Peter MacMillan, Associate Professor and Chair
Bryan Hartman, Professor
Judith Lapadat, Professor
Paul Madak, Professor
Andrew Kitchenham, Associate Professor
Corinne Koehn, Associate Professor
Linda Selby, Associate Professor
Lantana Usman, Associate Professor
Willow Brown, Assistant Professor
Colin Chasteauneuf, Assistant Professor
Margo Greenwood, Assistant Professor
VernaLynn McDonald, Assistant Professor
Linda O’Neill, Assistant Professor
Dennis Procter, Assistant Professor
Tina Fraser, Assistant Professor
John Sherry, Assistant Professor
Gregory Nixon, Assistant Professor
Yvon Cloutier, Assistant Professor
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 are found in this calendar under
"Semester Dates" or online at: www.unbc.ca/calendar/graduate,
also under "Semester Dates." The Education MEd Program accepts students
for the September Semester.
For additional information about graduate admissions or to download application
materials, go to the Graduate Programs website at www.unbc.ca/graduateprograms.
For additional information about Graduate Studies, and to download Graduate application forms, please click here.
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 602-4 (Quantitative Research Design and Data Analysis) and 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 Associate Dean of Graduate Programs for up
to six credits 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 six credits 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). Except under highly
unusual circumstances, thesis students will be advised to take the
research seminar course, EDUC 795-3. Students completing a thesis may be advised to include EDUC 603-4 (Advanced Educational Research Data Analysis) in their degree program in addition to the required courses.
MEd Program Requirements
Thesis Requirement
The thesis pattern of study emphasizes academic study, research, and
the successful completion of a thesis. This program pattern is designed
to develop each student's ability to evaluate theory and practice, and
conduct research that contributes to the discipline. The thesis pattern
requires the successful completion of a minimum of 32 credit hours and a maximum of 38 credit hours of
graduate course credit in the Multidisciplinary Leadership specialization, or a minimum of 38 credit hours in the Counselling specialization. This credit must include a minimum of 23 credit
hours of graduate course work in the Multidisciplinary Leadership specialization, or a minimum of 29 credit hours in the Counselling specialization, and nine (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 pattern of study 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 pattern is designed to develop a student's ability to
evaluate and improve professional practice in the discipline. The
project pattern requires the completion of a minimum of 32 credit hours in the Multidisciplinary Leadership specialization , or a minimum of 38 credit hours in the Counselling specialization. This credit must include a minimum of 26
credit hours of graduate course work in the Multidisciplinary Leadership specialization, or a minimum of 32 credit hours in the Counselling specialization, and six (6) credit hours
of supervised work, culminating in the successful completion of a
project.
Comprehensive Examination Requirement
The comprehensive examination pattern of study 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 pattern is designed to enhance and reinforce a student's
knowledge of both theory and practice, as well as their
interrelationship. The comprehensive examination pattern requires the
successful completion of a minimum of 32 credit hours and a maximum of 38 credit hours of graduate
course credit in the Multidisciplinary Leadership specialization, or a minimum of 38 credit hours in the Counselling specialization. This credit must include a minimum of 29 credit hours of
graduate course work in the Multidisciplinary Leadership specialization, or a minimum of 35 credit hours in the Counselling 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. The course requirements and
courses for the Counselling specialization appear below.
Applicants are also required to submit a Curriculum Vitae or Resume that indicates the number of hours in each employment or volunteer position. A list of any scholarships or publications should also be included.
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 32 credit hours and a maximum possible of 38 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 four (4)
core courses, required focus area courses, and a sufficient number of
elective courses to meet the minimum 32 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.
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.
Research
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. The five required courses in
their intended sequence are:
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.
