Staff

Dean: J. McNinch, Ph.D.
Associate Dean: N. Forsberg, Ph.D.
Associate Dean: S. Badali, Ph.D.
Associate Dean: W. Wessel, Ph.D.

Professors: M.R. Cherland, Ed.D.; R. Dolmage, Ph.D.; N. Forsberg, Ph.D.; D.W. Friesen, Ph.D.; C. Fulton, Ph.D.; E.P. Hart, Ph.D.; C.A. Kesten, Ph.D.; A. Kipling Brown, Ph.D.; M. Maeers, Ph.D.; G.N. Pickard, Ph.D.; M. Tymchak, Ph.D.; N.C. Yakel, Ph.D.

Associate Professors: S. Badali, Ph.D.; A. Bockarie, Ph.D.; L. Carlson Berg, Ph.D.; P. Clarke, Ph.D.; P.C. Douaud, Ph.D.; J. Huber, Ph.D.; N.A. Kuhns, Ph.D.; L. Lang, Ed.D.; B. La Plante, P. Lewis, Ph.D.; R. Martin, Ph.D.; J. McNinch, Ph.D.; M. Miller, Ph.D.; K. Nolan, Ph.D.; D. Patterson, Ph.D.; H. Ryan, Ph.D.; C. Schick, Ph.D.; C.R. Seaman, Ph.D.; A.S. Thompson, Ph.D.; J. Tupper, Ph.D.; W.E. Wessel, Ph.D.

Assistant Professors: A. Arshad-Ayaz, Ph.D.; L. Brogden, Ph.D.; D. Brown, Ph.D.; A. Couros, Ph.D.; X. Ji, Ph.D.; P. Kolenick, Ph.D.; B. McNeil, Ph.D.; K. Montgomery, Ph.D.; V. Mullholand, Ph.D.; F. Pirbhai-Illich, Ph.D.; T. Salm, Ph.D.; M. Spooner, Ph.D.; L. Steeves, Ph.D.; A. Sterzuk, Ph.D.

Department Description

The Faculty of Education is concerned with both professional and academic approaches to postgraduate studies. A Doctoral Program in Education is offered. As well, a Master's degree is offered in five areas: Curriculum and Instruction, Educational Administration, Educational Psychology, Adult Education, or Human Resource Development. The M.Ed. programs may follow a thesis, project, practicum or course route. The Adult Education and Human Resource Development programs may follow a thesis, project or course route.

All applicants must meet the general admission requirements of the Faculty of Graduate Studies and Research. In addition, the Faculty of Education requires the following:

• the applicant must have a four-year degree applicable to the program (normally a B.Ed., B.H.R.D., or B.A.Ed., or equivalent);
  
• at least two years of teaching or other relevant professional experience;
  
• a minimum grade point average of 70%.

Individual programs may have other additional requirements noted under the particular program. Admission is ALWAYS subject to availability of space and supervision.

Application Dates

The deadline date for applications in Education is February 15. The application, in addition to letters of recommendation and academic transcripts, should include a career resume and a letter of intent. Students will not be permitted to register until the semester for which they received admission. These review dates are also applicable to requests for program transfer and reapplication.

The Mentored PhD Program in Education

The Mentored PhD Program in Education is designed to prepare educational leaders with knowledge and expertise in educational theory and practice, and more specialized knowledge in one of these areas: curriculum and instruction, educational administration, educational psychology, adult education, or human resource development.

Program Requirements

• ED 920 (3 credit hours)
• ED 910 (3 credit hours)
• Two of the following: (one must be from area of concentration): EADM 940, EC&I 924, ED 925, EPSY 950, EAHR 930, EAHR 931 (6 credit hours)
• 3 electives (800-level or 900-level courses) (9 credit hours)
• ED 901 (39 credit hours)
• Total: 60 credit hours

Each student will be assigned to an accredited advisor/mentor upon admission to the program, and will work closely with that person throughout his or her program. Admission is selective. Successful applicants will have excellent grades in previous academic work, which must include a Master’s degree, demonstrated research ability, and interests for which a suitable doctoral advisor/mentor is available. Applicants are asked to submit a curriculum vitae which provides the details of at least two years of relevant professional experience, recommendations from one professional and one academic referee, and a letter of intent which outlines the applicant’s research interests and professional goals and a career resume.

*For course descriptions please refer to the appropriate major.

Master's Programs Offered:

• Master of Education (M.Ed.)
• Master of Human Resource Development (M.H.R.D.)
• Master of Adult Education (M.Adult.Ed.)

Thesis Option Requirements

For thesis option requirements please refer to the appropriate subject area.

Project Option Requirements

For project option requirements please refer to the appropriate subject area.

The project option requires the completion of a project research paper (following the guidelines set out in Guidelines for Projects, Faculty of Education). Topic of the project research paper must be approved by a project committee composed of an accredited advisor of the Faculty of Education who is knowledgeable in the area of the student’s work and one other member of Faculty or co-supervisor. The paper shall be presented in a suitably written form by the student to the advisory committee, to a qualified reader external to the advisory committee named by the Chair, Graduate Programs in Education under advisement by the committee. The external reader shall examine the project and determine a pass/fail assessment. After the assessment is determined and if it is positive the student is required to present a seminar to which the Dean of FGSR or designate and members of the university community are invited. The advisory committee and the Chair, Graduate Programs in Education will decide whether the seminar is acceptable or unacceptable. Should the paper and/or the presentation be deemed unacceptable, specific reasons will be provided by the committee. The student is required to submit one final copy of the project research paper to the Chair, Education Graduate Programs. The copy should be in a binding but not of the style used for University of Regina theses. The copy will be placed in the Education Library.

