Office of the Registrar
School of Graduate Studies (2014/2015)
11.8 Specific Programs
11.8.1 Educational Leadership Studies

Educational Leadership Studies is designed to prepare candidates for leadership in Education.

  1. Admission Requirements

    In addition to meeting the requirements in the School of Graduate Studies General Regulations,

    1. students must have completed a range and number of courses in Education deemed appropriate by the Faculty and Dean of Education.

    2. a minimum of two years of teaching/leadership experience is recommended.

  2. Program Requirements

    1. all students in the Master of Education Program (Educational Leadership Studies) must complete:

      • 6100 Research Designs and Methods in Education

      • 6204 Educational Administration: Theory and Practice

      • 6205 Educational Policy: Theory and Practice and one of the following:

      • 6 credit hours (thesis route) within closed electives as listed in e. below

      • 9 credit hours (internship, paper folio, project, comprehensive course route) within closed electives as listed in Closed electives below

    2. students on the thesis route must complete at least one of the research courses listed below (6100 is prerequisite):

      • 6466 Qualitative Research Methods

      • 6467 Quantitative Research Methods

      • 6468 Critical Approaches to Educational Research

      • 6469 Theoretical and Methodological Foundations of Action Research

    3. students on the comprehensive-course route must complete 6290 Research and Development Seminar in Educational Leadership Studies. Normally students would be permitted to register for this course only after all other course requirements have been met, or during the student's last semester of studies.

    4. to meet total credit hour requirements students may choose electives from any university graduate offering provided that those chosen are appropriate to the student's program:

      • students on the thesis route must complete a total of at least 18 credit hours

      • students on the internship, paper folio, or project route must complete a total of at least 24 credit hours and the appropriate course option including 6291 Internship in Educational Leadership Studies (6 credit hours), 6292 Project in Educational Leadership Studies (6 credit hours), or 6293 Paper Folio in Educational Leadership Studies (6 credit hours)

      • students on the comprehensive-course route must complete a total of at least 30 credit hours

    5. students choosing the Mathematics Education specialization within Curriculum, Teaching and Learning Studies must complete 6630 Critical Issues in Mathematics Education prior to completing other Mathematics Education specialty courses.

    6. Closed electives are those listed below:

      • 6202 Social Context of Educational Leadership
      • 6203 Leadership: Theory and Practice
      • 6321 Supervisory Processes in Education
      • 6330 Educational Finance
      • 6335 Legal Foundations of Educational Administration
      • 6410 Seminar on Philosophical Issues in Educational Policy and Leadership
      • 6420 Ethical Issues and Perspectives in Educational Practice and Policy
      • 6425 Comparative Perspectives in Public Education, Reform, and Leadership
      • 6426 Computer Applications in Educational Administration
      • 6427 School Community Partnerships
      • 6440 Family-School Relations: Leadership and Policy Implications
      • 6465 School Violence: Leadership and Policy Implications
      • 6664 Seminar in School Improvement
      • 6710 Issues in Development and Implementation of Special Education Policy and Practices

    Courses must be appropriate to the program and chosen in consultation with the advisor.

11.8.2 Curriculum, Teaching and Learning Studies

The Master of Education in Curriculum, Teaching and Learning Studies provides opportunities for students to investigate pertinent issues in these interrelated areas from a variety of perspectives: philosophical, historical, social, cultural, cognitive, and technological. The conceptual bases of curriculum, teaching, and learning are explored and analysed along with related examples of historical and current policies and practices. The program encourages the development of broad-based insights into issues related to these areas through an emphasis on critical inquiry and reflective practice. It supports students in the development and enhancement of research capabilities and professional expertise and practice.

Students may choose between two program options in Curriculum, Teaching and Learning Studies:

Option One

Students may choose to specialize in one of a number of areas of study: Computers in Education, Language and Literacy Studies, Mathematics Education, Music Education, Science Education, Second Language Education, Social Justice Education, Social Studies Education, Special Education, and Teacher-Librarianship.

Option Two

In consultation with a faculty advisor, students may choose to design a program speciality which addresses their research interests. Specialty foci within Curriculum, Teaching, and Learning Studies are numerous and may include technology and web-based education, arts education, rural and multi-age education. Students may alternatively select appropriate courses from other Master of Education program offerings to develop a program to meet their learning goals. Students interested in this option are strongly encouraged to explore and to focus their research and study interests and to discuss these interests with a faculty advisor.

