Education
Associate Dean, Research & Graduate Programs: Xia Ji, PhD
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, Human Resource Development or Indigenous Education. The MEd 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 preferred;
- 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 deadlines: here
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.
Admission Requirements
Letter of Intent
Your letter of intent should address each of the following:
1. Why you are interested in the program and in the field of Education
2. How you have prepared academically and personally to take on the challenges of the program
3. What you hope to gain/learn by being a part of the program
4. If you are applying with the intention of pursuing either of the Master of Education in Educational Psychology degree program Practicum routes: (a) briefly describe any experience you have had (if any) in conducting psychological assessments or counselling others, and (b) discuss your thoughts about how you might approach the task of helping others as an Educational Psychologist or as a counselor.
5. If there is some aspect of your application that you need to explain, (e.g., a poor academic average) provide a brief explanation.
Applicants to the thesis route may include a statement of their future interests. Be succinct; letter of intent for master's students should be no longer than 250-500 words.
Confidential Recommendations
If you are interested in pursuing the Practicum route, the referees would provide some commentary on the qualities you possess that would be beneficial when helping others (e.g., when engaged in the types of duties performed by Educational Psychologists or counsellors). This should be indicated in the Comments section of the Faculty of Graduate Studies and Research's Confidential Recommendation or in an attached Letter of Reference.
Mid-Career Option
The mid-career admission option is designed for those applicants who have 10 or more years of teaching or relevant professional experience. Applicants with 10 or more years of teaching or relevant professional experience and who have successfully completed a relevant undergraduate degree, but whose GPA does not meet the minimum requirement as set by FGSR , will have their applications considered for this admission option. The relevant program and/or subject area may recommend such an applicant for the mid-career admission option to the Associate Dean (Research and Graduate Programs, Education) who may recommend acceptance into the M.Ed., MAEd, MHRD, or Maîtrise program, course route only, to the Dean of the Faculty of Graduate Studies and Research. If approved, the acceptance would be probationary; the student could seek transfer to a thesis, project, or practicum route only after being accepted as a fully qualified student by FGSR.
Applicants to the Master of Education in Educational Psychology degree programs are to address specific information in both the Letter of Intent and that the Confidential Referees provide.
The PhD Program in Education
The 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.
Degree Requirements
Doctor of Philosophy (PhD) in Education
| ED 910 | 3 credit hours |
| ED 920 | 3 credit hours |
| Education Elective 8xx or 9xx* | 3 credit hours |
| Education Elective 8xx or 9xx* | 3 credit hours |
| Education Elective 8xx or 9xx* | 3 credit hours |
| Elective 8xx or 9xx* | 3 credit hours |
| ED 901 | 42 credit hours |
| TOTAL | 60 credit hours |
*Subject to approval by Graduate Supervisor.
Each student will be assigned to an accredited supervisor 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 supervisor 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.
Master's Programs Offered:
- Master of Education (MEd)
- Master of Human Resource Development (MHRD)
- Master of Adult Education (MAdultEd)
- Master of Education in Teaching, Learning and Leadership (MEd TLL)
- Master's Certificate in Human Resource Administration in Education
- Master's Certificate in Teaching English to Speakers of Other Languages (TESOL)
- Maitrise en education francaise
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. Project option is no longer available in the Educational Psychology subject area.
The student's Project Committee (comprised of a Faculty Project supervisor and one additional Project Committee member) determines when a project report is at the final draft stage. In preparing interim and final drafts, students should follow the "Guide for Projects and Project Reports" provided by the Faculty of Education and of the Publication Manual of the American Psychological Association with respect to matters of general format and style.
Students are responsible for completing their report in a timely manner, submitting copies to the supervisor and committee member for evaluation, and for making changes and corrections as required. The supervisor and committee members sign the Certification of Project Work form when they are satisfied with the report. The supervisor also completes a Nomination Form for the External Reader. External Readers must have relevant knowledge or understanding of, and interest in, the project topic. The External Reader need not come from outside the student's program area.
The Certification and Nomination forms, along with a revised unbound copy of the report, are submitted to the Associate Dean, Office of Research and Graduate Programs, Faculty of Education. The Associate Dean makes a preliminary review of the report to ensure it meets standards required for graduate academic papers in Education. If the report requires additional changes it will be returned to the supervisor for further revision by the student. If the report is acceptable the graduate chair will forward the report, an evaluation report form, and evaluation criteria to the External Reader. Readers are responsible for a careful, independent examination of the report and an overall evaluation of the document on a pass/fail basis. There should be no contact between Readers and supervisors or committee members during the evaluation period. The Reader signs and dates the evaluation report form and returns it directly to the graduate chair in a timely manner (usually within two weeks). The Reader may request to see any final revisions. If the report passes, the graduate chair forwards the Non-thesis Completion Form, (available on the FGSR web site) to the Faculty of Graduate Studies and Research.
The student provides two final, spiral-bound, copies of the Project Report to the Associate Dean. One copy will be retained in the Office of Research and Graduate Programs in the Faculty of Education and the other will be forwarded to the Dr John Archer Library. The student will also provide one electronic version of the report for future inclusion in the University's online holdings.
Students are encouraged to present their project work within the Faculty of Education, at the project site, or in the community.
If the report fails it must be resubmitted and the student may be required to register to submit their final, corrected copies and if their time to completion has expired, they will need to seek an extension and in some cases reinstatement.
Practicum Option Requirements
- MEd students complete 7 to 8 courses (21-24 credit hours) plus the practicum(3-6 hours) for a total of 30 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 30 credit hours, comprised of course work and a field based Practicum.
- 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 for a total of 30 credit hours.
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.
EFDN 800 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.
EFDN 801 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.
EFDN 802 Comparative and International Education (3)
This course is a cross-disciplinary study of current international education issues and trends with an emphasis on the development of students' abilities to make historical and international comparisons of educational issues, curriculum, and pedagogy.