Practicum Option Requirements

• M.Ed. students complete 7 to 10 courses (21-30 credit hours) plus the practicum(6-15 hours) for a total of 36 credit hours
  
• This is a non-research route to the Master of Education degree. The Practicum is designed for students who seek an experientially-based route to complete their degree program. The Practicum melds academic knowledge with field-based practical experience. The following apply:
  
  • Complete 36 credit hours, comprised of course work and a field based Practicum of variable credit.
    
  • Practicum proposals receive prior approval of the Faculty of Education and FGSR.
    
  • Complete the Practicum under the supervision of a Professional Associate approved by the Dean of FGSR and one accredited member of the Faculty of Education who acts as the Faculty Practicum Advisor.
    
  • Complete an integrative report or a theory related paper of quality and format suitable for publication as determined by the Faculty Practicum Advisor and by the Chair of Graduate Programs in Education.
    
  • The Professional Associate will be designated and approved by existing policies and procedures in place in the Faculty of Graduate Studies and Research and detailed in the document: Guidelines for the Practicum, Faculty of Education.
    
  • Development of the Practicum Proposal, Contract and Ethical Review are important steps in the sequence of events that constitutes the Practicum. All details are given in the Guidelines for the Practicum document.
    
  • The Practicum Report must be approved along with the signing of the "Certification of Practicum Work" document. A final copy of the report with the signed statements of "Certification" is submitted to the Chair of Graduate Programs in Education, who reviews the copy and forwards it to the Education/Fine Arts Library. Statements of "Certification of Practicum Work" are forwarded to FGSR.

Course-Based Option Requirements

• The Course-Based Option requires the completion of ten (10) courses (eleven (11) in Educational Psychology) and nine (9) courses in M.H.R.D. and M.A.Ed. as required in the Project Route of the respective program area, plus two additional courses in, or complementary to, the respective area.
  
• Thus, the requirements are 12 courses (36 credit hours) in Education Curriculum and Instruction and Educational Administration; 11 courses (33 credit hours) in Human Resource Development and Adult Education and 13 courses (39 credit hours) in Educational Psychology

General Education Courses

The following courses may be accepted as part of the core of any degree program offered in Education provided that the candidate has the necessary prerequisites and achieves the required academic standing.

ED 800 Introduction to Educational Research (3)
Introduction to educational research with an emphasis on reading research and understanding the research process. Topics include the nature of research, current issues in educational research, a variety of basic types of research and research designs, the literature review, critical reading of and interpreting of various types of research.
Required in all M.Ed. programs.

ED 801 Educational Statistics and Research Design (3)
An introduction to experimental design and to the statistical analysis of data in educational research and experiments. Topics include a review of common research designs and their underlying assumptions, hypothesis testing, parametric and non-parametric tests of significance, the analysis of variance and methods of correlation. Also a brief introduction to the use of the computer in data analysis.
Prerequisite: Admission or eligible for admission to an M.Ed. Program; EPSY 320 or its equivalent.

ED 803 Philosophical Discussions of Education (3)
Critical study of education, knowledge and value. Analysis of autonomy, critical thinking, open-mindedness, moral character as aims for justification. Feminist and postmodern challenges.

ED 805 Sociological Perspectives of Education Change (3)
Nature and sources of educational change and evaluation of the change at the individual, organizational, and cultural levels. Educational implications of change are emphasized.

ED 806 Different Cultures, Different Schools (3)
In-depth study of the cultural background and contemporary delivery of education in selected countries, with reference to North American schooling.

ED 810 Qualitative Approaches to Educational Research (3) (cross-listed with EAHR 850)
This course provides a survey of current qualitative methodologies as they are used in research in educational contexts. The focus of the course is on methodologies related to situational/contextual approaches and critical/action research approaches.

ED 815 Action Research: Theory & Practice (3)
Action research is the study of educational practice in order to improve and understand that practice better. This course will introduce action research from various theoretical perspectives, including critical theory, hermeneutics, and postmodernism. Students will develop action research projects in the contexts of their own educational experiences.

ED 816 Narrative Inquiry in Educational Research (3)
This course examines the roots of narrative inquiry in education, explores various approaches to narrative inquiry, and presents its theoretical and practical constructs and contexts. Critiques of narrative research in education will be discussed. Participants will write and share their own narratives of teaching and learning.

ED 820 Western Ideas in Education: From Old World to New (3)
Students and educators tend to forget the valuable lessons of the past and to believe that we are constantly taking innovative steps in unique situations. This course provides the historical perspective needed to understand contemporary educational complexities in Canada as they developed from their Old World origins.

ED 870AA-ZZ Selected Topics (3)

ED 890AA-ZZ Directed Readings (Variable credit 1-3)

ED 900 Project (Alternate credit 3,6)
Individual study or research under the direction of a faculty member. Registration can be repeated, a maximum of 6 hours of credit will be counted in the program.

ED 901 Thesis (Variable credit 3-15)
Thesis research.

ED 902 Practicum (Variable credit 6-15)
A field-based study under the direction of a professional associate (field) and a faculty member. Completion of an integrative report or theory-related paper. Registration can be repeated. A maximum of 15 credit hours will be counted.

ED 910 Advanced Studies in Educational Research (3)
The course will provide students with advanced knowledge and understanding of the philosophical backgrounds and methods common to many types of education research. Students will engage in critical appraisal of methods of inquiry, participate in focused discussions of theoretical and methodological research issues and construct a small scale research project.

ED 920 Seminar in Contemporary Issues in Education (3)
Note: This is a two semester Ph.D. residency course offered from January to August.
This course is intended to prepare doctoral students for their comprehensive examinations by broadening understanding of issues related to the changing context of education. It also provides an opportunity for students to explore issues that relate to their areas of research interest.

