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Graduate Calendar
Winter 2020

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FACULTY OF EDUCATION

PROGRAMS
Education (MEd)
Education (MEd - International Cohort)
Educational Studies (PhD) (Joint Program)

COURSES
EDUCATION

Master of Education (MEd)

The objectives of the Master of Education program are to provide candidates with opportunities to develop:
1) a commitment to intellectual enquiry and scholarship as a basis for continuing professional growth;
2) a knowledge of current theory and research relevant to the curriculum and administration of elementary and secondary schools; and
3) an understanding of, and respect for, the principles of educational research.

Admission Requirements

1) In addition to the requirements set forth in the section titled Application Information and the section titled, the Admission Requirements for the Master's Degree, for admission to the Faculty of Graduate Studies, and to programs leading to a Master's degree, applicants to the Master of Education program must:
    (a) present an undergraduate degree from an approved university with standing in the 70% range overall and at least 70% average in the final two years of study;
    (b) submit a "Statement of Personal Objectives" outlining the applicant's professional background and reasons for seeking a graduate degree in education.
2) Applicants who do not identify their area of studies with the K-12 eductional system may present alternatives, although the following items are considered to be assets:
(a) present a Bachelor of Education degree with standing in the 70% range or the equivalent professional preparation;
(b) have at least one year of successful professional experience in education. In exceptional cases, consideration may be given to applicants who do not possess a Bachelor of Education degree or equivalent, but who:
(i) hold an honours Bachelor's degree or the equivalent with standing in the 70% range overall and at least a 70% standing in the last two years;
(ii) can demonstrate experience, interests, and motivation that make them appropriate applicants to the program.

Applicants who do not have at least one year of successful professional experience may be considered if they hold an honours Bachelor’s degree or the equivalent with standing in the 70% range overall and at least 70% average in he final two years of study.

3) Advanced Standing: Applicants may be granted credit for up to two graduate term courses completed before application to the Master of Education program and taken in another program at the University of Windsor or at another accredited institution. Requests for advanced standing will be considered only at the time of application and only for graduate courses completed with at least 70% average. The Faculty will not grant credit for any course taken more than seven years before all the requirements for the degree have been fulfilled.

4) Admission to the Master of Education program is to the II Master's Candidate level.

Degree Requirements
1) Candidates for the Master of Education degree will pursue studies in the following areas of concentration:
    (a) Curriculum Studies (CS);
    (b) Educational Administration (EA);
    (c) Second Language Acquisition, Culture, and Society (SLACS).
    In addition to the general requirements for a Master's degree set forth in the section titled, Faculty Regulations for the Master's Degree, candidates in the thesis and major paper streams are required to successfully complete the following courses;
      (a) Three compulsory courses: EDUC-8100 (Statistics in Education), EDUC-8270 (Research in Education), and EDUC-8240 (Fundamentals of Curriculum Theory and Development) or EDUC-8290 (Theories of Educational Administration) or EDUC-8390 (Theories and Approaches in Language Acquisition and Instruction), depending on the area of concentration;. Candidates in the Second Language Acquisition, Culture and Society concentration are additionally required to complete two of the following four courses: EDUC-8400 (Language Culture and Society), EDUC-8420 (Language Systems Analysis), EDUC-8430 (Special Education and Language Acquisition), and EDUC-8910 (32) (Language Assessment). It is important to note that with regard to these four courses, SLACS candidates are encouraged to take, as available, the two remaining courses not taken as compulsory courses as additional courses for this concentration.

      (b) A research project resulting in either a major paper (EDUC-8960), with the value of two term courses, or a thesis (EDUC-8970), with the value of four term courses;.

      (c) For CS and EA candidates proceeding to the degree by major paper, five additional courses, at least three of which must be chosen from the courses listed for the area of concentration. For SLACS candidates proceeding to the degree by major paper, three additional courses, at least two of which must be chosen from the courses listed for the area of concentration.

      (d) For CS and EA candidates proceeding to the degree by thesis, three additional courses, two of which must be selected from the courses listed for the area of concentration. For SLACS candidates proceeding to the degree by thesis, one additional course which must be chosen from the courses listed for the area of concentration.

