Tina Fraser, Professor and Chair
Lantana Usman, Professor
Catherine Whalen, Associate Professor
Hartley Banack, Assistant Professor
Shendah Benoit, Assistant Professor
Joanie Crandall, Assistant Professor
Christine Ho Younghusband, Assistant Professor
David Litz, Assistant Professor
Melanie Raymond-Baerg, Senior Instructor
Gretchen Vogelsang, Lecturer
Multidisciplinary Leadership Specialization
Special Education Specialization
Graduate Certificate in Leading for Learning
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 Masters 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 蹤獲扞⑹ and Regulations section of the Graduate Calendar at www.unbc.ca/calendar/graduate/admissions.
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 (Educational Research Design and Methodology) and either (Quantitative Research Design and Data Analysis) or (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 蹤獲扞⑹ 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 蹤獲扞⑹ 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, .
Thesis Requirement
The thesis route emphasizes academic study, research, and the successful completion of a thesis. This program route is designed to develop each students 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 coursework in the Multidisciplinary Leadership specialization, or a minimum of 31 credit hours in the Special Education specialization. This requirement must include a minimum of 22 credit hours of graduate coursework 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 defense of it in an oral examination.
Project Requirement
The project route emphasizes the study of theory and practice, and the successful completion of an innovative research and/or development project that addresses a particular aspect of practice. This program route is designed to develop a students 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, or a minimum of 31 credit hours in the Special Education specialization. This requirement must include a minimum of 25 credit hours of graduate coursework 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 candidates knowledge of theory, research, and practice in their field of study. This program route is designed to enhance and reinforce a students 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 coursework in the Multidisciplinary Leadership specialization, or a minimum of 28 credit hours in the Special Education specialization, and 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 coursework.
The research seminar course, , is strongly recommended, and may even be required, if research is to be undertaken.
Multidisciplinary Leadership (MDL)
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 credit hours), a project (6 credit hours), or a thesis (9 credit hours). Students will choose from one of the focus areas within the Multidisciplinary Leadership specialization. Multidisciplinary Leadership students are required to complete five core courses, required focus area courses, and a sufficient number of elective courses to meet the minimum 31 credit hour 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
| Educational Research Design and Methodology | |
| Leading for Change | |
| Aboriginal/Indigenous Learners: History, Culture, and Ways of Knowing | |
| Collaboration, Communication and Community: Leaders as Community Builders | |
| Instructional Leadership |
One of the following research courses is required; the other may be taken as elective credit:
| Quantitative Research Design and Data Analysis | |
| 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.
| The School Principalship | |
| Policy and Politics in Public Education | |
| Leading for Learning: Teacher Leadership and Principal Preparation | |
| Inclusive Education: Learning for All |
Required Assessment and Evaluation Focus Area Courses
| Advanced Quantitative Data Analysis |
Required Curriculum Focus Area Courses
Selected courses to be approved by the supervisory committee.
Elective Courses
| Advanced Quantitative Data Analysis | |
| The School Principalship | |
| Policy and Politics in Public Education | |
| Leading for Learning: Teacher Leadership and Principal Preparation | |
| Inclusive Education: Learning for All | |
| Human Development: Implications for Education | |
| Achievement Motivation | |
| Educating Exceptional Students | |
| Language and Learning Disabilities | |
| Collaboration, Communication and Community: Leaders as Community Builders | |
| Instructional Leadership | |
| Special Topics | |
| Directed Reading | |
| Research Seminar |
Thesis, Project or Comprehensive Examination
| Comprehensive Examination | |
| MEd Project (Research or non-research option) | |
| 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.
The 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 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
| Educational Research Design and Methodology | |
| Human Development: Implications for Education | |
| Educating Exceptional Students | |
| Language and Learning Disabilities |
One of the following research courses is required; the other may be taken as elective credit:
| Quantitative Research Design and Data Analysis | |
| Qualitative Analysis in Education |
Choose one of the following four routes to completion: Portfolio, Comprehensive Examination, Project, or Thesis.
1. Portfolio
| Portfolio | |
| and a minimum of 12 credit hours of additional coursework selected from the list of electives below |
|
2. Comprehensive Examination
| Comprehensive Examination | |
| and a minimum of 12 credit hours of additional coursework selected from the list of electives below |
|
3. Project
| MEd Project | |
| and a minimum of 9 credit hours of additional coursework selected from the list of electives below |
|
4. Thesis
| MEd Thesis | |
| and a minimum of 6 credit hours of additional coursework selected from the list of electives below |
|
Elective Courses1
One of and may be taken as an elective provided the other is taken as a required core course.
| Aboriginal/Indigenous Learners: History, Culture, and Ways of Knowing | |
| Psychoeducational Assessment | |
| Language Development: Implications for Education | |
| Achievement Motivation | |
| Interventions for Literacy Disorders | |
| Mathematic Disorders and Remediation | |
| School-Based Teams, Consultants, and Families | |
| 2 | Focus on a Selected Disability |
| Research Seminar (strongly recommended, and may be required by supervisor if Thesis or 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 coursework not from the above list. These elective credit hours may be other graduate-level EDUC courses, and/or from other 蹤獲扞⑹ 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 in Multidisciplinary Leadership (MDL).
Admission
Admission requirements are the same as for the MEd degree.
The Leading for Learning Graduate Certificate requires 15 credit hours of coursework 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 Master's of Education Multidisciplinary Leadership degree, students may choose to complete only the certificate. The schedule of courses offered on most 蹤獲扞⑹ 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
| Leading for Change | |
| Aboriginal/Indigenous Learners: History, Culture, and Ways of Knowing |
Plus three of the following:
| The School Principalship | |
| Policy and Politics in Public Education | |
| Leading for Learning: Teacher Leadership and Principal Preparation | |
| Inclusive Education: Learning for All | |
| 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 蹤獲扞⑹s 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. For each course so credited the student will be rebated the equivalent of one 3 credit-hour, non-degree graduate course fee against the students total Master's of Education tuition.
Updated: November 20, 2024