Education (MEd Program)


Andrew Kitchenham, Professor, and Chair
Margo Greenwood, Professor
Tina Fraser, Associate Professor, BEd Coordinator
Alexander Lautensach, Associate Professor
Peter MacMillan, Associate Professor
Verna Lynn McDonald, Associate Professor
Gregory Nixon, Associate Professor
Linda O’Neill, Associate Professor, and MEd Counselling Coordinator (Regional)
Lantana Usman, Associate Professor, and MEd Coordinator
Edward Harrison, Assistant Professor, and BEd Coordinator – Northwest Region
John Sherry, Assistant Professor
Catherine Whalen, Assistant Professor
Marie Burrows, Lecturer
William Hay, Lecturer
Deborah Koehn, Lecturer

Website: http://www.unbc.ca/education

The Master of Education is responsible for the preparation of professional educators who may pursue advanced study at the doctoral level and/or advanced professional employment.

As distinct from undergraduate degree programs which advance students' knowledge of their disciplines, graduate degree programs at the Master's level have the more difficult task of not only advancing students' knowledge to the point of mastery, but also preparing students to demonstrate that they are capable of advancing the knowledge of their disciplines. The MEd degree awarded under the authority of the School of Education includes the courses and supervised study necessary to meet this obligation.


Admission

Application deadlines can be found in the Graduate Programs Admissions and Regulations section of the Graduate Calendar.

In addition to full-time students, the Education degree programs attempt to accommodate part-time students who may hold full-time jobs. For this reason, most of the Education courses are offered in the late afternoon and evening, as well as during Summer Session, so they can be accessed by persons during their annual vacation. It is recommended that students plan to make full use of the Summer Session offerings to complete their degree within the prescribed time limit. It is also recommended that students complete EDUC 601-3 (Educational Research Design and Methodology) and either EDUC 602-4 (Quantitative Research Design and Data Analysis) or EDUC 610-4 (Qualitative Analysis in Education) during the first half of their MEd Program.


Requirements

Provided that such courses have not been associated with the receipt of either a degree or diploma from UNBC or another educational institution, students may apply to the Vice Provost Student Recruitment or designate for up to six credit hours for previously completed graduate level course work that is equivalent to that completed in the MEd program. Where equivalent courses have been associated previously with the receipt of either a degree or diploma, students will be permitted to elect alternative courses from the MEd program to satisfy the requirements for the degree.

Students in an MEd Program may take up to 6 credit hours of elective course work from UNBC programs other than that in which they are completing their specialization or from other institutions under the Western Deans' Agreement (students require permission of their Academic Supervisor and the School of Education Chair). The supervisory committee may advise thesis students to take the research seminar course, EDUC 795-3.


MEd Program Requirements


Thesis Requirement

The thesis route emphasizes academic study, research, and the successful completion of a thesis. This program route is designed to develop each student's ability to evaluate theory and practice, and conduct research that contributes to the discipline. The thesis route requires the successful completion of a minimum of 31 credit hours of graduate course work in the Multidisciplinary Leadership specialization, a minimum of 40 credit hours in the Counselling specialization and a minimum of 31 credit hours in the Special Education specialization. This requirement must include a minimum of 22 credit hours of graduate course work in the Multidisciplinary Leadership specialization, a minimum of 35 credit hours in the Counselling specialization, or a minimum of 22 credit hours in the Special Education specialization and 9 credit hours of supervised research culminating in the completion of a thesis and the successful defense of it in an oral examination.


Project Requirement

The project route emphasizes the study of theory and practice, and the successful completion of an innovative research and/or development project that addresses a particular aspect of practice. This program route is designed to develop a student's ability to evaluate and improve professional practice in the discipline. The project route requires the successful completion of a minimum of 31 credit hours in the Multidisciplinary Leadership specialization , a minimum of 40 credit hours in the Counselling specialization, and a minimum of 31 credit hours in the Special Education specialization. This requirement must include a minimum of 25 credit hours of graduate course work in the Multidisciplinary Leadership specialization, a minimum of 34 credit hours in the Counselling specialization, or a minimum of 25 credit hours in the Special Education specialization, and 6 credit hours of supervised work, culminating in the successful completion of a project.


