Concordia University

http://www.concordia.ca/content/concordia/en/academics/graduate/calendar/current/fasc/educ.html

Education

Doctor of/Doctorate in Philosophy (Education)

Admission Requirements. The normal requirement for admission is a Master of Arts degree in Education, Applied Linguistics, Child Studies, Educational Studies, or Educational Technology, with high standing, from an accredited university. Applicants with a Master’s degree in a related field or discipline, such as psychology, sociology, anthropology, adult education, and human resource development, are considered. Applicants from other disciplines might be offered conditional admission which may include fulfilling prerequisite courses.

Language Requirement. For students whose first language is neither English or French, a test of English language proficiency is required prior to admission. To fulfill this requirement, the student must provide one of the following: 1) TOEFL iBT results of 90+; 2) TOEFL PBT result of 577+ with a writing score of 5.0+; 3) an IELTS score of 7+; or, 4) proof that the student has achieved the level of Concordia’s English 212 course (testing is available through Concordia University’s English Department—please contact that Department for further details).

Requirements for the Degree

  1. Credits. A fully-qualified candidate is required to complete a minimum of 90 credits.

  2. Residence. The minimum period of residence is two years (6 terms) of full-time study beyond the master’s degree, or the equivalent in part-time study. A minimum of one year of full-time study is highly recommended.

  3. Orientation. Each candidate is assigned an interim research supervisor and a supervisory committee. This interim supervisory committee consists of three members of the faculty, including a research supervisor. This supervisory committee advises the student on courses to take, including prerequisite courses where necessary (to be determined no later than the first two weeks of the student’s first term), and arranges for the comprehensive examination. At this time the membership of the student’s interim committee is replaced by a dissertation committee of the student's choice.

  4. Courses. Each candidate is required to complete the following:
    1. EDUC 806 – Quantitative Methods (3 credits)
    2. EDUC 807 – Qualitative Methods (3 credits)
    3. EDUC 808 – Reporting Research (3 credits)
    4. EDUC 809 – Advanced Issues in Education (3 credits)
    5. 9 credits of elective courses
    6. EDUC 890 – Comprehensive Examination (12 credits)
      Each candidate must successfully complete EDUC 890 before being admitted to candidacy for the degree. The comprehensive consists of a written and oral examination that tests the candidate on both general and area specific research. After successfully completing the comprehensive examination, the student is admitted to candidacy for the degree.
    7. EDUC 891 – Doctoral Proposal (9 credits)
      Note: the proposal is accepted only after the student is admitted to candidacy.
    8. EDUC 895 – Doctoral Dissertation (48 credits).
      A doctoral thesis is expected to make an original contribution to knowledge, and be presented in acceptable literary form.

Academic Regulations

  1. GPA Requirements. The academic progress of students is monitored on a periodic basis. To be permitted to continue in the program, students must obtain a cumulative grade point average (GPA) of 3.00 based on a minimum of 12 credits. Students whose GPA falls below 3.00 are considered to be on academic probation during the following review period. Students whose GPA falls below 3.00 for two consecutive review periods are withdrawn from the program.

  2. C Rule. Students who receive a “C” grade in the course of their doctoral studies (including any pre- or co-requisite graduate courses) are withdrawn from the program, unless continuation in the program is requested by the student’s program and approved by the School of Graduate Studies. If allowed to continue, the student must either repeat the course or register for an acceptable substitute approved by the Graduate Program Director. Students who have been withdrawn may apply for re-admission.

  3. F Rule. Graduate students who receive a failing grade in the course of their studies are withdrawn from the program unless continuation in the program is requested by the student’s program or Faculty and approved by the School of Graduate Studies. Students who have been withdrawn may apply for re-admission. Students who receive another failing grade after re-admission will be withdrawn from the program and will not be considered for re-admission.

  4. Time Limit. All work for a doctoral degree must be completed within 18 terms (6 years) of full-time study or 24 terms (8 years) of part-time study from the time of initial registration in the program.

  5. Graduation Requirement. To graduate, students must have a cumulative GPA of at least 3.00.

Required Courses

Each course is worth 3 credits unless otherwise indicated.

