Education (MEd Program)
Peter MacMillan, Associate Professor, and Chair
Bryan Hartman, Professor
Judith Lapadat, Professor
Paul Madak, Professor
Andrew Kitchenham, Associate Professor
Corinne Koehn, Associate Professor, and MEd Counselling Coordinator
Willow Brown, Assistant Professor, and MEd MDL Coordinator
Colin Chasteauneuf, Assistant Professor
Margo Greenwood, Assistant Professor
VernaLynn McDonald, Assistant Professor
Linda O'Neill, Assistant Professor
Dennis Procter, Assistant Professor
Lantana Usman, Assistant Professor
Montgomery (Monty) Palmantier, 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 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.
Criminal Record Search
In addition to the admission application requirements outlined in
Section 1.0 of the Graduate Admissions and Regulations,
applicants are required to undergo a criminal record search and provide
evidence of this prior to being considered for admission. Refer to Graduate General Regulations and Policies.
Required Courses
Elective Courses
Thesis, Project or Comprehensive Examination
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 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.
Required Core Courses
Required Educational Leadership Focus Area Courses
Two of the following five courses must be completed to meet the focus
area requirements, the remaining three courses may become electives.
|
EDUC 615-3 | | The School Principalship | |
EDUC 616-3 | | Policy and Politics in Public Education | |
| | Collaboration, Communication and Community: Leaders as Community Builders | |
EDUC 656-3 | | Instructional Leadership | |
EDUC 657-3 | | Educational Issues in Northern Communities |
Required Assessment and Evaluation Focus Area Courses
Required Curriculum Focus Area Courses
Selected courses to be approved by the Supervisory committee.
Elective Courses
Thesis, Project or Comprehensive Examination
|
