The program in Counselling Psychology is designed to prepare highly knowledgeable, skilled, ethical and caring professional practitioners who will endeavour to enhance human potential and flourishing throughout the life span and bring these attributes effectively to a variety of settings.

The Counselling Psychology faculty approaches counselling as an effective, viable means of assisting the agency, wellness and mental health of individuals, groups and communities within their psycho-sociocultural contexts.

The counselling practitioner, regardless of theoretical stance or work setting, functions as an informed, compassionate change agent sensitive to, and knowledgeable about, human wellness, resilience and the social determinants of health; development-contextualism; diverse and intersecting identities (i.e., gender, socioeconomic status, culture, ethnicity, race, Indigeneity, citizenship status, mental health status, sexual orientation, gender identity, age, ability, spirituality, religion, linguistic diversity); and the layered contexts within which persons reside (e.g., individual, family, peer, community, institutional, systemic).

The counselling practitioner understands their increasing social justice roles and responsibilities to local and global social-ecological realities (e.g., poverty, global warming, racism, sexism) impacting citizen’s mental health and well-being, and in particular, to those disproportionately impacted. They strive to effect positive, sustained client agency, growth and resilience through self-awareness and self-compassion; exploration of inner and outer identities, experiences, values, goals, strengths, behaviour, relationship and wholeness; perspectives and strategies to respond to environments impacting health and wellness; and agency to affect change in their lives and in society.

Many practitioners, such as school counsellors, engage in diverse roles as counsellor, facilitator, team builder, collaborator, advocate, community builder, mediator, program developer, educational leader and systemic change agent.

The multifaceted practice of Counselling Psychology is based on theory, research, application and praxis, and includes the knowledge and experiences of clients and their communities. The counselling psychology program promotes professional and interpersonal ethical practice skills and competencies grounded in a set of value-based principles, including, health, wellness and resilience; respect and care; strength and empowerment; potential, and capacity for change; prevention and promotion; collaboration and partnership; holistic and socio-ecological lenses; social justice and anti-oppression; diversity, cultural sensitivity and humility; inclusion; decolonization, Indigenization and reconciliation; and environmental justice and care for the Earth.

Attention to the diverse lives, identities and contexts of clients are combined with study of research, theory, perspectives and applied practices in the counselling psychology program. Pedagogies engaging students in multiple, diverse ways of knowing, expression and representation guide instructional methods to support inclusion and critical-creative learning engagement.

The Counselling Psychology faculty, while representing a range of views and expertise, agree that the uniqueness of the individuals’ strengths and resources must be acknowledged and mobilized in the helping process. To meaningfully explore individuals’ issues and to support growth, an open, trusting, collaborative and respectful client-counsellor relationship must be nurtured. Practitioners’ commitment to ongoing self-awareness, growth and professional development are also essential to effective counselling practice.

Individuals from a wide variety of personal, social, cultural and educational backgrounds are encouraged to apply to the Counselling Psychology program. The program provides a broadbased sequence of studies and supervised experiences to prepare graduate students to be knowledgeable and skilled practitioners who can function in a variety of settings. The Counselling Psychology program includes residency and non-residency semesters. Accessibility is an important component of the program to increase equitable access and allow students to more sustainably navigate the complex realities and responsibilities in their lives (e.g., employment, family, travel, finances, health). The program includes online and distance education, blended course structures and course intensive formats.

Upon completion of the program, students will have gained knowledge, experiences, practices and competencies in the following general areas: individual and group counselling and group work, legal and ethical aspects of counselling, human development and learning, diversity, anti-oppressive and social justice counselling, biological basis of behavior and traumainformed practice, career education and counselling, contemplative and ecological perspectives and practices in counselling, counselling in school and community contexts, counselling theories and approaches, program development and implementation, measurement and appraisal, research-informed practice, assessment and interprofessional practice skills.