EDUC 806 Quantitative Methods
Prerequisite: ETEC 641, or CHST 605 or permission of instructor.
This course builds students' capacity to conduct quantitative research in education at the doctoral level. It covers all topics related to experimental and quasi-experimental design and the application of univariate statistics to educational research problems. In doing so, the course addresses the basic theory underlying quantitative approaches, selection of an initial research question, the types of questions best suited to quantitative methods, managing and analyzing quantitative data, external and internal validity, reliability and objectivity. This course also provides opportunities to analyze quantitative data.
Note: Students who have received credit for EDUC 802 may not take this course for credit.

EDUC 807 Qualitative Methods
This course builds students’ capacity to conduct qualitative research in education at the doctoral level. It covers various types of qualitative research, such as ethnography, case studies, content analysis, and naturalistic observation. In doing so, the course addresses the basic theory and philosophy underlying qualitative approaches, selection of an initial research question, the types of questions best suited to qualitative methods, managing qualitative data, qualitative data analysis, and assuring the credibility and trustworthiness of qualitative data.
Note: Students who have received credit for EDUC 802 may not take this course for credit.

EDUC 808 Reporting Research
This course prepares students to report their research to various stakeholders of educational research, including funding agencies, other researchers, journal editors, policy makers, and the public. Students prepare various research-related documents, and provide peer reviews.
Note: Students who have received credit for EDUC 800 may not take this course for credit.

EDUC 809 Advanced Issues in Education
This seminar explores one or more complex issues of education that has implications for Applied Linguistics, Child Studies, Educational Studies, and Educational Technology. During the course, students explore the research and popular literature on the topic, critically examine the epistemological, sociological, and theoretical bases of the literature, and relate the lessons learned to their own proposed research projects.
Note: Students who have received credit for EDUC 801 or EDUC 805 may not take this course for credit.

EDUC 890 Comprehensive Examination (12 credits)
EDUC 891 Doctoral Proposal (9 credits)
EDUC 895 Doctoral Dissertation (48 credits)

Area Tutorials

The content and format of an area tutorial may vary from year to year, depending on the number of students and the availability of faculty members. All area tutorials involve directed reading, research, seminar presentations, and discussion sessions on selected topics within that problem area.

Area tutorials offered by the Department of Education fall into the following categories:

EDUC 810-824 Educational Technology Area Tutorials
EDUC 825-839 Child Studies Area Tutorials
EDUC 840-854 Educational Studies Area Tutorials
EDUC 855-869 Applied Linguistics Area Tutorials

Each course is worth 3 credits unless otherwise indicated.

EDUC 810-824 Educational Technology Area Tutorials
Area tutorials in Educational Technology are selected from topics related to the application of technology to education and training. These include Human Performance Technology (HPT); theory, development and research in educational media; distance education; educational cybernetics, systems analysis and design; and human resources development.

EDUC 825-839 Child Studies Area Tutorials
Area tutorials in Child Studies are selected from topics that focus on children’s typical and atypical learning and development (e.g., social or cognitive development), in a variety of settings and contexts (e.g., early childhood environments, schools, after-school programs, recreation and community settings, families and peers, special education environments).

EDUC 840-854 Educational Studies Area Tutorials
Area tutorials in Educational Studies consist of philosophical, historical, social psychological, sociological and anthropological aspects of education locally, nationally, and internationally. These may include, but are not limited to, comparative study or early childhood education thought and practice, multicultural education, policy and practice in diverse school settings, curriculum issues and indigenous knowledge, mediated learning environments, curriculum theory, moral education, issues of difference in sexual orientation, class, race, and gender.

EDUC 855-869 Applied Linguistics Area Tutorials
Area tutorials in Applied Linguistics consist of a variety of topics related to second-language learning and teaching. More specifically they may focus on interlanguage development; teaching of pronunciation; role of routinization in language acquisition; acquisition of second language vocabulary; teaching and learning of second language phonology.

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Master of/Magisteriate in Arts (Educational Technology)

Master of/Magisteriate in Arts with Thesis (Option A)

This option is divided into two areas: Area I (Research and Development of Educational Technology) and Area II (Production and Evaluation of Educational Materials).

Admission Requirements. Entry into the program is based on the individual backgrounds of applicants, who should possess a bachelor’s/baccalaureate degree with at least a major or the equivalent in any subject. An average of at least a B in the major or equivalent is required. Students from the Diploma in Instructional Technology (who have not graduated from the Diploma) may apply for admission with advanced standing. A maximum of 15 credits may be transferred. An interview may be required.

