mun education graduate course descriptions

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Faculty of Education

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Graduate Course Descriptions

The following is a list of graduate courses offered by the Faculty of Education. To learn more about a specifc course, select from the list:

• 6100  - Research Designs and Methods in Education
• 6105  - Social and Cultural Difference and Education
• 6106  - Popular Culture and Literacy Education
• 6107  - Arts Education: Creativity in the Classroom
• 6108  - Literacy and Language Education: Sociocultural Perspectives
• 6192  - Project in Reading Development and Instruction
• 6193  - Project in Educational Technology
• 6202  - Social Context of Educational Leadership
• 6203  - Leadership: Theory and Practice
• 6204  - Educational Administration: Theory and Practice
• 6205  - Educational Policy: Theory and Practice
• 6290  - Research and Development Seminar in Educational Leadership Studies
• 6291  - Internship in Educational Leadership Studies
• 6292  - Project in Educational Leadership Studies
• 6293  - Paper Folio in Educational Leadership Studies
• 6300  - Teaching and Learning
• 6321  - Supervisory Processes in Education
• 6330  - Educational Finance
• 6335  - Legal Foundations of Educational Administration
• 6390  - Research and Development Seminar in Curriculum, Teaching and Learning Studies
• 6391  - Internship in Curriculum, Teaching and Learning Studies
• 6392  - Project in Curriculum, Teaching and Learning Studies
• 6393  - Paper Folio in Curriculum, Teaching and Learning Studies
• 6394  - Biographical Explorations of Teaching and Learning
• 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
• 6461  - Graduate Research Writing  
• 6462  - Cultural Landscapes, Knowledge and Pedagogy
• 6463  - Relationships First: Rethinking Educational Engagement
• 6465  - School Violence: Leadership and Policy Implications
• 6466  - Qualitative Research Methods
• 6467  - Quantitative Research Methods
• 6468  - Critical Approaches to Educational Research
• 6469  - Theoretical and Methodological Foundations of Action Research
• 6470  - Word and Sentence Level Reading Development and Instruction
• 6471  - Text-level Reading Development and Instruction
• 6472  - Issues and Interventions in Reading Development and Instruction for Diverse Learners
• 6473  - Praxis for Reading Teachers
• 6502  - Contexts of Music Education
• 6503  - Teaching Music from the Podium
• 6504  - Musicianship, Pedagogy, and Learning
• 6590  - Research and Development Seminar in Information Technology in Education
• 6600  - Learning and Motivation
• 6602  - Curriculum Studies
• 6603  - Place, Ecology and Education
• 6610  - Research on Computers in the Curriculum
• 6612  - Integration of Instructional Design and Educational Technology at CBU
• 6614  - Technology Planning for Educational Environments at CBU
• 6615  - Educational Software Prototyping and Evaluation
• 6617  - Digital Citizenship in a Global Community at CBU
• 6620  - Issues and Trends in Educational Computing
• 6630  - Critical Issues in Mathematics Education
• 6634  - Teaching and Learning to Solve Mathematics Problems
• 6639  - Technology and the Teaching and Learning of Mathematics
• 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
• 6653  - Contemporary Issues in Science Education I
• 6655  - The Nature of Science and Science Education
• 6658  - Teaching and Learning Scientific Concepts, Laws, and Theories
• 6662  - Research Seminar in Teacher-Librarianship
• 6664  - Seminar in School Improvement
• 6668  - Current Issues in Second Language Education
• 6669  - Graduate Seminar in Second Language Teaching and Learning
• 6670  - Teaching and Learning Social Studies
• 6671  - Research in Social Studies Education
• 6672  - Issues and Trends in Social Studies
• 6673  - Second Language Teaching, Learning and Curriculum
• 6674  - Research in Second Language Writing Education
• 6675  - Current Issues in Rural Education
• 6676  - Research and Practice in TESL/TEFL (Teaching English as a Second/Foreign Language)
• 6693 - Literacy for the Young Child in Home and School
• 6700 - Ethical and Legal Issues in Counselling
• 6702  - Counselling Individuals Across the Lifespan Theory
• 6705  - Nature and Development of School Counselling Services  
• 6706  - Career Education and Career Counselling
• 6708  - Group Counselling: Theory
• 6709  - Assessment of Intelligence and Learning Skill s
• 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 
• 6720  - Internship in Counselling Psychology
• 6721  - Counselling Across the Lifespan (LAB)
• 6722  - Assessment of Learning and Achievement for Counsellors
• 6723  - Group Counselling (LAB)
• 6724  - Assessment of Learning and Achievement for Counsellors LAB
• 6725  - Practice of Assessment for Counsellors Theory
• 6726  - Practice of Assessment for Counsellors (LAB)
• 6727  - Diverse and Intersecting Identities
• 6729  - Counselling in Context
• 6730  - Biological Basis of Behavior and Trauma Informed Practice
• 6731  - Contemplative and Ecological Perspectives in Counselling
• 6732  - Pre-internship in Counselling Psychology
• 6733  - Advanced Individual Counselling (LAB)
• 6755  - Nature and Assessment of Learning Disabilities
• 6790  - Research and Development Seminar in Counselling Psychology
• 6801  - Foundations of Post-Secondary Programs
• 6802  - Adult Learning and Development
• 6803  - Research in Post-Secondary Education
• 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
• 6808  - Supporting international and immigrant students
• 6809  - Internationalization of Higher Education
• 6810  - Assessment and Evaluation in Student Services
• 6811  - Theoretical Foundations in Adult/Post-Secondary Teaching and Learning
• 6822  - Foundations of Instructional Design in Post-Secondary Education
• 6823  - Principles of Program Design and Development
• 6831  - Organization and Administration of Student Services for the Adult Learner
• 6832  - Issues and Trends in the Administration of Post-Secondary Education
• 6841  - Student Development Theory, Services and Programs in Post-Secondary Education
• 6890  - Research and Development Seminar in Post-Secondary Studies
• 6891  - Internship in Post-Secondary Studies
• 6909  - Narrative Approaches to Teaching, Learning and Research
• 6911  - Multiage Education: An Introduction  
• 6913  - Putting Action Research Methodologies into Practice
• 6922  - Blended and Online Learning at CBU
• 6923  - Perspectives in Indigenous Education
• 6924  - Decolonizing Pedagogies
• 6925 - Répondre aux besoins variés des élèves dans la classe d’immersion française 
• 6927  - Digital Game-based Learning
• 6931  - Educational Technology Law
• 6932  - Intellectual Technology Law in Teaching and Learning
• 6938  - Advanced Individual Counselling Theory
• 6940  - Administration of Student Services in Post-Secondary Education
• 6942  - Designing Distributed Learning at CBU
• 6944  - Data Informed Education at CBU
• 701A/B - Doctoral Seminar in Education: Area of Specialization
• 702A/B - Advanced Educational Research

ED 6100 - Research Designs and Methods in Education

Education 6100 is an introductory course in research designs and methods. It is intended to cover the broad spectrum of research methods found in published research in education. The course has two main goals: to help students make sense of the research they can be expected to encounter in their graduate program and their professional practice, and to provide the basis for more intensive study in particular research methods required in the conduct of their own research. (3 credit hours)

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ED 6105 - Social and Cultural Difference and Education

This course examines the intersection of multiple and inter-related markers or dimensions of social and cultural difference and institutional practices. In particular, the course provides ways of analyzing and understanding differences which challenge monocultural and discriminatory assumptions. Also explored are the ways in which such insights provide direction for the development of culturally responsive and sensitive policy, reflective and anti-discriminatory teaching, more inclusive and responsive curriculum, and more equitable practices on a wide range of educational sites. (3 credit hours)

ED 6106 - Popular Culture and Literacy Education

This course focuses on the educational and pedagogical dimensions of popular culture as they pertain specifically to youth. It highlights the array of literacies practised in contemporary multi-mediated and technologically advanced cultures, as well as the complex social processes involved in the reading and teaching of popular culture. The course draws on various theoretical frameworks with which to analysis and to assess the intersections of knowledge, power, desire and social identity in cultural practices. The informing questions of the course are: How, and in what ways, are media, technologies and culture pedagogical? and, What do educators need to know about media, technologies and culture in order to be (more) effective pedagogically? This course is designed as an introduction to these issues. (3 credit hours)

ED 6107 - Arts Education: Creativity in the Classroom

The course focuses on creativity, learning theory and practices through the arts across the curriculum. Using a seminar format we take advantage of cultural artifacts, settings, and expertise in the region. Participants engage in a series of experiences designed to increase their understanding of the theoretical underpinnings of interdisciplinary teaching through the arts and aesthetic expression and to foster the creation of appropriate learning contexts for their students in all grades. (3 credit hours)

ED 6108 - Literacy and Language Education: Sociocultural Perspectives

This course examines socio-cultural perspectives on literacy and language education. Drawing on the scholarship of both well-established and emerging scholars, in particular within the New Literacy Studies, the course provides an opportunity for a critical engagement of prevalent and decontextualized notions of language and literacy education. It examines research, policy, curriculum, pedagogy, through an analysis of culture and power and a focus on social justice, to glean insights into how language and literacy education may be transformed so as to enhance both student success and social equity. (3 credit hours)

ED 6192 - Project in Reading Development and Instruction

This courser is normally taken at the completion of the course work and is intended to facilitate the conceptualization and writing of a project under the direction of a supervisor. A project is a theoretically based product intended for possible use in educational settings. For this program, this project shall be reading-focused and developed in consultation with the project supervisor (6 credit hours).

ED 6193 - Project in Educational Technology

Project in Educational Technology is normally taken at the completion of the course work and is intended to facilitate the conceptualization and writing of a project under the direction of a supervisor. A project is a theoretically based product intended for possible use in educational settings. (6 credit hours).

ED 6202 - Social Context of Education Leadership

This course analyses the cultural, political, and economic contexts of education in contemporary society, and identifies educational change processes and school improvement efforts within the political, cultural and economic milieu. Particular emphasis will be given to the implications for the organization of education and teacher and staff development. (3 credit hours)

ED 6203 - Leadership: Theory and Practice

This course examines the multi-faceted concept of leadership. Attention will focus on the knowledge base of leadership theories and concepts, and will explore what these findings can contribute to educational leadership. Leadership analysis will be conducted within the context of the traditional as well as emergent paradigms (i.e. the evolution of thought in educational administration). Emphasis will be placed on the knowledge, attitudes and skills that enable an instructional leader to work effectively with diverse work groups, to draw from staff and community the best they have to offer. As well, it will help students to discern from research, theory and practice, strategies to assist in the rethinking of current approaches to instruction and curriculum. This requires knowledge of the curriculum and of instructional practices, so that schools can work towards the building of a learning environment responsive to the needs of students in a rapidly changing society. (3 credit hours)

ED 6204 - Educational Administration: Theory and Practice

This three-unit course provides an introduction to educational administration as a field of specialized study. It examines traditional as well as emerging paradigms in the study of educational administration, with specific emphasis on the theoretical and conceptual constructs important for understanding administration of learning environments. The goal of the course is to develop a critical awareness of the values underlying various theoretical approaches to the study of administration in learning environments. (3 credit hours)

ED 6205 - Educational Policy: Theory and Practice

This 3 credit hour course investigates the various dynamic process in which educational policies are developed, implemented, and evaluated. In addition to examining the theoretical foundations of educational policy, an emphasis will be placed on the pragmatic aspects of the policy-making process. (3 credit hours)

ED 6290 - Research and Development Seminar in Educational Leadership Studies

This course will provide students with the opportunity to research, develop, and share/present a scholarly product through a creative, reflective process that draws upon and links with prior program experiences. (3 credit hours)

ED 6291 - Internship in Educational Leadership Studies

Internship in Educational Leadership Studies is a full-time practical experience for a minimum of ten weeks and is normally undertaken after of near the completion of course work. The purpose of an internship is to provide a graduate student with a breadth and depth of experience in a practical setting. (6 credit hours)

ED 6292 - Project in Educational Leadership Studies

Project in Educational Leadership Studies is normally taken at the completion of the course work and is intended to facilitate the conceptualization and writing of a project under the direction of a supervisor. A project is a theoretically based product intended for possible use in educational settings. (6 credit hours)

ED 6293 - Paper Folio in Educational Leadership Studies

Paper Folio in Educational Leadership Studies is a set of three scholarly papers on one topic related to a graduate student’s program specialization but which must go beyond course content. The writing of the paper folio is normally undertaken after or near the completion of course work. The purpose of a paper folio is to provide a graduate student with an opportunity to study and write about a topic of contemporary professional interest under the direction of a University supervisor. (6 credit hours)

ED 6300 - Teaching and Learning

Revisits established theoretical traditions and often taken-for-granted practices within teaching and learning to make explicit the assumptions which inform them and to question their individual and social implications and effects for teachers and learners. In so doing, the course introduces ways of thinking which are self-reflexive and critical, which challenge established traditions, and which provide frameworks for rethinking teaching and learning in the context of efforts to improve education and to enhance educational equity. (3 credit hours)

ED 6321 - Supervisory Processes in Education

This course examines alternative approaches to the processes of educational supervision. Its aim is to provide students with an understanding of the foundations of past and current patterns in educational supervision, and to identify the multiple skills, techniques, and tasks associated with current supervisory practices in schools and school systems. (3 credit hours)

ED 6330 - Educational Finance

Students will study the historical, sociological, legal, and economic foundations of educational finance. It is an introductory course designed to enable students to analyse contemporary literature on school finance and to be able to debate current issues in a knowledgeable manner. Analysis and criticism of various methods and techniques applied to school finance in various Canadian provinces will also be reviewed. Special emphasis will placed on education funding in the province of Newfoundland and Labrador. (3 credit hours)