      *Students in the Thesis stream are required to submit a thesis proposal to their Supervisor and Internal Reader for approval prior to starting the thesis. (Before registering for the Thesis Proposal (EDUC-8940), students must have completed all required courses in their program. The Thesis Proposal may be completed concurrently with one course in the final semester of coursework. Thesis stream students must enrol in EDUC-8940 (Thesis Proposal) and do so for each subsequent term until the thesis proposal has successfully been defended. Students may enrol concurrently in the Thesis Proposal (EDUC-8940) and the Thesis (EDUC-8970) if all course work is complete. If students register for the Thesis Proposal (EDUC-8940) and the Thesis (EDUC-8970) concurrently, then only upon completion of the thesis proposal may thesis stream students begin their Thesis. They must enrol in EDUC-8970 (Thesis) for each subsequent term until the successful completion and deposition of the thesis.
    Candidates in the course-based stream are required to successfully complete:
      (a) three compulsory courses: EDUC-8270 (Research in Education), EDUC-8795 (Final Project Seminar), and EDUC-8240 (Fundamentals of Curriculum Theory and Development) or EDUC-8290 (Theories of Educational Administration) or EDUC-8390 (Theories and Approaches in Langauge Acquisition and Instruction), depending on the area of concentration; Candidates in the Second Language Acquisition, Culture and Society concentration are additionally required to complete two of the following four courses: EDUC-8400 (Language Culture and Society), EDUC-8420 (Language Systems Analysis), EDUC-8430 (Special Education and Language Acquisition), and EDUC-8910 (32) (Language Assessment). It is important to note that with regard to these four courses, SLACS candidates are encouraged to take, as available, the two remaining courses not taken as compulsory courses as part of the Electives list specified for this concentration.

      (b) one of EDUC-8100 (Statistics in Education) or EDUC-8300 (Qualitative Methods in Educational Research);

      (c) For CS and EA candidates six additional courses, at least four of which must be chosen from the courses listed for the area of concentration. For SLACS candidates four additional courses, at least two of which must be chosen from the courses listed for the area of concentration.
      STUDIES IN THE AREA OF CONCENTRATION

      Compulsory Courses
      EDUC-8100. Statistics in Education
      EDUC-8240. Fundamentals of Curriculum Theory and Development*
      EDUC-8270. Research in Education
      EDUC-8290. Theories of Educational Administration**
      EDUC-8390. Theories and Approaches in Language Acquisition and Instruction****
      Two of the following four courses: EDUC-8400 (Language Culture and Society), EDUC-8420 (Language Systems Analysis), EDUC-8430 (Special Education and Language Acquisition), and EDUC-8910 (32) (Language Assessment)****
      EDUC-8940. Thesis Proposal***
      EDUC-8795. Final Project Seminar***
      EDUC-8960. Major Paper***
      EDUC-8970. Thesis*** (Note: Students in the Thesis stream must have successfully completed the Thesis Proposal (EDUC-8940) before work may begin on the Thesis.)

      * Compulsory for students in Curriculum Studies.
      ** Compulsory for students in Educational Administration.
      *** All students must complete either a Final Project, a Major Paper or a Thesis.
      ****Compulsory for students in Second Language Acquisition, Culture and Society

      Language, Acquisition, Culture and Society
      EDUC-8390. Theories and Approaches in Language Acquisition and Instruction
      EDUC-8560. Approaches to Literacy Development
      EDUC-8570. The English Language Arts
      EDUC-8270. Research in Education
      EDUC-8300. Qualitative Methods in Educational Research
      EDUC-8240. Fundamentals of Curriculum Theories and Development
      EDUC-8500. Issues in Education
      EDUC-8510. Information and Communication Technologies (ICT) for Teaching and Learning
      EDUC-8150. Comparative and International Education
      EDUC-8330. Survey Design and Research
      EDUC-8340. Individual Reading
      EDUC-8650. Sociological Aspects of Education
      EDUC-8400. Language Culture and Society
      EDUC-8420. Language Systems Analysis
      EDUC-8430. Special Education and Language Acquisition
      EDUC-8910 (32). Language Assessment