EFDN 803 Social Justice and Globalization from an Educational Perspective (3)
Explores the research and classroom practice of themes including activist teachers, health, basic education, HIV/AIDS, child protection, gender equality, diversity, multiculturalism, First Nations, infrastructure services, human rights, citizenship, democracy, good governance, private sector development, environment, sustainability, making a difference; and the implications of integrating these themes into the mainstream curriculum
EFDN 804 Integration of Indigenous Knowledge in to School Curricula and Educational Practices (3)
Through readings, interaction with cultural experts, and discussion students will examine oral and written forms of Indigenous knowledge. Students will apply learnings of Indigenous knowledge systems to the integration of Aboriginal content and perspectives into school curricula and educational practice.
Co-requisite: EFDN 805.
EFDN 805 Indigenous Epistemology: Traditional Knowledge Systems (3)
This course takes place in a cultural camp setting where students will interact with Elders and cultural experts to explore different forms and systems of Indigenous knowledge. Students will practice Indigenous ways of being, learning, and teaching, and compare their learning with the research.
Co-requisite: EFDN 804
EFDN 806 Introduction to Post-colonial Theories and Representations (3)
This course examines power relations, marginality, hybridity and voice through a post-colonial frame, and traces the effects of colonial histories played out globally and in this geographic location. Under examination are claims of representation and knowledge as they are lived and contested through Indigenous, settler-colonial, and diasporic societies.
EFDN 807 Community Development and Leadership (3)
This course will examine and explore theoretical perspectives and practice issues of community development in a number of diverse community settings. Students will discover the practice of working with communities to find solutions to local issues as well as focus on leadership skills that are essential to supporting community growth.
EFDN 899 Capstone Synthesis Seminar: An Integration of Theory and Practice (3)
The capstone seminar provides a culminating experience for students enrolled in the course only route. This course provides an opportunity for the students to integrate and act-on multiple learning experiences, including reading and analyzing research, as a way to bring deeper meaning to their graduate experiences as a whole.
Prerequisite: Must have completed 24 credit hours of 800 level courses before registering in this course.
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.
ED 801 Educational Statistics and Research Design (3)
This course introduces students to experimental design, statistical analysis of data in educational research and experiments, and computer data analysis. 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.
ED 810 Qualitative Approaches to Educational Research (3)
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.
(cross-listed with EAHR 850)
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 817 Research Methods with Indigenous Peoples (3)
This course, through readings and discussion, will examine issues and research methods particular to research with Indigenous peoples including ethical considerations and protocols. Students will examine the developing paradigm in Indigenous research and explore research methodologies proposed by Indigenous researchers.
ED 870AA-ZZ Selected Topics (3)
ED 890AA-ZZ Directed Readings (1-3)
ED 900 Project (3 or 6)
Project hours are individual study under the direction of a faculty member. Registration can be repeated; a maximum of 6.0 credit hours will be counted in the program.
ED 901 Thesis (3-15)
Thesis research.
ED 902 Practicum (3-15)
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)
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.
ED 926 Ethics in Educational Study (3)
This course will provide opportunity for doctoral students to study ethics through various educational philosophies and theories. It will address challenges to modernist conceptions of ethics and make connections to students’ own and others’ situated understandings.
Curriculum and Instruction
(No longer accepting applications. Program has been discontinued effective 202310.)
Degree Requirements
Master of Education (MEd) in Curriculum and Instruction (thesis)
| EC&I 804 | 3 credit hours |
| ED 8xx* | 3 credit hours |
| EC&I or EFDN 8xx | 3 credit hours |
| EC&I or EFDN 8xx | 3 credit hours |
| 8xx elective | 3 credit hours |
| ED 901 | 15 credit hours |
| TOTAL | 30 credit hours |
*Approved Research Methods courses include (but are not limited to) ED 800, ED 801, ED 810, ED 815, ED 816 and ED 817.
Master of Education (MEd) in Curriculum and Instruction (project)
| EC&I 804 | 3 credit hours |
| ED 8xx* | 3 credit hours |
| EC&I or EFDN 8xx | 3 credit hours |
| EC&I or EFDN 8xx | 3 credit hours |
| EC&I or EFDN 8xx | 3 credit hours |
| 8xx elective | 3 credit hours |
| 8xx elective | 3 credit hours |
| 8xx elective | 3 credit hours |
| ED 900 | 6 credit hours |
| TOTAL | 30 credit hours |
*Approved Research Methods courses include (but are not limited to) ED 800, ED 801, ED 810, ED 815, ED 816 and ED 817.
Master of Education (MEd) in Curriculum and Instruction (practicum)
| EC&I 804 | 3 credit hours |
| ED 8xx* | 3 credit hours |
| EC&I or EFDN 8xx | 3 credit hours |
| EC&I or EFDN 8xx | 3 credit hours |
| EC&I or EDFN 8xx | 3 credit hours |
| 8xx elective | 3 credit hours |
| 8xx elective | 3 credit hours |
| 8xx elective | 3 credit hours |
| ED 902** | 6 credit hours |
| TOTAL | 30 credit hours |
*Approved Research Metholds courses include (but are not limited to) ED 800, ED 801, ED 810, ED 815, ED 816 and ED 817.
**A practicum would be 6.0 credit hours and require a minimum of 200 field hours.
Master of Education (MEd) in Curriculum and Instruction (course)
| EC&I 804 | 3 credit hours |
| ED 8xx* | 3 credit hours |
| EC&I or EFDN 8xx | 3 credit hours |
| EC&I or EFDN 8xx | 3 credit hours |
| EC&I or EFDN 8xx | 3 credit hours |
| EC&I or EFDN 8xx | 3 credit hours |
| 8xx elective | 3 credit hours |
| 8xx elective | 3 credit hours |
| 8xx elective | 3 credit hours |
| 8xx elective | 3 credit hours |
| TOTAL | 30 credit hours |
*Approved Research Methods courses include (but are not limited to) ED 800, ED 801, ED 810, ED 815, ED 816 and ED 817.
Courses
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.
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.
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 822 Anti-Oppressive Education and Teacher Activism (3)
A history of school and community activism ranges from words of non-cooperation to political organizing. This course examines the politics of protest and activism that accompany theories of justice for social change with respect to race, class, gender and sexual orientation. Students will examine their own knowledge and commitment to social justice for the community and workplace.
EC&I 823 Culturally Relevant Pedagogy: Effective Teaching Practice for Aboriginal students (3)
This course examines culturally relevant pedagogy for Aboriginal students in relation to theories of decolonization. Participants engage in activities and discussions of readings to analyze effective teaching practices and to reflect on their own professional beliefs and actions to advance the theory and practice of Aboriginal education.