ED 6335 - Legal Foundations of Educational Administration

The course is designed to provide a basic understanding of some laws and legal concepts relevant to the educational administrator and to demonstrate how these laws and concepts can inform administrative decisions. While the course provides a survey of the law, some components provide general information, and some provide more specific information. Hence, for general information, and to encourage independent reasoning throughout, the course begins with lectures about possession and ownership that address how these legal concepts can impact upon topics as diverse as locker searches, and copyright. As well, and to similar purpose, the tort law section includes case studies that demonstrate the general development of personal injury law and which will encourage independent reasoning. More specific lectures follow about statutes that impact upon teachers, professionalism, constitutional law, administrative law, criminal law, and human rights. An outline of the sections of the course follows next. (3 credit hours)

ED 6390 - Research and Development in Teaching and Learning Studies

ED 6391 - Internship in Curriculum, Teaching and Learning Studies

Internship in Curriculum, Teaching and Learning Studies is a full-time practical experience for a minimum of ten weeks and is normally undertaken after of near the completion of course work. The purpose of an internship is to provide a graduate student with a breadth and depth of experience in a practical setting. (6 credit hours)

ED 6392 - Project in Curriculum, Teaching and Learning Studies

Project in Curriculum, Teaching and Learning Studies is normally taken at the completion of the course work and is intended to facilitate the conceptualization and writing of a project under the direction of a supervisor. A project is a theoretically based product intended for possible use in educational settings. (6 credit hours)

ED 6393 - Paper Folio in Curriculum, Teaching and Learning Studies

Paper Folio in Curriculum, Teaching and Learning Studies is a set of three scholarly papers on one topic related to a graduate student’s program specialization but which must go beyond course content. The writing of the paper folio is normally undertaken after or near the completion of course work. The purpose of a paper folio is to provide a graduate student with an opportunity to study and write about a topic of contemporary professional interest under the direction of a supervisor. (6 credit hours)

ED 6394 - Biographical Explorations of Teaching and Learning

Course participants will reflect on lives as teachers and learners through reading, viewing and listening to a range of creative works (music, visual art, drama, literary writing, media pieces) that explore themes in teaching and learning. As they do so, they will also each develop a creative piece in the medium of their choice. The creative pieces will be presented in a public forum presentation at the end of the course. This course is offered as an optional culminating course for students on the all-course Master’s program in Education. (3 credit hours)

ED 6410 - Seminar on Philosophical Issues in Educational Policy and Leadership

Is argumentation and decision-making on matters of educational policy and practice simply based on personal preferences, or social consensus or political power relations between educational stakeholders? To what extent are the results of science and public opinion of value in making justified decisions? Are there rationally defensible and objective principles, values and criteria necessary for reasoned moral deliberation and effective policy design? This course focuses on skills of argumentation and decision-making required by educational leaders for the formulation of ethically justifiable educational policy and the cogent assessment of educational practice. The bases or grounds of skilled educational leadership will be examined through the study of a number of issues, case-studies and debates in the areas of educational leadership, policy studies and administrative ethics. Both classical and modern texts will be will be studied. Questions regarding the rationality and rightness of practical and moral decision-making will be pursued through such topics as educational opportunity and equality, the priority of intellectual autonomy as an educational ideal, the character of democratic public deliberation, and educational authority. These topics will illustrate fundamental differences between technical and humanistic conceptions of educational deliberation and argumentation. Other relevant topics of interest to seminar participants may be examined. (3 credit hours)

ED 6420 - Ethical Issues and Perspectives in Educational Practice and Policy

This course examines some of the major ways in which questions of ethical choice and moral judgement enter into the practices of educational administration, teaching, and the justification of educational policy. Selected readings and case studies will deal with such topics as educational aims, freedom, authority, compulsory education and equality. These materials will be used to illustrate both the distinctive character of ethical problems and the methods available for their resolution. Some major ethical theories will be examined as philosophical resources for answers to questions concerning the justification of courses of action and as classical formulations of the nature of moral value and the logic of moral reasoning. (3 credit hours)

ED 6425 - Comparative Perspectives in Public Education, Reform and Leadership

This course deals with “educational reform” as a phenomenon occurring in differing economic, cultural, and political contexts. The focus will be on comparative analysis as a basis for informed policy development. A major objective of the course is to identify and clarify a number of issues to facilitate reflection on strategies for action in relation to current and future “reform movements”. (3 credit hours)

ED 6426 - Computer Applications in Educational Administration

The course provides students with a knowledge base on issues and concerns about computer uses in education with emphasis on the administration of schools and school systems. Attention will be given to computer applications to student and personnel record-keeping, scheduling, networking and other forms of information management for educational purposes. The course allows opportunity for demonstration of various software, taking into account that students taking this course will have differing degrees of computer experience. (3 credit hours)

ED 6427 - School-Community Partnerships

This course is about school and community partnerships with an emphasis on the theoretical and practical considerations of these multi-faceted relationships. Throughout the term relationships with the business community, parents, and government agencies will be examined and explored. Attention will be given tot he concepts of educational change, school reform, volunteerism, the democratization of education, leadership, and accountability. (3 credit hours)

ED 6440 - Family School Relations: Leadership and Policy Implications

This course is designed to develop an understanding of changes in the relationship between family circumstances and schooling, and to consider those issues which hold implications for educational policy and classroom practice. It includes an historical overview of the links between families and schools as well as an examination of sociological perspectives and current research relating to family/school relationship. (3 credit hours)

ED 6461 - Graduate Research Writing

In this course, we focus on research writing in particular. You will learn how to deconstruct academic writing genres such as research conceptualization, literature reviews, writing the methodology, research proposals, thesis writing, constructing arguments and how to avoid plagiarising. In addition, the course covers writing processes, techniques and strategies that will aid a procrastination-free and productive approach to writing. Finally, you will reflect on yourself as a writer as part of the process of cultivating an identity as a scholarly writer. This course links theory and practice, and provides graduate students with a range of practical techniques and strategies. Since this is a credit-bearing course, three assignments need to be completed. The first is an assessment of your own writing history and practices; the second is an analysis of writing in your discipline; and the third is a portfolio assignment of examples of your own writing where you apply what you learn in the course. Every week, you will be given writing tasks and strategies to practice. You can use whatever writing you are currently working on to practice these techniques. In the past, participants have used their thesis proposals, chapters, papers for publication, abstracts, grant proposals, course assignments, etc. The portfolio assignment is made up of extracts of this writing and there is a strong emphasis throughout the course on your own writing needs. (3 credit hours)

ED 6462 - Cultural, Landscapes, Knowledge and Pedagogy

The Truth and Reconciliation Commission (2015) call upon Canadian society and educators to support, revitalize and integrate Indigenous knowledge systems. In this process, connections to the land are essential. This course will engage students in exploring pedagogical theories and holistic learning through authentic engagement with cultural landscapes and will examine the relationships that exist between people, land, and knowledge. (3 credit hours)

ED 6463 - Relationships First: Rethinking Educational Engagement

Relationships First: Rethinking Educational Engagement examines the fundamental principles and practices of relational restorative justice approaches in the context of current education theory and philosophy. Content focuses on an examination of educational engagement as understood through the lens of relational theory. Particularly suited to the complexities of the day, this course is an exploration and analysis of current relational, restorative justice education theories and practices in school contexts locally, nationally and internationally. As a comprehensive alternative to dominant schooling, relational engagement offers significant potential for renewed perspectives on safe and care school policies, inclusion policies and classroom dynamics as well as for curriculum content and design, pedagogy, and assessment.

Drawing on ancient and contemporary indigenous and spiritual traditions, it also explores the recommendations in the recent Truth and Reconciliation Report (2016). As students examine both the promises and challenges associated with educational engagement through relational restorative justice education, they will also experience and practice its various pedagogies in assignments and class activities. (3 credit hours)

Note:  Credit may be obtained for only one of 6463 - Relationships First: Rethinking Educational Engagement or the former course, 6936 - Restorative Justice in Education: Promises & Challenges.

ED 6465 - School Violence: Leadership and Policy Implications

The purpose of this course is to develop an understanding of sociological perspectives on school violence. Topics include the organization of official state knowledge, the role of the media, the appraisal of public opinion, and teachers’ and students’ experiences of violence, discipline, and social control. Attention will be given to the distinction between the tradition of in loco parentis and the statutory duty to maintain proper order and discipline. Theoretical issues and policy debates will be discussed. (3 credit hours)

ED 6466 - Qualitative Research Methods

This course examines a variety of issues in the execution of ethnographic/qualitative research, compares the structures and process of different data collection techniques, explores ways of recording and analysing ethnographic/qualitative data, and reviews ways of reporting field research in education. (3 credit hours)

ED 6467 - Quantitative Research Methods

Over the past four decades research methods in the socio-behavioural sciences have tended to become bifurcated into qualitative methods on the one hand and quantitative  methods on the other. Most researchers have had some experience with both procedures, but usually emphasize one of the two research orientations. Those working in the quantitative tradition are more likely to treat educational research as a natural science than those working in the qualitative tradition. As such, they aim at causal explanations by way or theories, hypothesis generation and testing.

In keeping with this tradition, students taking Education 6467 will be introduced to such research procedures as: measurement and measurement modelling, validity and reliability, research design, falsification, experimental and quasi-experimental methods, survey research methods, and sampling. (3 credit hours)

ED 6468 - Critical Approaches to Educational Research

This course will elaborate on the relationship between educational research and educational practice as well as examine the different kinds of knowledge. It will investigate the place of theory and practice in educational problems need to be researched in the social and historical context in which they emerge and should concern itself with values, judgements, and the interests of people. The course will examine the claim that critical educational research is human, social, and political. There will be discussions which engage prevailing educational structures and the political nature of schools and educational institutions. The course will stress that critical educational research has the aim of transforming education and therefore is directed at educational change. This course will examine key texts, issues, and methodologies within critical educational research. These texts, issues, and methodologies will be drawn from cultural studies, action research, critical ethnography, narrative inquiry, critical pedagogy, and feminist research. (3 credit hours)

ED 6469 - Theoretical and Methodological Foundations of Action Research

This course will explore the history and foundations of action research and the various conceptions of action research. Data generating methods and approaches to data analysis within action research will be investigated. Practical experiences using various data gathering and data analysis techniques will also be included in the course. Completion of this course will be required before registration in ED 6913 - Classroom Inquiry and Action Research. (3 credit hours)

ED 6470 - Word and Sentence Level Reading Development and Instruction

This course examines the underpinnings of word identification, including phonological awareness, working memory, orthographic knowledge, and fluency. It will also examine the role of grammatical knowledge and syntactic awareness in sentence-level reading processes.

Instruction and assessment of word-level and sentence-level processes are also key areas of focus. (3 credit hours)

ED 6471 - Text-Level Reading Development and Instruction

This course examines the underpinnings of text including reading motivation, vocabulary development, and strategies for studying and comprehending text. The cognitive processes underlying reading comprehension will also be of particular interest. Instruction and assessment of text-level processes are also key areas of focus. Prerequisite: ED 6470 - Word and Sentence Level Reading Development and Instruction (3 credit hours)

ED 6472 - Issues and Interventions in Reading Development and Instruction for Diverse Learners

This course examines the nature of reading development and instruction for diverse learner populations. Key areas of focus include the nature of second language reading as well as reading difficulties affecting word identification and reading comprehension. Special attention will be paid to assessment issues, principles and practices, including implementing assessments, interpreting results and planning appropriate evidence-based interventions. Prerequisites: ED 6470 - Word and Sentence Level Reading Development and Instruction and ED 6471 - Text-Level Reading Development and Instruction (3 credit hours)

ED 6473 - Praxis for Reading Teachers

This course extends the focus on assessment and instructional planning in prior coursework and also addresses issues in literacy leadership. Students will gain further experience in conducting reading assessments of school-age students and developing instructional plans to support student learning in small-group and whole-class settings. Issues in supporting classroom-based educators’ practice will also be explored. Prerequisites: ED 6470 - Word and Sentence Level Reading Development and Instruction, ED 6471 - Text-Level Reading Development and Instruction, and ED 6472 - Issues and Interventions in Reading Development and Instruction for Diverse Learners (3 credit hours)

ED 6502 - Contexts of Music Education

This course is designed to examine foundational issues of music education, including issues related to the theory and process of curriculumdesign, implementation and assessment within the discipline of music education. (3 credit hours)

ED 6503 - Teaching Music from the Podium

This course is designed to build understandings of, and techniques for, podium-based instruction as applied to the orchestral, band and/or choral ensemble settings. Specifically, it examines choral and instrumental music education via the context of comprehensive musicianship.