  1. Admission Requirements

    In addition to meeting the requirements in the School of Graduate Studies General Regulations,

    1. students must have completed a range and number of courses in Education deemed appropriate by the Faculty and Dean of Education.

    2. a minimum of two years of teaching or related experience is recommended.

    3. for a specialization in special education, a completed Bachelor of Special Education Degree or equivalent is required and enrolment will be limited to applicants articulating a research focus for which appropriate thesis supervision is available.

  2. Program Requirements

    1. all students in the Master of Education Program (Curriculum, Teaching and Learning Studies) shall be required to complete:

      • 6100 Research Designs and Methods in Education

      • 6300 Teaching and Learning

      • 6602 Curriculum Studies

    2. students on the thesis route must complete at least one of the research courses listed below (6100 is prerequisite):

      • 6466 Qualitative Research Methods

      • 6467 Quantitative Research Methods

      • 6468 Critical Approaches to Educational Research

      • 6469 Theoretical and Methodological Foundations of Action Research

      • 6909 Narrative Approaches to Teaching, Learning and Research

      • and at least 2 courses from any university graduate offering provided that those chosen are appropriate to the student's program

    3. students choosing Option One on the internship, paper folio, project route, and comprehensive-course route must complete at least 2 courses within one particular specialty area from the list in Core speciality courses in the study of curriculum, teaching and learning areas below.

    4. students choosing Option Two must choose courses that have been designated through consultation with faculty advisor during the first semester of studies in this program.

    5. students choosing the Mathematics Education specialization within Curriculum, Teaching and Learning Studies must complete 6630 Critical Issues in Mathematics Education prior to completing other Mathematics Education specialty courses.

    6. students choosing the Special Education specialization within Curriculum, Teaching and Learning Studies must complete a thesis and at least two of the required Special Education speciality courses.

    7. students on the comprehensive-course route must complete one of the following courses: E6390 Research and Development Seminar in Curriculum, Teaching and Learning Studies or E6394 Biographical Explorations of Teaching and Learning or E6913 Putting Action Research Methodologies into Practice (prereq. E6469). Normally students would be permitted to register for one of these courses only after all other course requirements have been met, or during the student’s last semester of studies.

    8. to meet total credit hour requirements students may choose electives from any university graduate offering provided that those chosen are appropriate to the student's program:

      • students on the thesis route must complete a total of at least 18 credit hours

      • students on the internship, paper folio, or project route must complete a total of at least 24 credit hours and the appropriate course option 6391 Internship in Curriculum, Teaching and Learning Studies (6 credit hours), 6392 Project in Curriculum, Teaching and Learning Studies (6 credit hours), or 6393 Paper Folio in Curriculum, Teaching and Learning Studies (6 credit hours)

      • students on the comprehensive-course route must complete a total of at least 30 credit hours