      Educational Administration
      EDUC-8150. Comparative and International Education
      EDUC-8290. Theories of Educational Administration
      EDUC-8300. Qualitative Methods in Educational Research
      EDUC-8310. Supervision of the Instructional Process
      EDUC-8320. Organization and Administration of the School
      EDUC-8330. Survey Design and Research
      EDUC-8340. Individual Reading
      EDUC-8350. Organizational Behaviour in Educational Institutions
      EDUC-8360. Introduction to Educational Policy Analysis
      EDUC-8380. The Arts and Education
      EDUC-8500. Issues in Education
      EDUC-8510. Information and Communication Technologies (ICT) for Teaching and Learning
      EDUC-8450. Teaching for Sustainability: An Introduction to Environmental Education
      EDUC-8550 Strategies for the implementation of Change
      EDUC-8560. Approaches to Literacy Development
      EDUC-8580. Psychology of Learning Problems
      EDUC-8590. The Recent History of Education in Ontario
      EDUC-8600. Politics of Education
      EDUC-8610. Legal Aspects of Education
      EDUC-8620. Educational Finance
      EDUC-8650. Sociological Aspects of Education
      EDUC-8660. Interpersonal Relationships in Education
      EDUC-8910. Special Topics in Education

      Curriculum Studies
      EDUC-8030. The Psychology of Learning and Teaching
      EDUC-8150. Comparative and International Education
      EDUC-8240. Fundamentals of Curriculum Theory and Development
      EDUC-8300. Qualitative Methods in Educational Research
      EDUC-8330. Survey Design and Research
      EDUC-8340. Individual Reading
      EDUC-8370. Language Arts in the Elementary School
      EDUC-8380. The Arts and Education
      EDUC-8390. Theories and Approaches in Language Acquisition and Instruction
      EDUC-8410. The Social Sciences Curriculum
      EDUC-8450. Teaching for Sustainability: An Introduction to Environmental Education
      EDUC-8470. Learning in Science
      EDUC-8500. Issues in Education
      EDUC-8510. Information and Communication Technologies (ICT) for Teaching and Learning
      EDUC-8520. Curriculum Developments in Mathematics Education
      EDUC-8530. The Teaching and Learning of Mathematics
      EDUC-8540. Fundamentals of Instructional Design
      EDUC-8550 Strategies for the implementation of Change
      EDUC-8560. Approaches to Literacy Development
      EDUC-8570. The English Language Arts
      EDUC-8580. Psychology of Learning Problems
      EDUC-8650. Sociological Aspects of Education
      EDUC-8720. Theory and Practice in Early Childhood Education
      EDUC-8910. Special Topics in Education



      Master of Education (MEd)
      (International Cohort)


      Admission Requirements

      Preference will be given to candidates who exceed the minimum requirements as listed below. Applicants should have at least one year of successful professional experience in education. These requirements are already in line with the minimum requirements for students entering into the other Master of Education programs.
        Confirmation of successful completion of a Bachelor of Education (or equivalent) from an academic institution approved the University of Windsor. Applicants with a four year honours degree in related fields may be considered
        Evidence of having obtained a cumulative grade point average in the B range overall and at least a B standing in the last two years of your academic studies (when converted to Ontario standards)
        Demonstrated English proficiency by meeting or exceeding a 7.0 score in the IELTS test or a TOEFL score of 100 (ibt)
        Three letters of reference (should address the applicant’s ability to engage in academic work and scholarly study)
        A successful interview with a representative from the University of Windsor
        A personal statement discussing why you wish to do graduate studies in the area of educational studies and how it fits into your plan for entry into the workforce as a working professional and / or scholar
        The Centre for English Language Development (CELD) offers an English Language Improvement Program that will be made available to students who are academically qualified but must demonstrate higher English language proficiency prior to the start of their academic program. English language training is at an additional. Students who demonstrate sufficient language proficiency but experience difficulties with language will be referred to CELD which offers additional student support programs in English Pronunciation and English Writing Development. Enrolment is limited



