Education (MEd Program)
Tina Fraser, Professor
Andrew Kitchenham, Professor
Lantana Usman, Associate Professor
Catherine Whalen, Associate Professor
Hartley Banack, Assistant Professor
Christine Ho Younghusband, Assistant Professor
Gretchen Vogelsang, Lecturer
Multidisciplinary Leadership Specialization
Special Education Specialization
Graduate Certificate in Leading for Learning
Graduate Certificate in Special Education
Website: http://www.unbc.ca/master-of-education
The Master of Education Program 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 that 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.
Andrew Kitchenham, Professor
Lantana Usman, Associate Professor
Catherine Whalen, Associate Professor
Hartley Banack, Assistant Professor
Christine Ho Younghusband, Assistant Professor
Gretchen Vogelsang, Lecturer
Multidisciplinary Leadership Specialization
Special Education Specialization
Graduate Certificate in Leading for Learning
Graduate Certificate in Special Education
Website: http://www.unbc.ca/master-of-education
The Master of Education Program 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 that 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.
Required Curriculum Focus Area Courses
Selected courses to be approved by the Supervisory committee.
Elective Courses
Thesis, Project or Comprehensive Examination
Choose one of the following four routes to completion: Portfolio, Comprehensive Examination, Project, or Thesis.
1. Portfolio
2. Comprehensive Examination
3. Project
4. Thesis
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).
A Leadership Development Portfolio and an Inquiry Project must also be completed concurrently in order to meet requirements of the certificate.
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.
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 Dean for up to 6 credit hours of previously completed graduate-level coursework 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 coursework 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 Education Graduate Program Chair). The supervisory committee may advise thesis students to take the research seminar course, EDUC 795-3.
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, 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, 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 defence 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, 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, 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, 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, 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.
Students in an MEd Program may take up to 6 credit hours of elective coursework 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 Education Graduate Program Chair). The supervisory committee may advise thesis students to take the research seminar course, EDUC 795-3.
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, 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, 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 defence 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, 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, 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, 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, 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.
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
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 601-3 | Educational Research Design and Methodology | |
| EDUC 606-3 | Leading for Change | |
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Aboriginal Learners: History, Culture, and Ways of Knowing
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| EDUC 655-3 | Collaboration, 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:
Required Educational Leadership Focus Area Courses
Two of the following courses must be completed to meet the focus area requirements, the remaining courses may become electives.
| EDUC 602-4 | Quantitative Research Design and Data Analysis | |
| EDUC 610-4 | Qualitative Analysis in Education |
Required Educational Leadership Focus Area Courses
Two of the following courses must be completed to meet the focus area requirements, the remaining courses may become electives.
| EDUC 615-3 | The School Principalship | |
| EDUC 616-3 | Policy and Politics in Public Education | |
|
Leading for Learning: Teacher Leadership and Principal Preparation
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Inclusive Education: Learning for All
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Required Assessment and Evaluation Focus Area Courses
| EDUC 603-4 | Advanced Quantitative Data Analysis |
Required Curriculum Focus Area Courses
Selected courses to be approved by the Supervisory committee.
Elective Courses
| EDUC 603-4 | Advanced Quantitative Data Analysis | |
| EDUC 615-3 | The School Principalship | |
| EDUC 616-3 | Policy and Politics in Public Education | |
|
Leading for Learning: Teacher Leadership and Principal Preparation
|
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| EDUC 621-3 | Individual Assessment of Aptitudes and Achievement | |
|
Inclusive Education: Learning for All
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| EDUC 633-3 | Human Development: Implications for Education | |
| EDUC 634-3 | Achievement Motivation | |
| EDUC 635-3 | Educating Exceptional Students | |
| EDUC 636-3 | Language and Learning Disabilities | |
| EDUC 651-3 | Mathematics Education | |
| EDUC 653-3 | Social Studies Education | |
| EDUC 690-3 | Health and Human Sciences: Interdisciplinary Seminar | |
| EDUC 692-3 | Special Topics | |
| EDUC 693-3 | Directed Reading: Independent Study under the direction of a faculty member | |
| EDUC 795-3 | Research Seminar |
| EDUC 797-3 | Comprehensive Examination | |
| EDUC 798-6 | MEd Project (Research or non-research option) | |
| EDUC 799-9 | MEd 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
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 601-3 | Educational Research Design and Methodology | |
| EDUC 633-3 | Human Development: Implications for Education | |
| EDUC 635-3 | Educating Exceptional Students | |
| Language and Learning Disabilities |
One of the following research courses is required; the other may be taken as elective credit:
| EDUC 602-4 | Quantitative Research Design and Data Analysis | |
| EDUC 610-4 | Qualitative Analysis in Education |
Choose one of the following four routes to completion: Portfolio, Comprehensive Examination, Project, or Thesis.
1. Portfolio
| EDUC 796-3 | Portfolio | |
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and
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a minimum of 12 credit hours of additional coursework selected from the list of electives below
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2. Comprehensive Examination
| EDUC 797-3 | Comprehensive Examination | |
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and
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a minimum of 12 credit hours of additional coursework selected from the list of electives below
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3. Project
| EDUC 798-6 | M.Ed. Project | |
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and
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a minimum of 9 credit hours of additional coursework selected from the list of electives below
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4. Thesis
| EDUC 799-9 | M.Ed. Thesis | |
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and
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a minimum of 6 credit hours of additional coursework selected from the list of electives below
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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.
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 621-3 | Classroom Assessment Practices | |
| Psychoeducational Assessment | ||
| Language Development: Implications for Education | ||
| EDUC 634-3 | Achievement Motivation | |
| EDUC 637-3 | Interventions for Literacy Disorders | |
| EDUC 638-3 | Mathematic Disorders and Remediation | |
| EDUC 639-3 | School-Based Teams, Consultants, and Families | |
| EDUC 640-32 | Focus on a Selected Disability | |
| EDUC 642-3 | Personal and Career Planning for Students with Special Needs | |
| EDUC 795-3 | 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) |
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:
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 606-3 | Leading for Change | ||
| EDUC 609-3 | Aboriginal/Indigenous Learners: History, Culture, and Ways of Knowing | ||
| Plus 3 of the following: | |||
| EDUC 615-3 | The School Principalship | ||
| EDUC 616-3 | Policy 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 656-3 | Instructional Leadership | ||
A Leadership Development Portfolio and an Inquiry Project must also be completed concurrently in order to meet requirements of the certificate.
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:
Required Courses:
| EDUC 622-4 | Psychoeducational Assessment | ||
| EDUC 635-3 | Educating Exceptional Students | ||
| EDUC 637-3 | Interventions for Literacy Disorders | ||
| EDUC 638-3 | Mathematic Disorders and Remediation | ||
| EDUC 639-3 | School-Based Teams, Consultants and Families |
Updated: June 28, 2021