EC&I 830 Contemporary Issues in Educational Technology (3)
This course examines current and emerging trends, issues, and developments in educational technology, including issues related to doing research in this field. The course provides an opportunity for students to engage in critical discussions around educational technology as it relates to classroom practice in provincial, national, and global contexts.
EC&I 831 Social Media & Open Education (3)
This course provides an immersive experience where students gain understanding of social media for teaching, learning, and professional development; examine the foundations of the open educational movement and connections to networked learning; and explore collaborative tools for resource sharing, communication, and development of a digital identity and personal learning network.
EC&I 832 Digital Citizenship and Media Literacies (3)
This course examines the complex nature of identity and citizenship in our digital world. Students will interrogate the interconnected areas of media literacy, online identity, and responsible participation in local and global networks as they relate to educational contexts and society at large.
EC&I 833 Foundations of Educational Technology: History, Theory and Practice (3)
This course introduces students to the field of educational technology and is intended as the foundational course for students particularly interested in educational technology. The course examines the historical context of educational technology as well as current and emerging theories and practices.
EC&I 834 Designing for Online and Blended Learning (3)
This course examines trends, issues, affordances, and challenges in the design and development of online and blended courses. Learning theories related to digital pedagogy will be explored as they apply to course/learning environment design.
EC&I 840 Seminar Topics in Science and Environmental Education (3)
Topics may include research, curriculum development and in-service practice in science and environmental education, and will be examined in a seminar setting.
EC&I 841 Critical Reviews of Selected Research Literature in Science and Environmental Education (3)
Current research and developmental studies in science and environmental education will be critically reviewed in a seminar setting.
EC&I 842 Curriculum Development and Research in Science and Environmental Education (3)
Critical analysis and review of current research in science and environmental education curriculum, instruction, and assessment, including aspects of philosophical, political, societal, and cultural perspectives affect these curricula.
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.
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.
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.
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.
EC&I 854 Social & Political Issues in Second Language Education (3)
An examination of social identity, first language maintenance, and power relations, and their impact on the nature of second language teaching. Students gain knowledge about major arguments on these topics and also explore how various theories and perspectives can be incorporated in their own research and practice.
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.
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.
EC&I 858 Theories and Research in Second Language Acquisition, Bilingualism & Multilingualism (3)
This course examines current theories and research in second language acquisition, bilingualism and multilingualism and makes connections between this research and the teaching and learning of additional languages. The primary focus of the course is oral language development. Research methodology for studying language acquisition will also be examined.
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 864 Theories & Research in Pedagogical Grammar (3)
This course examines theories and research in pedagogical grammar, a research domain concerned with how grammar can be taught to second language learners. Topics include linguistic description, teaching methods, designing lessons, choosing materials and understanding learner errors. There will be a focus on integrating grammar into communicative language instructional approaches.
EC&I 865 Curriculum and Instruction in Second Language Education (3)
Drawing on current theories of second language learning, this course examines second language education in language and content lessons. Topics include the history of second language teaching; issues in pedagogical practice; assessment; curriculum innovation and the design of learning activities and assessment in a variety of settings and programs.
EC&I 866 Teaching, Learning and Inquiring in Mathemathics Classrooms (3)
Explores the history, current trends, and issues pertaining to the teaching and learning of mathematics in school (elementary and secondary), including the theory and practice of teacher-led inquiry in mathematics classrooms.
EC&I 867 Curriculum Development and Research in Mathematics Education (3)
Critical analysis and review of current research in mathematics curriculum, instruction, and assessment. How philosophical, political, societal, and cultural perspectives shape the key content/big ideas of mathematics curriculum.
EC&I 868 Topics in Mathematics for 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.
EC&I 870 The Administration of Arts Education Programs (3)
Focus on key concepts and topics encountered in K-12 school mathematics, with emphasis on deep understanding of the mathematics taught in classrooms and implications for curriculum and research in mathematics education. Research, discuss, and design approaches to professional development for mathematics teachers.
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.
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.
EC&I 874AA-ZZ Selected Topics: Arts & Music Education (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 880 Enjeux relatifs à la réussite des élèves autochtones en SLM (3)
Ce cours se donne en ligne et vise à sensibiliser à l’enseignement et à l'usage d'approches pédagogiques intégrant d’autres types de savoirs, savoir-faire, savoir-être et savoir-devenir du patrimoine canadien. Son objectif ultime est de répondre à l’appel à l’action de la Commission sur la vérité et réconciliation (CVR).
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.
Educational Leadership
(No longer accepting applications. Program has been discontinued effective 202310.)
The following programs are available to serve the needs of practicing school administrators and those who wish to prepare for a career in educational leadership.
Degree Requirements
Master of Education (MEd) in Education Leadership (thesis)
| EDL 819 | 3 credit hours |
| EDL 8xx* | 3 credit hours |
| EDL 8xx* | 3 credit hours |
| One of ED 800, 801, 810, 815, 816, 817 | 3 credit hours |
| Elective 8xx | 3 credit hours |
|
ED 901 |
15 credit hours |
| TOTAL | 30 credit hours |
*Electives selected with the approval of the thesis supervisor. Any of the EDL 8xx or Electives can be done as independent study courses.
Master of Education (MEd) in Education Leadership (project)
| EDL 819 | 3 credit hours |
| One of EDL 811, 814, 815, 816, 817, 818, 824, 825, 826, 829 | 3 credit hours |
| One of EDL 811, 814, 815, 816, 817, 818, 824, 825, 826, 829 | 3 credit hours |
| EDL 8xx | 3 credit hours |
| EDL 8xx | 3 credit hours |
| One of ED 800, 801, 810, 815, 816, 817 | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| ED 900 | 6 credit hours |
| TOTAL | 30 credit hours |
Master of Education (MEd) in Education Leadership (practicum)
| EDL 819 | 3 credit hours |
| One of EDL 811, 814, 815, 816, 817, 818, 824, 825, 826, 829 | 3 credit hours |
| One of EDL 811, 814, 815, 816, 817, 818, 824, 825, 826, 829 | 3 credit hours |
| EDL 8xx | 3 credit hours |
| EDL 8xx | 3 credit hours |
| One of ED 800, 801, 810, 815, 816, 817 | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| ED 902** | 6 credit hours |
| TOTAL | 30 credit hours |
*The practicum in the EDL route will have a value of 6.0 credit 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 term following completion of the field hour requirement.