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

1. Students must have completed the following undergraduate prerequisite courses:

   • ED 3210 Introduction to Counselling (or equivalent);
   • ED 2900 Statistics (or equivalent);
   • ED 3211 Career Education (or equivalent);
   • ED 4240 Exceptionality (or equivalent) OR Abnormal Psychology 3640 or 3650 (or equivalent)
   • Psychology 1000 Introduction to Psychology (or equivalent)
   • Psychology 1001 Introduction to Psychology (or equivalent)

   • The Counselling Psychology program requires that all program prerequisites need to be completed or in progress at the time the application is submitted. Students recommended for admission whose prerequisites are in progress will be granted a conditional acceptance pending successful completion of the prerequisites. A deferral will not be granted for incomplete prerequisites.

2. Students must have completed at least one year full-time (or the equivalent) school, health, community-based or related work/volunteer experience. Students are required to submit an official letter from past and/or present employers to verify work experience. This letter should indicate the total number of full-time days (or equivalent hours) to confirm that all relevant employment and/or experience has been completed. This information should be forwarded to the School of Graduate Studies by the deadline date.

3. Students must submit a resume and a statement or letter that contains a well-articulated, thoughtful concise rationale for the application (600 words).

4. Admission is selective and managed by a program admission’s committee. As part of the admission process an interview may be required.

5. A Graduate Record Examination may be required.

6. A criminal record check or other screening procedures are not required as a condition of admission to the Counselling Psychology program. Applicants should, however, be aware that such record checks or other screening procedures are required by schools, school districts, community agencies, health institutions, and other agencies that host counselling psychology interns. Such agencies will not accept a student without a clear criminal record and vulnerable sector check or other screening tools, which would prevent the student from completing a required component of the program. As a result, such a student may not be eligible for promotion or graduation. The Faculty of Education’s Counselling Psychology program requires a student to provide evidence of a clear criminal record and vulnerable sector check before participating in the preinternship and internship experiences. The cost of the criminal record and vulnerable sector check is at the student's own expense. The screening procedures of any given agency may change from time to time and are beyond the control of the University. Information on criminal record checks is available from the Royal Canadian Mounted Police. 

1. All students in the Master of Education (Counselling Psychology) program must complete:

   • ED 6100 Research Designs and Methods in Education (3 credit hours) (prerequisite: ED 2900)
   • ED 6700 Ethical and Legal Issues in Counselling (3 credit hours)
   • ED 6702 Counselling Individuals Across the Lifespan Theory (3 credit hours) (prerequisite ED 3210)
   • ED 6706 Career Education and Career Counselling (3 credit hours) (prerequisite ED 3211)
   • One of the following:
     • ED 6722 Assessment of Learning and Achievement for Counsellors (3 credit hours) and ED 6724 Assessment of Learning and Achievement for Counsellors Lab (1.5 credit hours), OR
     • ED 6725 Practice of Assessment for Counsellors Theory (3 credit hours) and ED 6726 Practice of Assessment for Counsellors Lab (1.5 credit hours)
   • ED 6708 Group Counselling Theory (3 credit hours) (prerequisite ED 6702)
   • ED 6720 Internship in Counselling Psychology (prerequisite ED 6732 and completion of all course requirements (7.5 credit hours))
   • ED 6721 Counselling Individuals Across the Lifespan Lab (1.5 credit hours) (ED 6702 must be taken prior to or concurrently with ED6721)
   • ED 6723 Group Counselling Lab (1.5 credit hours) (ED 6708 must be taken prior to or concurrently with ED 6723)
   • ED 6727 Diverse and Intersecting Identities (3 credit hours)
   • ED 6729 Counselling in Context (3 credit hours)
   • ED 6730 Biological Basis of Behaviour and Trauma Informed Practice (3 credit hours)
   • ED 6731 Contemplative and Ecological Perspectives in Counselling (3 credit hours)
   • ED 6732 Pre-Internship in Counselling Psychology (1.5 credit hours)
   • ED 6733 Advanced Individual Counselling Lab (1.5 credit hours) (prerequisite ED 6708; ED 6938 must be taken prior to or concurrently with ED 6733)
   • ED 6938 Advanced Individual Counselling Theory (2 credit hours) (prerequisite ED 6708) 

2. Students on the thesis route must complete the core courses listed above and three credit hours of electives, and 12 credit hour thesis for a total of 62 credit hours.

