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Course Descriptions

Official descriptions of courses are located in the Academic Calendar . While every effort is made to ensure that the list below is current, in the event of disagreement between descriptions below and those in the calendar, those in the calendar are authoritative.

The following courses are offered in the Master of Education in Adult Education program:

EDUC 6003 Indigenous Perspectives in Canadian Education

Indigenous Perspectives in Canadian Education introduces students to the history of Indigenous education in Canada, Indigenous pedagogies and epistemologies, decolonization in education, while encouraging students to think about their own roles in reconciliation through the lens of education. Through selected readings, weekly discussions, and assignments, students will develop a greater understanding of the traditional, historical, and contemporary roles of education in the lives of Indigenous peoples in Canada. Because the course readings include studies that draw upon Indigenous or Indigenous-informed methodologies, students will also be introduced to some ways that Indigenous methodologies are used in educational research. The course is divided into seven themes: Indigenous identity and relationships; history of education in Canada; revitalization of Indigenous education; decolonizing humanities and sciences; unlearning racism in the context of education; Indigenous languages and worldviews; and reconciliation through education.

(3 credits) (elective)

EDUC 6013 Introduction to Research in Education

Introduction to Research in Education introduces students to methods of educational research. Its primary focus is to help them understand both quantitative and qualitative research and to acquire the knowledge and skills necessary to read, understand, and critically evaluate published research. Mixed methods and critical approaches are also explored. Basic research methods, information gathering strategies, and analysis procedures are introduced. Students will begin to outline a possible topic for their capstone projects.

(3 credits) (elective)

EDUC 6023 Proposal Writing in Education

Proposal Writing in Education provides students with an opportunity to conceptualize research, and to develop program or project proposals. Emphasis is placed on the development of practical skills, particularly in articulating a research question, reviewing current knowledge in the field, constructing a research design, and establishing the significance of anticipated findings. By the end of the course, each student will have a completed proposal to guide the Major Academic Report or Action Research Project activities.

(3 credits) (core prerequisite for capstone) (prerequisite EDUC 6013 Introduction to Research in Education)

EDUC 6033 Action Research

Action Research provides students with an in-depth study of the action-oriented ways teachers and educational leaders can systematically examine their own practices. Emphasis is placed on developing skills related to research focus, project design, information gathering, and interpretation. This course is grounded in reflective practice.

(3 credits) (elective)

EDUC 6043 Learning and Organizations

Learning and Organizations provides an opportunity for students to examine the emergence of the learning organization and explore ways to build sustainable learning dynamics and foster spaces where people flourish. Attention will be given to the ways knowledge management and technology help organizations become learning organizations.

(3 credits) (core/required)

EDUC 6053 Contemporary Issues in Education

Contemporary Issues in Education is a directed studies course that allows students to explore a specific area of interest relevant in his/her field but not covered in the required, core, or elective courses in the program. Topics can range greatly but may include: professionalization and credentialing; the responsibility of the field to address such matters as race, gender, and sexual preference; the position of educational professionals in relation to contemporary political actions or positions; and the influence of different levels of government in education policies and practices. Students must apply for this course and acceptance will depend on their demonstrated capacity to be successful in independent research as well as availability of faculty to support the directed studies.

(3 credits) (elective)

EDAE 6303 Contexts of Learning

Contexts of Learning introduces students to the contexts of adult education and investigates what it means to be learning in a number of different contexts. The situational 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 students 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. Students will explore how the learning and knowledge-generating capacities of such spaces will affect their success.

(3 credits) (elective)

EDAE 6323 Foundations of Adult Education

Foundations of Adult Education presents an overview of the major societal purposes of adult education by exploring and examining the conceptual, historical, and philosophical foundations that inform current practices in the field. Students 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.

(3 credits) (core/required)

EDAE 6333 Adult Learning

Adult Learning presents an overview of learning theory and practices as they relate to adults. The focus of this course is on various approaches to learning, ranging from teacher-directed to self-directed in primarily formal settings. The content addresses three interconnected learning domains (cognitive, affective, and physical) and how these pertain to educational practice. Specific topics to be explored include: definitions of learning; pedagogy; learning theories; critical thinking; self-directed learning; transformational learning; experiential learning; and cycles of learning.