Master of Education (MEd) in Education Leadership (course)
| EDL 819 | 3 credit hours |
| One of EDL 811, 814, 815, 816, 817, 818, 824, 825, 826, 829 | 3 credit hours |
| One of EDL 811, 814, 815, 816, 817, 818, 824, 825, 826, 829 | 3 credit hours |
| EDL 8xx | 3 credit hours |
| EDL 8xx | 3 credit hours |
| EDL 8xx | 3 credit hours |
| One of ED 800, 801, 810, 815, 816, 817 | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| TOTAL | 30 credit hours |
Courses
EDL 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.
EDL 812 Leadership 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.
EDL 814 School Leadership and the Law (3)
An examination of the legal context and its impact on school actors including in-school leaders, teachers, students, and parents. Particular emphasis will be placed on rights, responsibilities, and relationships.
EDL 815 Economics of Educational Finance (3)
A study of educational finance including: funding structures, the role of strategic plans in financial budgeting, analysis of revenues and expenditures, and an examination of issues impacting the educational funding policies including the accountability movement and changes in school board governance models over time.
EDL 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.
EDL 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.
EDL 818 Ethics in Educational Leadership (3)
This course will involve a thorough study of ethical schools of thought and the application of these theories to educational leaderhip concepts and applied contexts.
EDL 819 Organizational Theory in Education (3)
An analysis of the role of school leaders 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.
EDL 820 Leadership of Instructional Technology Within Education (3)
The course will examine principles of leadership and planning for technology based learning and teaching. Emphasis will be on planning, organizational and social issues rather than technical implementation.
EDL 821 Leadership of Community Schools (3)
The course will provide an overview of community education, its principles and best practices issues and challenges with specific emphasis on leadership issues in a Saskatchewan educational, social and cultural context.
EDL 822 Introduction to Human Resource Administration in Education (3)
Provides a theoretical overview to Human Resource Administration (HRA) issues increasingly faced by educational leaders. 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.
EDL 823 Labour Relations and Labour Law in Education (3)
This course provides school leaders with an understanding of theoretical and legislative issues related to labour relations in public ally funded education. Students explore the differences in dealing with teaching and non-teaching employees, and their representative groups; understand employee relations; and develop negotiation, conflict resolution, and collective agreement administration skills.
EDL 824 The Employee Life Cycle in Education (3)
The course will focus on the employee life cycle within the K-12 educational setting. Topics: human resource and labour market planning, job analysis, recruitment and retention, training and development, compensation models, succession and retirement planning, work-life balance, and coaching and mentoring designed to provide skills to positively support staff.
EDL 825 Learning and Assessment Leadership (3)
Leadership for learning and assessment will be explored, deepening understandings of basic concepts such as "learning" and "achievement" and how they are measured. Students will consider research that connects leadership to student learning and explore how leaders can work with colleagues to assess and improve student learning.
EDL 826 Leadership Development in Education (3)
This course will focus on applied research in educational leadership. Based upon a review of related literature, students will conduct research relevant to educational leadership in K-12 education. Topics will include educational leadership, self awareness and leadership, the role of leadership in schools, and the application of current leadership development models to the Saskatchewan school system.
EDL 827 Selected Issues in Educational Leadership (3)
This seminar course will focus on applied research in educational leadership. Topics will include educational leadership, the role of leadership in schools, the application of current leadership development models to Saskatchewan school divisions and other contemporary leadership issues.
EDL 828 Leadership for Inclusive Education (3)
This course focuses on principal leadership for inclusive education. Course content includes examination of dominant discourses of disability; fundamental principles and essential elements of inclusion; overview of outcomes of inclusive education; relevant legislation and policy direction; and applied research on administrative approaches to implement, support, and sustain inclusion.
EDL 829 Supporting Indigenous Student Success (3)
This course will focus on Indigenous leadership, research, and practice that supports Indigenous student success. Successful examples of relevant Indigenous educational practice will be emphasized, with a specific focus on local/regional content. An Indigenous (Nehinuw) model of effective teaching will be highlighted.
EDL 870AA-ZZ Educational Leadership Experimental Courses (3)
Courses developed by instructors for eventual inclusion as regular courses in the Educational Leadership Subject Area.
EDL 890AA-ZZ Educational Leadership Directed Reading Courses (3)
Courses developed by instructors as directed reading courses in the Educational Leadership Subject Area.
EDL 940 Leadership Theory, Analysis and Practice (3)
This course will explore contemporary theory and practice of educational leadership with an emphasis on the relationship between theory and practice in the educational institutions.
Teaching, Learning and Leadership
Degree Requirements
Master of Education (MEd) in Teaching, Learning and Leadership (thesis)
| Approved research methods course* | 3 credit hours |
| EC&I 804 or EDL 819 | 3 credit hours |
| One course from the Anti-oppressive Ed/Indigenous Ed suite of courses** | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| ED 901 Thesis Research | 15 credit hours |
| TOTAL | 30 credit hours |
*Approved Research Methods Courses include: ED 800, ED 801, ED 810, ED 815, ED 816 and ED 817.
**Anti-oppressive Education / Indigenous Education Suite of Courses:
EAHR 812, EAHR 825, EC&I 814, EC&I 820, EC&I 821, EC&I 822, EC&I 823, EC&I 842, EC&I 854, EC&I 858, EC&I 867, EC&I 871AS, ED 817, EDL 828, EDL 829, EFDN 803, EFDN 804, EFDN 805, EFDN 806, EFDN 807, EPSY 870AB, EPSY 870AC. Additional electives may be permitted with approval of program chair.
Master of Education (MEd) in Teaching, Learning and Leadership (project)
| Approved research methods course* | 3 credit hours |
| EC&I 804 or EDL 819 | 3 credit hours |
| One course from the Anti-oppressive Ed/Indigenous Ed suite of courses** | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| ED 900 Project | 6 credit hours |
| TOTAL | 30 credit hours |
*Approved Research Methods Courses include: ED 800, ED 801, ED 810, ED 815, ED 816 and ED 817.
