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 6333 Adult Learning
(3 credits) (online) (core/required)
Adult Learning 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 6013 Introduction to Research in Education
(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 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 Diversity in Adult Education
(3 credits) (online) (core/required)
As participants in adult learning programs become ever more diverse and as the contexts of these programs 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)
Evaluation in Adult Education 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 Learning and Teaching Online
(3 credits) (online) (optional)
Learning and Teaching Online will explore the theory underlying the development and application of new interactive educational technologies, how they might fit with instructional design, learning and assessment strategies and infrastructures. The course provides hands-on experience of a range of learning technologies and enables students to explore the processes of designing, implementing and critiquing technology-based learning. The course will introduce participants to current debates around the concept of openness. By the end of the course, participants will have developed the ability to act as a creative and critical professional within the broad field of technology-based learning, teaching and training. This is a discussion-based and knowledge application course.
EDUC 6383 Transformative Learning in Adult Education
(3 credits) (online) (optional)
An examination of transformative learning. This course will help students to understand what transformative learning is, distinguish it from other forms of learning, and foster it in their practice. The course will cover five broad areas: the history, theory, research, practice and future perspectives of transformative learning. This is a discussion-based course.
EDUC 6393 Philosophy and Ethics in 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 Contexts of Learning
(3 credit) (online) (optional)
This course introduces participants to the contexts of adult education and investigates what it means to be learning in a number of different contexts. The situation aspect of learning will be central to the enquiry and students will take a close look at formal and informal learning, networked learning, experience and game-based learning, community-based learning, learning in communities of practice, and learning in communities of interests. These learning contexts will lead participants not only to social movement theory, with a particular focus on the local community, the workplace, the home, the voluntary sector, but also to theories of self-direction and connectivism as might be most obvious in relatively new online learning spaces such as Massive Open Online Courses. Participants will explore how the learning and knowledge-generating capacities of such spaces will 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 Action Research Project 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 7026 Action Research Project
(6 credits) (hybrid course) (optional required alternative)(pre-requisite: completion of at least eight (8) academic courses)
The Action Research Project provides participants with an opportunity to design and develop a project that is theoretically grounded and practically focused. The participant conducts an individual action research within his or her work context, using a basic four-phase model: planning, acting, observing, and reflecting (Kuhne & Quigley, 1997). The process is supervised by a faculty member with subject expertise and proven credibility in the field as a researcher. The Project involves careful and theoretically sound design, solid literature review, detailed implementation plan, ethical due diligence, and a post-implementation report on outcomes and recommendations.
The Action research project is assessed on a pass-fail basis. A written proposal is to be submitted to the Office of the Dean of Education before participants begin their inquiry activities. This proposal must: clearly state the research question, describe the setting, describe the literature review, outline the planned activities, address ethical due diligence, and outline plans to share findings.
When the project is complete, it is submitted to the faculty supervisor and one other faculty member for summative assessment. If the work does not receive a pass mark from both faculty members, the participant is granted an opportunity to carry out additional research if required, rewrite and resubmit the report within the next trimester.