ED 925 Issues in Epistemological Foundations of Education (3)
Many issues addressed by educators today require an increasingly careful analysis and grounding in foundational perspectives. This class explores such perspectives with particular emphases on epistemological and cultural-historical themes that will enable students to understand and deal with educational situations and decisions more effectively.

Curriculum and Instruction

School Librarianship by Distance Learning

This option is made available to those students who, as teacher-librarians, have a specific interest in this area of education. Our growing capacity to network with other institutions via technology makes it possible to include graduate level courses for teacher-librarians.

Distance learning courses at the University of Alberta are offered in Fall, Winter and Summer Inter-session terms. Each course is delivered through a variety of media-websites, computer conferencing, e-mail, textbooks, and readings. Full Internet access is required for all of the courses.

Provision for transfer credit under the Western Deans' Agreement and through the University of Alberta has been arranged. Information about these courses is maintained on-line at: http://www.ualberta.ca. 

Core Courses

The following is a set of school librarianship courses that are offered on-line by the University of Alberta.

LIS 540 School Media Centers
This course examines the concept and organization of school library media resource centers in elementary and secondary schools. Includes policies and policy development; program development and scheduling; processes for acquiring, cataloguing, and circulating materials; facilities planning; budgeting; and staffing.

EDES 541 School Library Collection Development
EDES 541 is the study of the principles and practices related to the development of the school's collection of information resources. It is designed to prepare teachers and teacher-librarians to work together in planning, building, and maintaining information resource collections and resource-sharing systems and in handling the issues and demands that arise related to information resources in schools.

EDES 542 (formerly EDES 501) Resources Based Instruction
This course provides indepth examination of resource-based instruction including media and information literacy and the process approach to student research. Strategies are developed for planning, implementing, and evaluating resource-based instructional programs including the instructional component of the school library program. Collaborative planning and the development of school-wide instructional plans are also addressed. This course is designed for teachers and teacher-librarians.

EDES 547 Organization of School Library Materials
This course is an introduction to and overview of the principles and practices of organizing the book and AV resources generally acquired in school libraries. Its primary goal is to familiarize students with the current operations and techniques associated with the acquisition, organization for access, and physical processing and maintenance of collections of learning resources. It focuses on the professional tasks of cataloguing and classifying information. 

Complementary Courses Also Available On-Line
Please see the University of Alberta website for more information of these courses.

LIS 598 Canadian Literature for Young People
ESES 501 Information Technologies for Learning
EDEL 595 Leadership in Information Literacy
EDES 546 School Library Information Materials
EDES 548 School Library Research

Master of Education Degree Program (Thesis Route)

• Research Methods course*
• EC&I 804
• Two EC&I Courses**
• Graduate elective
• Thesis Research (15 credit hours)
• Total 30.0 credit hours

Master of Education Degree Program (Project Route)

• Research Methods course*
• EC&I 804
• Three EC&I Courses**
• Three Graduate electives
• Project (6.0 credit hours)
• Total 30.0 credit hours

Master of Education Degree Program (Practicum Route)

• Research Methods course*
• EC&I 804
• Three EC&I 8xx courses**
• Three Graduate electives
• Practicum (6.0 credit hour)***
• Total 30.0 credit hours

Master of Education Degree Program (Course Based Route)

• Research Methods course*
• EC&I 804
• Four EC&I Courses**
• Four Graduate electives
• Total 30.0 credit hours

* Approved courses include (but are not limited to) ED 800, ED 801, ED 810, ED 815 and ED 816

** ED courses in the Foundations area such as (but not limited to) ED 803, ED 805, ED 806, and ED 820 are acceptable for this program

*** A practicum would be 6.0 credit hours and require a minimum of 200 field hours

EC&I 804 Curriculum Development (3)
This course considers key concepts and forces involved in shaping curriculum decision making, theories of curriculum and practical aspects of planning, implementation, evaluation and research.

EC&I 808 Instruction: Theory & Practice (3)
This course explores instruction as socially constructed practice shaped by teacher biography, social contexts and best practices. Students engage in inquiry and critique to better understand and improve their instructional practices.

EC&I 809 Program Evaluation (3)
The course is directed to individuals charged with designing and/or conducting evaluation activities, those who commission and use the results of evaluation studies, and those who are the subject of evaluations and wish to better understand the evaluation issues and activities in which they are involved.

EC&I 811 Current Issues and Research in Early Childhood Education (3)
A critical examination of theories, research and literature related to current issues in Early Childhood Education will involve students in collecting and analyzing data and formulating hypotheses.

EC&I 812 Assessing Experiential Learning (3)
This is an action research course designed to enable educators to become more effective in planning developmentally appropriate experience for learners through nonstandard and alternate assessment. Assessment format(s), data analysis and practical application of information will be the focus.
Prerequisite: Graduate standing

EC&I 813 Play and Learning (3)
An examination of play as children's natural way of learning and its contribution to all areas of development and relationship to current curriculum theory.
Prerequisite: Graduate standing

EC&I 814 Critical Perspectives on Preschool Education (3)
Considers the child, the adult, the preschool environment and the broader socio-cultural contexts of preschool programs. Emphasizes critical analysis of current research, opportunities to synthesize research findings and discuss implications for best practices in preschool settings, and consideration of socioeconomic and cultural factors.

EC&I 820 Multicultural and Anti-racist Relations Issues in Curriculum (3)
Multicultural and race relation's practices at all levels of the education system are constructed out of conflicting social and political discourses. This course engages students in the examination of the issues arising for teachers as they attempt to construct curricula and teaching/learning practices.