**Anti-oppressive Education / Indigenous Education Suite of Courses:
EAHR 812, EAHR 825, EC&I 814, EC&I 820, EC&I 821, EC&I 822, EC&I 823, EC&I 842, EC&I 854, EC&I 858, EC&I 867, EC&I 871AS, ED 817, EDL 828, EDL 829, EFDN 803, EFDN 804, EFDN 805, EFDN 806, EFDN 807, EPSY 870AB, EPSY 870AC. Additional electives may be permitted with approval of program chair.
Master of Education (MEd) in Teaching, Learning and Leadership (course)
| Approved research methods course* | 3 credit hours |
| EC&I 804 | 3 credit hours |
| EDL 819 | 3 credit hours |
| One course from the Anti-oppressive Ed/Indigenous Ed suite of courses** | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| EFDN 899 | 3 credit hours |
| TOTAL | 30 credit hours |
*Approved Research Methods Courses include, but are not limited to, one of ED 800, 801, 810, 815, 816, or 817.
**Anti-oppressive Education / Indigenous Education Suite of Courses:
EAHR 812, EAHR 825, EC&I 814, EC&I 820, EC&I 821, EC&I 822, EC&I 823, EC&I 842, EC&I 854, EC&I 858, EC&I 867, EC&I 871AS, ED 817, EDL 828, EDL 829, EFDN 803, EFDN 804, EFDN 805, EFDN 806, EFDN 807, EPSY 870AB, EPSY 870AC. Additional electives may be permitted with approval of program chair.
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.
Two new practicum routes; 1) Educational Psychology; 2) Counselling are desigend to meet the needs of two predominant streams of interest. The first stream is designed to meet the needs of students who may wish to become Educational Psychologist and possibly register with the Saskatchewan College of Pscyhologists. The second stream is designed to meet the needs of students who wish to become counsellors.
Degree Requirements
Master of Education (MEd) in Educational Psychology (thesis)
| ED 800** | 3 credit hours |
| EPSY 829 | 3 credit hours |
| EPSY 8xx* | 3 credit hours |
| EPSY 8xx* | 3 credit hours |
| Elective 8xx | 3 credit hours |
| ED 901 | 15 credit hours |
| TOTAL | 30 credit hours |
*Electives selected with the approval of the thesis supervisor.
**Approved Research Methods courses include (but not limited to) ED 800, ED 801, ED 810, ED 815, ED 816 and ED 817.
Master of Education (MEd) in Educational Psychology (course)
| Approved research methods course* | 3 credit hours |
| EPSY 820 | 3 credit hours |
| EPSY 821 or 822 | 3 credit hours |
| EPSY 824 or 832 | 3 credit hours |
| One course from the Anti-oppressive Ed/Indigenous Ed suite of courses** | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| EFDN 899 | 3 credit hours |
| TOTAL | 30 credit hours |
*Approved Research Methods Courses include, but are not limited to, one of ED 800, 801, 810, 815, 816 or 817.
**Anti-oppressive Education / Indigenous Education Suite of Courses: EAHR 812, EAHR 825, EC&I 814, EC&I 820, EC&I 821, EC&I 822, EC&I 823, EC&I 842, EC&I 858, EC&I 867, EC&I 871AS, ED 817, EDL 828, EDL 829, EFDN 803, EFDN 804, EFDN 805, EFDN 806, EFDN 807, EPSY 870AB, EPSY 870AC.
Master of Education (MEd) in Educational Psychology (practicum option 1)
| ED 800* | 3 credit hours |
| EPSY 820 | 3 credit hours |
| EPSY 823 | 3 credit hours |
| EPSY 826 | 3 credit hours |
| EPSY 827 | 3 credit hours |
| EPSY 829 | 3 credit hours |
| EPSY 836 | 3 credit hours |
| EPSY 870AA | 3 credit hours |
| EPSY 870AE | 3 credit hours |
| ED 902 | 3 credit hours |
| TOTAL | 30 credit hours |
*Approved Research Methods courses include (but not limited to) ED 800, ED 801, ED 810, ED 815, ED 816 and ED 817.
Master of Education (MEd) in Educational Psychology (practicum option 2)
| ED 800** | 3 credit hours |
| EPSY 820 | 3 credit hours |
| EPSY 824 | 3 credit hours |
| EPSY 829 | 3 credit hours |
| EPSY 830 or 831 | 3 credit hours |
| EPSY 832 | 3 credit hours |
| EPSY 870AB or 870AC | 3 credit hours |
| EPSY 8xx* | 3 credit hours |
| Elective 8xx* | 3 credit hours |
| ED 902 | 3 credit hours |
| TOTAL | 30 credit hours |
*Electives selected with the approval of the thesis supervisor.
**Approved Research Methods courses include (but not limited to) ED 800, ED 801, ED 810, ED 815, ED 816 and ED 817.
Courses
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 Cognitive Assessment I (3)
Theoretical background necessary for the administration and interpretation of the Wechsler Scales and revised Stanford Binet and other clinical tests of cognitive ability. Development of the scales, their rationale and related research with an emphasis in cross-cultural assessment issues.
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 Cognitive Assessment II (3)
Practical experience in the administration and interpretation of clinical tests of cognitive 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 831 Counselling with Children and Youth (3)
This course focuses on counselling children and adolescents using a strengths based perspective within a school context. Theory/practice linkages will be emphasized.
EPSY 832 Deconstructing Counselling Skills (3)
Supervised individual practical experience, this course is designed to teach students the foundational skills and processes involved in counselling relationships using decolonizing and social justice frameworks.
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 836 Neuropsychological Foundation (3)
The course will survey topics in human neuropsychological. Classes will focus on introductory issues such as Physiology of the brain, brain-behaviour relations and classes of psychotropic medications. In the latter part of the course, student presentations will focus on current issues in the field.
EPSY 837 Creativity and the Learning Process (3)
Analysis of the nature of creativity; concepts of creative thinking and creative behaviours; problems, cultural differences, identification, evaluation and evaluation measures in educating for creative production; as well as other areas that focus on creativity, innovation, ingenuity, and/or discovery.
