Course Descriptions

Offered occasionally by visiting faculty and in other special situations to cover, in depth, topics that are not thoroughly covered in regularly offered courses.

This course considers the structures and contexts that shape education for learners and teachers. By examining historical, cultural, and strategic perspectives as ways of understanding current systems, institutional policies, educational philosophies, governance issues, law, institutional norms, family, and community contexts this course will support the exploration of one's own philosophies, practices of teaching, and membership in (professional) learning communities.

Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for EADM 203, EADM 321, EADM 425 or EDUC 303 will not receive credit for this course.

Offered occasionally by visiting faculty and in other special situations to cover, in depth, topics that are not thoroughly covered in regularly offered courses.

Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.

Students will develop an independent or interdependent inquiry project connected with their on-campus and field study experiences. Students will be facilitated in developing understanding approaches to inquiring appropriate to questions they wish to address and will be encouraged to organize an inter-professional community-learning field experience through which they will develop positive attitudes toward community partnerships in education and develop skills related to community engagement and community-based learning.

Prerequisite(s): EXPR 422.15 or (EXPR 423.3 and EXPR 425.3) or (EXPR 424.3 and EXPR 425.3). Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for EDUC 411, EFDT 411, ECUR 411, or EPSE 411 will not receive credit for this course.

Designed to familiarize prospective and practicing professionals with the nature of public, private, and not-for-profit structures and social systems and to examine the effects of the organization and group interaction patterns on the experiences and life course trajectories or directions of individual professionals.

Weekly hours: 3 Lecture hours
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Completion of 60 credit units of university level courses prior to registration in this course is recommended.

Offered occasionally by visiting faculty and in other special situations to cover, in depth, topics that are not thoroughly covered in regularly offered courses.

Weekly hours: 3 Seminar/Discussion hours

Offered occasionally by visiting faculty and in other special situations to cover, in depth, topics that are not thoroughly covered in regularly offered courses.

This course will introduce students to the theories, concepts, and development of comparative and international education by exploring the impact of increasing international aspects on educational administration in various educational contexts. A variety of academic readings are investigated and discussed to provide a basis for students to understand international dimensions of education and cultural diversity in educational settings. By reflecting on the PreK-12 and post-secondary educational systems in a global context, this course offers an opportunity for students to connect theories to practice. The class will be conducted in a seminar format and will require students to participate in and lead discussions and activities on a regular and frequent basis.

Weekly hours: 3 Seminar/Discussion hours

Traces major theories through the evolution of organizational thought, and examines recent trends in the study of organizations. A variety of schools of thought are investigated and utilized as perspectives from which to view educational organizations. The content is designed to provide a basis for further in-depth study of concepts and processes in educational settings.

Weekly hours: 3 Seminar/Discussion hours

Financing public education; educational revenues and expenditures; principles underlying grants systems for education; alternative models for financing public education; taxation and principles of taxation; financial administration in local school systems; cost-quality relations in education; trends in educational finance; financial planning in times of retrenchment.

Weekly hours: 3 Seminar/Discussion hours

A course focusing on key evidence-informed leadership roles including: (i) facilitating growth in stakeholders’ assessment and data literacy; (ii) interpreting data as evidence to inform educational design, planning and decision-making processes; (iii) conceptualizing improvement and measurement plans informed by those data; and (iv) engaging stakeholders in dialogue regarding organizational improvement.

Weekly hours: 3 Seminar/Discussion hours

Focuses on the role of educational leaders in promoting high quality teaching and learning. The leader’s role in goal setting, supervision, evaluation, and staff development will be explored. Emphasis will be placed on organizational development strategies.

Weekly hours: 3 Seminar/Discussion hours

Focuses on First Nation educational governance, community leadership roles in Indian Control of Indian Education and examines band operated school governance across Canada. New directions in First Nation educational governance as evidenced in the Mi'Kmaq Education Act and emerging administrative mechanisms will form a major concentration of the course.