    9. Core speciality courses in the study of curriculum, teaching and learning areas:

      • Computers in Education
      • 6610 Research on Computers in the Curriculum
      • 6620 Issues and Trends in Educational Computing
      • Language and Literacy Studies
      • 6106 Popular Culture and Literacy Education
      • 6108 Literacy and Language Education: Sociocultural Perspectives
      • 6641 Writing in the Primary, Elementary and Secondary Schools
      • 6642 Developmental Reading (K-8)
      • 6643 Contemporary Issues in Intermediate and Secondary English
      • 6645 Literature for Children and Adolescents
      • 6647 Diagnosis and Remediation of Reading and Writing Difficulties
      • 6649 Exploring Multiple Literacies
      • 6693 Literacy for the Young Child in Home and School
      • Mathematics Education
      • 6630 Critical Issues in Mathematics Education
      • 6634 Teaching and Learning to Solve Mathematics Problems (prerequisite E6630)
      • 6639 Technology and the Teaching and Learning of Mathematics (prerequisite E6630)
      • Music Education
      • 6502 Contexts of Music Education
      • 6503 Teaching Music from the Podium
      • 6504 Musicianship, Pedagogy, and Learning
      • Science Education
      • 6653 Contemporary Issues in Science Education I
      • 6655 The Nature of Science and Science Education
      • 6658 Teaching and Learning Scientific Concepts, Laws, and Theories
      • Second Language Education
      • 6668 Current Issues in Second Language Education
      • 6669 Graduate Seminar in Second Language Teaching and Learning
      • 6673 Second Language Teaching, Learning and Curriculum
      • 6674 Research in Second Language
      • Social Justice Education
      • 6105 Social and Cultural Difference and Education
      • 6106 Popular Culture and Literacy Education
      • 6108 Literacy and Language Education: Sociocultural Perspectives
      • 6440 Family School Relations: Leadership and Policy Implications
      • 6465 School Violence: Leadership and Policy Implications
      • 6468 Critical Approaches to Educational Research
      • 6909 Narrative Approaches to Teaching, Learning and Research
      • 6913 Putting Action Research Methodologies into Practice (prerequisite: 6469 Theoretical and Methodological Foundations of Action Research)
      • Social Studies Education
      • 6670 Teaching and Learning Social Studies
      • 6671 Research in Social Studies Education
      • 6672 Issues and Trends in Social Studies
      • Special Education
      • 6710 Issues in Development and Implementation of Special Education Policy and Practices
      • 6712 The Nature and Assessment of Behaviour Disorders in Children and Adolescents
      • 6714 Principles and Practices in Exceptionality
      • 6755 Nature and Assessment of Learning Disabilities
      • Teacher-Librarianship
      • 6662 Seminar in Teacher-Librarianship
      • 6664 Seminar on School Improvement

      Additional courses in the speciality areas are available.

11.8.3 Counselling Psychology

The mission of the program in Counselling Psychology is to prepare highly knowledgeable, skilled, dedicated, and ethical professional practitioners, who will endeavour to enhance human potential throughout the life span and who can effectively practice within a variety of settings.

The Counselling Psychology faculty promotes counselling as an effective, viable means of assisting individuals throughout the life span. The counselling practitioner, regardless of his or her theoretical stance or work setting, functions as a change agent who is sensitive to and knowledgeable about the range of human development reflected in individual differences and cultural and linguistic diversity. Effective and positive change is brought about by assisting clients to: examine and modify their behaviour for more effective living; cope with, adjust to, or otherwise negotiate the environments affecting their psychosocial well-being; and effect change in the larger society.

The practice of Counselling Psychology is based on theory and research, an understanding of ethical practices, and a set of professional and interpersonal skills. It is essential that graduate students study a variety of conceptual frameworks and research findings as preparation for collaborative work with other helping professionals, paraprofessionals, and a variety of self-help groups.

The Counselling Psychology faculty, while representing a range of views, agree that the uniqueness of the individual and his or her personal strengths must be acknowledged and respected. To fully explore professional issues and personal values, a trusting and open atmosphere must be present.

Individuals from a wide variety of personal, social, and educational backgrounds are encouraged to apply to the Counselling Psychology program. The program provides a broad-based sequence of studies and supervised experiences that will prepare graduate students to be knowledgeable and skilled practitioners who can function in a variety of settings. By the time they have completed this program, students will have acquired knowledge and competencies in the following general areas: individual and group counselling theory and techniques, legal and ethical aspects of counselling, human development and learning, social, cultural, and linguistic diversity, career education and counselling, program development and implementation, measurement and appraisal, research and program evaluation, and application of current technology service delivery in rural areas.

  1. Admission Requirements

    In addition to meeting the requirements in the School of Graduate Studies General Regulations, students:

    1. must have completed Education 3210, Introduction to Counselling.

    2. must have completed at least one undergraduate course on each of the following topics: Statistics (Education 2900), Assessment (Education 3280, 3951, 3952 or 4950), Introduction to Career Education (Education 3211), Introduction to Exceptionality (Education 4240 or 4242).

      Note:

      Many of these courses are prerequisites to specific graduate courses and must be completed before taking those courses.

    3. must have at least one year of teaching (or related work) experience.

    4. must submit a resume that contains a concise rationale for the application (500 words or less) and three letters of recommendation (preferably one from each of the following: previous university instructors, supervisors, or employers).