3. In addition to the core courses listed above, students on the comprehensive-course route must complete: three credit hours of electives for a total of 50 credit hours. Note: It is strongly encouraged that students planning to seek employment in the Newfoundland K-12 school system complete ED 6709 as their elective option.

4. All students in the Counselling Psychology program must complete ED 6732 (1.5 credit hours) and ED 6720 (7.5 credit hours). The pre-internship (ED 6732) consists of a 50-hour orientation placement where the student connects with a site supervisor during the first year of their program. The Internship (ED 6720) may be fulfilled full-time or part-time and is comprised of 550 on-site hours with 240 hours of direct service with clients. The Internship (ED 6720) is unpaid and cannot be completed as part of a student’s regular employment.

5. Electives are listed below:

   • ED 6394 Biographical Explorations of Teaching and Learning
   • ED 6705 Nature and Development of School Counselling Services
   • ED 6709 Assessment of Intelligence and Learning Skills (3 credit hours) (prerequisite ED 6722 and ED 6724. 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.
   • ED 6710 Issues in Development and Implementation of Special Education Policy and Practices
   • ED 6712 The Nature and Assessment of Behaviour Disorders in Children and Adolescents
   • ED 6713 Educational Applications of Contemporary Cognitive Psychology
   • ED 6714 Principles and Practices in Exceptionality
   • ED 6716 Working with Families and Parents
   • ED 6717 Counselling Adolescents
   • ED 6718 Elementary School Counselling
   • ED 6719 Cultural Issues in Counselling
   • ED 6790 Research and Development Seminar in Counselling Psychology
   • ED 6802 Adult Learning and Development

Notes:

1. Student membership in the Canadian Counselling and Psychotherapy Association (CCPA) or other appropriate professional organizations is strongly recommended for all students in the program. The CCPA supports a student representative with program interest.

2. The Counselling Psychology program at Memorial has made every attempt to provide a curriculum that will allow graduates to obtain the Canadian Certified Counsellor (CCC) certification upon graduation. Students planning to seek CCC certification should consult with their university supervisor and ensure their internship meets CCC requirements. Students should also know that the ultimate decision to grant CCC certification rests with the CCPA and that students should consult with the CCPA throughout their program to ensure their eligibility.

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

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

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

Option One

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

Option Two

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

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

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

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

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

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

   • 6100 Research Designs and Methods in Education
   • 6300 Teaching and Learning
   • 6602 Curriculum Studies

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

   • 6466 Qualitative Research Methods
   • 6467 Quantitative Research Methods
   • 6468 Critical Approaches to Educational Research
   • 6469 Theoretical and Methodological Foundations of Action Research
   • 6909 Narrative Approaches to Teaching, Learning and Research
   • and at least 2 courses from any university graduate offering provided that those chosen are appropriate to the student's program