Comprehensive Examination Requirement

The comprehensive examination route requires the successful completion of a comprehensive examination that evaluates a candidate's knowledge of theory, research, and practice in his/her field of study. This program route is designed to enhance and reinforce a student's knowledge of both theory and practice, as well as their interrelationship. The comprehensive examination route requires the successful completion of a minimum of 31 credit hours graduate course credit in the Multidisciplinary Leadership specialization, a minimum of 40 credit hours in the Counselling specialization, or a minimum of 31 credit hours in the Special Education specialization. This requirement must include a minimum of 28 credit hours of graduate course work in the Multidisciplinary Leadership specialization, a minimum of 37 credit hours in the Counselling specialization, or a minimum of 28 credit hours in the Special Education specialization, and three (3) credit hours awarded upon the successful completion of a written comprehensive examination.

Application can be made to the School of Education to enter a thesis or project route after having completed at least 12 credit hours of course work.

The research seminar course, EDUC 795-3, is strongly recommended, and may even be required, if research is to be undertaken.


Counselling

The Counselling specialization is designed to prepare counsellors to provide professional services and leadership in counselling and psycho-educational programs offered in schools, post-secondary institutions, social service agencies, and community health organizations. Students have the opportunity to choose the type(s) of counselling they wish to focus upon, and to complete periods of supervised clinical practice in practicum settings that are relevant to their interest, based on availability. The program includes an integrated core of required courses, elective courses, and a thesis, project or comprehensive examination. Counselling students are required to complete eight (8) required courses, three (3) elective courses, and a comprehensive examination. Application can be made to the School of Education to enter a thesis or project route after completion of at least 12 credit hours of course work. If approved, the thesis route would consist of eight (8) required courses, one (1) elective, and the thesis, while a project route would consist of eight (8) required courses, two (2) electives, and a project..

Admission to the MEd Counselling specialization at the Prince George campus occurs each September; deadline for applications is December 15 of the prior year. Admission to the program at regional campuses does not normally occur each year and will vary in response to demand and resources.

In addition to the admission application requirements outlined in section 1.0 of the Graduate Admissions and Regulations, priority will be given to those applicants applying for the MEd Counselling specialization who have (a) graduated with a Baccalaureate degree a minimum of two years prior to the admission date to which they are applying, and (b) obtained some paid or unpaid work experience in a helping capacity at a counselling-related or teaching-related setting since receiving their Baccalaureate degree.
Applicants are also required to submit a Curriculum Vitae or Resumé that indicates the number of hours in each employment or volunteer position. A list of any scholarships or publications should also be included.

Criminal Record Review

In addition to the admission application requirements outlined in Section 1.0 of the Graduate Admissions and Regulations, all applicants to the Education (MEd) Counselling program are required to submit a Crimanal Record Check search prior to the first day of classes in their entry semester. 

Domestic applicants must supply a Criminal Record Check search result after receiving an offer of admission and before the first day of classes; the search result is not required with the application.  International applicants must submit a Criminal Record Check search result completed by their local policy authority upon application, and will also be required to submit a British Columbia Criminal Record Check if offered admission.  The Office of the Registrar will provide instructions to domestic and international applicants who have accepted offers of admission on how to complete a British Columbia Criminal Record Check.


Required Courses
EDUC 601-3Educational Research Design and Methodology
EDUC 613-3Interpersonal Counselling Skills
EDUC 711-3Counselling Theory
EDUC 712-3Counselling Practice
EDUC 714-3Group Counselling Processes
Ethics in Counselling
EDUC 719-6Counselling Practicum

One of the following research courses is required; the other may be taken as elective credit
EDUC 602-4Quantitative Research Design and Data Analysis
EDUC 610-4Qualitative Analysis in Education

