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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 6013 Introduction to Research in Education

Introduction to Research in Education introduces participants to methods of educational research. Its primary focus is to help participants 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. Participants will begin to outline a possible topic for their capstone project.

(3 credits) (core/required)

EDUC 6023 Proposal Writing in Education

This course provides participants with an opportunity to develop skills in writing research, and program or project proposals. Emphasis is placed on the development of practical skills, particularly in writing. By the end of the course, participants will have the skills necessary to prepare the proposal that guides their Major Academic Report or Action Research Project activities. Participants will write a proposal and critique proposals prepared by other participants.

(3 credits) (core/required)

EDUC 6033 Action Research

EDUC 6033 Action Research provides participants 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 participants 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

This is a directed studies course that allows participants 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. Participants 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)

EDUC 6303 Contexts of Learning

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.

(3 credits) (elective)

EDUC 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. 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.

(3 credits) (core/required)

EDUC 6333 Adult Learning

EDUC 6333 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)

EDUC 6343 Program Development and Planning

This course provides a theoretical and conceptual foundation in contemporary approaches to program development and planning for adult learners. 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.

(3 credits) (core)

EDUC 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, 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.

(3 credits) (core)

EDUC 6363 Diversity in Adult Education

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. The reading in this course allows learners to consider various diversities from theoretical and applied perspectives. The discussions are designed to help learners share their own experiences and to practice inclusion through respectful dialogue. The specific areas of diversity and inclusion included in this course are: learning styles; ages and stages of development; generational difference; culture and race; physical and mental health abilities; gender; sexual orientation; and First Nations.

(3 credits) (core)

EDUC 6373 Learning and Teaching Online

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.

(3 credits) (elective)

EDUC 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: the history, theory, research, practice, and future perspectives of transformative learning.

(3 credits) (elective)

EDUC 6393 Philosophy and Ethics in Adult Education

EDUC 6393 is an introduction to the underlying philosophies that guide ethical decision making in adult education. Participants 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 participant develops a personal ethical decision-making model.

(3 credits) (elective)

EDUC 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. Participants summarize, critique, and apply knowledge in an area of interest within their specialized field of study and choose a contemporary issue for the focus of their report. The topic must be approved by the office of the Dean of Education and the paper is completed under the supervision of a faculty member.

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.

After the topic is approved, a formal proposal is 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 must be 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.

(6 credits) (independent study) (elective required alternative) (pre‐requisite: completion of at least eight (8) academic courses one of which must be EDUC 6023)

EDUC 7026 Action Research Project

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 project 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, then to rewrite and resubmit the report within the next term.

Eligibility for the Action Research Project: Students are eligible to begin their Action Research Project after having successfully completed at least eight (8) academic courses including all required courses. In addition, students must be in good standing academically and with the University bursar.

(6 credits) (independent study) (elective required alternative) (pre‐requisite: completion of at least eight (8) academic courses one of which must be EDUC 6023)

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