EC&I 821 The Impacts of Cultural Concepts on the Design of Aboriginal Education Programs (3)
This course will explore perspectives of various Aboriginal peoples in Canada. Topics will include traditional gender relations, spiritual interpretation, Aboriginal science and the impact of colonialism. The cultural concepts deducted from the discussions of the topics and from Aboriginal curricula will be explored as the basis for Aboriginal education programs.

EC&I 830 Seminar on Information Technology: Current issues for Today's (and Tomorrow's) Classrooms (3)
This course will critique current issues in the use of computers in schools.

EC&I 831 Computers in the Classroom: Appropriate Curriculum and Instruction Related to Computer Technology (3)
This course will examine pedagogically appropriate ways to use computer technology effectively in classrooms.

EC&I 832 The Internet and Curriculum Integration (3)
This course will explore and critically evaluate web-based curriculum-related frameworks and will examine learning theory appropriate to effective use of the Internet in classrooms.

EC&I 833 Critique of Distance Delivery of Educational Programs and Services (3)
This course will examine the socio-economic climate influencing distance education, and will critically evaluate the design and delivery of distance education systems.

EC&I 834 The Nature of Online Education (3)
This course is designed to introduce graduate students to the field of online education for a variety of educational applications. The course examines trends, issues and challenges in the design and development of courses and resources delivered via the internet.

EC&I 840 Seminar in Science Education (Variable credit 1-3)
Topics such as research, curriculum development and in-service education will be considered in a seminar setting. Topics to be determined by interests of faculty and students. Students to contribute to seminars.

EC&I 841 Critical Reviews of Selected Research Literature in Science Education (3)
Critical review of current research and developmental studies in science education, representing qualitative and/or quantitative research in a seminar setting.
Prerequisite: Graduate standing

EC&I 842 Research in Science Education (Variable credit 1-15)
Students will participate in a three-hour original project or in an on-going faculty project.

EC&I 846 Current Research in Reading Theory and Pedagogy (3)
Study of theories and aspects of reading processes and general principles of literacy learning. A review of research regarding materials and practices in reading instruction will be presented.

EC&I 847 Techniques and Theories of Observation and Assessment in Reading and Writing (3)
Techniques and theories of observation, testing, analysis, and assessment will be studied in order to gain an understanding of developmental literacy problems and their underlying factors through appropriate research methods.

EC&I 848 Reading Difficulties: Assessment & Instruction (3)
The acquisition and development of literacy in children who have reading difficulties will be investigated through the provision of supervised practica.  Students will use a range of assessment and instructional techniques and will collect, analyze and interpret data resulting from the use of these techniques.
Prerequisite: EC&I 847

EC&I 850 Survey of Curriculum Research in Social Studies Education (3)
A survey of research in social studies curriculum and the conduct of instruction, including studies relating to goals, inputs and outcomes of methodologies.
Prerequisite: Graduate standing and 36 semester hours in the social sciences

EC&I 851 Theories of Instruction in Social Studies Education (3)
Discussion and analysis of methodology in the social sciences, the inquiry process, decision making, value analysis and the handling of controversial public issues.
Prerequisite: Graduate standing and undergraduate major in the social sciences.

EC&I 852 Evaluation in Social Studies Education (3)
Evaluation of program, curriculum, teaching effectiveness and student achievement in social studies. Guided practice in these areas.
Prerequisite: Graduate standing and undergraduate major in the social sciences.

EC&I 855 Current Theories of Teaching Literature (3)
Literature curriculum and pedagogy (like all curricula and pedagogy) can be seen as cultural constructs originating in ideology. This course will explore the philosophies, theories and beliefs which form the basis for different approaches to the teaching of literature.

EC&I 856 Language and Learning (3)
The study of language and its role in learning. The course examines teacher/student interactions, small group discussions, linguistic organization and knowledge, and the construction of knowledge through language.
Prerequisite: Graduate standing with at least one course in linguistics or ELNG 316, or permission of the subject area.

EC&I 857 Writing Process and Pedagogy: The Saskatchewan Writing Project (3)
This course focuses on research and theory on literacy development, the writing process and methods of teaching writing. Students use their own writing as a means toward understanding the writing process and the teaching of writing.
Prerequisite: B.Ed. and teaching experience.

EC&I 858 Current Research in Spoken Second Language Acquisition (3)
An examination of current theories and research in spoken second language acquisition which informs curriculum planning and pedagogy. Research methodology for studying language acquisition will also be studied.

EC&I 859 Current Research in Second Language Reading and Writing Acquisition (3)
An examination of current theory and research in reading and writing acquisition which informs curricula and pedagogy. Research methodology used to study reading and writing acquisition will also be examined.

EC&I 860 Current Research in Writing Acquisition and Pedagogy (3)
An examination of current research and theory which inform curricula and pedagogy. The course will concentrate on emergent writing, pre-and adolescent writing, and writing pedagogy/evaluation. Three research perspectives will also be studied: quantitative, qualitative and linguistic.