Elective Courses
EDUC 602-4Quantitative Research Design and Data Analysis
EDUC 603-4Advanced Educational Research Data Analysis
Aboriginal Learners: History, Culture, and Ways of Knowing
EDUC 610-4Qualitative Analysis in Education
EDUC 618-3Family Counselling
EDUC 619-3First Nations Counselling
EDUC 620-4Educational Measurement and Evaluation
EDUC 633-3Human Development: Implications for Education
EDUC 634-3Achievement Motivation
EDUC 635-3Educating Exceptional Students
EDUC 636-3Language and Learning Disabilities
EDUC 641-3Principles of Instruction
EDUC 644-3Educational Programs: Development, Implementation and Evaluation
EDUC 690-3Health and Human Sciences: Interdisciplinary Seminar
EDUC 691-3Education Programs: Interdisciplinary Seminar
EDUC 692-3Special Topics
EDUC 693-3Directed Reading: Independent study under the direction of a faculty member
EDUC 715-3Career Counselling
EDUC 716-3Clinical Counselling
EDUC 721-3Individual Assessment of Aptitudes and Achievement
EDUC 795-3Research Seminar

Thesis, Project or Comprehensive Examination
EDUC 797-3Comprehensive Examination
EDUC 798-6MEd Project
EDUC 799-9MEd Thesis

 
Multidisciplinary Leadership

The Multidisciplinary Leadership specialization is designed to prepare graduates to take on roles of responsibility and leadership in a number of educational and community environments.  In particular, our graduates will develop skills in collaboration and communication, as well as specific leadership practices that enable the creation of positive and innovative organizational environments.  At the same time, a rigorous academic focus provides the knowledge that is necessary to ground effective practice in the diverse and rich scholarship of leadership.  Working from a philosophy of reflective engagement, students will be encouraged to engage in field studies that allow them to investigate the important social, economic, political, and cultural implications for contemporary forms of leadership.

The Multidisciplinary Leadership specialization requires completion of a minimum of 31 credit hours, and includes required core courses, focus area courses, elective courses, and an option of one of three routes:  a comprehensive examination (3 credits), a project (6 credits), or a thesis (9 credits).  Students will choose from one of the focus areas within the Multidisciplinary Leadership specialization.  Multidisciplinary Leadership students are required to complete five (5) core courses, required focus area courses, and a sufficient number of elective courses to meet the minimum 31 credit graduation requirement, including a comprehensive examination.  The number of electives will vary according to the route chosen. 

The Multidisciplinary Leadership specialization is divided into three focus areas:  Educational Leadership, Assessment and Evaluation, and Curriculum.  The focus areas share a common core of leadership and methodological courses, but beyond that are designed to allow students to prepare for leadership roles in a variety of specialized educational contexts.  


Educational  Leadership

The Educational Leadership focus area is designed for those individuals who want to specialize in school-based leadership.  The specific management responsibilities of the school principal and the legal, economic, political, and social environment in which educational institutions operate are the central focus.  Nevertheless, the scope of school leadership is more than managerial in nature, and other courses focus on the importance of building professional learning communities, accommodating diversity, the context of northern education, and creating positive learning environments that are central to effective educational leadership.


Assessment and Evaluation

The Assessment and Evaluation focus area allows for the development of strengths in the areas of quantitative data management and decision-making.  Increasing levels of accountability have become a central goal of public school systems.  Teachers and administrators increasingly focus on the importance of the links between assessment and effective teaching practice.  This focus area emphasizes the role of assessment in school systems as well as the acquisition of the skills needed to engage in all aspects of educational research.


Curriculum

The Curriculum focus area provides students with the maximum flexibility to self-direct their Master of Education degree content to meet their own needs and interests.  As such, it does not have any core courses other than those common to all focus areas.  Students will be able to select course topics which reflect personal and professional interests.  This third focus area will also allow students in the current "Curriculum and Instruction specialization-Language in Education" focus area to convert to the Multidisciplinary Leadership specialization should they so choose.


The course requirements and courses for the Multidisciplinary Leadership specialization appear below.
 