Language Requirement. For students whose first language is neither English or French, a test of English language proficiency is required prior to admission. To fulfill this requirement, the student must provide one of the following: 1) TOEFL iBT results of 90+ with no part under 20; 2) TOEFL PBT result of 577+ with a writing score of 5.0+; 3) an IELTS score of 6.5+ with no part under 6.5; or, 4) proof that the student has achieved the level of Concordia’s English 212 course (testing is available through Concordia University’s English Department—please contact that Department for further details).

Requirements for the Degree

  1. Credits. A fully qualified candidate is required to complete a minimum of 45 credits.

  2. Residence. The minimum residence requirement is one year (3 terms) of full-time study, or the equivalent in part-time study.

  3. Language Competency Requirement for All Students. French or other language requirements for students undertaking field experience are determined and assessed by the hosting organization. It is the student’s responsibility to attain the competency level required.

  4. Courses. The individual course of study is decided in consultation with the student’s academic advisor, although certain courses are required of all students.
    1. Core Courses. ETEC 613 (3 credits), ETEC 640 (3 credits), ETEC 641 (3 credits) and ETEC 650 (3 credits).
    2. Elective Courses. 15 credits chosen from the list of courses which follows under Elective Courses, in consultation with the advisor.

  5. Thesis (Area I). Students must complete ETEC 795 (3 credits) and ETEC 796 (15 credits), comprising a written thesis proposal, a thesis and an oral defence.

  6. Thesis-Equivalent (Area II). Students must complete for ETEC 795 (3 credits) and ETEC 796 (15 credits), comprising a written thesis-equivalent proposal, a thesis-equivalent and an oral defence. Students are required to produce educational materials to achieve specific objectives (e.g., an educational television production or a computer-based instructional program) and their evaluation.

Academic Regulations

  1. GPA Requirement. The academic progress of students is monitored on a periodic basis. To be permitted to continue in the program, students must obtain a cumulative grade point average (GPA) of 3.00 based on a minimum of 12 credits. Students whose GPA falls below 3.00 are considered to be on academic probation during the following review period. Students whose GPA falls below 3.00 for two consecutive review periods are withdrawn from the program.

  2. C Rule. If one “C” grade is received it will count toward the required or optional courses in the program. However, if a student receives a second “C” grade, the case will be reviewed by the program’s faculty Committee which will recommend to the School of Graduate Studies whether the student shall be permitted to continue in the program. If allowed to continue, the student must either repeat one of the courses that was granted a “C” or register for an acceptable substitute approved by the Graduate Program Director. If any further “C” grades are received, the student will be withdrawn from the program. Students who have been withdrawn may apply for re-admission.

  3. F Rule. Graduate students who receive a failing grade in the course of their studies will be withdrawn from the program unless continuation in the program is requested by the student’s program or Faculty and approved by the School of Graduate Studies. Students who have been withdrawn may apply for re-admission. Students who receive another failing grade after re-admission will be withdrawn from the program and will not be considered for re-admission.

  4. Time Limit. All work for a master’s/magisteriate degree for full-time students must be completed within 12 terms (4 years) from the time of initial registration in the program at Concordia University; for part-time students the time limit is 15 terms (5 years).

  5. Graduation Requirement. In order to graduate, students must have a cumulative GPA of at least 3.00.

Master of/Magisteriate in Arts without Thesis (Option B)

Admission Requirements. Entry into this program is based on the individual backgrounds of applicants, who should possess a bachelor’s/baccalaureate degree with at least a major or the equivalent in any subject. An average of at least a B in the major or equivalent is required. Students from the Diploma in Instructional Technology (who have not graduated from the Diploma) may apply for admission with advanced standing. A maximum of 15 credits may be transferred. However, no financial credit will be given. An interview may be required.

Language Requirement. For students whose first language is neither English or French, a test of English language proficiency is required prior to admission. To fulfill this requirement, the student must provide one of the following: 1) TOEFL iBT results of 90+ with no part under 20; 2) TOEFL PBT result of 577+ with a writing score of 5.0+; 3) an IELTS score of 6.5+ with no part under 6.5; or, 4) proof that the student has achieved the level of Concordia’s English 212 course (testing is available through Concordia University’s English Department—please contact that Department for further details).

Requirements for the Degree

  1. Credits. A fully qualified candidate is required to complete a minimum of 45 credits.

  2. Residence. The minimum residence requirement is one year (3 terms) of full-time study, or the equivalent in part-time study.