EPSY 838 Multiple Ways of Healing (3)
This course blends theory and practice to support multiple ways of healing with an emphasis on Indigenous perspectives. Students learn to disrupt the socially constituted separation between human and more-than human beings and move towards an ecological consciousness that identifies animals, plants, and land as key partners in the healing process.
EPSY 839 Indigenous Family Therapies (3)
The Cultural Responsiveness Framework will guide the delivery of therapeutic services to Indigenous individuals, families, and communities. Students will develop an understanding of Indigenous family systems and their multigenerational issues. This course improves practitioners' therapeutic skills and knowledge of First Nations, Metis, and Indigenous people in Indigenous and Western contexts.
EPSY 840 The Social Bases of Behavior: Psychological Perspectives (3)
This course is designed to promote a broader and deeper understanding of the social bases of behavior from a psychological perspective, with a special emphasis on linking social psychological research findings to the field of educational psychology.
EPSY 841 Advanced Child and Adolescent Psychopathology (3)
This graduate course addresses broad issues related to child/adolescent psychopathology that are pertinent to educational psychologists, along with specific coverage of the prevalence, etiology, diagnostic criteria, co-morbidity and differential diagnoses of mental health problems primarily relevant to children/adolescents (using the current Diagnostic and Statistical Manual of Mental Disorders).
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 investigation of current research in human development. This is a general course from Educational Psychology being offered to individuals in the PhD program, in all sub-disciplines.
Adult Education and Community Engagement
(admissions suspended to this program effective 202130)
This program is intended to prepare individuals for specialized educational roles in workplaces, communities, adult education and training institutions, and organizations.
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.
Degree Requirements
Master of Adult Education and Community Engagement (MAED) (thesis)
| EAHR 801 | 3 credit hours |
| EAHR 850 or a graduate level research course in Education* | 3 credit hours |
| One of EAHR 804, 810, 811, 812, 822, 825, 870AA, 870AC or EFDN 807** | 3 credit hours |
| EAHR 8xx Elective | 3 credit hours |
| Elective 8xx** | 3 credit hours |
| ED 901 | 15 credit hours |
| TOTAL | 30 credit hours |
*May included ED 800, 810, 815, 816 or 817.
**Course selection in the MAED thesis route must be done in consultation with the thesis supervisor to ensure that courses meet the needs of the thesis research.
Master of Adult Education and Community Engagement (MAED) (project)
| EAHR 801 | 3 credit hours |
| EAHR 850 or a graduate level research course in Education* | 3 credit hours |
| One of EAHR 804, 810, 811, 812, 822, 825, 870AA, 870AC or EFDN 807 | 3 credit hours |
| EAHR 8xx Elective | 3 credit hours |
| EAHR 8xx Elective | 3 credit hours |
| EAHR 8xx Elective | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| ED 900 | 6 credit hours |
| TOTAL | 30 credit hours |
Master of Adult Education and Community Engagement (MAED) (course)
| EAHR 801 | 3 credit hours |
| EAHR 850 or a graduate level research course in Education* | 3 credit hours |
| One of EAHR 804, 810, 811, 812, 822, 825, 870AA, 870AC or EFDN 807 | 3 credit hours |
| EAHR 8xx Elective | 3 credit hours |
| EAHR 8xx Elective | 3 credit hours |
| EAHR 8xx Elective | 3 credit hours |
| EAHR 8xx Elective | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| TOTAL | 30 credit hours |
*May included ED 800, 810, 815, 816 or 817.
Adult Education and Human Resources Development
Degree Requirements
Master of Education (MEd) in Adult Education and Human Resources Development (thesis)
| EAHR 850 or approved research methods course* | 3 credit hours |
| EAHR 801 or 802 | 3 credit hours |
| EAHR 8xx Elective | 3 credit hours |
| EAHR 8xx Elective | 3 credit hours |
| Elective 8xx | 3 credit hours |
| ED 901 | 15 credit hours |
| TOTAL | 30 credit hours |
*Approved Research Methods courses include (but are not limited to) ED 800, ED 801, ED 810, ED 815, ED 816 and ED 817.
Master of Education (MEd) in Adult Education and Human Resources Development (project)
| EAHR 850 or approved research methods course* | 3 credit hours |
| EAHR 801 or EAHR 802 | 3 credit hours |
| EAHR 8xx Elective | 3 credit hours |
| EAHR 8xx Elective | 3 credit hours |
| EAHR 8xx Elective | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| ED 900 Project | 6 credit hours |
| TOTAL | 30 credit hours |
*Approved Research Methods courses include (but are not limited to) ED 800, ED 801, ED 810, ED 815, ED 816 and ED 817.
Master of Education (MEd) in Adult Education and Human Resources Development (course)
| EAHR 850 or approved research methods course* | 3 credit hours |
| EAHR 801 | 3 credit hours |
| EAHR 802 | 3 credit hours |
| EAHR 8xx Elective | 3 credit hours |
| EAHR 8XX Elective | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| EFDN 899 | 3 credit hours |
| TOTAL | 30 credit hours |
*Approved Research Methods courses include (but are not limited to) ED 800, ED 801, ED 810, ED 815, ED 816 and ED 817.
Human Resource Development
(admissions suspended to this program effective 202130)
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, 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:
Degree Requirements
Master of Human Resource Development (MHRD) (thesis)
| EAHR 802 | 3 credit hours |
| EAHR 850* | 3 credit hours |
| ONE of EAHR 803, 810, 811, 812, 821, 823, 824, 825, 870AA, 870AC, 870AD or EFDN 807 | 3 credit hours |
| EAHR 8xx Elective | 3 credit hours |
| Elective 8xx** | 3 credit hours |
| ED 901 | 15 credit hours |
| TOTAL | 30 credit hours |
*May included ED 800, 810, 815, 816 or 817.
**Course selection must be done in consultation with the thesis supervisor to ensure that courses meet the needs of the thesis research.