EC&I 861 Critical Review of Selected Literature in Business Education (3)
Research literature in business education, distributive education, information processing and vocational education. Implications for curriculum modification and improved instruction. Research in fields related to business education and possible topics for needed research.
Prerequisite: Major in Business Education

EC&I 862 Theories and Improvement of Instruction in Business Education (3)
Theories of instruction as a base for the exploration, critical study and evaluation of problems, materials and methods of teaching business and distributive education. Students will have the opportunity to engage in an in-depth study of specialized subject groupings - information processing, general business subjects, accounting related subjects, and distributive subjects.
Prerequisite: Major in Business Education

EC&I 863 Current Developments and Issues in Business and Vocational Education (3)
Basic principles and philosophy underlying the organization and development of vocational and academic business and distributive education; recent developments and current issues in relation to curriculum needs and design, with implications for instruction and evaluation; current and potential needs and explanations of the business community.
Prerequisite: Major in Business Education

EC&I 866 Theories of Instruction in the Teaching of Secondary Mathematics (3)
Theories of learning in mathematics; goals and objectives of mathematics instruction; strategies for teaching mathematics; special problems in the classroom.
Prerequisite: EMTH 450

EC&I 867 Curriculum Development and Research in Mathematics Education (3)
Critical analysis and review of current curriculum proposals, design and literature; minor research projects in in-service programs, role of mathematics consultants, learning systems, standards for the preparation of master teachers.
Prerequisite: EC&I 804

EC&I 868 Implications of Fundamental Concepts of Mathematics for Mathematics Teachers (3)
Overview of fundamental concepts encountered in a variety of undergraduate mathematics courses, with emphasis on implications for mathematics teachers, consultants, specialists, and curriculum development personnel.
Prerequisite: At least six courses in mathematics beyond senior matriculation, and EMTH 450, or EMTH 335, or equivalent.

EC&I 870 The Administration of Arts Education Programs (3)
Management and supervision directed towards the improvement of learning in the comprehensive arts education program. Topics include: public relations; trends and issues; democratic leadership, budgets, equipment and space requirements for an arts education program.
Prerequisite: Major in Arts Education or equivalent

EC&I 871AA-ZZ Curriculum and Instruction Experimental Courses (3)
Courses developed by instructors for eventual inclusion as regular courses in the Curriculum and Instruction Subject Area.            

EC&I 872 Aesthetics of Music Education (3)
Theoretical components of musical aesthetics and their relationship to music education. Topics include comparisons of aesthetic theories, aesthetic values in music education, levels of musical understanding; and, teaching suggestions on values, judgements, perception.
Prerequisite: Undergraduate degree with Fine Arts component (Music 100; Art 100; EAES courses)

EC&I 873 History and Philosophy of Music Education (3)
History of music education from the 18th century to the present including traditions, trends, innovations, and changes in the field. Philosophical aspects include a basic rationale, study of values and assumptions, and criteria for evaluation.
Prerequisite: B.Mus.Ed. or equivalent

EC&I 874AA-ZZ Selected Topics: Arts & Music Education (Variable credit 1-15)
Individual study projects related to music education, arts education, curriculum, and performance standards in relation to arts education and community attitudes toward the arts.

EC&I 890AA-ZZ Curriculum and Instruction Directed Reading Courses (3)
Courses developed by instructors as directed reading courses in the Curriculum and Instruction Subject Area.

EC&I 924 Issues in Curriculum Theory (3)
This course will consider issues central to the understanding of curriculum as it relates to current educational settings.
Prerequisite: EC&I 804

Educational Administration

The following programs are available to serve the needs of practicing school administrators and those who wish to prepare for a career in educational administration.

Master of Education Degree Program (Thesis Route)

• EADM 819
• Two EADM 8xx courses***
• ED 800 or approved research course
• One 800 level elective***
• 15.0 credit hour thesis
• Total 30.0 credit hours

Master of Education Degree Program (Project Route)

• EADM 819
• Four EADM 8xx electives**
• ED 800 or approved research course
• Two 800 level electives
• 6.0 credit hours project
• Total 30.0 credit hours
  

Master of Education Degree Program (Practicum Route)

• EADM 819
• Four EADM 8xx courses**
• ED 800 or approved research course
• Two 800 level electives
• 6.0 credit hour practicum*
• Total 30.0 credit hours
  

Master of Education Degree Program (Course Based Route)

• EADM 819
• Five EADM 8xx courses**
• ED 800 or approved research course
• Three 800 level electives
• Total 30.0 credit hours

* All practica would be 6.0 credit hours (200 field hours)

** At least two of these courses must be chosen from EADM 812, 814, 815, 816 or 817

*** Course selection of EADM 8xx and the 800 level elective in thesis route must be done in consultation with the thesis supervisor so that courses can be chosen to meet the needs of the thesis research. Any of the EADM 8xx electives or 800 level elective can be done as independent study courses.

The practicum in the EADM route will have a value of 6.0 credut hours and has the expectation of 200 or more field hours to complete the practicum. Time taken to write the report is not to be considered as part of the 200 field hours. The practicum report will be submitted before the end of the semester following completion of the field hour requirement.

Course Descriptions

EADM 811 Supervision in Education (3)
The study and application of supervision theory involving professional personnel including an analysis of the role of the supervisor, formal and informal structures and processes, supervision in effective schools, adult development and learning, various supervision models, and personnel evaluation.

EADM 812 Administration of the Educational Program (3)
An examination of trends and issues in school organization, of program development, pupil personnel policies, utilization of resources, program assessment and public support.

EADM 814 Legal Aspects of School Administration (3)
An examination of the legal context of school administration, the legal status of pupils, teachers, administrators, and employers with reference to rights and responsibilities.

EADM 815 Economics of Education (3)
A study of educational financing, including: basic economic concepts, analysis of revenues and expenditures; taxation; grant systems; federal government and transfer payments; role of the administration.

EADM 816 Education Planning (3)
An examination of various approaches to planning in modern organizations with particular emphasis on public education. Theoretical models, field projects, and practical considerations, will all be emphasized.

EADM 817 The Politics of Education (3)
This course examines the politics of education at the federal, provincial and local community levels. Emphasis will be given to both formal and informal decision-making processes, and the relationships among interest groups, school boards, local communities, the media, and provincial and federal political institutions.