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

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

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

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

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

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

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

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

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

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

• Indigenous and Place-based Education
• 6394 Biographical Explorations of Teaching and Learning
• 6462 Cultural, Landscapes, Knowledge and Pedagogy
• 6603 Place, Ecology, and Education
• 6923 Perspectives in Indigenous Education
• 6924 Decolonizing Pedagogies
• Language and Literacy Studies
• 6106 Popular Culture and Literacy Education
• 6108 Literacy and Language Education: Sociocultural Perspectives
• 6641 Writing in the Primary, Elementary and Secondary Schools
• 6642 Developmental Reading (K-8)
• 6643 Contemporary Issues in Intermediate and Secondary English
• 6645 Literature for Children and Adolescents
• 6647 Diagnosis and Remediation of Reading and Writing Difficulties
• 6649 Exploring Multiple Literacies
• 6693 Literacy for the Young Child in Home and School
• Mathematics Education
• 6630 Critical Issues in Mathematics Education
• 6634 Teaching and Learning to Solve Mathematics Problems (prerequisite E6630)
• 6639 Technology and the Teaching and Learning of Mathematics (prerequisite E6630)
• Music Education
• 6502 Contexts of Music Education
• 6503 Teaching Music from the Podium
• 6504 Musicianship, Pedagogy, and Learning
• Science Education
• 6653 Contemporary Issues in Science Education I
• 6655 The Nature of Science and Science Education
• 6658 Teaching and Learning Scientific Concepts, Laws, and Theories
• Second Language Education
• 6668 Current Issues in Second Language Education
• 6669 Graduate Seminar in Second Language Teaching and Learning
• 6673 Second Language Teaching, Learning and Curriculum
• 6674 Research in Second Language Writing Education
• 6676 Research and Practice in TESL/TEFL (Teaching English as a Second/Foreign Language)
• Social Justice Education
• 6105 Social and Cultural Difference and Education
• 6106 Popular Culture and Literacy Education
• 6108 Literacy and Language Education: Sociocultural Perspectives
• 6440 Family School Relations: Leadership and Policy Implications
• 6463 Relationships First: Rethinking Educational Engagement (credit may be obtained for only one of 6463 or 6936)
• 6465 School Violence: Leadership and Policy Implications
• 6468 Critical Approaches to Educational Research
• 6909 Narrative Approaches to Teaching, Learning and Research
• 6913 Putting Action Research Methodologies into Practice (prerequisite: 6469 Theoretical and Methodological Foundations of Action Research)
• Social Studies Education
• 6670 Teaching and Learning Social Studies
• 6671 Research in Social Studies Education
• 6672 Issues and Trends in Social Studies
• Special Education
• 6710 Issues in Development and Implementation of Special Education Policy and Practices
• 6712 The Nature and Assessment of Behaviour Disorders in Children and Adolescents
• 6714 Principles and Practices in Exceptionality
• 6755 Nature and Assessment of Learning Disabilities
• Teacher-Librarianship
• 6662 Seminar in Teacher-Librarianship
• 6664 Seminar on School Improvement
• Additional courses in the speciality areas are available.

The Educational Leadership Studies program provides students with an opportunity to explore a broad range of issues in educational leadership, policy, and administration. It prepares students to assume leadership roles in a variety of settings, including school and district leadership, post-secondary institutions and policy analysis. The Faculty offers a Master of Education degree and a Graduate Diploma in Educational Leadership Studies.

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

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

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

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

   • 6100 Research Designs and Methods in Education
   • 6203 Leadership: Theory and Practice
   • 6204 Educational Administration: Theory and Practice
   • 6205 Educational Policy: Theory and Practice and one of the following:
   • 3 credit hours (thesis route) within closed electives as listed in 5. below or
   • 6 credit hours (internship, paper folio, project, comprehensive course route) within closed electives as listed in Closed electives below

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

   • 6466 Qualitative Research Methods
   • 6467 Quantitative Research Methods
   • 6468 Critical Approaches to Educational Research
   • 6469 Theoretical and Methodological Foundations of Action Research

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

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

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

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

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

5. Closed electives are those listed below:

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

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

The Graduate Diploma in Education (Educational Leadership Studies) provides students with an opportunity to explore a broad range of issues in educational leadership, administration, foundations and policy. The Diploma is suitable for students interested in pursuing assume leadership roles in a variety of settings, including schools, school districts and post-secondary institutions. The program is also designed to enhance leadership competencies in relevant areas such as policy analysis, critical analysis, and community relations.

Students wishing to be admitted to the Graduate Diploma in Education (Educational Leadership Studies) must meet the criteria for admission specified under Master of Education (Educational Leadership Studies) degree, Qualifications for Admission.

Students for the Graduate Diploma must complete a total of 12 credit hours, including 3 credit hours from each of the following areas:

• Educational Administration
• 6204 Educational Administration: Theory and Practice
• 6330 Educational Finance
• 6335 Legal Foundations of Educational Administration
• 6426 Computer Applications in Educational Administration
• Educational Foundations
• 6202 Social Context of Educational Leadership
• 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
• Educational Leadership
• 6203 Leadership: Theory and Practice
• 6321 Supervisory Processes in Education
• 6427 School Community Partnerships
• 6664 Seminar in School Improvement
• Educational Policy
• 6205 Educational Policy: Theory and Practice
• 6440 Family-School Relations: Leadership and Policy Implications
• 6465 School Violence: Leadership and Policy Implications
• 6710 Issues in Development and Implementation of Special Education Policy and Practices

Students enrolled in the Graduate Diploma program may request transfer to the Master of Education (Educational Leadership Studies) prior to graduation.