Through both research and performance experiences, the development of logical sequences of musical understanding is explored. Emphasis is placed on the nature of teaching and learning in the ensemble setting, the construction of teacher/conductor identity on the podium, and the development, implementation and analysis of teaching/learning modules for the conducted ensemble context. Prerequisite for this course is a considerable level of skill in the area of conducting (instrumental and/or choral). (3 credit hours)

ED 6504 - Musicianship, Pedagogy and Learning

This course will increase pedagogical understandings and techniques through the continued development of personal musicianship skills and an examination of the connection between personal musicianship and the classroom. The course will explore strategies for structuring choral and instrumental programs in which students develop a logical sequence of musical understandings as they study musical literature. The prerequisite required for this course is a considerable level of competence in the area of aural/keyboard skills and performance. (3 credit hours)

ED 6590 - Research and Development Seminar in Educational Technology

ED 6600 - Learning and Motivation

This course is devoted to developing an understanding of the conceptual, empirical and educational issues of learning and motivation as they relate to other areas of the programme core. The course will also examine evaluation as it relates to learning and motivation. (3 credit hours)

ED 6602 - Curriculum Studies

This course deals with the study of curriculum theory as it relates to the total process of public education, definitions of curriculum, curriculum orientation, and the place of philosophy, sociology, culture and ideologies as they affect the total curriculum development and implementation process. Discussion will be linked with research approaches to curriculum, current curriculum agendas and participants’ curriculum interests. (3 credit hours)

ED 6603 - Place, Ecology and Education

There is a growing movement to ground school curriculum and instruction in local geography, ecology, culture, history and economy. This course examines and critiques this trend trough an exploration of pedagogical and research possibilities relating to place as well as the theoretical frameworks in which they are situated. The course will also provide students with an opportunity to design, implement and/or evaluate a research or pedagogical project relating to place and ecology. (3 credit hours)

ED 6610 - Research on Computers in the Curriculum

Education 6610 is an investigation of research methods used in the field of educational computing. Individuals enrolled in this course will participate in inquiry, discussion, and analysis of selected focused research approaches and will identify possible areas of research interest on computers in education. This course utilizes WebCT as a means of conveying content and maximizing participant interaction. (3 credit hours)

ED 6612 - Integration of Instructional Design and Educational Technology at CBU

The field of instructional design (ID) has long been synonymous with distance education and training rather than mainstream K-12 teaching. However, ID is a critical component to planning and delivery of technology-enabled learning. In this course we will explore the applicability of instructional design to the K-12 context as a means to enhance learning and community building through the various modes of delivery currently found in schools (hybrid/blended/virtual). Within this course students will explore ID competencies, models, and current trends in the organization of learning environments. A particular emphasis will be placed on the utilization of ID principles in selecting appropriate technologies for specific objectives. (3 credit hours)

ED 6614 - Technology Planning for Educational Environments at CBU

Technology Planning for Educational Environments is designed to assist educators in developing a comprehensive plan for the infusion of technology into the learning/teaching process. Learners will research a broad range of existing and emerging technologies and their applications in a learning environment as well as the constructs of the technology planning process. This research will then be applied to formulating a classroom level technology plan. (3 credit hours)

ED 6615 - Educational Software Prototyping and Evaluation

“Educational Software Prototyping and Evaluation” is a Web-dependent, distance educational course that explores different kinds of software prototypes. Educational software prototyping involves the systematic development of instructional specifications using learning and instructional theory to ensure good quality instruction. It is the process of analysis of learning needs and goals, the development of instructional materials and activities; and prescription for evaluating the instructional and learner activities. Students will use SmartDraw, SnagIt and HyperStudio software to develop and evaluate their own prototype. (3 credit hours)

ED 6617 - Digital Citizenship in a Global Community at CBU

Digital citizenship can be defined as the norms of appropriate and responsible behavior online. Within this course we will examine digital citizenship from two major perspectives: responsible use in the K-12 environment and the world beyond schools. Within each perspective we will review policy and practice, rights and responsibilities, safety and security, as well as health and wellness. Some specific themes include cyberbullying, digital etiquette, access, copyright, flat classrooms, the digital device and civic engagement. (3 credit hours)

ED 6620 - Issues and Trends in Educational Technology

Using a consultative process this course surveys the historical and philosophical development, major trends, and issues that are associated with using educational technology to promote teaching and learning. The primary emphasis is on identifying and critically reviewing practices and developing strategies for better integration of educational technologies in the learning process. (3 credit hours)

ED 6630 - Critical Issues in Mathematics Education

The course will be discussion oriented with invitations to take leadership roles with questions, suggestions, and organization for discussion. The intent of the course is to serve as an opening for serious discussion of mathematics. What is mathematics? Why do we teach mathematics? Why is mathematics so heavily valued in our education system? Problem solving, technology, basic skills, process, how do we address these multiple expectations for what mathematics is to represent? What does good math teaching look like? What does it mean to understand mathematics? (3 credit hours)

ED 6634 - Teaching and Learning to Solve Mathematics Problems

The course is intended to broaden the perceptions of mathematics held by the teachers and the community at large. Specifically the focus will be placed on the role of problems in mathematical learning. Prerequisite ED 6630 - Critical Issues in Mathematics Education (3 credit hours)

ED 6639 - Technology and the Teaching and Learning of Mathematics

This course will cover a range of ways in which technology can be used in the teaching of mathematics, and the implications that emerging technologies have for the teaching of mathematics. Prerequisite ED 6630 - Critical Issues in Mathematics Education (3 credit hours)

ED 6641 - Writing in the Primary, Elementary and Secondary Schools

This course is designed to introduce graduate students to theories, historical developments and current research in writing instruction. In addition, the course will provide opportunities for students to use this knowledge to clarify their own thoughts about writing instruction, and to consider the specific implications this knowledge might have upon their own instructional approaches. (3 credit hours)

ED 6642 - Developmental Reading (K-8)

This course provides a developmental and social psychological perspective of learning to read, reading and reading to learn. Research findings of the role of affect in reading are also integrated. Implications for teaching and learning are developed. (3 credit hours)

ED 6643 - Contemporary Issues in Intermediate and Secondary English

This course examines emerging literacy issues and conceptions, particularly those which are reflected in current English language arts curricula in Canada and elsewhere. Course participants investigate both the theoretical bases of these new curricula and the political, social, economic, and commercial influences on their development. (3 credit hours)

ED 6645 - Literature for Children and Adolescents

An in-depth survey and analysis of the nature of literature for children and adolescents, a study and evaluation of selected words, an examination of the literary genres and appropriate books, and a survey of Canadian books, authors, illustrators and poets for children and adolescents. (3 credit hours)

ED 6647 - Diagnosis and Remediation of Reading and Writing Difficulties

This course is designed to provide specific knowledge in the assessment of the reading and writing disabilities of school age children. An emphasis will be placed on the various causal factors which might inhibit a child’s developmental processes of learning to read and write effectively, and how these factors might be assessed and remediated. (3 credit hours)

ED 6649 - Exploring Multiple Literacies

This course is designed to explore recent literacy theories, particularly as they relate to English language arts teaching and learning. Although several topics are outlines here, it is expected that course participants will identify and negotiate different or additional concepts to explore together and individually during the course. Students will be encouraged to research and reflect upon their own practice. Opportunity will be provided for reviewing the Atlantic Canada English Language Arts Curriculum Guides and for exploring issues and concepts which course participants decide warrant further attention and study. (3 credit hours)

ED 6653 - Contemporary Issues in Science Education I

The purpose of this course is to focus upon contemporary empirical research in the science education literature to help students: (a) articulate and acquire an understanding of criteria for the critical appraisal of this body or research; and (b) to apply these criteria in the appraisal of published science education research on major topics of current interest in science education. (3 credit hours)

ED 6655 - The Nature of Science and Science Education

This course will provide opportunities for graduate students to examine ideas related to the nature of science and how they apply to science teaching and learning. The course will adopt a “classroom issues” approach to an understanding of the nature of science and science education. Science-Technology-Society courses are generally organized around relevant societal issues rooted in science and technology. This course is organized around science-teaching-learning issues relevant to teachers’ understanding and beliefs about science and science teaching and learning. Pedagogical issues will therefore be identified that have scientific philosophical implications. (3 credit hours)

ED 6658 - Teaching and Learning Scientific Concepts, Laws, and Theories

This course involves an advanced examination of the literature on the nature of scientific concepts, laws, and theories, on the teaching and learning of scientific concepts, laws, and theories, and how these literatures relate. (3 credit hours)

ED 6662 - Research Seminar in Teacher-Librarianship

Examination of the current literature on the roles of the learning resource teacher/teacher- librarian in leadership, advocacy, professional development, curriculum design and implementation, instructional technology, and resource centre administration. The primary objective is clarification of the role learning resource teachers/teacher-librarians must fulfill in modern schools. (3 credit hours)

ED 6664 - Seminar on School Improvemen t

You will examine school improvement from two complementary perspectives:

• theory and research on school improvement
• school-based school improvement practices

Key concepts to be studied include: educational change theory; school reform; action research, organizational learning, school improvement. (3 credit hours)

ED 6668 - Current Issues in Second Language Education

This course takes the form of a colloquium on current issues and research related to second language education. Specific topics will vary depending on student interests, current issues in the literature, and availability of guest speakers. Students are encouraged to relate the course readings to their own experience as language teachers and learners. (3 credit hours)

ED 6669 - Graduate Seminar in Second Language Teaching and Learning

This seminar course will vary in theme according to current research interests of faculty and visiting professors thus enabling students to take full advantage of currently available expertise. Course participants will engage in a series of experiences designed to enhance their understanding of theoretical and practical aspects of second or additional language learning. (3 credit hours)

ED 6670 - Teaching and Learning Social Studies

This course explores the application of concepts developed in curriculum, instruction and evaluation of Social Studies. Topics will include nature and goals of Social Studies education, patterns of curricular organizations, the uses of instructional materials, various models of instruction and student evaluation processes. (3 credit hours)

ED 6671 - Research in Social Studies Education

This course is designed to acquaint students with research in Social Studies education including the types of problems studied, methodologies employed and conclusions to be drawn from that work. We will consider criticisms of the most recent literature as well as ways to narrow the gap between the research and the classroom. Emphasis will be placed on the development of knowledge and skills necessary to pursue research in the field. (3 credit hours)

ED 6672 - Issues and Trends in Social Studies

This course provides opportunity for extensive examination of selected trends in social studies education and comprehensive analysis of enduring issues within the field. Given the nature of the course, topics to be considered in any one semester will be selected on the basis of two factors, student interests and career goals and recent developments in the area of Social Studies education. (3 credit hours)

ED 6673 - Second Language Teaching, Learning and Curriculum

This course presents an introduction to theoretical and methodological aspects of second- language teaching, learning and curriculum. The readings, discussions and the course assignments are designed to help the course participant develop an understanding of the theoretical and historical foundations. Specific topics will include teaching approaches and methods, curriculum planning and design, alternative and authentic assessment and content- based language learning. Note: credit may be obtained for only one of ED 6673, the former ED 6665 - or ED 6667. (3 credit hours)

ED 6674 - Research in Second Language Writing Education

This course will focus on major theories in second language (L2) writing; important research and findings around important issues in L2 writing; and classroom teaching and assessment practices. Topics to be explored include: L2 writing theory and pedagogy; socio-cultural perspectives on L2 writing; identity and voice in L2 writing; beliefs about L2 writing; aspects of L2 writing process and product; feedback and error correction in L2 writing; text-borrowing and plagiarism in L2 writing; effect of L1 in L2 writing; L2 writing assessment. The course will begin as a lecture format, but will gradually change to one of seminars. (3 credit hours)

ED 6675 - Current Issues in Rural Education

The purpose of this course is to provide a forum for critical and reflective inquiries into the claims, concerns, issues and questions that affect the provision of educational programs and opportunities for people living in the rural areas of Newfoundland and Labrador. The primary focus of the course will be small schools. Attention will also be paid to the issues and concerns of larger schools situated in rural contexts. (3 credit hours)

ED 6676 - Research and Practice in TESL/TEFL (Teaching English as a Second/Foreign Language)

This course has a major focus on concerns, theories, skills, and methods in teaching adult ESL in the Canadian context and a minor focus on these in international contexts. In addition to methodological issues common in TESL/TEFL teaching, this course introduces the characteristics of Canadian learners and teachers, as well as language policies, programs and benchmarks that are unique to Canada. Instructional and assessment strategies are presented and discussed in relation to the Canadian ESL teaching situations. Teaching English as a foreign/additional language internationally will also be discussed in depth. (3 credit hours)

ED 6693 - Literacy for the Young Child in Home and School

This course will provide a social, cognitive and motivational perspective of the literacy learning of young children. The literacy contexts of home, school and community will be explored. Family literacy programs and the role of engaging children in literacy activities, particularly book-sharing, will be addressed. Implications for teaching and learning will be developed. (3 credit hours)

ED 6700 - Ethical and Legal Issues in Counselling

This course will examine the ethical and legal responsibilities of school counsellors and school psychologists. It will analyse professional codes of ethics and examine some core ethical principles on which they are based. This will be done through a case study and ethical problem solving approach. Because of the nature of this approach class attendance is necessary. (3 credit hours)

ED 6702 - Counselling Individuals Across the Lifespan Theory

This course focuses on individual counselling through multiple life stages. This is a theory-based course with an accompanying 1.5 credit-hour lab. Prerequisite: ED 3210 - Introduction to Counselling. (3 credit hours)

ED 6705 - Nature and Development of School Counselling Service s

This course will look at the historical and philosophical foundations of counselling services and examine contemporary issues and trends in the counsellors role. Principles and practices of counselling will be examined through role definition, program development, management and evaluation. (3 credit hours)

ED 6706 - Career Education and Career Counselling

The purpose of this course is to introduce students to contemporary research and practice in career development. Career development will be examined as a dynamic lifelong process. Students will explore the importance of work adjustment, personal agency, cultural contexts and the implications for the design, implementation and evaluation of career interventions. Prerequisite: ED 3211 - Introduction to Career Education. (3 credit hours)

ED 6708 - Group Counselling Theory

This course examines group counselling from a variety of theoretical perspectives and looks at the implications for professional group work practices in public school and other settings. This course is a theory-focused course with with an accompanying 1.5 credit-hour lab. Prerequiiste: ED 6702 - Counselling Individuals Across the Lifespan Theory. (3 credit hours)

ED 6709 - Assessment of Intelligence and Learning Skills

This course is designed to:

• Help you understand the nature of individualized intellectual assessments
• Gain the skill needed to make such assessments

The course will discuss concepts of intelligence, testing in general and intelligence testing in particular. It will focus particularly on the nature of the Wechsler intelligence tests (especially the WPPSI-R, WAIS-111 and the WISC-111) and how these tests are administered, scored, and discussed in reports. There will also be an emphasis on making psycho-educational recommendations and decisions based on tests, referrals and other relevant information obtained about and from clients. Upon completion of the course, participants will meet Wechsler certification requirements. Prerequisites: ED 6722 - Assessment of Learning and Achievement for Counsellors and ED 6724 - Assessment of Learning and Achievement for Counsellors LAB. [3 credit hours]

Students will not enroll in this course until the latter part of their program. Students intending to pursue a career in the K-12 school system in Newfoundland and Labrador are urged to take this course and the prerequisites. (3 credit hours)

ED 6710 - Issues in Development and Implementation of Special Education Policy and Practices

This course is designed to engage students in critical inquiry and analysis of research and major issues relating to: (1) leadership and administration of special education; (2) the processes of policy development; (3) the design, implementation and evaluation of both generic and individualized practices and programs; and (4) legislative, ethical and social justice issues relating to special education. Students will be required to become familiar with major current issues and theories in special education policy and practices and be able to subject existing policy and practices to rigorous appraisal. While Canadian perspectives and content will be the major emphasis, landmark policy and legislative trends in other countries will be critically examined. Such a comparative analysis is intended to sensitize students to the forces shaping the development and delivery of special education services in other nations with which Canada has strong ties. (3 credit hours)