EADM 818 Ethics in Education Administration (3)
This course will involve a thorough study of ethical schools of thought and the application of these theories to educational administration concepts and applied contexts.

EADM 819 Administrative Behavior in Education (3)
An analysis of administrative behavior with reference to general systems theory, organization theory, cultural-social institutions, role theory, formal organizations, bureaucracy, goals and effectiveness, organizational control, conflict in organizations, stability, change, innovation and growth.

EADM 940 Administrative Theory, Analysis and Practice (3)
This course will explore contemporary theory and practice of administration with an emphasis on the relationship between theory and practice in the administration of educational institutions.

EADM 870AA An Introduction to Human Resource Administration in Education
Provides a theoretical overview ofHuman Resource Administration (HRA) issues increasingly faced by educational administrators. The course will focus upon strategic HRA practices within the PreK-12 educational system, their impact upon the workplace and school environment, and will consider the implications of societal modernization and change.

EADM 870AA-ZZ Educational Administration Experimental Courses (3)
Courses developed by instructors for eventual inclusion as regular courses in the Educational Administration Subject Area.

EADM 890AA-ZZ  Educational Administration Directed Reading Courses (3)
Courses developed by instructors as directed reading courses in the Educational Administration Subject Area.

Educational Psychology

Offerings in Educational Psychology emphasize training and research in general guidance and counselling activities. The Education Psychology area (which is most heavily involved in programs for guidance and counselling) represents a broad spectrum of interests.

Master of Education Degree Program (Thesis Route)

• EPSY 821 or 822 (3 credit hours)
• EPSY 820, 824, and 832 plus two approved courses in Educational Psychology (15 credit hours)
• ED 800 (3 credit hours)
• One approved graduate elective (3 credit hours)
• ED 901 thesis (15 credit hours)
• Total 39 credit hours

Master of Education Degree Program (Project Route)

• EPSY 821 or 822 (3 credit hours)
• EPSY 820, 824, and 832 plus two approved courses in Educational Psychology (15 credit hours)
• ED 800 (3 credit hours)
• Four approved graduate electives courses (12 credit hours)
• ED 900 project (6 credit hours)
• Total 39 credit hours

Master of Education Degree Program (Practicum Route)

• EPSY 821 or 822 (3 credit hours)
• EPSY 820, 824, and 832 (9 credit hours)
• ED 800 (3 credit hours)
• Two to five approved graduate courses (6-15 credit hours)
• ED 902 field-based practicum (6-15 credit hours)
• Total 36 credit hours

Master of Education Degree Program (Course-Based Route)

• The Course Based Option requires the completion of eleven (11) courses as required in the Project Route, plus two (2) additional courses in, or complementary to, the program area.
• Total 39 credit hours

Course Descriptions

EPSY 820 Theories of Counselling (3)
A study of the current theories of counselling. Critical examination of these theories in terms of their historic significance, their relevance to school counselling and techniques that are appropriate for each.

EPSY 821 Aptitude and Achievement Analysis (3)
The use of standardized tests, anecdotal records, case studies, cumulative records and other similar guidance tools designed to help in the analysis of aptitudes, interests, abilities and limitations of students.

EPSY 822 Education and Vocational Guidance (3)
Topics include: learning problems and problems of adjustment in adolescence, academic and vocational decision-making, sources of vocational information and a study of post-high school educational and training programs.

EPSY 823 Individual Mental Testing I (3)
Theoretical background necessary for the administration and interpretation of the revised Stanford Binet and the Wechsler Scales and other clinical tests of mental ability. Development of the scales, their rationale and related research.

EPSY 824 Group Counselling: Theory and Practice (3)
This course will acquaint the student with the theory and practice of group counselling as practiced in a variety of settings. Opportunities to experience group dynamics directly will be arranged.

EPSY 826 The Psychology of Learning (3)
Current theory and research in human learning with particular reference to its cognitive, symbolic and motor aspects. Emphasis upon classroom behavior and application of theoretical principles to teaching and counselling.

EPSY 827 Individual Mental Testing II (3)
Practicum in the administration and interpretation of clinical tests of mental ability.
Prerequisite: EPSY 823

EPSY 828 Community Psycology in a SchoolPLUS Context (3)
(cross-listed with PSYC 822)
A systematic examination of the helping professions' role in community issues through the prevention/crisis intervention continuum. Current theory is linked to effective practice.

EPSY 829 Ethics and Professional Practice (3)
This course provides for the examination of the philosophical, legal and ethical issues that affect the practicing counsellor.

EPSY 830 Counselling with Girls and Women (3)
An overview of the unique concerns of girls and women as they relate to the helping professions, especially counselling. Current theory and practice are used to examine the role of personal experience and social context in developing a non-stereotypic framework for counselling.

EPSY 832 Practicum in Counselling (3)
Supervised individual practical experience, this course is designed to teach students the skills and processes necessary to conduct individual counselling.

EPSY 833 Special Topics in Education/Counselling Psychology (3)
This is a faculty-student seminar designed to discuss current issues in Educational Psychology. It may also include a practicum component depending on professional goal(s) of the course.

EPSY 834 Resilience: Re-Conceptualizing Praxis (3)
A conceptual and critical analysis of resilience and its place in day to day classroom life. Particular attention will be paid to how current research re-structures pedagogical and community practice, theory/practice connections are emphasized.

EPSY 835 Practicing Disability: Telling Tales in Education and Psychology (3)
Different models of disability will be explored, including those articulated by persons with disability themselves. Links will be made to research methodologies and ameliorative practices throughout the helping professions. Assignments will include applied project in current radical dis/abling praxis, involving Universal Design Principles and the Quality of Life (QoL) Model.