    5. should note admission is selective and controlled by an admission committee of faculty members involved in the program. An interview may be required if deemed necessary.

    6. should note the Graduate Record Examination may be required.

  2. Program Requirements

    1. all students in the Master of Education (Counselling Psychology) program shall be required to complete:

      • 6100 Research Designs and Methods in Education (prerequisite: Education 2900)
      • 6702 Counselling: Theory and Practice (prerequisite: Education 3210)
      • 6706 Career Education and Career Counselling (prerequisite: Education 3211)
      • 6708 Group Counselling: Theory and Practice (prerequisite: Education 6702)
      • 6700 Ethical and Legal Issues in Counselling
      • 6720 Internship in Counselling Psychology (prerequisite: Normally completion of all courses) (9 credit hours)
    2. Students on the thesis route must complete the core courses listed above (24 credit hours) as well as a minimum of 6 credit hours from the closed electives indicated below for a total of 30 credit hours.

    3. Students on the comprehensive-course route must complete the core courses listed above (24 credit hours) as well as a minimum of 6 credit hours from the closed electives and 6 credit hours from any university graduate offering provided that those chosen are appropriate to the student's program for a total of 36 credit hours.

    4. All students in the Counselling Psychology program must complete 6720. The Internship may be fulfilled full-time or part-time and must comprise 600 clock hours with 240 hours of direct service with clients. It cannot be completed as part of your regular employment. It is strongly recommended that students take no other course during the full-time internship.

    5. Closed electives are those listed below:

      • 6703 Personal and Professional Development Group
      • 6705 Nature and Development of School Counselling Services
      • 6707 Assessment for Counsellors
      • 6709 Assessment of Intelligence and Learning Skills (prerequisite: 3600 or its graduate equivalent 6707. Normally, students in Counselling Psychology will not enroll in this course until the latter part of their program). Candidates intending to pursue a career in the K-12 school system in Newfoundland and Labrador are urged to take this course and the prerequisite.
      • 6710 Issues in Development and Implementation of Special Education Policy and Practices
      • 6712 The Nature and Assessment of Behaviour Disorders in Children and Adolescents
      • 6713 Educational Applications of Contemporary Cognitive Psychology
      • 6714 Principles and Practices in Exceptionality
      • 6716 Working with Families and Parents
      • 6717 Counselling Adolescents
      • 6718 Elementary School Counselling
      • 6719 Cultural Issues in Counselling
      • 6802 Adult Learning and Development

Notes:

  1. Student membership in the Canadian Counselling Association (CCA) or other appropriate professional organizations is strongly recommended for all students in the program.

  2. Students who plan to work in the school system should be aware of the Department of Education regulations to be eligible to work as a school counsellor.

  3. Students who plan to become registered psychologists in Newfoundland and Labrador should review the requirements of the Newfoundland Board of Examiners in Psychology.

11.8.4 Post-Secondary Studies

The graduate programs in Post-Secondary Studies are designed to prepare candidates to function in a variety of roles in informal and formal post-secondary learning environments (including academic, technical, professional, adult education, health professional education, and student services/development). These programs facilitate a study of the post-secondary educational systems through an examination of their foundations, directions, organization and administration; and through curriculum and instructional development options for occupational preparation and adult education.

  1. Admission Requirements

    In addition to meeting the requirements in the School of Graduate Studies General Regulations,

    1. Candidates must have completed an undergraduate course in statistics (Education 2900), and post-secondary education (Education 2720), or have accumulated the equivalent experiences in each of the above two areas as approved by the Head of the academic unit;

    2. two years of successful experience in working with adult learners is recommended;

    3. and for the Graduate Diploma in Post-Secondary Studies (Health Professional Education) program, candidates must have appropriate academic qualifications and work experience in a health-related field.

  2. Program Requirements (M.Ed.)

    1. Candidates for the Master of Education (Post-Secondary Studies) are required to complete courses that form the program core.

      1. 6100 Research Designs and Methods in Education

      2. 6801 Foundations of Post-Secondary Programs

      3. 6802 Adult Learning and Development

      4. 6803 Research in Post-Secondary Education

      5. and not fewer than 6 credit hours from closed electives in g. below.