Students holding the Graduate Diploma in Education (Educational Leadership Studies) and accepted to the M.Ed. (Educational Leadership Studies) program will complete up to 12 fewer credit hours dependent upon the chosen program route and the completion date of the Diploma.

All courses completed must satisfy the requirements for the Graduate Diploma (Educational Leadership Studies) and the Master of Education (Educational Leadership Studies) Degree.

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

Educational technology in this Master of Education program encompasses, but is not limited to: computer, communications, networking, and multi-media applications. The overall intent of the program is to:

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

• develop potential educational technology leaders for the educational system;

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

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

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

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

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

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

CBU courses offered as part of this program are indicated by the Memorial course name designation “at CBU”.

Admission to the program is competitive and selective. Selection into the program is determined by an applicant’s profile which would normally include such criteria as previous academic performance, related work experience, and relevant educational technology experience. More detailed information may be found on the Faculty of Education website.

1. all students for the Master of Education (Educational Technology) shall be required to complete:

   • 6100 Research Designs and Methods in Education
   • 6610 Research on Computers in the Curriculum
   • 6620 Issues and Trends in Educational Technology
   • 6942 Designing Distributed Learning at CBU
   • 6617 Digital Citizenship in a Global Community at CBU

2. students on the comprehensive course route must complete:

   • two courses from the following Memorial University of Newfoundland closed electives:
     • 6426 Computer Applications in Educational Administration
     • 6615 Educational Software Prototyping and Evaluation
     • 6802 Adult Learning and Development
     • 6822 Foundations of Instructional Design in Post Secondary Education
     • 6823 Principles of Programme Design and Development
     • 6927 Digital Games Bases Learning
   • two courses from the following CBU closed electives:
     • 6922 Blended and Online Learning at CBU
     • 6612 Integration of Instructional Design and Educational Technology at CBU
     • 6614 Technology Planning for Educational Environments at CBU
     • 6944 Data Informed Education at CBU
   • 6590 Research and Development Seminar in Educational Technology in Education

3. students on the project route must complete:

   • one course from the following Memorial University of Newfoundland closed electives:
     • 6426 Computer Applications in Educational Administration
     • 6615 Educational Software Prototyping and Evaluation
     • 6802 Adult Learning and Development
     • 6822 Foundations of Instructional Design in Post Secondary Education
     • 6823 Principles of Programme Design and Development
     • 6927 Digital Games Bases Learning
   • two courses from the following CBU closed electives:
     • 6922 Blended and Online Learning at CBU
     • 6612 Integration of Instructional Design and Educational Technology at CBU
     • 6614 Technology Planning for Educational Environments at CBU
     • 6944 Data Informed Education at CBU
   • 6193 Project in Educational Technology

4. students on the thesis route must complete:

   • three credit hours from:
     • 6922 Blended and Online Learning at CBU
     • 6612 Integration of Instructional Design and Educational Technology at CBU
     • 6614 Technology Planning for Educational Environments at CBU
     • 6944 Data Informed Education at CBU

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

6. students who have successfully completed the CBU graduate diploma in Educational Technology can receive up to 12 advanced standing credit hours appropriate to their Degree option (nine CBU EDU course credit requirements for the thesis route or twelve CBU EDU course credit requirements for the comprehensive course route). Courses which qualify for transfer include CBU EDU 5101, EDU 5103, EDU 5105, EDU 5106, EDU 5107, EDU 5131).

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

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

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

1. applicants should have two years of successful experience in working with adult learners; and

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

   2. for the Graduate Diploma in Post-Secondary Education (International Education), applicants must have appropriate academic qualifications and work experience in a internationalization-related field.

   3. for the Graduate Diploma in Post-Secondary Education (Student Affairs and Services), applicants must have the appropriate academic qualifications and interest in the student affairs and services profession.