EPSY 870AA-ZZ  Educational Psychology Experimental Courses (3)
Courses developed by instructors for eventual inclusion as regular courses in the Educational Psychology Subject Area.

EPSY 890AA-ZZ Educational Psychology Directed Reading Courses (3)
Courses developed by instructors as directed reading courses in the Educational Psychology Subject Area.

EPSY 950 Advanced Studies in Human Development (3)
An overview of the theories of development, current issues, critique of theories of human development and an inverstigation of current research in human development. This is a general course from Educational Psychology being offered to individuals in the mentored Ph.D. program, in all sub-disciplines.

Adult Education Education

This program is intended to prepare individuals for specialized educational roles in adult training institutions and other organizations involved in training and development.

Applicants holding a Bachelor of Adult Education degree with adequate standing may be considered fully-qualified. Individuals holding other four-year degrees will be considered as qualifying candidates and may be required to complete up to four undergraduate courses in Adult Education prior to registering in the graduate courses.

Master of Adult Education Degree (Thesis Route)

• EAHR 802 and EAHR 810 (6 credit hours)
• Approved graduate level research course in Education (3 credit hours)
• GBUS 817 or EADM 819, EAHR 822 and EAHR 801 (9 credit hours)
• ED 901 thesis (15 credit hours)
• Total 33 credit hours

Master of Adult Education Degree (Project Route)

• EAHR 802 and EAHR 810 (6 credit hours)
• Approved graduate level research course in Education (3 credit hours)
• GBUS 817 or EADM 819, EAHR 822 and EAHR 801 (9 credit hours)
• Three electives (two EAHR 800-level courses and one elective at the 800-level) (9 credit hours)
• ED 900 Project (6 credit hours)
• Total 33 credit hours

Master of Adult Education Degree (Course-Based Route)

• EAHR 802 and EAHR 810 (6 credit hours)
• Approved graduate level research course in Education (3 credit hours)
• GBUS 817 or EADM 819, EAHR 822 and EAHR 801 (9 credit hours)
• Five electives (two EAHR 800-level courses and three 800-level courses) (15 credit hours)
• Total 33 credit hours

Human Resource Development

This program is designed for individuals who hold, or aspire to hold, training and development positions in public and private sector or community-based organizations. Applicants holding a 4-year undergraduate degree in a related field (e.g. Adult Education, Adult Education, or Administration) with adequate standing will be considered as fully-qualified candidates. Other applicants may be required to take qualifying courses in the undergraduate Human Resource Development program prior to registering in graduate courses.

The following program completion routes lead to completion of this degree:

Master of Human Resource Development (Thesis Route)

• EAHR 802 and EAHR 810 (6 credit hours)
• EAHR 823, EAHR 821, GBUS 843 (9 credit hours)
• Approved research course in Education or GBUS 838 (3 credit hours)
• ED 901 thesis (15 credit hours)
• Total 33 credit hours

Master of Human Resource Development (Project Route)

• EAHR 802 and EAHR 810 (6 credit hours)
• EAHR 823, EAHR 821, GBUS 843 (9 credit hours)
• Three electives (two EAHR 800-level courses and one elective at the 800-level) (9 credit hours)
• Approved research course in Education or GBUS 838 (3 credit hours)
• ED 900 project (6 credit hours)
• Total 33 credit hours

Master of Human Resource Development (Course-Based Route)

• EAHR 802 and EAHR 810 (6 credit hours)
• EAHR 823, EAHR 821, GBUS 843 (9 credit hours)
• Five electives (two EAHR 800-level courses and three 800-level courses) (15 credit hours)
• Approved research course in Education or GBUS 838 (3 credit hours)
• Total 33 credit hours

Course Descriptions

EAHR 801 Foundations of Adult Development (3)
An analysis of adult development in relation and context to organization and institutions. The process of adult development and the role of trainers and educators will be explored from historical, psychological, sociocultural and biological perspectives with a focus on cultural psychology and situated activity theory.

EAHR 802 Foundations of Training and Development: The Theory and Practice of Adult Education and Human Resource Development (3)
An examination of the historical, sociological, political, and philosophical forces and traditions which serve to shape education training and occupational development, adult education, and human resource development.

EAHR 803 Special Topics in Training and Development (3)
In a seminar format, participants will explore contemporary issues emerging within today's organization and shaping the fields of adult education and human resource development.

EAHR 810 Designing Programs in Training and Development: Planning and Curriculum Development (3)
Through an examination of the sociological forces and philosophical traditions that underpin the development of adult education, learners will explore theories of and approaches to program planning and curriculum design in institutional, community and business and industry settings.

EAHR 811 Assessment of Training: Design and Assessment of Curriculum and Instruction (3)
An analysis of the processes of instructional design and evaluation including theoretical underpinnings, administrative considerations, instructional strategies, the issue of technology, determining the effectiveness of training, prior learning assessment, the purpose of evaluation, techniques of data collection, data analysis and reporting recommendations within learning organizations.

EAHR 821 Leadership and Supervision in Adult Education (3)
A study of contemporary theory pertaining to educational leadership and supervision and its application in the analysis of administrative roles in both formal and non-formal vocational education settings.

EAHR 822 Administration of Adult Education (3)
An examination of administrative processes (sub-systems) relevant to adult education in formal and non-formal settings: professional personnel, learners, programs, instruction, resources, and public relations.

EAHR 823 Trends in Developing Human Resources (3)
An inquiry into trends and issues shaping the roles and fields of human resource development professionals. Topics include career development, changing nature of work, global trends, comparative issues in institutional and industrial training, social policy and HRD.