Weekly hours: 3 Seminar/Discussion hours

Examines the roles of various educational administrators: vice-principal, principal, assistant director and director. The relationships and functions associated with each of these roles will be examined from several perspectives - legislation, theoretical models, role theory, and research findings. The specific content will address means by which these roles can lead to effective administrative practice.

Weekly hours: 3 Seminar/Discussion hours
Prerequisite(s): EADM 811.

Focuses on behaviour within the formal and informal contexts of the educational system. It includes such topics as motivation, group processes, communication, decision making, conflict management, leadership, power and authority.

Weekly hours: 3 Seminar/Discussion hours
Prerequisite(s): EADM 811.

Traces the historical basis and development for the present forms of education in the various provinces in Canada. It explores the current structure and organization of education in different provinces. Finally, it studies the issues and problems germane to the Canadian educational scene.

Weekly hours: 3 Seminar/Discussion hours

Familiarizes students with practical applications of legal reasoning to commonplace school and postsecondary situations. Includes examination of constitutional law; wrongs (torts), defences, and liability; and administrative decision-making, information sharing, and rights (e.g., youth accommodations, parental, and intellectual property.) Wherever relevant, common, case, and statutory law will be examined in parallel.

Weekly hours: 3 Seminar/Discussion hours

Designed to provide a review of the literature in personnel administration in education and exposure to applications in human resources management. The topics addressed include manpower planning, recruitment of personnel, selection of personnel, placement and induction of personnel, staff development, appraisal of personnel, administration of collective agreements, legal aspects of personnel administration and supervisory practices.

Weekly hours: 3 Seminar/Discussion hours
Prerequisite(s): EADM 811.

Focuses on organization development as an effort to apply intelligences from the social sciences, change and learning theories, organizational studies, and tri-level educational effectiveness and improvement research to organizational renewal. Strategies involving site-based and system members in the assessment, design and transformation of educational organizations across various settings, conditions and contexts will be studied.

Weekly hours: 3 Seminar/Discussion hours

The focus of this course is on the context of rural education and on the generation of possible organizational and administrative actions that can be taken to foster meeting both the objectives of education and the development of our rural communities. Governance, finance, organization and administration of rural education will be examined.

Weekly hours: 3 Seminar/Discussion hours

This course will provide an overview of the concepts of leadership and followership. Leadership systems will be examined, focusing on the interactions of leaders and followers in achieving goals at the person, interpersonal, organizational and societal levels, and the ethical elements of educational leadership and followership will be explored.

Considers issues and dilemmas arising from a wide variety of educational leadership cases. Classical and contemporary moral philosophies as well as professional ethics will be utilized to examine these problematic cases. The challenges associated with developing ethical frameworks for decision-making and with promoting ethical consciousness and competencies in particular education settings will be explored.

Prerequisite(s): EADM 811.

Deals with the use of political, jurisprudential and organizational theories to better understand and analyse educational governance at state, system, and site-based levels. The course includes the application and assessment of various models and mechanisms of educational policy and decision making. Consideration will be given to the evolving roles and relationships of interest groups, interagency personnel, professional educators, legislators, executives, the judiciary and citizens.

Weekly hours: 3 Seminar/Discussion hours
Prerequisite(s): EADM 811.

Deals with issues, principles and strategies used to develop and maintain learning communities and effective community relations. Topics include: community-participation theory; contemporary leadership and followership theory; stakeholder collaboration; communication and conciliation strategies; the politics of diversity and inclusion; as well as approaches taken to community and capacity building in education.

Weekly hours: 3 Lecture hours
Prerequisite(s): EADM 811.

The course will critically examine current practices and emergent research on promoting student success in post-secondary education through identification of the roles of the student, examination of the demographics of the current student population, and investigation of the role of student services in supporting student success. Topics will include holistic models of student support, the student lifecycle from interested prospective students to alumni, the increasing diversity of students, the wide range of possible student services and their connections to the teaching and learning mission of campus. Particular attention will be paid to the unique needs of students, including Aboriginal and international students, and students with exceptionalities or health challenges. Throughout the course, connections will be made between personal demographics and students’ access of and response to student services, in addition to the roles and responsibilities of students themselves in facilitating their own academic success.