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

   • 6100 Research Designs and Methods in Education
   • 6801 Foundations of Post-Secondary Programs
   • 6802 Adult Learning and Development
   • 6803 Research in Post-Secondary Education (prerequisite 6100)
   • and not fewer than 6 credit hours from closed electives in 7. below.

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

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

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

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

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

7. Closed electives are those listed below:

   • 6804 Leadership and Human Resource Development in Post-Secondary Education
   • 6805 Advanced Human Resource Communications
   • 6806 Interprofessional Education in the Health Professions
   • 6807 Economics and Finance of Post-Secondary Education
   • 6808 Supporting International and Immigrant Students
   • 6809 Internationalization of Higher Education
   • 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
   • 6832 Issues and Trends in the Administration of Post-Secondary Education
   • 6841 Student Development Theory, Services and Programs in Post-Secondary Education
   • 6940 Administration of Student Services in Post-Secondary Education

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

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

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

   • 6801 Foundations of Post-Secondary Programs
   • 6802 Adult Learning and Development
   • 6806 Interprofessional Education in the Health Professions
   • and not fewer than 3 credit hours from closed electives in Program Requirements (M.Ed.), 7. above or from:
   • 6100 Research Designs and Methods in Education
   • 6803 Research in Post-Secondary Education

2. Students are encouraged to relate their assignments in these courses to health professional education.

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

The Graduate Diploma in Post-Secondary Education (International Education) program comprises 12 credit hours and provides students with an opportunity to learn about internationalization and how it is supported and implemented in educational institutions. This Diploma is suitable for 1) in-service teachers who work with diverse populations, 2) students and professionals in the field of student services and/or in administrative posts within K-12, post-secondary education environments, NGO’s, the public service, and private companies 3) students in master’s or doctoral programs who are unable to complete and who are looking to transfer and exit with a graduate diploma credential.

1. Students for the Graduate Diploma in Post-Secondary Education (International Education) are required to complete the following courses:

   • 6808 Supporting International and Immigrant Students
   • 6809 Internationalization of Higher Education
   • 6801 Foundations of Post-Secondary Programs

2. They are also required to complete one of the following closed electives, chosen in consultation with an advisor:

   • 6100 Research Designs and Methods in Education
   • 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
   • 6822 Foundations of Instructional Design in Post-Secondary Education
   • 6823 Principles of Program Design and Development
   • 6831 Organization and Administration of Students Services for Adult Learner
   • 6832 Issues and Trends in the Administration of Post-Secondary Education
   • 6841 Student Development Theory, Services and Programs in Post-Secondary Education
   • 6940 Administration of Student Services in Post-Secondary Education

3. Students enrolled in the Graduate Diploma may request transfer to the Master of Education, Post-Secondary Education prior to graduation. Students holding the Graduate Diploma in Education (International Education) and accepted in the M.Ed. (Post-Secondary Education) will complete up to 12 fewer credit hours dependent upon the chosen program route and the completion date of the diploma.

The Graduate Diploma in Post-Secondary Education (Student Affairs and Services) is designed to provide specialized study in theory and practice pertaining to student development and service provision, programs, and initiatives that support student success in post-secondary education. The Graduate Diploma is intended for student affairs and services practitioners, administrators, and educators within post-secondary education programs. Participants will engage in an in-depth study of theoretical models of student development (cognitive, psychosocial, identity, and person-environment); historical and contemporary influences on the student affairs and services profession; philosophies, values, and ethics of professional practice; administration and organizational structures; and assessment and evaluation, research, and technology in innovative programming.

Opportunities will exist for the guided study of these topics as they relate to student affairs and services education.

1. Students for the Graduate Diploma in Post-Secondary Education (Student Affairs and Services) are required to complete four courses:

   • Three courses from those listed that form the program core:
     • ED 6810 Assessment and Evaluation in Student Services
     • ED 6831 Organization and Administration of Student Services for the Adult Learner
     • ED 6841 Student Development Theory, Services and Programs in Post-Secondary Education
     • ED 6940 Administration of Student Services in Post-Secondary Education
   • One course from those listed that form the program electives:
     • ED 6801 Foundations of Post-Secondary Programs
     • ED 6811 Theoretical Foundations in Adult/Post-Secondary Teaching and Learning

2. Students are encouraged to relate their assignments in these courses to student affairs and services education.

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

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

5. Students accepted in the Master of Education (Post-Secondary Studies) completing the thesis program route are eligible for 9 fewer credit hours, as they will require three core courses (ED 6100 Research Designs and Methods in Education, ED 6802 Adult Learning and Development, and ED 6803 Research in Post-Secondary Education) in order to complete this credential.