Required Core Courses
EDUC 601-3Educational Research Design and Methodology
EDUC 606-3 Leading for Change
Aboriginal Learners: History, Culture, and Ways of Knowing 
EDUC 655-3Collaboration, Communication and Community:  Leaders as Community Builders
EDUC 656-3 Instructional Leadership
One of the following research courses is required; the other may be taken as elective credit
EDUC 602-4Quantitative Research Design and Data Analysis
EDUC 610-4 Qualitative Analysis in Education

Required Educational Leadership Focus Area Courses
Two of the following six courses must be completed to meet the focus area requirements, the remaining three courses may become electives.
EDUC 615-3The School Principalship
EDUC 616-3Policy and Politics in Public Education
Leading for Learning: Teacher Leadership and Principal Preparation
Inclusive Education: Learning for All


Required Assessment and Evaluation Focus Area Courses
EDUC 603-4 Advanced Quantitative Data Analysis
EDUC 620-4Educational Assessment and Evaluation


Required Curriculum Focus Area Courses
Selected courses to be approved by the Supervisory committee.


Elective Courses
EDUC 603-4 Advanced Quantitative Data Analysis
EDUC 615-3The School Principalship
EDUC 616-3Policy and Politics in Public Education 
Leading for Learning: Teacher Leadership and Principal Preparation 
EDUC 620-4Educational Assessment and Evaluation 
EDUC 621-3Individual Assessment of Aptitudes and Achievement
Inclusive Education: Learning for All
EDUC 631-3Educational Applications of Computer Technology 
EDUC 633-3Human Development:  Implications for Education
EDUC 634-3Achievement Motivation 
EDUC 635-3Educating Exceptional Students
EDUC 636-3Language and Learning Disabilities
EDUC 641-3Principles of Instruction 
EDUC 644-3Educational Programs:  Development, Implementation and Evaluation
EDUC 648-3Oral Traditions and Literacy Development 
EDUC 649-3Elementary Language, Literacy, and Literature
EDUC 650-3Secondary Language, Literacy, and Literature 
EDUC 651-3Mathematics Education 
EDUC 652-3Science Education 
EDUC 653-3Social Studies Education 
EDUC 690-3Health and Human Sciences: Interdisciplinary Seminar 
EDUC 691-3Education Programs:  Interdisciplinary Seminar
EDUC 692-3Special Topics 
EDUC 693-3 Directed Reading:  Independent Study under the direction of a faculty member 
EDUC 795-3Research Seminar 
 

Thesis, Project or Comprehensive Examination
EDUC 797-3Comprehensive Examination
EDUC 798-6MEd Project (Research or non-research option)
EDUC 799-9MEd Thesis

Special Education Specialization

The Special Education specialization prepares students to provide professional services and leadership in Special Education and educational programs offered in schools and other educational institutions. The program includes an integrated core of required courses, elective courses, and thesis, project portfolio, or comprehensive examination routes.

This Special Education specialization is delivered online or by other distance technologies. It requires a minimum of 31 graduate credit hours for completion, with an option to take up to 10 additional elective credit hours. The Special Education specialization requires students to complete five (5) required courses, and a sufficient number of elective courses to meet the minimum 31 credit hour graduation requirement including the portfolio (3 credit hours), comprehensive examination (3 credit hours), project (6 credit hours), or thesis (9 credit hours) routes. 


Curriculum:

Required Core Courses
EDUC 601-3Educational Research Design and Methodology
EDUC 633-3Human Development: Implications for Education
EDUC 635-3Educating Exceptional Students
Language and Learning Disabilities
One of the following research courses is required; the other may be taken as elective credit:
EDUC 602-4Quantitative Research Design and Data Analysis
EDUC 610-4Qualitative Analysis in Education
Choose one of the following four routes to completion: Portfolio, Comprehensive Examination, Project, or Thesis.

1. Portfolio
EDUC 796-3Portfolio
and
a minimum of 12 credit hours of additional coursework selected from the list of electives below

2. Comprehensive Examination
EDUC 797-3Comprehensive Examination
and
a minimum of 12 credit hours of additional coursework selected from the list of electives below
3. Project
EDUC 798-6M.Ed. Project
and
a minimum of 9 credit hours of additional coursework selected from the list of electives below
4. Thesis
EDUC 799-9M.Ed. Thesis
and
a minimum of 6 credit hours of additional coursework selected from the list of electives below
Elective Courses1

One of EDUC 602-4 and EDUC 610-4 may be taken as an elective provided the other is taken as a required core course.