EAHR 824 Consulting Principles and Practices for Training and Development (3)
Various consulting models and approaches will be explored to introduce the processes, principles, skills and practices of internal and external consulting for the fields of adult education and training and human resource development.

EAHR 850 Research in Adult Education (3)
An introduction to current research trends in the field of Education through the analysis of formal studies representing empirical-analytic, interpretive, and critical research orientations.

EAHR 870AA-ZZ MAED and MHRD Experimental Courses (3)
Courses developed by instructors for eventual inclusion as regular courses in the Adult Education and Human Resource Development Subject Area.

EAHR 890AA-ZZ  MAED and MHRD Directed Reading Courses (3)
Courses developed by instructors as directed reading courses in the Adult Education and Human Resource Development Subject Area.

EAHR 930 Learning and the Workplace (3)
An examination of the nature of work-based learning with an emphasis on formal, nonformal, and informal learning in the workplace.

EAHR 931 The Relationship Between Adult Education and Society (3)
An examination of the nature of the relationships between adult education and society. Through critical and analytical examination of sociological and historical forces as well as philosophical traditions that underpin adult education research, theory and practice, learners will explore the debate about adult education and its relationship to society.

Note: Faculty of Administration tuition will apply to Administration Graduate Courses.

Master's Certificate in Human Resource Administration in Education

The Graduate Certificate in Human Resource Administration in Education will require the completion of any four of the courses outlined below:

• ED 870AT*  Introduction to Human Resource Administration in Education
• EADM 870xx*  Labour Relations in Education
• EADM 870xx*  The Employment Life Cycle
• EADM 870xx*  Labour Law within an Educational Context
• One of EADM 811 or 819 (or approved equivalent course) 

*These four courses will be developed by the EADM subject area at the rate of one course per year.

Admission Requirements (Applicants Not Holding a Master's Degree)
Applicants will apply to the Faculty of Graduate Studies and Research as regular Masters students to Educational Administration in the course route. They must meet all requirements of entry to that program. Students without Masters degrees can complete the Certificate requirements as described above and withdraw from the program if that is their decision; however, it is anticipated that most will complete the M.Ed. in Educational Administration.

Admission Requirements (Applicants Holding a Master’s Degree)
Applications will apply to the Faculty of Graduate Studies and Research for the Graduate Certificate in Human Resource Administration in Education. They will be required to provide a completed   application form (online is possible), one letter of reference, a resumé or curriculum vitae, a letter of intent, minimum grade point average of 70%, two years of teaching or other relevant professional experience, and university transcripts.

Maîtrise en éducation française

Admission Requirements

The entrance requirements for this program is same as for the existing M.Ed. The proficiency in written French would be equivalent to that required in English for the English M.Ed. Students would also need to demonstrate proficiency in written English as per standard University of Regina requirements.

Maîtrise en éducation française (Project Route)

• EC&I 804* (3.0 credit hours)
• EC&I 8xx** (3.0 credit hours)
• EC&I 8xx** (3.0 credit hours)
• EC&I 8xx** (3.0 credit hours)
• ED 800*** (3.0 credit hours)
• Graduate level elective**** (3.0 credit hours)
• Graduate level elective**** (3.0 credit hours)
• Graduate level elective**** (3.0 credit hours)
• Project***** (6.0 credit hours)
• Total 30.0 credit hours
  

Maîtrise en éducation française (Thesis Route)

• EC&I 804* (3.0 credit hours)
• EC&I 8xx** (3.0 credit hours)
• EC&I 8xx** (3.0 credit hours)
• 800 level elective course (3.0 credit hours)
• ED 800*** (3.0 credit hours)
• Thesis***** (15.0 credit hours)
• Total 30.0 credit hours
  
  

Maîtrise en éducation française (Course Route)

• EC&I 804* (3.0 credit hours)
• EC&I 8xx** (3.0 credit hours)
• EC&I 8xx** (3.0 credit hours)
• EC&I 8xx** (3.0 credit hours)
• EC&I 8xx** (3.0 credit hours)
• ED 800*** (3.0 credit hours)
• Graduate level elective**** (3.0 credit hours)
• Graduate level elective**** (3.0 credit hours)
• Graduate level elective**** (3.0 credit hours)
• Graduate level elective**** (3.0 credit hours
• Total 30.0 credit hours

* This course would be presented in French but would have the same content as the English version. The course is compulsory in the M.Ed. program.

** These courses must be focused on Curriculum and Instruction or Educational Foundations. Their content can be specifically aimed at French Education Issues or theoretical issues related to education in general. It is intended that these course would be taught in French. They could be taught at the U of Regina or any
of the other consortium Universities. At the U of Regina they would likely have to be developed.

*** This course could be a French version of the current ED 800 course at the U of Regina or a course taught by a consortium member – they currently have some such courses offered.

**** These three courses must be at the graduate level but can be chosen by students to suit their specific needs. They need not be Education classes but they must be graduate level classes. The project requires 6.0 credit hours. The students should choose some topic that is relevant to their professional career and be thinking about the project early in the program so that readings in the courses can focus on the project as appropriate. The project is usually of a practical nature and applies some research in the literature in a classroom setting. Projects should provide the student with some resource that will be used in their professional career. As a final requirement a seminar concerning the project must be presented to an interested audience. This audience could be students from other members of the Consortium.

***** Thesis and projects will be completed en français.

A minimum of 60% of the program be delivered directly by the University of Regina (the six-credit project plus a minimum of four University of Regina M.Ed. courses) and that students be allowed to take a maximum of 12 credit hours of courses (40%) via other institutions. An arrangement whereby a minimum of 60% of the program would be delivered by the University of Regina would need approval by the Faculty of Graduate Studies and Research.