ED 6712 - The Nature and Assessment of Behaviour Disorders in Children and Adolescents

This course will study the emotional/behavioural problems of children and adolescents. Current issues, theoretical and methodological foundations, descriptions and discussions of many disorders, clinical and research data, assessment and treatment approaches will be studied and discussed. The counsellor's role with students, parents, and teachers regarding assessment, treatment and prevention as well as implications in the classroom will be presented. (3 credit hours)

ED 6713 - Educational Applications of Contemporary Cognitive Psychology

This course overviews cognitive psychology and its application to classroom and counselling settings.The course is structured in an independent study format in which students are given a topic to research, as well as choosing their own topics to research. Students meet with the instructor in a seminar setting on a bi-weekly basis, and meet with the instructor on an individual basis in between seminars. (3 credit hours)

ED 6714 - Principles and Practices in Exceptionality

This course will encourage an in-depth study into the diverse and growing field of exceptionalities. While the course assumes focus on school-based programs and supports, it is framed within the larger context of evolving paradigms of disability studies and community rehabilitation. A critical analysis of this literature will foster exploration of the impact of special education’s practice and discourse. (3 credit hours)

ED 6716 - Working with Families and Parents

This course will look at the family from a relationship centred framework. Generally we will attempt to come to some understanding of issues such as, the meaning of family, family structure, the place of the family in society. However, the main thrust of the course will be working with families through family counselling. The course will look at contemporary theories of family counselling with a view to understanding both their philosophic and practical implications. (3 credit hours)

ED 6717 - Counselling Adolescents

Students in this course will study the past and current theories of adolescence. Current issues including depression, and suicide, eating disorders, obsessive compulsive disorder, self-inflicted bodily harm, sexuality, peer pressure and drug use will be discussed and appropriate case studies will be presented. Assessment and treatment approaches will be reviewed. (3 credit hours)

ED 6718 - Elementary School Counselling

A study of the theory and practice of counselling as applied to the elementary school setting. This course will examine issues such as needs for counselling at the elementary level, counselling young children in groups, consultation with parents and teachers. (3 credit hours)

ED 6719 - Cultural Issues in Counselling

This course will examine the cultural sources of diversity in thinking, emotion, motivation, self, personality, morality, development, and psychopathology. The course explores how culture and historical-political-social factors influence the personality and psychological development of all people. Emphasis is placed on how this knowledge and awareness can influence problem assessment/conceptualization, treatment, and counselling outcomes. (3 credit hours)

ED 6720 - Internship in Counselling Psychology

An internship is a practical experience for a minimum of 550 hours with 240 hours of direct client contact and is undertaken after the completion of course work. The internship is understood to be the student’s culminating practical experience at the master’s level. The purpose of an internship is to provide a graduate student with a breadth and depth of experience in a practical setting. Prerequisite: ED 6732 - Pre-internship in Counselling Psychology and completion of all Master of Education (Counselling Psychology) program's course requriements. (7.5 credit hours)

ED 6721-  Counselling Individuals Across the Lifespan LAB

The Companion for this lab is ED 6702 - Counselling Individuals Across the Lifespan Theory seminar. ED 6702 should be taken prior or concurrently to this lab course.

This lab course will focus largely on skills-based experiential learning through in vivo practice in a mock individual counselling environment. With reference to Egan’s Skilled Helper SFBT three-stage model, students will learn foundational skills-based interventions appropriate to all phases of the counselling relationship. Students will also be encouraged to incorporate supplemental and complimentary interventions from theories covered in the ED 6702 theories seminar. (1.5 credit hours)

ED 6722 - Assessment of Learning and Achievement for Counsellors

This course applies the theories of quantitative and qualitative assessment in establishing a comprehensive understanding of identifying the learning needs of children and adolescents. Particular focus will be given to the role of the school counselor, within a paradigm of collaborative practice and decision-making, in developing effective and holistic approaches to educational assessment that are proactive, ethical and person centered. Students will explore a blended approach that utilizes qualitative methods (observation case history analysis, interviews, and authentic approaches) with quantitative methods (Level A & B standardized instruments). (3 credit hours)

ED 6723 - Group Counselling LAB

This lab course follows or runs concurrently to the ED 6708 - Group Counselling Theory course. This lab engages students in experiential learning and the intentional connecting of theory to practice, as it relates to counselling groups. A foundational interpersonal facilitation style will be taught using a phase-based model. Skills applicable to three phases of group will be covered with consideration of how facilitation might differ accordingly, including consideration of context, identity and experience. Students will engage in experiential learning both from participant, and co-facilitator role. Students will be provided opportunity for critical reflection of practice based in in-class discussion and input, videoed skills practice assignments, as well as a reflective assignment of group process and outcome. (1.5 credit hours)

ED 6724 - Assessment of Learning and Achievement for Counsellors LAB

The companion course for this lab is ED 6722 - Assessment of Learning and Achievement for Counsellors. ED 6722 should be taken prior to or concurrently with this lab course.

This lab course will focus on students applying the concepts that they have learned in ED 6722 - Assessment of Learning and Achievement for Counsellors and developing their administration and scoring skills in relation to level A and B assessment measures. (1.5 credit hours)

ED 6725 - Practice of Assessment for Counsellors Theory

In the field of counseling, the results of assessments are often used to help inform decision-making and to develop intervention and treatment plans. The focus of this course is on the nature, use, and application of various evaluation methods used to measure/assess the aptitude, achievement, career interests, mental health functioning, and intelligence of clients. Emphasis is placed on being a competent consumer of assessment tools and on examining how assessment fits into the overall counselling process. Within this framework, the focus is on appropriate and ethical assessment selection, administration, and interpretation, the use of both formal and informal assessment tools, and the ethical use and communication of assessment results. (3 credit hours)

ED 6726 - Practice of Assessment for Counsellors LAB

The companion course for this lab in ED 6725 – Practice of Assessment for Counselors Theory. ED 6725 should be taken prior to or concurrently with this lab course.

In this lab course students will learn to administer and score several standardized level A and B assessment measures with an emphasis on those used to assess psychosocial functioning. (1.5 credit hours)

ED 6727 - Diverse and Intersecting Identities

Within the context of counselling, this course examines the sociocultural influences on psychosocial and cultural identity development. Essential features of affirmative counselling, such as applying a contextualized and systemic perspective to case conceptualization, attention to the social determinants of health, intersectionality, and the impact of cultural oppression on non-dominant populations are explored. Analyses of the influences of cultural identities and social locations on the counsellor, the consumer, the therapeutic relationship, and the counseling process are approached from critical, feminist, multicultural, and constructivist metatheoretical perspectives. (3 credit hours)

ED 6729 - Counselling in Context

This course explores how counsellors promote environments of agency, justice and wellness within school and community settings via their multi-faceted roles and commitments. Critical exploration of the multi-layered contexts shaping individual and group identities, lives and experiences is undertaken. Counselling theories are examined through person-in-context perspectives that support inclusion, belonging, ‘person-environment fit’, client advocacy and systemic change. How counsellors engage in critical, collaborative and emancipatory actions to change environments adversely impacting marginalized individuals and communities is emphasized. (3 credit hours)

ED 6730 - Biological Basis of Behavior and Trauma Informed Practice

This course provides students an overview of biological bases of behavior (BBB) and trauma informed practice (TIP). This knowledge is applied towards understanding typical maturation, as well as developmental and clinical mental health conditions. TIP will include the history and current theories in the field, the nature of trauma and how trauma affects individuals and systems. The TIP focus is on the professional’s response to trauma, crisis intervention and general treatment issues. A variety of theoretical frameworks are presented within a culturally informed approach, including cognitive, neurobiological, clinical, and socio-cultural. (3 credit hours)

ED 6731 - Contemplative and Ecological Perspectives in Counselling

This course explores the counsellor’s application of contemplative and ecological perspectives and practices within school and community contexts. Nature therapies, mindfulness practices and prosocial values are highlighted. Research is examined on the benefits of contemplative and ecological approaches to individual/collective well-being, mental health, social justice and care for the Earth. Course pedagogies provide learners with direct experience of contemplative and ecological practices to enhance self-inquiry, professional development and counselling practice. (3 credit hours)

ED 6732 - Pre-internship in Counselling Psychology Practicum

A is a pre practicum experience for students of the Counselling Psychology masters program. A primary goal of a pre practicum is to expose students to a minimum 50-hour experiential learning of counselling contexts for pre-service orientation purposes. Your pre practicum location will be assigned in consultation with your practicum supervisor and MUN’s Counselling Program group. Students will focus on foundational counselling skills necessary to support diverse clients, communities, and contexts. Students will engage in activities appropriate to learning and scope. Students will hence have the opportunity to observes, shadow, and demonstrate effective basic information gathering and conceptualization skills and behaviours, expected of critically engaged counsellors. The pre practicum offers a foundational exposure and experience, meant to support students’ comprehensive 500-hour practicum in the final program semester. (1.5 credit hours)

ED 6733 - Advanced Individual Counselling LAB

The prerequisites for this course are ED 6702- Counselling Individuals Across the Lifespan Theory and ED 6708 - Group Counselling Theory. ED 6938 - Advanced Individual Counselling Theory must be taken prior or concurrently with ED 6733 - Advanced Individual Counselling LAB.

This laboratory course assumes a working knowledge of common therapeutic and change process theoretical orientations. It also assumes that students have completed recorded videos of simulated or actual counselling as a student counsellor. Students are expected to be familiar with various models of change and stages of counseling including counselor identity, building a therapeutic relationship, intervention skills, and setting counselling goals.

Building on this foundation, the primary focus of ED 6938 allows the student to continue to formulate an in-depth integrative theoretical orientation to human change. Multiple Integrative Models of counselling practice, covered in ED 6938, will be practiced. Students will have the opportunity to apply one model in depth via a mock case scenario. Experiential learning techniques include videoed practice and reflective writing up, peer input and exchange, and professor feedback. (1.5 credit hours)

ED 6755 - Nature and Assessment of Learning Disabilities

This course is designed to give the graduate student an understanding of learning disabilities in children and adolescents. We will outline the characteristics and assessments of students with learning disabilities from a broad perspective. Since learning disabilities quite often have a comorbidity with other disabilities or problems (i.e. ADHD) we will investigate the association with a variety of other syndromes and disorders. (3 credit hours)

ED 6790 - Research and Development Seminar in Counselling Psycholog y

This course will provide you with the opportunity to research, develop, and share/present a scholarly product through a creative, reflective process that draws upon and links with prior program experiences. You will undertake a thorough literature review of the published literature appropriate to their identified area of interest and write a critical analysis of the available research findings that contribute to a well reasoned response to their specific research questions. (3 credit hours)

ED 6801 - Foundations of Post-Secondary Programmes

This course will provide an overview and analysis of the nature, characteristics and development of post-secondary education (both public and private) with an emphasis on the non-university system. The philosophical, sociological and economic perspectives of such education will be considered together with implications for programming and human resource development in general. National and international comparisons will be included. (3 credit hours)

ED 6802 - Adult Learning and Development

This course will examine selected aspects of the learning process and the characteristics of adult learners, will identify principles and conditions which affect adult learning and development, and will consider how the theories and ideas discussed can be applied to your practice in the field of post-secondary education. (3 credit hours)

ED 6803 - Research in Post-Secondary Education

This course is primarily designed to locate, critically examine and utilize a variety of research strategies that are characteristic of the post-secondary context. Students will review exemplary research and discuss their findings in preparation to having each submit plausible research proposal for their particular area of interest. (3 credit hours)

ED 6804 - Leadership and Human Resource Development in Post-Secondary Education

This course will concentrate on the development of theoretical framework through which a wide range of current human resource and leadership issues can be examined. Illustrative examples will be drawn from a wide range of educational settings within the private and public post- secondary system and within formal and informal settings. (3 credit hours)

ED 6805 - Advanced Human Resource Communication

This course is designed to analyse and apply communications methods, strategies, and research and to provide practical experiences pertinent to issues in human resource communication.

Subject areas are examined from both theoretical and applied perspectives for individual and team-based approaches. (3 credit hours)

ED 6806 - Interprofessional Education in the Health Professions

The main theme of this course will be “from theory to practice.” Learning will be facilitated through a combination of collaborative and self-directed learning methods. Participants will first be introduced to the literature and general research concepts underlying effective interdisciplinary teamwork practices in health care settings. These concepts will then be tied to educational practice and the implications for preparing health professionals and health professional students for their roles in interprofessional and interdisciplinary teams. Participants will review and explore research literature pertaining to methods and principles of designing and evaluating interprofessional education in undergraduate, postgraduate and continuing health professional education models. As a community of learners, participants will be exploring such questions as the rationale and purpose for interprofessional education; what are the methods and practices which have proven most effective for facilitating interprofessional education; how can interprofessional education be integrated into traditional health professional education curriculum; what are the challenges and barriers to introducing and facilitating interprofessional education; how can the effectiveness of interprofessional education be evaluated in our institutions and in the health care setting? (3 credit hours)

ED 6807 - Economics and Finance of Post-Secondary Education

Education policymakers, administrators, researchers, and others interested in education in Canada are increasingly required to consider complex issues associated with the economics of post-secondary education and training. Many of the more contested issues in post-secondary education, such as public investment in education, student and family costs, privatization, public accountability, faculty productivity, and performance funding all share a common underlying economic basis.