    2. Students holding the Graduate Diploma in Post-Secondary Studies (Health Professional Education) and accepted in the Master of Education (Post-Secondary Studies) will complete up to 12 fewer credit hours dependent upon the chosen program route and the completion date of the Graduate Diploma.

    3. Students on the comprehensive-course route must complete 6890 Research and Development Seminar in Post-Secondary Studies.

    4. Students on the internship route must complete 6891 Internship in Post-Secondary Studies (6 credit hours).

    5. Normally, students will be permitted to register for 6890 and 6891 only after all other course requirements have been met.

    6. To meet total credit hour requirements students may choose courses from other graduate offerings within the Faculty, the University, or other universities provided the courses chosen are appropriate to the student's program. Students on the thesis route must complete a total of at least 18 credit hours; and those on the internship or comprehensive-course route a total of at least 30 credit hours.

    7. Closed electives are those listed below:

      • 6804 Leadership and Human Resource Development in Post-Secondary Education
      • 6805 Advanced Human Resource Communications
      • 6806 Interprofessional Education in the Health Professions
      • 6807 Economics and Finance of Post-Secondary Education
      • 6822 Foundations of Instructional Design in Post-Secondary Education
      • 6823 Principles of Program Design and Development
      • 6832 Issues and Trends in the Administration of Post-Secondary Education
      • 6841 Student Development Theory, Services and Programs in Post-Secondary Education
      • 6940 Administration of Student Services in Post-Secondary Education
  3. Program Requirements for Graduate Diploma in Post-Secondary Studies (Health Professional Education)

    The Graduate Diploma in post-secondary studies, specialization in health professional education, which was created in collaboration with the Centre for Collaborative Health Professional Education, is designed to enhance health professionals' abilities as educators and leaders in educational program design, development, evaluation, and administration. The Graduate Diploma is intended for educators and educational leaders of formal and informal post-secondary health professional education programs.

    Participants will engage in an in-depth study of the structure and organization of the post-secondary education system, theories and philosophies of adult learning and development; and through elective courses pursue studies of program development models, instructional design frameworks, evaluation and assessment techniques, teaching methods, and research design principles in post-secondary teaching and learning. Opportunities will exist for the guided study of these topics as they relate to health professional education.

    1. Candidates for the Graduate Diploma in Post-Secondary Studies (Health Professional Education) are required to complete courses that form the program core.

      1. 6801 Foundations of Post-Secondary Programs

      2. 6802 Adult Learning and Development

      3. 6806 Interprofessional Education in the Health Professions

      4. and not fewer than 3 credit hours from closed electives in 2.g. above or from:

      • 6100 Research Designs and Methods in Education
      • 6803 Research in Post-Secondary Education
    2. Students are encouraged to relate their assignments in these courses to health professional education.

    3. Students enrolled in the Graduate Diploma program may request transfer to the Master of Education (Post-Secondary Studies). Courses for both the Graduate Diploma and the Degree must be appropriate to the program and chosen in consultation with the student’s advisor.

11.8.5 Information Technology

The graduate program in Information Technology is offered in partnership with Cape Breton University (CBU). It is designed to facilitate the educational use of information technology in a wide variety of settings. The program will be of interest to educators at all levels including K-12 teachers, school administrators, those in the post-secondary system, business and industry, as well as those in most other adult learning situations.

Information technology in this Master of Education program encompasses computer, communications, networking, and multi-media applications. The overall intent of the program is to:

  • provide educators with skill sets and pedagogical expertise that will enable them to address computer and related information technology in a teaching/learning situation;

  • develop potential information technology leaders for the educational system;

  • develop instructional designers, for a variety of educational settings, who are able to combine information technology with learning theory to enhance curriculum development and delivery;

  • provide a basis for the continued professional development of educators in the area of information technology;

  • develop an awareness of the applications of information technology in a wide variety of educational contexts; and

  • develop research expertise and potential in the use and application of information technology for teaching and learning purposes.

Candidates for the program will have attained, prior to acceptance, some fundamental knowledge and skills with respect to information technology through prerequisite experiences, and have attained a recognized undergraduate degree in an appropriate discipline with at least a second class standing (see specific regulations for details). The program components are designed to enable candidates to build on their prior experience through the development of pedagogical links and information technology applications. It is intended that the program be offered primarily as a part-time program through distance delivered courses, with other delivery formats to be considered/utilised where feasible. Access to specific computer hardware, software, and the Internet is required and will be the responsibility of each candidate.