Master of Human Resource Development (MHRD) (project)
| EAHR 802 | 3 credit hours |
| EAHR 850* | 3 credit hours |
| ONE of EAHR 803, 810, 811, 812, 821, 823, 824, 825, 870AA, 870AC, 870AD or EFDN 807, | 3 credit hours |
| EAHR 8xx Elective | 3 credit hours |
| EAHR 8xx Elective | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| ED 900 | 6 credit hours |
| TOTAL | 30 credit hours |
*May included ED 800, 810, 815, 816 or 817.
Master of Human Resource Development (MHRD) course
| EAHR 802 | 3 credit hours |
| EAHR 850* | 3 credit hours |
| ONE of EAHR 803, 810, 811, 812, 821, 823, 824, 825, 870AA, 870AC, 870AD or EFDN 807 | 3 credit hours |
| EAHR 8xx Elective | 3 credit hours |
| EAHR 8xx Elective | 3 credit hours |
| EAHR 8xx Elective | 3 credit hours |
| EAHR 8xx Elective | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| TOTAL | 30 credit hours |
*May included ED 800, 810, 815, 816 or 817.
Courses
EAHR 801 Foundations of Adult Education (3)
An analysis of adult education in relation to societal, organizational, and institutional contexts. Theories and practices of adult education, including adult learning and the role of adult educators, will be explored from historical; philosophical; psychological; socio-cultural; critical; and post-modern perspectives.
EAHR 802 Foundations of HRD 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 that serve to shape HRD in organizations. Theories of, and approaches to, human resource development in organizations, communities and societies will be explored from historical, cultural, socio-political, ideological, and critical perspectives.
EAHR 803 Special Topics in Training and Development (3)
In a seminar format, participants will explore contemporary issues emerging organizations and shaping the fields of adult education and human resource development.
EAHR 804 Teaching and Learning in Post-Secondary Education Settings (3)
This course explores the theories and practices of teaching and learning in higher education by focusing on learning theory, reflective practice, research, community engagement, and the scholarship of teaching.
EAHR 810 Program Design and Planning (3)
Learners will explore theories of and approaches to program planning and design in institutions, organizations, and workplace settings. Topics explored will include the role of planner and stakeholders in the planning process, ethical and philosophical issues in planning, the politics of planning, recruitment and retention issues, program marketing and promotion as well as program financing and administration.
EAHR 811 Program Evaluation (3)
An analysis of the theories of, and approaches to, program evaluation, and their application to evaluation practice in organizations, institutions and workplace settings. Topics explored will include the origins and current trends in program evaluation, ethical and philosophical issues in evaluation, the politics of evaluation, planning to conduct an evaluation, developing evaluation criteria, data collection, analysis and interpretation, as well as strategies for reporting and communicating evaluation results.
EAHR 812 Trends and Issues in Indigenous Adult Education (3)
Explores research theory and practice of trends, issues, and perspectives in Indigenous learning through an examination of the historical, cultural, social, and political experiences of Indigenous peoples. Topics include: colonization, indigenization, reconciliation, intergenerational learning, culture and oral history, and transformative approaches to adult education.
EAHR 821 Leadership in Organizations (3)
A study of theories of, and approaches to, leadership and their application to organizations and post-secondary education institutions. Topics will include strategic leadership, ethical, spiritual and authentic leadership, gender, diversity and cross-cultural leadership, leading change, leadership styles and behaviours, leadership and social responsibility as well as leadership and creativity and innovation.
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 analysis of the trends and issues shaping human resources and the models and strategies used in developing the knowledge, skills, abilities and competencies of human resource professionals in organizations, institutions and workplace settings.
EAHR 824 Consulting Principles and Practices (3)
Various consulting models and approaches will be explored to introduce the processes, principles, skills and practices of internal and external consulting.
EAHR 825 Participatory Approaches to Facilitation, Research, and Community Engagement (3)
Knowledge generation and practice regarding participatory approaches to facilitation, research, and community engagement. Students learn theories and practices linked to facilitating participatory learning, designing participatory methodologies, exercising inclusive community practices; developing original participatory methodologies for diverse contexts; and demonstrating links between participation, social inclusion, and societal transformation.
EAHR 826 Lifelong Learning and Sustainable Development (3)
The course critically examines how adult learning and education is structured and performed in global contexts using a human-rights and climate justice approach. It is framed around an exploration of lifelong learning and education in relation to the global Education 2030 agenda and its alignment to the Sustainable Development Goals.
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 theories and approaches to learning in the workplace. The topics explored will include transformational learning, experiential learning, situated learning, systems thinking as well as organizational learning, and their application to learning in the workplace. Issues of race, gender, class, sexual orientation, age, etc. and the implications for learning in the workplace will be examined.
EAHR 931 The Relationship Between Adult Education and Society (3)
The course examines 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 adult learning in the context of local and global organizations and communities.
Maîtrise en éducation française
Admission Requirements
The entrance requirements for this program is same as for the existing MEd The proficiency in written French would be equivalent to that required in English for the English MEd Students would also need to demonstrate proficiency in written English as per standard University of Regina requirements.
Degree Requirements
Maîtrise en éducation française (MEd) in Curriculum and Instruction (thesis)
| EC&I 804* | 3 credit hours |
| EC&I 8xx** | 3 credit hours |
| EC&I 8xx** | 3 credit hours |
| Approved Research Methods Course*** | 3 credit hours |
| Elective 8xx | 3 credit hours |
| ED 901***** | 15 credit hours |
| TOTAL | 30 credit hours |
Maîtrise en éducation française (MEd) in Curriculum and Instruction (project)
| EC&I 804* | 3 credit hours |
| EC&I 8xx** | 3 credit hours |
| EC&I 8xx** | 3 credit hours |
| EC&I 8xx** | 3 credit hours |
| Approved Research Methods Course*** | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| Elective 8xx | 3 credit hours |
| ED 900***** | 6 credit hours |
| TOTAL | 30 credit hours |
Maîtrise en éducation française (MEd) in Curriculum and Instruction (course)
| EC&I 804* | 3 credit hours |
| EC&I 8xx** | 3 credit hours |
| EC&I 8xx** | 3 credit hours |
| EC&I 8xx** | 3 credit hours |
| EC&I 8xx** | 3 credit hours |
| Approved Research Methods Course*** | 3 credit hours |
| Elective 8xx**** | 3 credit hours |
| Elective 8xx**** | 3 credit hours |
| Elective 8xx**** | 3 credit hours |
| Elective 8xx**** | 3 credit hours |
| TOTAL | 30 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 MEd 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 research courses at the U of Regina (for example: ED 800, ED 801, ED 810, ED 815, or ED 816) 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 MEd 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.