Note: Students with credit for EADM 437 may not take this course for credit.

This course will analyze the administrative structures and governance processes of a number of post-secondary educational institutions, using overarching theories regarding organizations, leadership, and change management. Underpinning the discussion will be the role of the institution in addressing its mission and vision, while serving the needs of its diverse stakeholders and the local, national and international communities. The legal and regulatory environment of post-secondary institutions will be critically examined, including the policies and procedures, collective agreements with unions, and approval processes that influence the environment. In addition, topics such as institutional, program, and student assessment, integrated planning, Aboriginal engagement, and resource allocation in post-secondary institutions will be covered. Particular attention will be paid to priority setting and emergent post-secondary trends (such as Indigenization and internationalization, corporatization, and environmental sustainability).

Note: Students with credit for EADM 438 may not take this course for credit.

This course will investigate adults as learners in post-secondary educational institutions and discuss best methods to promote students’ academic success. The scholarship of teaching and learning will be explored, including theories of student development, discussion of best practices for teaching adult learners, and descriptions of different learning styles. This exploration will involve a discussion of culturally responsive, Indigenous, and decolonizing pedagogies, and the unique needs of Aboriginal students. Topics also include examining and critically analyzing teaching approaches, key components of course development based on best practice, student assessment and learning outcomes, academic integrity, and the use of technology for teaching and learning at post-secondary institutions, both in classroom and in online delivery formats.

Weekly hours: 3 Seminar/Discussion hours
Note: Students with credit for EADM 439 may not take this course for credit.

This course distinguishes the range of “research” from reflective practice and action research from quality improvement, program evaluation, the scholarship of teaching and learning, and other types of research. Learners will understand methodologies used in educational research and how to choose the appropriate methods to answer research questions.

Weekly hours: 3 Seminar/Discussion hours
Restriction(s): Restricted to students in the M.Ed. in Health Professions Education program

A comprehensive review of classic theories, contemporary issues and perspectives on leadership and followership as practice, including multidisciplinary and systems-oriented approaches. Emphasis is on application of concepts and constructs to educational settings and situations.

Weekly hours: 3 Seminar/Discussion hours

An investigation and interrogation of governance and ethical decision-making in public and social sector organizations with educational mandates. Emphasis is on application of policy instruments, processes, theories, principles and practices required for a range of complex educational leadership problems of practice.

Weekly hours: 3 Seminar/Discussion hours
Prerequisite(s): EADM 862.3

Fundamental needs for and nature of change in educational communities and organizations are addressed as problems of practice using lenses of change leadership, adaptive leadership, change theory, systems theory, and institutional theory.

Weekly hours: 3 Seminar/Discussion hours
Prerequisite(s): EADM 863.3

Educational leadership problems of practice are generated in a research-informed context and theoretically framed and distinguished from problems of theory. Emphasis is on generation and framing of questions that characterize wise educational leadership that identifies and addresses problems of practice.

Prerequisite(s): EADM 864.3

A critical exploration of practice-based research design and methods of inquiry. Emphasis is on extant and emerging research methods that relate to problems of practice in educational leadership.

Weekly hours: 3 Seminar/Discussion hours
Prerequisite(s): EADM 865.3

Planning for improvement based on education organizational analysis and evaluation with emphasis is on evidence informed decision making. Special attention is paid to social justice and theoretical underpinning determinations of quality in educational contexts.

Weekly hours: 3 Seminar/Discussion hours
Prerequisite(s): EADM 866.3

A seminar course where students advance their problem of practice research, heeding ethical, cultural, social and practical considerations. Working iteratively with peers and instructors as they implement their research design.

Weekly hours: 3 Seminar/Discussion hours
Prerequisite(s): EADM 867.3

A seminar course where students, having finalized their problem of practice research design, work iteratively with peers and instructors, prepare to present findings in oral and written formats at an end-of-program conference to include, peers, stakeholders and faculty.