A steering committee comprised of three members from each of the Faculty of Education at Memorial University of Newfoundland and the Institute for Education at CBU is responsible to the Associate Dean of Graduate Programs and Research, Faculty of Education, for selected aspects of the program. The latter include assessing student applications, recommending approval of instructors who are not regular faculty members at either CBU or Memorial University of Newfoundland, and recommending course or program changes. This committee is to be co-chaired by the Associate Dean of Graduate Programs and Research, Faculty of Education, Memorial University of Newfoundland and the Director of the Institute for Education at CBU, or their designate(s).

CBU courses offered as part of this program are indicated by the prefix "CBU EDU" followed by the specific course number.

  1. Admission Requirements

    Admission to the program is competitive and selective. In addition to meeting the requirements in the School of Graduate Studies General Regulations, Faculty of Education, Memorial University of Newfoundland, candidates must have successfully completed:

    1. one of a diploma or certificate in information technology from an accredited institution; CBU EDU 530; Memorial University of Newfoundland 2751 and 3751; or equivalent as determined by the program steering committee.

    Selection into the program is determined by an applicant’s profile which would normally include such criteria as previous academic performance, related work experience, and relevant information technology experience. More detailed information may be found at www.mun.ca/educ/grad/infotech.php.

  2. Program Requirements

    1. all candidates for the Master of Education (Information Technology) must complete 6100 Research Designs and Methods in Education.

    2. candidates on the thesis route must complete:

      • three credit hours from:
      • 6610 Research on Computers in the Curriculum
      • 6615 Educational Software Prototyping and Evaluation
      • 6620 Issues and Trends in Educational Computing
      • nine credit hours selected from the core elective CBU courses approved for this program:
      • CBU EDU 5101 Assessment of Software and Information Technology Applications for Education
      • CBU EDU 5103 Integration of Instructional Design and Information Technology
      • CBU EDU 5104 Applications of Learning Theory in Educational Multi-media Design
      • CBU EDU 5105 Designing Web-based Learning
      • CBU EDU 5106 Technology Planning for Educational Environments
      • CBU EDU 5107 Information Management for Educational Environments

      three credit hours from: 6822, 6823, 6802, 6426, or from other Memorial University of Newfoundland, Faculty of Education graduate course offerings as deemed appropriate for each candidate's program and approved by the program steering committee.

    3. candidates on the comprehensive-course route must complete:

      1. six credit hours selected from 6610, 6615, 6620

      2. twelve credit hours selected from CBU EDU 5101, EDU 5103, EDU 5104, EDU 5105, EDU 5106, EDU 5107

      3. E6590 Research and Development Seminar in Information Technology in Education

      4. three credit hours from 6822, 6823, 6802, 6426, or from other Memorial University of Newfoundland, Faculty of Education graduate course offerings as deemed appropriate for each candidate's program and approved by the program steering committee

      5. additional credit hours appropriate to a candidate's program, and approved by the program steering committee, to be chosen from graduate course offerings at Memorial University of Newfoundland, CBU, or any other university to complete the required 30 credit hours for the comprehensive-course route

    4. normally, candidates will be permitted to register for 6590 only after all other course requirements have been met.

    5. candidates who have successfully completed the CBU graduate level Certificate in Education (Technology) will be given advanced standing credit for the 9 CBU EDU course credit requirements for the thesis route or 12 CBU EDU course credit requirements for the comprehensive course-route on this program.

    6. candidates who have successfully completed the former CBU EDU 534 and/or EDU 543 with at least a CBU grade of B (70%) toward the CBU graduate level Certificate in Education (Technology) prior to September 2000, will receive up to 12 advanced standing credit hours appropriate to their Degree option (EDU 534 will be considered equivalent to EDU 5101 and EDU 5103, and EDU 543 equivalent to EDU 5104 and EDU 5105).

    7. thesis-route candidates will be subject to Theses and Reports of the School of Graduate Studies, Memorial University of Newfoundland, supervised by a faculty member at Memorial University of Newfoundland, and where feasible co-supervised by a CBU faculty member.