Master of Indigenous Education
The Faculty of Education, in collaboration with the Indigenous Education program at the First Nations University of Canada, offers a graduate program that leads to a Master of Indigenous Education that aims to:
- prepare students as leaders in pedagogical practice in Indigenous Education;
- provide students with the required skills, knowledge, and competencies needed to become effective Indigenous educators;
- prepare students to conduct research with Indigenous peoples;
- provide students with opportunities to learn, to understand, and to experience different forms and systems of Indigenous knowledge; and
- equip students with the competencies and abilities to integrate Indigenous knowledge into school curricula.
Students will take required courses in Indigenous Education, and then select course offerings from the University of Regina, Faculty of Education, in curriculum and instruction, educational administration, educational psychology, adult education, and human resource development.
Degree Requirements
Master of Indigenous Education (MIEd) (thesis)
| ED 817 | 3 credit hours |
| EC&I 823 | 3 credit hours |
| EFDN 804 | 3 credit hours |
| EFDN 805 | 3 credit hours |
| 8xx elective* | 3 credit hours |
| ED 901 | 15 credit hours |
| TOTAL | 30 credit hours |
Master of Indigenous Education (MIEd) (project)
| ED 817 | 3 credit hours |
| EC&I 821 | 3 credit hours |
| EC&I 823 | 3 credit hours |
| EFDN 804 | 3 credit hours |
| EFDN 805 | 3 credit hours |
| 8xx elective* | 3 credit hours |
| 8xx elective* | 3 credit hours |
| 8xx elective* | 3 credit hours |
| ED 900 | 6 credit hours |
| TOTAL | 30 credit hours |
Master of Indigenous Education (MIEd) (course)
| ED 817 | 3 credit hours |
| EC&I 821 | 3 credit hours |
| EC&I 823 | 3 credit hours |
| EFDN 804 | 3 credit hours |
| EFDN 805 | 3 credit hours |
| 8xx elective* | 3 credit hours |
| 8xx elective* | 3 credit hours |
| 8xx elective* | 3 credit hours |
| 8xx elective* | 3 credit hours |
| 8xx elective* | 3 credit hours |
| TOTAL | 30 credit hours |
*Approved Electives: Electives should be selected in consultation with the MIED program Coordinator, Indigenous Education, First Nations University of Canada.
Master of Indigenous Language Education
Degree Requirements
Master of Indigenous Language Education (MILEd) (thesis)
| ED 817 | 3 credit hours |
| EC&I 858 | 3 credit hours |
| EC&I 871AQ | 3 credit hours |
| EC&I 871AR | 3 credit hours |
| Approved 8XX Elective | 3 credit hours |
| ED 901 Thesis Research | 3 credit hours |
| ED 901 Thesis Research | 3 credit hours |
| ED 901 Thesis Research | 3 credit hours |
| ED 901 Thesis Research | 3 credit hours |
| ED 901 Thesis Research | 3 credit hours |
| TOTAL | 30 credit hours |
Master of Indigenous Language Education (MILEd) (project)
| ED 817 | 3 credit hours |
| EC&I 854 | 3 credit hours |
| EC&I 858 | 3 credit hours |
| EC&I 871AQ | 3 credit hours |
| EC&I 871AR | 3 credit hours |
| Approved 8XX Elective | 3 credit hours |
| Approved 8XX Elective | 3 credit hours |
| Approved 8XX Elective | 3 credit hours |
| ED 900 Project | 6 credit hours |
| TOTAL | 30 credit hours |
Master of Indigenous Language Education (MILEd) (course)
| ED 817 | 3 credit hours |
| EC&I 854 | 3 credit hours |
| EC&I 858 | 3 credit hours |
| EC&I 871AQ | 3 credit hours |
| EC&I 871AR | 3 credit hours |
| Approved 8XX Elective | 3 credit hours |
| Approved 8XX Elective | 3 credit hours |
| Approved 8XX Elective | 3 credit hours |
| Approved 8XX Elective | 3 credit hours |
| Approved 8XX Elective | 3 credit hours |
| TOTAL | 30 credit hours |
Master's Certificates in Education
Admission Requirements
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:
Meeting these minimum requirements is not a guarantee of acceptance into the program. Admission is ALWAYS subject to availability of space.
Students who complete a Master's certificate program in Education at the University of Regina may ladder the courses from the Master's certificate taken at the University of Regina into a subsequent Master of Education degree program. Students will be allowed to concurrently hold a Master's Certificate and a Master's degree, using the same courses for both credentials. This means that a student could earn a Master's Certificate, apply for entry and be accepted into the MEd, and then take additional courses, or combination of courses and thesis, project, or practicum, to earn the MEd degree.
International applicants are not eligible to apply for these certificate programs.
Program Requirements
Master's Certificate (MCert) in Human Resource Administration in Education
The Master's Certificate in Human Resource Administration in Education will require the completion of three of the courses outlined below:
| EDL 823 | 3 credit hours |
| EDL 824 | 3 credit hours |
| EDL 826 | 3 credit hours |
| TOTAL | 9 credit hours |
Master's Certificate (MCert) in Teaching English to Speakers of Other Languages (TESOL)
The Master's Certificate in TESOL will require the completion of any five of the courses outlined below:
| EC&I 854* | 3 credit hours |
| EC&I 858* | 3 credit hours |
| EC&I 859* | 3 credit hours |
| EC&I 871AG* | 3 credit hours |
| EC&I 871AH* | 3 credit hours |
| TOTAL | 15 credit hours |
*Or approved TESOL focused graduate level course.
Master's Certificate (MCert) in Educational Technology and Media| EC&I 830 | 3 credit hours |
| EC&I 831 | 3 credit hours |
| EC&I 832 | 3 credit hours |
| EC&I 833 | 3 credit hours |
| EC&I 834 | 3 credit hours |
| TOTAL | 15 credit hours |
School Librarianship by Distance Learning Program has been suspended effective 201910 until further notice.
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.
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