This graduate level course is designed to introduce students to economic theory and practice as it pertains to education systems and their impact on economic growth. The course provides students with a broad introduction to the major issues and practices associated with how financial resources are economically justified and allocated in support of education and training programs at the post-secondary level. The course addresses the key provincial, national, and international public policy issues regarding how funding for post-secondary education and training is raised, budgeted, and accounted for. (3 credit hours)

ED 6808 - Supporting International and Immigrant Students

Supporting international and immigrant students, graduate students will learn the intercultural theories, institutional policies and processes, and the barriers and challenges of international and immigrant students embarking on a Canadian post-secondary education. Through participation in this course students will be able to understand, define and critique institutional approaches to the student life cycle and supports for international and immigrant students. Students will examine post-secondary frameworks which regulate policy and process around admissions, enrolment, classroom assessment and management, and the supports that are critical for student success in this population. The course will use case studies and real world examples to identify and define the student experience within institutions. This course links theory and practice, and provides students with a range of practical techniques and strategies. The course will address critical questions and concepts around international and immigrant student identity and adaptation to the post-secondary context. It will examine the discourse and development of post-secondary student services aimed at supporting newcomers as well as the role of concepts such as internationalization, intercultural competence, multiculturalism, assimilation, decolonization, equity, diversity and inclusion in research and discourse about supporting international and immigrant students. (3 credit hours)

ED 6809 - Internationalization of Higher Education

In 6809 Internationalization of Higher Education (IHE), graduate students will learn the theoretical foundations, rationales, debates, policies and processes that underpin internationalization in a Post-Secondary Education (PSE) context. Through participation in this course students will be able to understand, define and critique concepts such as globalization, internationalization, strategy and leadership as they pertain to international education in post- secondary. Students will examine governmental and post-secondary policy frameworks for international education with an emphasis on the Canadian context. The course will use case studies and real world examples to identify and define IHE processes and leadership within institutions. This course links theory and practice, and provides students with a range of practical techniques and strategies.

The course is intended to support the development of international educators who can critically analyze the history, definitions, and global change drivers that influence the profession. Students will examine questions such as: What are the dominant critiques and debates in the IHE field today? What theoretical gaps and other factors constrain the IHE field from reaching its aspirations of making positive contributions globally? How is Canadian IHE policy discourse shaped and what role do the Provinces play in IHE? These and other questions will frame class discussions and assignments. (3 credit hours)

ED 6810 - Assessment and Evaluation in Student Services

This course is designed to provide an overview of the purposes and paradigms of assessment and evaluation used in student affairs and services. The integral roles and responsibilities of assessment and evaluation in service, program, and initiative designs, teaching and learning contexts, and division and unit analyses across campus.

The following topics and themes will be discussed and debated: foundations of assessment and evaluation in student affairs and services, 'ways of knowing' when planning assessments and evaluations, political and ethical concerns in assessment, range of assessment methods, principles and methods of qualitative and quantitative analysis, and procedures for using technology in practice. In addition, theory to practice examinations will be included with relevant exemplars and opportunities for construction and criticism.

While the content has specific relevance to North American colleges and universities many of the issues discussed will have significance to student affairs and services programs and missions around the world. Specific emphasis will be placed on current issues and trends where possible. (3 credit hours)

ED 6811 - Theoretical Foundations in Adult/Post-Secondary Teaching and Learning

In ED 6811 Theoretical Foundations in Adult/Post-Secondary Teaching and Learning, graduate students will connect with traditional and emerging theories of adult and post-secondary learning. Through participation, students will engage with multiple theories and perspectives about adult and post-secondary learning and deepen the dialogue between different perspectives on the complexity adult lives and their learning. This course focuses on diversity of ages, ability, experiences, genders, sexual orientations, cultural differences, socio-economic status and traditions. It embraces the richness of diversity that shapes learning environments and provides a commitment to engaging with difference in a dialogue between experience, practice and theory. The course focuses on inclusion, relationships and an ethics of care. Traditional and emerging theories will be discussed as well as critiques of these perspectives. (3 credit hours)

ED 6822 - Foundations of Instructional Design in Post-Secondary Education

Instructional Design is an organized procedure for developing instructional materials or programs which include the steps of analysis (defining what is to be learned), designing (specifying how the learning should occur), developing (authoring or producing the material), implementing (using the materials for strategies in contexts), and evaluating (determining the adequacy of instruction). (3 credit hours)

ED 6823 - Principles of Programme Design and Development

The purpose of this course is to examine the various elements of conceptual models of programme design and instructional development and how they apply in a wide variety of settings including post-secondary education and training, business and industry, and the public school system. The overall intent is to introduce students to the basic principles of programme design from both a theoretical and practical perspective, and to provide them with an opportunity to explore these principles within the context of their own work setting. (3 credit hours)

ED 6831 - Organization and Administration of Student Services for the Adult Learner

This course examines the foundations of student services in Canada and the United States; special characteristics of the adult learner; the needs of the adult learner; the variety of programs undertaken by the adult learner from Adult Basic Education to University level; the range of institutions offering these programs and the response by institutions to adult learners through the support services offered to them. (3 credit hours)

ED 6832 - Issues and Trends in the Administration of Post-Secondary Education

This course will provide a broad, introductory overview of the current issues and emerging trends facing post-secondary education, with particular emphasis on the implications of these practices for the administration of post-secondary education. (3 credit hours)

ED 6841 - Student Development Theory, Services and Programs in Post-Secondary Education

There are three main objectives of this course. The first is to understand the growth and status of Student Affairs in higher education in Canada and the United States. The second, to become familiar with the theoretical base and practice of the Student Affairs and Services profession. The third objective is to integrate empirical knowledge and theoretical propositions within the context of the Student Services role in higher education. (3 credit hours)

ED 6890 - Research and Development Seminar in Post-Secondary Education

This course will provide students with the opportunity to research, develop, and share/pre a scholarly product through a creative, reflective process that draws upon and links with prior program experiences. (3 credit hours)

ED 6891 - Internship in Post-Secondary Education

This internship is a full-time practical experience for a minimum of ten weeks and is normally undertaken after or near the completion of course work. The purpose of the internship is to provide a graduate student with a breadth and depth of experience in a practical setting. (6 credit hours)

ED 6907 - Critical Media Literacy

The course readings and activities explore theories of media literacy, media constructions and practices, and the production of media texts. Readings begin with the theoretical but include also practical pieces that explore applications and implications of theory. Emphasis will be placed on the deconstruction of media texts to understand their ideologies, commercial ramifications, and implications for identity construction. (3 credit hours)

ED 6909 - Narrative Approaches to Teaching, Learning and Research

This course will draw on literature, film, autobiography and popular culture as well as more traditional theoretical texts to examine the role of the narrative imagination in teaching, learning and research. Teaching and learning are broadly defined and the course may be useful to anyone with an interest in education, and/or in oral history, autobiography or narrative inquiry. Course participants will explore the socio-historical, cultural and personal “imaginative backgrounds” they bring to teaching, learning and research. A narrative approach will provide a means of relating imaginative and intellectual work to personal experience and its socio-historic context. (3 credit hours)

ED 6911 - Multiage Education: An Introduction

Education 6911 provides an introduction to the history, theory, and practice of multiage education. Starting with the one-room school, the first form of multiage education, the course traces the development of educators' interest in the pedagogical potential and possibilities of learning environments in which students of different age levels are grouped for instruction.

Students will have the opportunity to examine the growing body of multiage research and literature (local, national, international), as well as theoretical perspectives on how children learn and develop which lend support to multiage learning environments. The course will be of interest to rural educators where such learning environments are usually created out of necessity and all educators interested in alternatives to the graded school. Education 6911 has been designed to be offered on the web, face-to-face seminar, or a combination of these two formats. (3 credit hours)

ED 6913 - Classroom Inquiry and Action Research

This course is designed to provide opportunity for teachers and other practitioners to reflect on their roles as professionals and on their classroom/workplace practices. Central to the course will be the notion of praxis-the reflexive relationship between theory and practice. During this course teachers and other practitioners will engage in classroom research activities by designing and carrying out an action research project. Prerequisite ED 6469 - Theoretical and Methodological Foundations of Action Research (3 credit hours)

ED 6922 - Blended and Online Learning at CBU

Assessment and feedback as mechanisms for evaluating e-learning design rather than students’ performance. Through an evaluation of the following variables: learner characteristics/history, learning environment, technological affordances and pedagogical perspective participants completing this course should be able to present reasoned arguments for evaluating the success of the implementation of a particular design that could be used to impact policy decisions. (3 credit hours)

ED 6923 - Perspectives in Indigenous Education

Issues in Aboriginal Education is a graduate level course. It explores key topics in Aboriginal education beginning with education, based in European worldview that was used as a tool to colonize Aboriginal Peoples and the more recent development of education based in Aboriginal worldviews as a strategy for Aboriginal self-determination. Students will examine the “cognitive imperialism” of formal education (Battiste, 1998), the emergence of Aboriginal education based in Aboriginal knowledge and pedagogies, and as the centre of the confluence of Western and Aboriginal values and ways of knowing. The course privileges the writings of Aboriginal scholars. (3 credit hours)

ED 6924 - Decolonizing Pedagogies

Decolonizing Pedagogies is a graduate course based on the understanding that Western worldviews are not the only ways of knowing and should not be privileged as such. Drawing on the work of Indigenous scholars, the course explores the ways in which formal education can be opened to both welcome and reflect non-Western worldviews. Indigenous approaches to education are presented within this course as indicative of an alternative framework to current standard curricula, within which scholars and teachers may facilitate inclusive learning experience for all students. This course values and assesses the work of Indigenous scholars. (3 credit hours)

Education 6925  Répondre aux besoins variés des élèves dans la classe d’immersion française 

This course acquaints students with the current practices of identifying and meeting diverse student needs in an inclusive second language classroom. The course presents an introduction to the fundamental principles related to the assessment, identification,  teaching, and learning of students in a second language classroom with identified exceptionalities and diverse learning needs.  Students will be provided with a selection of readings , actively participate in classroom discussions, collaborative activities and exchanges, and engage in self reflection.   

                                                                                                                                                                                                                                     Back to Top ↑

  ED 6927 - Digital Game-based Learning

This course aims to introduce students to the concepts and learning theories to digital games from an immersive experience. With a contextual focus on the theoretical and practical applications of digital game-based learning within various educational settings, students will be expected to explore, question, discuss, critique, deconstruct and construct knowledge and meaning through a mix of socially constructed shared activities and individual reflection.

Working through this course students will have the opportunity to combine theory and practice in a genuine and meaningful way. (3 credit hours)

ED 6931 - Educational Technology Law

This graduate course aims to promote knowledge and understanding of technology law affecting educational interests in Canadian and International settings. Topics include: 1) Privacy and data protection online; 2) Lawful surveillance of teachers, students (Trojan Horses, data mining, profiling); 3) Cyber-crime and the legal challenges on the Internet and in virtual worlds; 4) School-yard assault for the cell phone camera (e.g., happy slapping on YouTube); and, 5) Social networking websites, defamation, aggressive and sexual solicitation, cyber-bullying, and third- party marketing to students (e.g., in Facebook, Twitter, Second Life, etc). Graduate students will critically evaluate legislation and case law through academic journals, media reports and court cases. Prerequisites: The primary clientele for this course are non-lawyers - administrators, computing educators, instructional designers, and librarians. Minimum technology competencies are listed on the Graduate Programs website. (3 credit hours)

6932 - Intellectual Property Law in Teaching and Learning

This course aims to explore the tensions between a course author’s right to be recognized and remunerated for their original intellectual expression, and the public’s right to freely use the material for learning. Students will encounter questions about how international and national policies about intellectual property are relevant to online teaching and learning, and what's at stake for colleges and universities in teaching and learning. Graduate students will critically evaluate the legislation and case law through journals, reports and court cases, focusing on specific issues in law. Prerequisite(s): The primary clientele for this course are non-lawyers: administrators, computing educators, instructional designers, and librarians. Minimum technology competencies are listed on the Graduate Programs website. (3 credit hours)

ED 6933 - Critical Analysis of the Major French Second Language programs in Canada: Strengths, Weaknesses and Changes Required to Promote Greater Effectiveness

The purpose of this course is to sensitize students to the fundamental theoretical concepts underlying the teaching of a second language, and the relationship that must exist amongst the psychological (neurolinguistic), linguistic (language content), and pedagogical components in order to create effective teaching of communication in order to promote the development of literacy skills in the L2. Topics include: the basic concepts of learning how to communicate in a second-language, current programs for teaching FSL and their deficiencies, and strategies that will lead to more effective teaching. (3 credit hours)

ED 6934 - Implicit Competence and Linguistic Knowledge: Critical Analysis and Practical Consequences for FSL Programs in Canada

The purpose of this course is to explore the concepts of implicit competence and explicit knowledge and their application to the teaching of a second language (L2). The implicit/explicit distinction is central to an understanding of L2 acquisition, and the question of the interface between these two concepts is the most fundamental issue in SL teaching and research. Topics will include: definitions of the two concepts; an examination of the six basic positions with regard to the relationship between the two concepts; and , the state of current research as to their role in learning of an L2. Students will be encouraged to adopt one of the six positions with regard to the relationship between these concepts in the teaching of an L2, and to defend their decision. The question of how an understanding of the role of each concept and the relationship between them can lead to the development of strategies that will contribute to more effective teaching will also be examined. (3 credit hours)

ED 6938 - Advanced Individual Counselling Theory

This course assumes a working knowledge of common therapeutic and change process theoretical orientations. It also assumes that students have completed recorded videos of simulated or actual counselling as a student counsellor. Students are expected to be familiar with various models of change and stages of counselling including counsellor identity, building a therapeutic relationship, intervention skills, and setting counselling goals. This course is a theory-focused only with an accompanying 1.5 credit-hour lab. Prerequisite: ED 6708 - Group Counselling Theory. (3 credit hours)

ED 6940 - Administration of Student Services in Post-Secondary Education

The course is designed to familiarize students with the administration of student services and student affairs portfolios in colleges, universities in a Canadian context. Emphasis will be placed on the complex and highly visible position of the chief student affairs officer (CSAO) and the team of student services professionals in providing campus leadership which fosters the academic and social development of students. (3 credit hours)

ED 6942 - Designing Distributed Learning at CBU

ED 6942 will facilitate your competency in the development and delivery of online learning activities. Participants will explore the essential components of interactive e-Learning: context, challenge, activity and feedback through a combination of theoretical analysis and practical deign activities. Note: this course does not focus on specific software or tools; however basic competency in e-Learning technologies is expected. (3 credit hours)

ED 6944 - Data Informed Education at CBU

Explores the use of data by educators, administrators, and instructional designers, to improve education through good data-driven decisions. Rather than focusing on the technology behind information management, this course explores the use of available data in education-related decision-making. (3 credit hours)

ED 701A/B - Doctoral Seminar inn Education: Area of Specilization

The course is designed to offer students an opportunity for examination of in-depth and comprehensive scholarship in the student’s major area of concentration or specialization. This course is typically organized, developed and facilitated by the supervisory committee for the candidate. A course syllabus of readings and course requirements is presented to the candidate at the beginning of the Fall semester. (3 credit hours)

Note: Students register for the 'A' portion of the course in the first Fall semester of their program of study and the corresponding 'B' portion of the course in the following Winter semester. A grade of NC (No Grade Expected) will be assigned to the 'A' portion of this course. 