(3 credits) (core/required)

EDAE 6343 Program Development and Planning

Program Development and Planning provides a theoretical and conceptual foundation in contemporary approaches to program development and planning for adult learners. Students 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.

(3 credits) (core/required)

EDAE 6353 Evaluation and Assessment in Adult Education

Evaluation in Adult Education examines evaluation theory and practices as they apply to the assessment of adult education programs, student achievement, and learning outcomes. Students 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. Students are expected to design an evaluation proposal for an existing adult education program.

(3 credits) (core/required)

EDAE 6363 Diversity in Adult Education

Diversity in Adult Education addresses how adult education programs understand and respond to different cultural contexts. Through selected readings, weekly discussions, and assignments, students will develop a greater understanding of diversity as a social construction in relation to the concepts of social identity and social location. The specific areas of diversity included in this course are: Identity and Intersectionality; Privilege and Power; Race and Ethnicity; Gender and Sexual Orientation; Indigenous Knowledge; Inclusiveness and Universal Design for Learning; and Globalization and Adult Learning.

(3 credits) (core/required)

EDAE 6373 Learning and Teaching Online

Learning and Teaching Online explores 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 with a range of learning technologies and enables students to explore the processes of designing, implementing, and critiquing technology-based learning. The course will introduce students to current debates around the concept of openness. By the end of the course, students will have developed the ability to act as a creative and critical professionals within the broad field of technology-based learning, teaching, and training.

(3 credits) (elective)

EDAE 6383 Transformative Learning in Adult Education

Transformative Learning in Adult Education involves 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: history; theory; research; practice; and future perspectives of transformative learning.

(3 credits) (elective)

EDAE 6393 Philosophy and Ethics in Adult Education

Philosophy and Ethics in Adult Education is an introduction to the underlying philosophies that guide ethical decision making in adult education. Students examine the implications of different schools of thought and consider how adult educators understand and value their practices. Students develop a philosophical rationale for their own practices and describe the ethical dilemmas and moral dimensions that arise from this rationale. Each student develops a personal ethical decision-making model.

(3 credits) (elective)

EDAE 6513 Teaching Adult Learners

Teaching Adult Learners involves the examination of 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.

(3 credits) (elective)

EDUC 7016 Major Academic Report

The Major Academic Report fulfills the graduation requirement for independent scholarly work. Students discuss and critique research relevant to an area of professional interest, as well as explore related possibilities for practice. The topic must be approved by the Office of the Dean of Education and the paper will be completed under the supervision of a qualified faculty member. After the topic is approved, and a proposal is developed with supervisory support, the proposal is submitted to the Capstone Coordinator and approvals to proceed must be received before the student begins inquiry activities. Both the proposal and final paper ought to include a description of the inquiry, the context or setting of the research, a theoretical framework (this includes methodology, theoretical perspectives relevant to research interest, methods, and researcher’s role), and a discussion of ethics. Additionally, the proposal should outline a 15-week work schedule. The final paper must be read and approved by both the supervising faculty member and a second reader. Additional details of the major academic report are available from the Office of the Dean of Education.

(6 credits) (core/required)

EDUC 7026 Action Research Project

The Action Research Project provides students with an opportunity to design and develop a project that is theoretically grounded and practically focused. The project fulfills the graduation requirement for independent scholarly work. The student conducts an action research project within his or her work context, using a basic four-phase model: planning, acting, observing, and reflecting. A written proposal is to be submitted to the Office of the Dean of Education before students begin their inquiry activities. This proposal must clearly state the research question, describe the setting, introduce major theoretical areas to be considered, outline the planned activities, address ethical due diligence, and detail plans to share findings. Additionally, the proposal should outline a 15-week work schedule. The final paper must be read and approved by both the supervising faculty member and a second reader. Additional details of the action research project are available from the Office of the Dean of Education.


(6 credits) (core/required

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