data analysis procedures are introduced. This is a discussion-based course.
EDUC 6333 Adult Learning
(3 credits) (online) (core/required)
This course presents an overview of learning theory and practices as they relate to adults. The focus of this course is on “how” and “why” adults learn and what factors have a positive or negative effect on their learning. The content addresses the cognitive, social, emotional, physical and spiritual nature of adult learning. Specific topics to be explored include: self-directed learning, the cycle of learning, learning styles, brain-compatible learning, multiple intelligences, emotions and stress in learning, the role of interpersonal interactions and motivation, emotional intelligence, situated learning, and the role of the environment in learning. This is a discussion-based course.
EDUC 6343 Program Development and Planning
(3 credits) (online) (core/required)
This course provides participants with a theoretical and conceptual foundation in contemporary approaches to program development and planning for adult learners. The participants apply newly-acquired knowledge and skills in designing a program. Topics include: designing and developing programs, assessing needs, setting learning objectives and outcomes, designing instructional plans; and developing evaluation strategies. This is a knowledge application and skill development course.
EDUC 6363 Diversifying Adult Education
(3 credits) (online) (core/required)
As participants in adult learning programs become ever more diverse and as the contexts of these program move increasingly into different cultural settings, understanding how adult education can respond to these factors is crucial. Participants discuss hegemony and how our personal biases and lifelong experiences affect what we think. Diversity among groups of learners is considered including: generational differences; cultural differences; cognitive, sensory and physical challenges; and gender and sexual identity differences. This is a discussion-based course.
EDUC 6353 Evaluation in Adult Education
(3 credits) (online) (core/required)
This course examines evaluation theory and practices as they apply to the assessment of adult education programs, participant achievement, and learning outcomes. Participants have the opportunity to develop the skills necessary to design, select and critically assess a variety of assessment/evaluation methods used in contemporary adult education. Participants are expected to design an evaluation proposal for an existing adult education program. This is a knowledge application and skill development course.
EDUC 6313 Contemporary Issues in Adult Education
(3 credits) (online) (core/required)
This course presents a broad exploration of the contemporary issues/controversies that influence educational policy in adult education. Participants gain a greater awareness of the social, political and economic forces that affect adult education policy. Topics to be address vary from trimester to trimester; and may include: the professionalization and credentialing of adult educators; the responsibility of the field to address such matters as race, gender and sexual preferences; the position of adult education and adult educators in relation to contemporary political actions or positions; and the role of different levels of government on adult education policies and practices. This is a discussion-based course.
Electives
EDUC 6373 Teaching at the Adult Level
(3 credits) (online) (optional)
This course examines a variety of teaching and facilitating approaches that enhance the adult learning experience in individual or group settings. Topics include: teaching styles, creating motivating learning environments, ethical concerns in teaching adults, guidelines for selecting teaching methods, the use of technologies for teaching, and the assessment of teaching performance. This is a discussion-based and knowledge application course.
EDUC 6383 History of Adult Education
(3 credits) (online) (optional)
This course reviews the history of adult education through formal and informal movements, professional associations, post-secondary institutions, government initiatives, and community organizations. Particular attention is paid to the development of self-organized adult education and co-operative movements in communities and groups traditionally excluded from mainstream educational participation. This is a discussion-based course.
EDUC 6393 Philosophy of Adult Education
(3 credits) (online) (optional)
This course considers how adult educators understand and value their practice through examining the implications of different philosophical schools of thought (liberal, progressive, behaviorist, humanistic, radical, critical, and postmodernist). Participants are asked to develop a philosophical rationale for their own practice and to consider the ethical dilemmas and moral dimensions that arise in their work from this rationale. This is a discussion-based course.
EDUC 6303 Community-based Education
(3 credit) (online) (optional)
This course introduces participants to social movement theory and learning communities, with a particular focus on the workplace, the home, the environment, the voluntary sector, and the like. Participants will explore how the learning and knowledge-generating capacities of such movements affect their success or failure. This is a discussion-based course.
EDUC 6023 Proposal Writing in Education
(3 credits) (online) (optional)
This course provides participants with an opportunity to develop skills in writing research, program or project proposals. Emphasis is placed on the development of practical skills, particularly in writing. By the end of the course, participants have the skills necessary to prepare the proposal that guide their Major Academic Report or Practicum activities. Participants write a proposal and critique proposals prepared by other participants. This is a skill development course.
Additional Program Components
EDUC 7016 Major Academic Report
(6 credits) (blended course/independent study) (optional required alternative)(pre-requisite: completion of at least eight (8) academic courses)
The Major Academic Report is intended to fulfill the requirement for independent scholarly work and for participants to summarize, critique and apply knowledge in a selected area of their specialized field of study. The paper is completed under the supervision of a faculty member. Participants select a contemporary issue in their field of study; the selected topic must be approved by the office of the Dean of Education.
The paper includes a major literature review on the topic with a summary based on the participant’s understanding of existing knowledge; a critique of the topic as it is discussed in the literature, and a description of how existing knowledge can be used to resolve relevant educational concerns.
A formal proposal is to be submitted to the office of the Dean of Education before the participant begins his/her inquiry activities. This proposal should: outline the topic, clearly state objectives and outcomes, describe planned inquiry activities and deliverable(s), and outline a work schedule. The final paper is read and approved by the supervisor and at least one other faculty member. Additional details of the Major Academic Report are available from the office of the Dean of Education.
Eligibility for Major Academic Report: Participants are deemed eligible to begin their Major Academic Report after having successfully completed at least eight (8) academic courses including all required courses. In addition, participants must be in good standing academically and with the University bursar.
EDUC 7316 Practicum in Adult Education
(6 credits) (blended course) (optional required alternative)(pre-requisite: completion of at least eight (8) academic courses)
The Practicum in Adult Education is intended to provide participants with an opportunity to consolidate their knowledge and skills in a selected area of study through completing a minimum of 200 hours of work-related activities (e.g., 20 hours per week for a 10-week period).
Eligibility for Practicum: Participants are deemed eligible to begin their Practicum after having successfully completed at least eight (8) academic courses. In addition, participants must be in good standing academically and with the University bursar.
Supervision of Practicum Participants: An important consideration in the decision to approve a Practicum site is the availability of appropriate on-site supervision. Supervisors must possess advanced degrees and professional licensure appropriate to the positions they hold at the proposed Practicum setting. In cases where licensure does not apply, the practitioner’s CV would be expected to show relevant experience and membership in appropriate professional societies. The Director of Field Services must approve all Practicum site supervisors. Supervision must be structured, and appropriate records kept. A letter of agreement between the University and the Practicum site formalizes the arrangement.
Grading: All practicum activities are assessed on a pass-fail basis. The Director of Field Services oversees the activities of practicum participants and their supervisors.
Each participant registered in the Practicum in Adult Education prepares a written proposal to guide their practicum activities. Part of this proposal is a list of the criteria to be used to assess progress toward achieving identified learning outcomes. The participant provides the Director of Field Studies with an electronic report of activities at the end of the fourth week of the practicum, and again at the end of the final week. At the end of the practicum period, the on-site supervisor provides an assessment of the participant’s competence and productivity and of his/her progress toward achieving identified learning outcomes. These reports are recorded and retained in the participant’s file. The Director of Field Services reviews all reports and then assigns the participant a final grade. The Director consults with both the practicum supervisor and the Dean of Education regarding unsatisfactory participant progress and determines future action.