        Degree Requirements

        Candidates will pursue studies in one of three areas of concentration:
        (a) Curriculum Studies;
        (b) Educational Administration.
        (c) Second Language Acquisition, Culture and Society

        Curriculum Studies Concentration

        Total course: 10 courses and Academic Preparatory Program

        Semester 1
        EDUC-8150 Comparative and International Education
        EDUC-8510 Information and Communication Technologies
        EDUC-8240 Curriculum Theory and Development

        Semester 2
        EDUC-8270 Research in Education
        EDUC-8650 Sociological Aspects of Education
        EDUC-8300 Qualitative Methods in Educational Research

        Semester 3
        EDUC-8350 Organizational Behavior in Education Institutions
        EDUC-8360 Introduction to Educational Policy Analysis
        EDUC-8560 Approaches to Literacy Development

        Semester 4
        EDUC-8930 Educational Research Internship

        Educational Administration Concentration

        Total course: 10 courses and Academic Preparatory Program

        Semester 1
        EDUC-8150 Comparative and International Education
        EDUC-8510 Information and Communication Technologies
        EDUC-8290 Theories of Educational Administration

        Semester 2
        EDUC-8270 Research in Education
        EDUC-8650 Sociological Aspects of Education
        EDUC-8100 Statistics in Education

        Semester 3
        EDUC-8350 Organizational Behavior in Education Institutions
        EDUC-8360 Introduction to Educational Policy Analysis
        EDUC-8560 Approaches to Literacy Development

        Semester 4
        EDUC-8930 Educational Research Internship

        Second Language Acquisition, Culture and Society

        Total course: 10 courses and Academic Preparatory Program

        Degree Requirements:
        EDUC-8390 Theories and Approaches in Language Acquisition and Instruction
        EDUC-8270 Research in Education
        Either EDUC-8100 (Statistics in Education) or EDUC-8300 (Qualitative Methods in Educational Research)
        EDUC-8930 Internship

        Two of the the following:
        EDUC-8400 Language, Culture and Society;
        EDUC-8420 Language Systems Analysis;
        EDUC-8430 Special Education and Language Acquisition;
        EDUC-8910 (Section 32) Special Topics: Language Assessment
          Four of the following*:
          EDUC-8150 Comparative and International Education
          EDUC-8240 Fundamentals of Curriculum Theories and Development
          EDUC-8330 Survey Design and Research
          EDUC-8340 Individual Reading
          EDUC-8400 Language, Culture and Society
          EDUC-8420 Language System Analysis
          EDUC-8500 Issues in Education
          EDUC-8510 Information and Communication Technologies (ICT) for Teaching and Learning
          EDUC-8560 Approaches to Literacy Development
          EDUC-8570 The English Language Arts
          EDUC-8650 Sociological Aspects of Education
          EDUC-8910 Special Topics in Education

          *It is important to note that with regard to these four courses, SLACS candidates are encouraged to take, as available, the two remaining courses not taken as compulsory courses as part of the list specified for this concentration.

          Suggested Sequencing for 2016-2017

          Total course: 10 courses and Academic Preparatory Program

          Semester 1
          EDUC-8390 Theories and Approaches in Language Acquisition and Instruction
          EDUC-8150 Comparative and International Education
          EDUC-8510 Information and Communication Technologies for Teaching

          Semester 2
          EDUC-8270 Research in Education
          EDUC-8650 Sociological Aspects of Education
          EDUC-8100 or EDUC-8300 Statistics in Education or Qualitative Methods

          Semester 3
          EDUC-8430 Special Education and Language Acquisition
          EDUC-8910 (Section 32) Special Topics: Language Assessment
          EDUC-8560 Approaches to Literacy Development



          PhD in Educational Studies (PhD)

          The Joint Ph.D. in Educational Studies is offered jointly by Brock University, Lakehead University, and the University of Windsor. The designation of "home university" is applied to the home university of the doctoral candidate's dissertation supervisor. The student has the right to take courses and seminars or to use the academic facilities at any of the participating universities in accordance with the approved plan.