ED 702A/B - Advanced Educational Research

The course is designed to engage students in substantive questions of ethics, philosophy, epistemology, and politics in relation to educational research. This course meets over two semesters and includes a mentoring component with faculty who regularly teach educational research courses and with members of the student’s supervisory committee. This course is designed so that students may both engage a broad range of educational research while also studying their own doctoral research pursuits. (3 credit hours)

Note: Students register for the 'A' portion of the course in the first Fall semester of their program of study and the corresponding 'B' portion of the course in the following Winter semester. A grade of NC (No Grade Expected) will be assigned to the 'A' portion of this course.

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Program Description and Completion Requirements

Program Description and Completion Requirements | Eligibility Requirements and Application Procedure | Responsibilities of Teaching Mentors

The Teaching Skills Enhancement Program (TSEP) for Graduate Students is an introduction to teaching at the undergraduate level. The program is offered over two semesters:

• Fall semester (remote)—a blended learning format with online content and weekly synchronous 1½-hour seminars
• Winter semester—a teaching apprenticeship and completion of a learning portfolio, with four synchronous seminars scheduled throughout the semester.

The TSEP for Graduate Students is an official, non-credit certificate program of Memorial University offered free of charge to eligible graduate students. Participants who successfully complete the TSEP for Graduate Students will receive the following:

• An official transcript notation indicating successful completion of the Teaching Skills Enhancement Program (TSEP) for Graduate Students,
• A certificate of completion, and
• A letter of commentary on their teaching practice from their teaching mentor.

The Teaching Skills Enhancement Program consists of four elements:

1. Online Content (Fall Semester)

During the fall, participants work independently through modules and topics contained in the Brightspace program site. Modules include topics such as: effective teaching; equity, diversity and accessibility; indigenizing your course; the teaching dossier; course design and the syllabus; student-centred learning and student motivation; active learning strategies; collaborative learning strategies; learning technologies; copyright and the library; teaching and self-care.

Modules and topics are coordinated with weekly, synchronous meetings (described below) to address questions, apply and reflect on material, and discuss topics in a group setting.

2. Weekly Seminars (Fall Semester)

A total of 12 synchronous seminars are held weekly throughout the fall semester. The first seminar is an orientation session and it is strongly recommended that all participants attend. Subsequent meetings focus on the specific teaching and learning topics from the online content and require active participation in a variety of practical and reflective activities.

Note : Absence from more than three weekly seminars (or total absent time greater than 4.5 hours) will result in an incomplete program.

3. Teaching Apprenticeship (Winter or Spring/Summer Semester)

Note : Graduate student participants are responsible for securing their own teaching apprenticeship positions. A teaching mentor and undergraduate course must be identified and a TSEP Apprenticeship Application form completed.

During the winter, participants will complete a teaching apprenticeship and will participate in four synchronous meetings spaced throughout the semester. The teaching apprenticeship requires participants to regularly participate in classes in an  undergraduate course taught by a teaching mentor of their choice. Participants must teach a minimum of three hours in their mentor's course.

It is recommended that participants collaborate with a teaching mentor in their subject area or a closely related one. Throughout the semester, teaching mentors may involve participants in class planning, designing and grading of some tests or assignments, and conducting teaching and learning activities within the class. Every effort should be made for the participant to teach at least two hours by the end of the second month of the semester, and one hour in the third month. The teaching mentor is expected to provide support for and feedback on the student's teaching experience throughout the semester, complete the Apprenticeship Conclusion Form, and write a letter of commentary on the student's teaching practice and development.

4. Discussion Forum

Throughout the program participants will be asked to submit regular online postings to the Brightspace site that are their reflections on various topics discussed in the seminars and readings. These postings will provide evidence of each participant's critical thinking and reflections on a variety of issues related to teaching and learning. Completion of these postings is a mandatory component of the program.

5. Teaching Dossier

The submission of a teaching dossier is the fifth and final element of TSEP completion. Your teaching dossier should include a 1-2 page teaching philosophy, and can also include elements such as a sample syllabus, sample lesson plan, any teaching certifications or awards, a letter of support from your teaching mentor and results from course evaluation questionnaires.

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Fisheries and Marine Institute of Memorial University of Newfoundland

Graduate Diploma in Marine Studies (Fisheries Resource Management)

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You’re a fisheries professional who is looking to enhance your perspective on fishery issues and the interconnected economic, political, ecological and oceanographic challenges of fisheries management.

Fish harvesting/processing companies, government institutes, international agencies and policy organizations.

Program Location:

Delivered entirely online

Program Length:

18 credit hours of course work

View Memorial University Calendar

Application Deadline:

Fall Admission:  May 15 Winter Admission: October 15

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Graduate Diploma in Marine Studies (Fisheries Resource Management) brochure

The Graduate Diploma in Marine Studies (Fisheries Resource Management) provides an opportunity for fisheries professionals to enhance their perspective on fishery issues from a variety of disciplines.

The program is offered online and requires successful completion of 18 credit hours of course work, which consist of 5 core courses (15 credit hours) and 1 elective course (3 credit hours).

Admission to the program is on a competitive basis. To be considered for admission to the Graduate Diploma in Marine Studies (Fisheries Resource Management), a student must meet admission requirements for the Master of Marine Studies program.

An applicant must normally have an undergraduate degree with a minimum of a high second class standing from an institution recognized by Senate.

In addition, applicants will normally have a demonstrated commitment to fisheries through employment or experience in a sector of the fishery, in a regulatory agency or government department connected to fisheries, in a non-governmental agency, or through self-employment or consulting activities related to fisheries.

Please refer to the Memorial University Calendar for descriptions and regulations for this program.

"The diverse curriculum in this program taught me how complex and inter-twined social, political, economic, and ecological factors are in affecting outcomes of the fisheries ecosystem, and it taught me how to assist in the management of fish and fish harvesters within context of the “fisheries ecosystem."

- Darrell Mullowney, MI Graduate

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Mission Statement

In order to become informed and productive citizens, undergraduate students need to think critically and creatively about substantive and often interlinked aesthetic, cultural, ethical, historical, linguistic, philosophical, societal, scientific, and quantitative global challenges and issues.

Therefore, in addition to being prepared to complete a major course of study, Clemson University undergraduate students are required to undertake a general education core course of study to develop and to demonstrate the ability to synthesize information relevant to complex issues, to evaluate the quality and utility of the information, and to use the outcomes of their analysis to reach persuasive logical conclusions.

The Clemson University undergraduate curriculum is designed such that arts and humanities, mathematics, natural sciences, social sciences, and written and oral communication contribute to the holistic development of its students.

General Education Student Learning Outcomes

Communication Students will demonstrate competence in communication through organization of a central message with supporting materials in the chosen medium.

Arts and Humanities Students will analyze, interpret, and employ aesthetic, ethical, linguistic, and/or philosophical discourse in relevant contexts; or students will create, perform, interpret, reinterpret, and/or criticize artistic works.

Mathematics Students will demonstrate mathematical literacy through interpretation of mathematical forms and performing calculations.

Natural Sciences Students will demonstrate the process of scientific reasoning through experimental activity and critical comparison of their results to those predicted by accepted natural science principles.

Social Sciences Students will use social science concepts and evidence to explain human actions or behaviors in the past, the present, and/or the future.

Global Challenges Students will demonstrate critical thinking through analysis of global challenges; evaluate how varying perspectives influence global challenges; and demonstrate the integration of ethics into analysis of global challenges.

An undergraduate student whose enrollment in a curriculum occurs after May 15, 2022, must fulfill the general education requirements in effect at that time. If a student withdraws from the University and subsequently returns or does not remain continuously enrolled (summers excluded), the student’s curriculum year will be changed to the one in effect at the time of the return for students with fewer than 90 credits. The curriculum year will remain the same as when they were last enrolled for seniors (90 credits or more). The student’s major department can approve an exception. Students should submit a Change of Academic Program Request via iROAR to request the approval.

For students who have already earned a bachelor’s degree from a regionally or nationally accredited college or university, please see the Academic Regulations    section for the policy on waiver of requirements.

Requirements (31 Credit Hours)

To meet general education student learning outcomes, 31 total credit hours are required, distributed as follows.

Note: General education requirements in some major courses of study are more restrictive than those shown below.

A. Communication (minimum of 6 credit hours)

English composition (3 credit hours).

• ENGL 1030 - Composition and Rhetoric 3 Credits

Oral Communication (3 credit hours)

• COMM 1500 - Introduction to Human Communication 3 Credits
• COMM 2500 - Public Speaking 3 Credits
• HON 1950 - First-Year Seminar: Oral Communication 3 Credits
• HON 2230 - Studies in Communication 3 Credits

Or an approved cluster of courses such as:

• ARCH 1510 - Architecture Communication 5 Credits 1
• ARCH 2510 - Architecture Foundations I 6 Credits
• ARCH 2520 - Architecture Foundations II 6 Credits
• AS 3090 - Leading People and Effective Communication I 4 Credits
• AS 3100 - Leading People and Effective Communication II 4 Credits
• AS 4090 - National Security Policy I 4 Credits
• AS 4100 - National Security Policy II 4 Credits
• BIOE 3700 - Bioinstrumentation and Bioimaging 3 Credits 2
• BIOE 4030 - Applied Biomedical Design 3 Credits
• CE 2100 - Springer: Conceptual Site Design and Professional Communication 2 Credits 3
• CE 4590 - Keystone Design Project 3 Credits
• CHE 3070 - Unit Operations Laboratory I 3 Credits 4
• CHE 4070 - Unit Operations Laboratory II 3 Credits
• CHE 4330 - Process Design II 3 Credits
• GEOL 3920 - Research Methods II 2 Credits 5
• GEOL 4920 - Research Synthesis II 3 Credits
• HIST 2990 - Seminar: The Historian’s Craft 3 Credits 6
• HIST 4900 - Senior Seminar 3 Credits
• ME 4010 - Mechanical Engineering Design 3 Credits 7
• ME 4020 - Internship in Engineering Design 3 Credits
• ML 1010 - Leadership Fundamentals I 2 Credits
• ML 1020 - Leadership Fundamentals II 2 Credits

Students taking clusters must still earn the requisite credit hours from the student learning outcome areas below.

1 Students in the Architecture BA program only. 2 Students in the Bioelectrical Concentration and the Biomaterials Concentration of the Biomedical Engineering BS program only. 3 Students in the Civil Engineering BS program only. 4 Students in a Chemical Engineering BS program only. 5 Students in a Geology BS program only. 6 Students in the History BA program and the Secondary Education: Teaching Area - Social Studies/History BA program only. 7 Students in the Mechanical Engineering BS program only.

B. Mathematics (minimum of 3 credit hours)

• MATH 1010 - Essential Mathematics for the Informed Society 3 Credits
• MATH 1020 - Business Calculus I 3 Credits
• MATH 1060 - Calculus of One Variable I 4 Credits
• MATH 1070 - Differential and Integral Calculus 4 Credits
• MATH 1080 - Calculus of One Variable II 4 Credits
• MATH 2070 - Business Calculus II 3 Credits
• STAT 2220 - Statistics in Everyday Life 3 Credits
• STAT 2300 - Statistical Methods I 3 Credits
• STAT 3090 - Introductory Business Statistics 3 Credits
• STAT 3300 - Statistical Methods II 3 Credits

Note: For Early Childhood Education, Elementary Education, and Special Education majors only, the approved cluster of MATH 1150    and  MATH 2150    satisfies the requirement.

C. Natural Sciences with Lab (minimum of 4 credit hours)

• ASTR 1010 - Solar System Astronomy 3 Credits and
• ASTR 1030 - Solar System Astronomy Laboratory 1 Credits
• ASTR 1020 - Stellar Astronomy 3 Credits and
• ASTR 1040 - Stellar Astronomy Laboratory 1 Credits
• BIOL 1030 - General Biology I 3 Credits and
• BIOL 1050 - General Biology Laboratory I 1 Credit
• BIOL 1040 - General Biology II 3 Credits and
• BIOL 1060 - General Biology Laboratory II 1 Credit
• BIOL 1090 - Introduction to Life Science 4 Credits
• BIOL 1100 - Principles of Biology I 4 Credits
• BIOL 1110 - Principles of Biology II 4 Credits
• BIOL 1200 - Biological Inquiry Laboratory 1 Credits and
• BIOL 1220 - Keys to Biodiversity 3 Credits
• BIOL 1200 - Biological Inquiry Laboratory    1 Credit and
• BIOL 1230 - Keys to Human Biology 3 Credits
• CH 1010 - General Chemistry 4 Credits
• CH 1020 - General Chemistry 4 Credits
• CH 1050 - Chemistry in Context I 4 Credits
• CH 1060 - Chemistry in Context II 4 Credits
• GEOG 1060 - Geography of the Physical Environment 4 Credits
• GEOL 1010 - Physical Geology 3 Credits and
• GEOL 1030 - Physical Geology Laboratory 1 Credits
• GEOL 1120 - Earth Resources 3 Credits and
• GEOL 1140 - Earth Resources Laboratory 1 Credits
• GEOL 2020 - Earth History 4 Credits
• PHSC 1170 - Introduction to Chemistry and Earth Science 4 Credits
• PHSC 1180 - Introduction to Physics, Astronomy, and Earth Science 4 Credits
• PHYS 1220 - Physics with Calculus I 3 Credits and
• PHYS 1240 - Physics Laboratory I 1 Credit
• PHYS 1800 - Physics of Sports 3 Credits and
• PHYS 1820 - Physics of Sports Laboratory 1 Credit
• PHYS 2000 - Physics for Everyone 4 Credits
• PHYS 2070 - General Physics I 3 Credits and
• PHYS 2090 - General Physics I Laboratory 1 Credit
• PHYS 2080 - General Physics II 3 Credits and
• PHYS 2100 - General Physics II Laboratory 1 Credit
• PHYS 2210 - Physics with Calculus II 3 Credits and
• PHYS 2230 - Physics Laboratory II 1 Credit
• PHYS 2400 - Physics of the Weather 4 Credits

D. Arts and Humanities (minimum of 6 credit hours)

Literature (3 credit hours).