Aboriginal Learners: History, Culture, and Ways of Knowing
EDUC 620-4Educational Measurement and Evaluation
EDUC 621-3Classroom Assessment Practices
Psychoeducational Assessment
Educational Applications of Computer Technology
Language Development: Implications for Education
EDUC 634-3Achievement Motivation
EDUC 637-3Interventions for Literacy Disorders
EDUC 638-3Mathematic Disorders and Remediation
EDUC 639-3School-Based Teams, Consultants, and Families
EDUC 640-32Focus on a Selected Disability
EDUC 642-3Personal and Career Planning for Students with Special Needs
EDUC 795-3Research Seminar (Strongly Recommended, and may be required by supervisor if EDUC 799-9 or EDUC 798 Project has been chosen for the completion route)

1With the approval of the Graduate Supervisor and Graduate Program Chair, a student may complete up to 6 credit hours of graduate course work not from the above list. These elective credit hours may be other graduate-level EDUC courses, and/or from other UNBC graduate programs, and/or from other accredited Canadian universities via approved transfer agreements (e.g. Western Deans’ Agreement).

2This course focuses in depth on educational aspects of a specific disability or range of disabilities, such as FASD, Autism Spectrum Disorder, hearing disability and deafness, or visual impairment. The courses are named specifically: e.g., Focus on Autism, Focus on FASD. A student may take this course up to two times (each time with a different focus). 

Leading for Learning Graduate Certificate

The Leading for Learning Graduate Certificate is intended for those professionals who wish to receive a British Columbia Education Leadership Council approved certificate. The certificate prepares graduates to become recognized educational leaders whether in a teacher-leader or administrative-leader position. The certificate is designed to ladder into the MEd Multidisciplinary Leadership specialization degree.


Admission

Admission requirements are the same as for the MEd degree
The Leading for Learning Graduate Certificate requires 15 credit hours of course work — that is, five courses, two of which are required courses in the MEd Multidisciplinary Leadership (MDL) specialization, and the other three of which are part of a series of acceptable courses for the Educational Leadership Focus Area of the MDL. The certificate courses are normally offered over a four-semester cycle. While it is expected that most certificate completers will continue with completion of a Masters of Education Multidisciplinary Leadership degree, students may choose to complete only the certificate. The schedule of courses offered on most UNBC campuses allows completion of the certificate first and in the sequence of courses as follows, but this is not a requirement. Variation from this schedule of courses requires the permission of the MEd MDL Coordinator and School Chair. It is also possible to complete the MEd MDL without meeting all the requirements of the certificate.

Required Courses:
EDUC 606-3Leading for Change
EDUC 609-3Aboriginal/Indigenous Learners: History, Culture, and Ways of Knowing
Plus 3 of:
EDUC 615-3The School Principalship
EDUC 616-3Policy and Politics in Public Education
EDUC 617-3 Leading for Learning: Teacher Leadership and Principal Preparation
EDUC 626-3 Inclusive Education: Learning for All
EDUC 656-3Instructional Leadership
  

A Leadership Development Portfolio and an Inquiry Project must also be completed concurrently in order to meet requirements of the certficate.
Students already enrolled in the MEd MDL specialization may complete these courses and receive the certificate, subject to a sequence of available courses being offered by the university.
Students applying to UNBC’s Master of Education Multidisciplinary Leadership specialization with a fully or partially completed graduate diploma or certificate, developed under the BC Educational Leadership Council process in conjunction with the Association of BC Deans of Education, may be eligible to receive up to 15 credit hours of transfer credit, at the discretion of the Chair of the School of Education.  

Special Education Graduate Certificate


The Special Education Graduate Certificate is design to prepare students to provide professional services and leadership in Special Education and educational programs offered in schools and other educational institutions.  This certificate is delivered via online and face to face (blended learning model).  It requires a minimum of 15 graduate credit hours for completion.

Admission
Admission requirements are the same as for the Master of Education degree. 
Required Courses:
EDUC 622-4Psychoeducational Assessment
EDUC 635-3Educating Exceptional Students
EDUC 637-3Interventions for Literacy Disorders
EDUC 638-3Mathematic Disorders and Remediation
EDUC 639-3School-Based Teams, Consultants and Families