          The regulations governing the preparation of theses and conduct of examinations will be those of the supervisor's home university.

          The degree requirements, regulations and procedures for the Joint Ph.D. program have been approved by the appropriate governing body of each institution. Where there is a conflict in regulations and procedures:

          (a)in academic matters, the regulations of the institution offering the course will prevail;
          (b)in non-academic matters, the regulations of the institution at which the student is registered will prevail.

          PROGRAM GOALS AND OBJECTIVES

          The joint program will accomplish the following goals:

          1) provide greater access to advanced study in education for qualified candidates across a wider geographic range in the province;

          2) promote the growth of research activity and professional development through collaboration among practitioners, scholars, educational institutions, and Faculties of Education;

          3) foster inter-university links and promote partnerships among Ontario universities;

          4) further the expansion of research culture and service throughout the province; and

          5) contribute to the renewal of the professoriate and educational leadership in Ontario during the upcoming period of heavy retirement in the universities and school systems.

          The objectives of the program are to produce graduate students who will:

          1) contribute to the development of knowledge and expertise in teaching/ learning at all levels on the education continuum;

          2) contribute to the solution of problems/issues in Canadian education;

          3) promote scholarly enquiry and the development of methodological advances in the study of education;

          4) integrate theory and practice in education; and

          5) assume positions of leadership in Faculties of Education, school systems, and other public- and private-sector institutions concerned with education.

          ADMISSION REQUIREMENTS

          Normally, the minimum academic requirement for admission to the Ph.D. is successful completion of a Master of Education or Master of Arts in Education with an A standing.

          In exceptional circumstances, applicants with lower formal academic qualifications but with a strong track record of professional experience related to the proposed area of doctoral study may be admitted. In these cases, however, the Admissions Committee may place additional requirements upon the applicant. Additional requirements will be stated on the offer of admission.

          Applicants must provide evidence of research competence normally demonstrated by a master's thesis.

          English is the primary language of communication and instruction in the program. Applicants from other countries who have not completed a degree at a university where the primary language of instruction is English must pass the Test of English as a Foreign Language (TOEFL) with a minimum score of 600 (250 computer-based) or an equivalent demonstration of proficiency.
          Candidates who are working on the degree at a distance from the home university must purchase the software and access to the internet which will enable them to participate fully in the required courses.

          ADMISSION WITH ADVANCED STANDING

          Students may receive advance credit for a maximum of one-half course specialization at the graduate level provided that this course has not been credited to a degree or certificate already awarded, is relevant to the proposed area of study and has been taken within three years of admission. Requests for advanced credit must be declared prior to admission. No substitution may be made for Core Seminars I and II or the Joint Specialization course via distance education.

          RESEARCH PLAN

          Applicants must submit a description of their proposed area of research (approximately 2-3 typed pages). When an applicant meets the basic requirements for admission, the potential supervisor and/or the Program Director will assist the applicant in developing a plan of study which will be presented to the Program Committee for approval. If approved, the applicant will proceed to register as a doctoral student at the home university of the dissertation supervisor and will be subject to the general degree regulations of that university. The offer of admission will be made to the applicant by the home university.

          Dissertation supervisors will be required to report candidates' progress annually to the Program Committee and to appropriate authorities at the participating universities. Normally, candidates will be expected to complete course requirements and the comprehensive portfolio, and to submit a research proposal within three years of their initial registration. Changes to the approved plan of study must be approved in advance by the Program Director in consultation with the candidate and the supervisor.

          PROGRAM FIELDS OF STUDY

          1) Cognition and Learning: Cognition and learning draws primarily upon cognitive, developmental, social, and educational psychology as well as science and technology, to examine critically the cognitive, behavioural, emotional, and social processes of educators and students as they engage in teaching and learning. Integral components of this field include, but are not limited to, issues concerning best practices, remedial and contemporary instruction, assessment and evaluation, professional development, curriculum development and implementation, metacognition, and learning theories.