Any 2000-level ENGL literature course or any of the other courses listed

• ENGL 2020 - Literary Forms and Creative Writing 3 Credits
• ENGL 2120 - World Literature 3 Credits
• ENGL 2130 - British Literature 3 Credits
• ENGL 2140 - American Literature 3 Credits
• ENGL 2150 - Literature in 20th- and 21st-Century Contexts 3 Credits
• ENGL 2160 - African American Literature 3 Credits
• CHIN 4010 - Pre-Modern Chinese Literature in Translation 3 Credits
• CHIN 4020 - Modern Chinese Literature in Translation 3 Credits
• FR 2600 - Selected Topics in French Literature 3 Credits
• FR 3000 - Survey of French Literature 3 Credits
• FR 3040 - French Short Story 3 Credits
• GER 2600 - Selected Topics in German Literature 3 Credits
• GER 3060 - The German Short Story 3 Credits
• GER 3600 - German Literature to 1832 3 Credits
• GER 3610 - German Literature from 1832 to Modernism 3 Credits
• HON 1900 - First-Year Seminar: Arts and Humanities (Literature) 3 Credits
• HON 2210 - Studies in Literature 3 Credits
• ITAL 3020 - Modern Italian Literature 3 Credits
• JAPN 4010 - Japanese Literature in Translation 3 Credits
• JAPN 4060 - Introduction to Japanese Literature 3 Credits
• RUSS 3600 - Russian Literature to 1910 3 Credits
• RUSS 3610 - Russian Literature Since 1910 3 Credits
• SPAN 3040 - Introduction to Hispanic Literary Forms 3 Credits
• SPAN 3110 - Survey of Spanish-American Literature 3 Credits
• SPAN 3130 - Survey of Spanish Literature I 3 Credits

Non-Literature (3 credit hours)

• AAH 1010 - Survey of Art and Architectural History I 3 Credits
• ART 2100 - Art Appreciation 3 Credits
• ASL 2050 - Deaf Studies in the United States 3 Credits
• CHIN (PHIL) 3120 - Philosophy in Ancient China 3 Credits
• CHIN (PHIL) 3130 - Philosophy in Modern China 3 Credits
• CHIN (PHIL) 4140 - Philosophy in Medieval China 3 Credits
• CHIN 4990 - Selected Topics in Chinese Culture 3 Credits
• ENGL (GW) 3010 - Great Books of the Western World 3 Credits
• ENGL (WCIN) 3570 - Film 3 Credits
• ENGL (LANG, WCIN) 4540 - Selected Topics in International Film 3 Credits
• FR 3070 - French Civilization 3 Credits
• FR 3170 - Contemporary French Civilization 3 Credits
• GER 2400 - Selected Topics in German Culture 3 Credits
• GER 3400 - German Culture 3 Credits
• GW (ENGL) 3010 - Great Books of the Western World 3 Credits
• GW 4050 - The Darwinian Revolution 3 Credits
• HIST 1930 - Modern World History 3 Credits
• HON 1910 - First-Year Seminar: Arts and Humanities (Non-Literature) 3 Credits
• HON 2030 - Society, Art, and Humanities 3 Credits
• HON 2100 - Experiencing the Arts 3 Credits
• HON 2220 - Studies in Arts and Humanities 3 Credits
• HUM 3010 - Humanities 3 Credits
• HUM 3020 - Humanities 3 Credits
• HUM 3090 - Studies in Humanities 3 Credits
• JAPN 3070 - Japanese Civilization I 3 Credits
• JAPN 3080 - Japanese Civilization II 3 Credits
• JAPN (WCIN) 4560 - Japanese Film 3 Credits
• LANG 3400 - Cosmopolis: The Myth of the City 3 Credits
• LANG 3420 - Sacred and Profane Bodies 3 Credits
• LANG (ENGL, WCIN) 4540 - Selected Topics in International Film 3 Credits
• MUSC 1510 - Applied Music 1 Credits
• MUSC 1520 - Applied Music 1 Credits
• MUSC 1530 - Applied Music for Majors 1 Credits
• MUSC 1540 - Applied Music for Majors 1 Credits
• MUSC 2100 - Music Appreciation: Music in the Western World 3 Credits
• MUSC 2510 - Applied Music 1 Credits
• MUSC 2530 - Applied Music for Majors 1 Credits
• MUSC (THEA) 3080 - Survey of Broadway Musicals I 3 Credits
• MUSC (THEA) 3090 - Survey of Broadway Musicals II 3 Credits
• MUSC 3110 - History of American Music 3 Credits
• MUSC 3120 - History of Jazz 3 Credits
• MUSC 3130 - History of Rock and Roll 3 Credits
• MUSC 3140 - World Music 3 Credits
• MUSC 3170 - History of Country Music 3 Credits
• PHIL 1010 - Introduction to Philosophic Problems 3 Credits
• PHIL 1020 - Introduction to Logic 3 Credits
• PHIL 1030 - Introduction to Ethics 3 Credits
• PHIL (CHIN) 3120 - Philosophy in Ancient China 3 Credits
• PHIL (CHIN) 3130 - Philosophy in Modern China 3 Credits
• PHIL 3230 - Theory of Knowledge 3 Credits
• PHIL 3260 - Science and Values 3 Credits
• PHIL 3440 - Business Ethics 3 Credits
• PHIL (WS) 3490 - Theories of Gender and Sexuality 3 Credits
• PHIL (CHIN) 4140 - Philosophy in Medieval China 3 Credits
• PRTM 2140 - Wilderness Perspectives 3 Credits
• REL 1010 - Introduction to Religion 3 Credits
• REL 1020 - World Religions 3 Credits
• REL 3010 - The Old Testament 3 Credits
• REL 3020 - Survey of New Testament Literature 3 Credits
• REL 3030 - The Quran 3 Credits
• REL 3060 - Judaism 3 Credits
• REL 3070 - The Christian Tradition 3 Credits
• REL 3090 - The Religious History of the American South 3 Credits
• REL 3120 - Hinduism 3 Credits
• REL 3130 - Buddhism 3 Credits
• REL 3150 - Islam 3 Credits
• RUSS 3400 - Russian Culture of the Nineteenth Century 3 Credits
• SPAN 3070 - The Hispanic World: Spain 3 Credits
• SPAN 3080 - The Hispanic World: Latin America 3 Credits
• STS 1010 - Survey of Science and Technology in Society 3 Credits
• STS 2150 - A Critical Approach to the Global Challenge of Technological Revolutions 3 Credits
• STS 3010 - Science in Context 3 Credits
• THEA 2100 - Theatre Appreciation 3 Credits
• THEA (MUSC) 3080 - Survey of Broadway Musicals I 3 Credits
• THEA (MUSC) 3090 - Survey of Broadway Musicals II 3 Credits
• THEA 3160 - Theatre History II 3 Credits
• THEA 3170 - African-American Theatre I 3 Credits
• WCIN (ENGL) 3570 - Film 3 Credits
• WCIN (ENGL, LANG) 4540 - Selected Topics in International Film 3 Credits
• WCIN (JAPN) 4560 - Japanese Film 3 Credits
• WS 3010 - Introduction to Women’s Studies: Women’s Lives 3 Credits
• WS (PHIL) 3490 - Theories of Gender and Sexuality 3 Credits

E. Social Sciences (minimum of 6 credit hours)

Social Sciences credit hours must be selected from two different fields.

• AGRB 2020 - Agricultural Economics 3 Credits
• ANTH 2010 - Introduction to Anthropology 3 Credits
• COMM 1070 - Media Representations of Science and Technology 3 Credits
• COMM 1800 - Introduction to Cross-Cultural Communication 3 Credits
• COMM 3080 - Public Communication and Popular Culture 3 Credits
• ECON 2000 - Economic Concepts 3 Credits
• ECON 2050 - Why Business? 3 Credits
• ECON 2110 - Principles of Microeconomics 3 Credits
• ECON 2120 - Principles of Macroeconomics 3 Credits
• GEOG 1010 - Introduction to Geography 3 Credits
• HIST 1010 - History of the United States to 1877 3 Credits
• HIST 1020 - History of the United States Since 1877 3 Credits
• HIST 1720 - The West and the World I 3 Credits
• HIST 1730 - The West and the World II 3 Credits
• HON 1920 - First-Year Seminar: Social Science 3 Credits
• HON 2020 - Science, Culture, and Human Values 3 Credits
• HON 2200 - Studies in Social Science 3 Credits
• POSC 1010 - American National Government 3 Credits
• POSC 1030 - Introduction to Political Theory 3 Credits
• PRTM 3010 - Recreation and Society 3 Credits
• PSYC 2010 - Introduction to Psychology 3 Credits
• SOC 2010 - Introduction to Sociology 3 Credits
• SOC 2020 - Social Problems 3 Credits

Note: AGRB and ECON are considered the same field.

F. Global Challenges (minimum of 6 credit hours)

Global Challenges credit hours must be selected from two different fields unless identified below as interdisciplinary. At least three credit hours must be selected from a course(s) at the 3000-level or higher. A transfer course at the 3000/4000 level may not be used to satisfy the General Education Global Challenges Requirement. While a 3000/4000 level transfer course may fulfill other degree requirements, students must enroll in a Clemson course(s) on the Global Challenges list to fulfill the upper level Global Challenges Requirement.