The Master of Education (Reading Development and Instruction) provides students with an opportunity for in-depth study of the nature of reading development, assessment and instruction for all students including diverse learners. This degree is suitable for students interested in pursuing roles requiring specialized knowledge about reading for guiding instructional planning and literacy leadership in educational settings.

Students applying for admission to the Master of Education (Reading Development and Instruction) must meet the criteria for acceptance to a graduate program in the Faculty of Education. Students must have from a recognized institution, either an undergraduate degree with at least second-class standing, or an undergraduate degree and an average of at least 70% in the last 90 attempted undergraduate credit hours. Preference will be given to applicants with completed courses related to assessment and the remedial instruction of struggling readers.

1. Students for the degree are required to complete the following five Education courses:

   • 6100 Research Designs and Methods in Education
   • 6470 Word and Sentence-level Reading Development and Instruction
   • 6471 Text-level Reading Development and Instruction (prerequisite: E6470)
   • 6472 Issues and Interventions in Reading Development and Instruction for Diverse Learners (prerequisites: E6470, E6471)
   • 6473 Praxis for Reading Teachers (prerequisites: E6470, E6471, E6472

2. Students on the Project Route will also complete the following courses:

   • Nine credit hours to be taken from graduate course offerings in the area of language and Literacy Studies, Faculty of Education (excluding E6642) or other courses approved by the graduate office.

   • Education 6192 Project in Reading Development and Instruction 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).

     Students must complete at least 24 credit hours prior to registering for this project.

   All courses completed must satisfy the requirements for the Master of Education (Reading Development and Instruction).

3. Students on the Thesis Route will also complete one of the following Education research courses as appropriate to the thesis methodology, chosen in consultation with the thesis supervisor:

   • 6466 Qualitative Research Methods
   • 6467 Quantitative Research Methods
   • 6468 Critical Approaches to Educational Research
   • 6469 Theoretical and Methodological Foundations of Action Research
   • 6909 Narrative Approaches to Teaching, Learning and Research

   The thesis shall be focused on an area of inquiry related to reading development and instruction and development in consultation with the thesis supervisor.

   All courses completed must satisfy the requirements for the Master of Education (Reading Development and Instruction).

The Graduate Diploma (Reading Development and Instruction) provides students with an opportunity for study of the nature of reading development, assessment and instruction for all students including diverse learners. This Diploma is suitable for students interested in pursuing roles requiring specialized knowledge about reading for guiding instructional planning and literacy leadership in educational settings.

Students applying for admission to the Graduate Diploma (Reading Development and Instruction) must meet the criteria for acceptance to a graduate program in the Faculty of Education. Students must have from a recognized institution, either an undergraduate degree with at least second-class standing, or an undergraduate degree and an average of at least 70% in the last 90 attempted undergraduate credit hours. Preference will be given to applicants with completed courses related to assessment and the remedial instruction of struggling readers.

Students for the Graduate Diploma are required to complete the following four Education courses:

• 6470 Word and Sentence Level Reading Development and Instruction
• 6471 Text-level Reading Development and Instruction (prerequisite: ED 6470)
• 6472 Issues and Interventions in Reading Development and Instruction for Diverse Learners (prerequisites: ED 6470, ED 6471)
• 6473 Praxis for Reading Teachers (prerequisites: ED 6470, ED 6471, ED 6472)

Students enrolled in the Graduate Diploma program may request transfer to the Master of Education, Reading Development and Instruction prior to graduation. Students holding the Graduate Diploma in Education (Reading Development and Instruction) and accepted to the M.Ed. (Reading Development and Instruction) program will complete up to 12 fewer credit hours dependent upon the chosen program route and the completion date of the Diploma.