          2) Educational Leadership and Policy Studies: This field of study encompasses a range of humanities and social science disciplines to explore the morale, social, and cultural purposes of educational organizations, policy and leadership. It draws upon the works of key scholars in organizational, administrative and policy studies to articulate the philosophical, theoretical and methodolgical frameworks that inform scholarship and practice. These frameworkds situate the major issues and debates confronting educational systems within their larger socio-political and socio-cultural contexts.

          3) Social/Cultural/Political Contexts of Education: Education occurs in a dynamic, complex, and contested milieu. The Social/Cultural/Political Contexts of Education field of study critically explors the interplay between culture and education from caried historical, philisophical, and theoretical perspectives with the intent of fostering emancipatory research and democratic practice. Consideration is given but not limited to social constructs of race, class, gender, sexuality, and ability/disability, and how they intersect and influence educational experiences.

          Applicants to the program must declare a field of study prior to admission to the program.

          DEGREE REQUIREMENTS

          Doctoral candidates must be familiar with the academic regulations governing graduate studies at the home university.

          Course Requirements
          (a) Doctoral Seminar I (EDUC-9020) and Doctoral Seminar II (EDUC-9040);
          (b)The Specialized course (EDUC-9510). Candidates may meet this requirement through a graduate level course offered at any of the participating institutions;
          (c) One Joint Ph.D. Specialization course (one of EDUC-9210, EDUC-9310, EDUC-9410)
          (d) Research Proposal Colloquium (EDUC-9690) (via distance education). (Prerequisite: must have completed two terms of full-time residency or equivalent.)

          Comprehensive Portfolio
          The Comprehensive Portfolio (EDUC-9800) requires doctoral candidates to demonstrate their potential as scholars through the satisfactory completion of authentic tasks. The criteria used by the dissertation supervisory committee to set tasks and assess a candidate's performance are:

          (a)an understanding of the concepts, theories, and issues in the field of study;
          (b)a knowledge of current literature and research methods in the field of study;
          (c)the ability to analyze and synthesize current literature on a specific problem within the field of study;
          (d)an understanding of and ability to critique research in the field of study and research paradigms.

          The tasks candidates are expected to complete include the dissertation research proposal, and three other tasks. Candidates must defend their portfolios.

          The candidate's defence will be evaluated by the dissertation supervisory committee and at least one other member of the core faculty selected by the Program Director. Candidates are required to present their completed portfolio to an audience in a forum such as the Core Seminar.

          Candidates may not begin their dissertation research until the portfolio requirements have been completed successfully.

          Dissertation
          The Dissertation supervisory committee will involve faculty from at least two participating universities, including whenever possible and reasonable, a member from the university closest to the candidate's home to serve as co-supervisor in cases where the supervisor is at some distance. The regulations and procedures governing the preparation of theses and conduct of examinations will be those of the supervisor's university.

          Residence
          Candidates must meet a minimum residency of four terms. Two terms of residency may be fulfilled by completion of the Core Seminars I and II. The other two terms of residency must be consecutive. It is strongly recommended that candidates complete two of the terms of residency after they have defended their comprehensive portfolio and are authorized to commence their doctoral research. Credit for residency may be given, with the approval of the Program Committee and the home university, for research carried out off-campus.

          Candidates are required to maintain continuous registration. They shall complete the requirements for the degree within a minimum of three years and a maximum of six years.

          Recommendations for a time extension or leave of absence are subject to the regulations and procedures at the home university and must be approved in advance by the supervisor and the Joint Program Committee.

          DOCTORAL COURSES

          Core Seminars

          EDUC-9020. Doctoral Seminar I: Research, Theories, and Issues
          EDUC-9040. Doctoral Seminar II: Research, Theories, and Issues

          Specialization Courses

          Policy and Leadership
          EDUC-9210. Educational Leadership and Policy Studies

          Sociocultural Contexts of Education
          EDUC-9310. Social/Cultural/Political Contexts of Education

          Cognition and Learning
          EDUC-9410. Conceptual Bases for Cognition and Learning

          Other Required Courses
          EDUC-9510. The Specialized course
          EDUC-9690. Research Proposal Colloquium
          EDUC-9800. Comprehensive Portfolio
          EDUC-9980. Doctoral Dissertation