• AAH 3050 - Contemporary Art History 3 Credits
• AGED 4160 - Ethics and Issues in Agriculture and the Food and Fiber System 3 Credits
• AGED (EDF) 4800 - Foundations of Digital Media and Learning 3 Credits
• AGRB 2050 - Agriculture and Society 3 Credits
• ANTH 3010 - Cultural Anthropology 3 Credits
• ANTH 3200 - North American Indian Cultures 3 Credits
• ANTH 3250 - The Anthropology of Food 3 Credits
• ANTH (LANG) 3910 - Medical Anthropology 3 Credits
• ARCH 3040 - Critical Perspectives on Modern Architecture in a Global Context 3 Credits
• ASL 3500 - The Global Deaf Experience 3 Credits
• AVS 3700 - Principles of Animal Nutrition 3 Credits
• BIOE 4010 - Bioengineering Design Theory 3 Credits
• BIOL 2000 - Biology in the News 3 Credits
• BIOL (WFB) 3130 - Conservation Biology 3 Credits
• BIOL 4930 - Senior Seminar 2 Credits
• BSHS 3330 - Engaging Global Challenges Through Creative Inquiry 1-3 Credits
• CPSC 2920 - Computing, Ethics and Global Society 3 Credits
• CSM 3070 - Principles and Practices of Sustainable Construction 3 Credits
• ECAS 1900 - Global Challenges: Service Learning I 1-3 Credits 1
• ECAS 2900 - Global Challenges: Service Learning II 1-3 Credits 1
• ECAS 3210 - Design Elements of Global Challenges 3 Credits 1
• ECAS 3900 - Global Challenges: Service Learning III 1-3 Credits 1
• ECAS 3910 - Global Challenges: Leadership Development III 3 Credits 1
• ECON 3190 - Environmental Economics 3 Credits
• ED 3010 - Principles of American Education 3 Credits
• EDF (AGED) 4800 - Foundations of Digital Media and Learning 3 Credits
• EDHC 3300 - Concepts of Human Capital Education and Development 3 Credits
• EDHD 4310 - Selected Topics in Education and Human Development 1-3 Credits
• EDSC 4260 - Teaching Secondary Mathematics 3 Credits
• EES 4140 - Radioecology 3 Credits
• EES 4860 - Environmental Sustainability 3 Credits
• ENGL 3490 - Technology and the Popular Imagination 3 Credits
• ENGL 3560 - Science Fiction 3 Credits
• ENGR 1020 - Engineering Disciplines and Skills 3 Credits
• ENGR 1510 - Engineering Skills 3 Credits
• ENSP (GEOL) 1250 - Sustainable Resource Use 3 Credits 1
• ENSP 2000 - Introduction to Environmental Science 3 Credits 1
• ENSP 2010 - Exploring Environmental Science 3 Credits 1
• ENT 2000 - Six-Legged Science 3 Credits
• FDSC 3010 - Food Regulation and Policy 3 Credits
• FNPS 2140 - Food Resources and Society 3 Credits
• FNPS 3680 - Packaging and Society 3 Credits
• FOR 4160 - Forest Policy and Administration 3 Credits
• GBS 1000 - Introduction to Global Black Studies 3 Credits 1
• GEOG 1030 - World Regional Geography 3 Credits
• GEOG 4500 - Geographies of Food 3 Credits
• GEOG 4600 - Migration and Mobilities 3 Credits
• GEOL 1200 - Natural Hazards 3 Credits
• GEOL (ENSP) 1250 - Sustainable Resource Use 3 Credits 1
• GER 4160 - German for International Business II 3 Credits
• GLCH 1550 - Debunking Pseudoscience 3 Credits 1
• GLCH 1990 - Selected Topics in Global Challenges I 1-6 Credits 1
• GLCH 2990 - Selected Topics in Global Challenges II 1-6 Credits 1
• GLCH 3510 - Marginality and Health Outcomes 3 Credits 1
• GLCH 3520 - The Health Impact of Abuse 3 Credits 1
• GLCH 3990 - Selected Topics in Global Challenges III 1-6 Credits 1
• HIST 1220 - History, Technology, and Society 3 Credits
• HIST 1240 - Environmental History Survey 3 Credits
• HIST 2150 - Introduction to Digital History 3 Credits
• HIST 3120 - African American History from 1877 to the Present 3 Credits
• HIST 3210 - History of Science 3 Credits
• HIST 3230 - History of American Technology 3 Credits
• HIST 4370 - Slavery in Africa 3 Credits
• HLTH 2980 - Human Health and Disease 3 Credits
• HON 1960 - First-Year Seminar: Global Challenges 3 Credits 1
• HON 2060 - Controversies in Science and Technology 3 Credits 1
• HON 2830 - Global Policy Process 3 Credits 1
• HON 3960 - Global Challenges Seminar 1-3 Credits 1
• HPA 2010 - Global Experiences in Health Professions 1 Credit
• HUM 3060 - One Big Book 1-3 Credits
• IE 4880 - Human Factors Engineering 3 Credits
• INNO 3930 - Cross-Disciplinary Creative Inquiry with Global Challenges 1-4 Credits 1
• INT 3010 - International Internship 3 Credits
• INT 3500 - Global Challenges Internship Part-Time 3 Credits
• INT 3600 - Global Challenges Internship Full-Time 3 Credits
• IS 1020 - Global Challenges: Place, Nations and Identities 3 Credits 1
• IS 1030 - Global Challenges: Science and Sustainability 3 Credits 1
• IS 1040 - Global Challenges on Gender: Health and Human Rights 3 Credits 1
• JUST 4130 - Race and Crime 3 Credits
• JUST 4950 - Critical Issues in Policing 3 Credits
• LANG 3100 - East Asian Pop Culture 3 Credits
• LANG 3480 - Special Topics in Languages and Global Challenges 3 Credits
• LANG (ANTH) 3910 - Medical Anthropology 3 Credits
• LANG 4620 - Borders 3 Credits
• LARC 1160 - History of Landscape Architecture 3 Credits
• LARC 4530 - Key Issues in Landscape Architecture 3 Credits
• MATH 2190 - Introduction to Cryptography 3 Credits
• MATH 2800 - Introduction to Data Science 3 Credits
• ME 3120 - Manufacturing Processes and Their Application 3 Credits
• MGT 4150 - Business Strategy 3 Credits
• MICR 4930 - Senior Seminar 2 Credits
• MKT 3030 - Marketing and Society 3 Credits
• MSE 4070 - Senior Capstone Design 3 Credits
• MUSC 3150 - The Music of Black Americans 3 Credits
• NURS 1400 - Fostering Innovation in Nursing 3 Credits
• NURS 3300 - Research in Nursing 3 Credits
• PHIL 1040 - Introduction to Law, Liberty, and Justice 3 Credits
• PHIL 1240 - Technology and Its Discontents 3 Credits
• PHYS 2450 - Physics of Global Climate Change 3 Credits
• PKSC 3200 - Packaging Design Theory 3 Credits
• POSC 1020 - Introduction to International Relations 3 Credits
• POSC 1040 - Introduction to Comparative Politics 3 Credits
• POSC 3760 - Democratization 3 Credits
• POSC 4480 - International Political Economy 3 Credits
• POSC 4570 - Terrorism and Violent Extremism 3 Credits
• PRTM 3500 - Global Challenges in Parks, Recreation, Tourism, Sport, and Events 3 Credits
• PSYC 2500 - Pursuing Happiness 3 Credits
• PSYC 3570 - Psychology and Culture 3 Credits
• REL 2010 - Global Challenges and Religion 3 Credits
• REL 3350 - Islam and the West 3 Credits
• RS (SOC) 3010 - Rural Sociology 3 Credits
• SOC (RS) 3010 - Rural Sociology 3 Credits
• SOC 4030 - Environmental Sociology 3 Credits
• SOC 4140 - Policy and Social Change 3 Credits
• SOC 4440 - Sociology of Education 3 Credits
• SOC 4600 - Race and Ethnicity 3 Credits
• SOC 4710 - World Population and Society 3 Credits
• SOC 4810 - Aging and Death 3 Credits
• STS 1020 - Science and Technology in Society: The Ethics of Progress 3 Credits 1
• STS 3030 - Technology, Culture and Society 3 Credits 1
• SUST 2040 - Ocean and Climate Sustainability 3 Credits 1
• THEA 3150 - Theatre History I 3 Credits
• WFB (BIOL) 3130 - Conservation Biology 3 Credits
• WS 1030 - Women in Global Perspective 3 Credits 1

1 This course is interdisciplinary.

100 Best universities for Mechanical Engineering in Russia

Updated: February 29, 2024

• Art & Design
• Computer Science
• Engineering
• Environmental Science
• Liberal Arts & Social Sciences
• Mathematics

Below is a list of best universities in Russia ranked based on their research performance in Mechanical Engineering. A graph of 714K citations received by 136K academic papers made by 158 universities in Russia was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. Moscow State University

For Mechanical Engineering

2. Tomsk State University

3. St. Petersburg State University

4. Bauman Moscow State Technical University

5. Ufa State Aviation Technical University

6. Peter the Great St.Petersburg Polytechnic University

7. Tomsk Polytechnic University

8. Ural Federal University

9. South Ural State University

10. National Research University Higher School of Economics

11. Moscow Aviation Institute

12. Novosibirsk State University

13. ITMO University

14. N.R.U. Moscow Power Engineering Institute

15. National Research Nuclear University MEPI

16. Kazan Federal University

17. National University of Science and Technology "MISIS"

18. Moscow Institute of Physics and Technology

19. Samara National Research University

20. Moscow State Technological University "Stankin"

21. Novosibirsk State Technical University

22. RUDN University

23. Southern Federal University

24. Saratov State University

25. Ufa State Petroleum Technological University

26. Samara State Technical University

27. Siberian Federal University

28. Kazan National Research Technical University named after A.N. Tupolev - KAI

29. Perm State Technical University

30. Omsk State Technical University

31. Saint Petersburg State Electrotechnical University

32. Moscow Polytech

33. Saint-Petersburg Mining University

34. Magnitogorsk State Technical University

35. Saratov State Technical University

36. Moscow State University of Railway Engineering

37. Lobachevsky State University of Nizhni Novgorod

38. Nizhny Novgorod State Technical University

39. Tula State University

40. Belgorod State Technological University

41. Far Eastern Federal University

42. Novgorod State University

43. belgorod state university.

44. Finance Academy under the Government of the Russian Federation

45. Moscow Medical Academy

46. Kazan State Technological University

47. Russian State University of Oil and Gas

48. siberian state aerospace university.

49. Tambov State Technical University

50. Voronezh State University

51. Siberian State Industrial University

52. Saint Petersburg State Institute of Technology

53. Kalashnikov Izhevsk State Technical University

54. St. Petersburg State University of Architecture and Civil Engineering

55. Mendeleev University of Chemical Technology of Russia

56. Murmansk State Technical University

57. South-Western State University

58. Ogarev Mordovia State University

59. Tomsk State University of Control Systems and Radioelectronics

60. south-russian state university of economics and service.

61. Perm State University

62. Kuzbass State Technical University

63. Russian National Research Medical University

64. Plekhanov Russian University of Economics

65. Ulyanovsk State Technical University

66. Ulyanovsk State University

67. Penza State University

68. Kuban State University of Technology

69. Polzunov Altai State Technical University

70. Chelyabinsk State University

71. Yaroslavl State University

72. University of Tyumen

73. National Research University of Electronic Technology

74. Leningrad State University

75. Moscow State Pedagogical University

76. Udmurt State University

77. Irkutsk State University

78. North-Eastern Federal University

79. Bashkir State University

80. Russian Presidential Academy of National Economy and Public Administration

81. Kuban State University

82. Kuban State Agricultural University

83. St. Petersburg State University of Aerospace Instrumentation

84. Kemerovo State University

85. Immanuel Kant Baltic Federal University

86. Orenburg State University

87. Baltic State Technical University "Voenmeh"

88. Tomsk State University of Architecture and Building

89. Chuvash State University

90. ivanovo state power university.

91. Irkutsk National Research Technical University

92. Orel State University

93. State University of Management

94. Tomsk State Pedagogical University

95. Volgograd State University

96. Petrozavodsk State University

97. Tver State University

98. Northern Arctic Federal University

99. Omsk State Transport University

100. Kaliningrad State Technical University

The best cities to study Mechanical Engineering in Russia based on the number of universities and their ranks are Moscow , Tomsk , Saint Petersburg , and Ufa .

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MOU Gymnasium No. 21 Elektrostal

Description of MOU Gymnasium No. 21 Elektrostal

• Location: Elektrostal, Russia
• Students age: from 7 to 18 years old
• School uniform
• Full-time education
• Stages of education: primary, basic and secondary.

Gymnasium No. 21 is located in the town of Elektrostal, Moscow Region. The beginning of the history of this educational institution is considered 1971 - then a secondary school was opened in the building of the gymnasium. Since 2014, gymnasium No. 21 has been included in the list of the best schools in the Moscow Region, has the title of "Smart School", and is the winner of many competitions in the field of education.

Programs and prices, tuition fees in MOU Gymnasium No. 21 Elektrostal

Primary general education (7 - 10 years): study of basic subjects, versatile personality education. In free time, the program includes excursions, festivals and project activities.

Basic general education (11 - 16 years old): a program consisting of basic subjects and preparation for passing the OGE. The program includes the study of two foreign languages - English and German.

Secondary general education (16 - 18 years old): a program includes basic subjects (as an additional one - astronomy) and in-depth study of the disciplines selected for passing the exam.

Grades 10 in the gymnasium are divided into profiles of in-depth study of subjects:

• Socio-economic - learning English, mathematics and economics
• Social and humanitarian - English and Russian languages, social studies.

Accommodation, meals, prices

The gymnasium organizes paid and reduced-price meals.

Reduced price meals (lunch) are received by:

• Students with disabilities
• Students who are under guardianship and not receiving benefits from the guardianship authorities
• Disabled children
• Pupils from large families
• Students with tuberculous intoxication
• Students receiving survivor's pension
• Students with diseases of the digestive organs (Hirschsprung's disease, gastric and duodenal ulcers, cholelithiasis, chronic hepatitis, Crohn's disease), chronic kidney diseases (glomerulonephritis, pyelonephritis), blood diseases and disorders caused by chemical prophylaxis, respiratory diseases (bronchial asthma), diseases of the endocrine system (diabetes mellitus)
• Students from low-income families
• Students from disadvantaged families
• Children in difficult life situations
• Children of participants in the liquidation of the consequences of the accident at the Chernobyl nuclear power plant.

Reduced meals (breakfast) are received by:

• Students in grades 1-4
• Students from large families
• Students receiving a survivor's pension.

To obtain the right to receive preferential meals from the parents / legal representatives of the child, you will need to provide an application completed in the name of the director and documents confirming belonging to one of the categories.

Activities MOU Gymnasium No. 21 Elektrostal

Circles and sections of gymnasium number 21:.

• General physical preparation
• Librarianship.

High school students also participate in:

• Subject Olympiads, including the All-Russian Olympiad for schoolchildren
• Career guidance before leaving school
• Delivery of TRP standards
• Sports and creative activities.
• Qualified teachers (holders of the title "Honored Teacher of the Russian Federation", medals and certificates of honor)
• Additional education in various fields
• Participation in olympiads and competitions
• Career guidance for applicants to universities and colleges.

Facilities and equipment at MOU Gymnasium No. 21 Elektrostal

Studying takes place in a four-story building built in 1970. The school is equipped with:

• Classrooms equipped with everything you need to learn
• Assembly, choreographic and sports halls
• Dining room
• Medical office
• Library with reading room
• Utility and technical rooms
• Sports ground on site.

The entrance is equipped with equipment for visiting the school by persons with disabilities.

Admission dates and extra charges

The academic year begins on September 1, and is divided into quarters.

Holidays between quarters:

• October 30-November 8
• December 28-January 8
• February 22-28 (only for 1 grade)
• March 26-April 2
• May 26/29 - August 31 (depending on the class).

Gymnasium №21 teaches on a five-day basis - from Monday to Friday. Lesson time:

• For 1, 4, 5, 7, 8a, 11 classes - 8: 30-15: 45 (max. 8 lessons)
• For grades 2, 3, 6, 8b, 9, 10 - 8: 15-15: 30 (max. 8 lessons).

Entry requirements, how to apply, what is required to enrol

To enroll in the gymnasium you will need to provide:

• Completed application in electronic or written form
• Parent's / legal representative's passport
• Child's birth certificate
• Certificate of registration of the child at the place of residence or at the place of stay in the assigned territory
• The conclusion and recommendations of the psychological, medical and pedagogical commission and the consent of parents / legal representatives to study according to the adaptive basic general education program (for children with disabilities).

Upon admission to grade 10, additional documents + profile testing may be required.

Institution on the map

Residence permits, citizenship and other services.

• Guardianship services during the studies
• Student supervision

Review about MOU Gymnasium No. 21 Elektrostal

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Metallurgicheskii Zavod Electrostal AO (Russia)

In 1993 "Elektrostal" was transformed into an open joint stock company. The factory occupies a leading position among the manufacturers of high quality steel. The plant is a producer of high-temperature nickel alloys in a wide variety. It has a unique set of metallurgical equipment: open induction and arc furnaces, furnace steel processing unit, vacuum induction, vacuum- arc furnaces and others. The factory has implemented and certified quality management system ISO 9000, received international certificates for all products. Elektrostal today is a major supplier in Russia starting blanks for the production of blades, discs and rolls for gas turbine engines. Among them are companies in the aerospace industry, defense plants, and energy complex, automotive, mechanical engineering and instrument-making plants.

Headquarters Ulitsa Zheleznodorozhnaya, 1 Elektrostal; Moscow Oblast; Postal Code: 144002

Contact Details: Purchase the Metallurgicheskii Zavod Electrostal AO report to view the information.

Website: http://elsteel.ru

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