Weekly hours: 3 Seminar/Discussion hours
Prerequisite(s): EADM 868.3

This course prepares students to make use of data and the reports generated from them as both analysts and consumers. Competence with such skills is vital for educational leaders at all levels of the education enterprise. This course focuses on: (i) the theory, application, and interpretation of common statistical techniques; (ii) the key considerations of designing and implementing quantitative research projects; and (iii) aspects of communicating quantitative research findings with academic and other audiences.

Weekly hours: 1.5 Lecture hours and 1.5 Seminar/Discussion hours
Restriction(s): Restricted to Ph.D. students.

Analyzes a number of organizational paradigms based upon different sets of metatheoretical assumptions about the nature of social science and the nature of society. Emphasis will be placed on the paradigmatic shifts that are occurring in educational administration.

Weekly hours: 3 Seminar/Discussion hours
Prerequisite(s): EADM 811.

An advanced doctoral level course in educational administration dealing with policy-making in education. Focuses on three main aspects of educational policy-making: building consent for educational policy; promoting deliberation, understanding, and informed action in policy-making; and synthesizing basic considerations for formulating and implementing educational policy.

Weekly hours: 3 Seminar/Discussion hours

Designed to explore the various methods of research, and the problems related to research design. Special emphasis will be placed on research methods related to Educational Administration.

Weekly hours: 3 Seminar/Discussion hours

Selected current trends and issues in educational administration will be analyzed in detail. Literature, research and related developments in other areas will be examined. These courses will normally be taught during summer sessions by visiting professors with particular expertise.

Weekly hours: 3 Lecture hours
Note: May be taken more than once on the recommendation of the Department Head. Costs in addition to tuition may apply to this course. Please contact the college for details.

Provides opportunities for students to apply theory to practice in undertaking field research projects which differ from thesis and project topics. Preparation of a scholarly report and regular consultation with faculty members are key course requirements.

Weekly hours: 3 Practicum/Lab hours
Note: Students may take this course more than once for credit, provided the topic covered in each offering differs substantially. Students must consult the Department to ensure that the topics covered are different.

Will provide opportunities for reflection on scholarship, policy and practice regarding parents' positioning in relation to and engagement with schools and education. The intent of the course is to develop an empirical and theoretical understanding of educational practice and policy aimed at engaging parents. Students will be encouraged to examine theoretical underpinnings and philosophical assumptions in the context of their own understanding and practices. Students will be encouraged to discuss, write about, and reflect on the readings within their particular school/educational contexts and professional experiences.

Weekly hours: 3 Lecture hours

Provides an opportunity for a student to pursue a topic of personal interest. The topic studied must fall outside the scope of educational administration courses offered, although this provision may be waived with the consent of the department. The student is responsible for defining the area of interest and approval of the project must be gained prior to registration. The student undertakes intensive reading under the guidance of a staff supervisor, and submits a major paper for assessment on or before a date agreed upon in writing with his/her supervisor. An oral examination is also required.

Offered occasionally in special situations. Students interested in these courses should contact the department for more information.

A required non-credit seminar for graduate students in the Master's and Ph.D. programs. Provides students with information, guidance, and some skills needed to succeed in and profit from their program of studies. Enhances skills in seminar participation, scholarly writing, library use, and computer applications. Discussions of educational issues, research opportunities, research protocols, and research funding sources are also included. Separate seminars are arranged for full- and part-time Master's students and Ph.D. students.

This course will provide students with an opportunity to reflect on their learning experience in the graduate program, consolidate their understandings of key concepts and issues discussed in different courses, and demonstrate their skill of inquiry, synthesis, and critique by researching a topic in the area of education leadership.

Prerequisite(s): 27 credit units of course work toward M.Ed. degree including EADM 811, 990, and one of ERES 800, ERES 810, or ERES 820.

A student undertaking research leading to a Master's thesis must register in this course each year until the thesis is completed. This applies to thesis work done extramurally as well as intramurally.

Students writing a Ph.D. thesis must register in this course.

Students in the Doctor of Education (Ed.D.) program must register in this course.

Restriction(s): Restricted to students in the Doctor of Education (Ed.D.) program.