  3. Language Competency Requirement for All Students. French or other language requirements for students undertaking an internship or a field experience are determined and assessed by the hosting organization. It is the student’s responsibility to attain the competency level required.
  4. Courses. The individual course of study is decided in consultation with the student’s academic advisor, although certain courses are required of all students.
    1. Core Courses. ETEC 613 (3 credits), ETEC 640 (3 credits), ETEC 650 (3 credits) and ETEC 651 (3 credits), and either ETEC 671 (3 credits) or ETEC 672 (3 credits).
    2. Elective Courses. 12 credits to be chosen from the list of courses that follows under Elective Courses, in consultation with the advisor.
       
  5. Internship. ETEC 791 (15 credits). ETEC 791 normally consists of an extensive activity (minimum 675 hours) in the university or in the field. The experience will vary with the interests of the student and the opportunities available. The objectives are: to apply skills acquired in program courses; to obtain more “real world” experience with the actual practice of educational technology; and to undertake a synthesizing process which combines the subjects studied separately within the program in a single undertaking.

  6. Internship Report. ETEC 792 (3 credits). The internship report will address both the scholarly/academic and professional practice aspects of Educational Technology. Typically 10,000 or more words in length, the report should contain at least two parts: 1. A detailed description of the Internship II activities, utilizing a case study format; including relevant references to the literature. 2. A conclusions and recommendations section which outlines what was learned, what one would do differently, and what potentially generalizable principles one might recommend to fellow educational technologists encountering similar circumstances. The student completes the internship by disseminating the experiences detailed in the report in a public presentation.

Academic Regulations

  1. GPA Requirement. The academic progress of students is monitored on a periodic basis. To be permitted to continue in the program, students must obtain a cumulative grade point average (GPA) of 3.00 based on a minimum of 12 credits. Students whose GPA falls below 3.00 are considered to be on academic probation during the following review period. Students whose GPA falls below 3.00 for two consecutive review periods are withdrawn from the program.

  2. C Rule. If one “C” grade is received it will count toward the required or optional courses in the program. However, if a student receives a second “C” grade, the case will be reviewed by the program’s faculty Committee which will recommend to the School of Graduate Studies whether the student shall be permitted to continue in the program. If allowed to continue, the student must either repeat one of the courses that was granted a “C” or register for an acceptable substitute approved by the Graduate Program Director. If any further “C” grades are received, the student will be withdrawn from the program. Students who have been withdrawn may apply for re-admission.

  3. F Rule. Graduate students who receive a failing grade in the course of their studies will be withdrawn from the program unless continuation in the program is requested by the student’s program or Faculty and approved by the School of Graduate Studies. Students who have been withdrawn may apply for re-admission. Students who receive another failing grade after re-admission will be withdrawn from the program and will not be considered for re-admission.

  4. Time Limit. All work for a master’s/magisteriate degree for full-time students must be completed within 12 terms (4 years) from the time of initial registration in the program at Concordia University; for part-time students the time limit is 15 terms (5 years).

  5. Graduation Requirement. In order to graduate, students must have a cumulative GPA of at least 3.00.

Courses

The master’s level courses offered in educational technology fall into the following categories:

ETEC 600-609 Philosophical and Theoretical Foundations of Educational Technology
ETEC 610-619 Psychological Aspects of Educational Technology
ETEC 620-629 Communication Theory
ETEC 630-639 Development and Evaluation of Curriculum and Educational Materials
ETEC 640-649 Research Methodology for Educational Technology

ETEC 650-659 Instructional Design and Performance Technology
ETEC 660-669 Educational Computing

ETEC 670-679 Management of Performance and Improvement
ETEC 680-689 Distance Education and E-Learning
ETEC 690-699 Field Experience and Research in Educational Technology
ETEC 790-799 Thesis and Internship in Educational Technology

Core Courses

Option A (Thesis/Thesis-Equivalent): ETEC 613, 640, 641, 650, 795 and 796 (15 credits)

Option B (Internship): ETEC 613, 640, 650, 651,  either ETEC 671 or 672, 791 (15 credits), 792

ETEC 613 Learning Theories (3 credits)
The primary goal of the course is for students to develop a critical understanding of classic and contemporary theories of learning, such as behaviourism, cognitivism, neo-cognitivism, and socio-constructivism as they inform instructional practice. Secondary course goals include enhancing students' abilities to: a) read and evaluate the primary literature in the area; b) present and write within the discipline; c) evaluate applications of theory to practice; and d) collaborate professionally including via computer conferencing.

ETEC 640 Research Methods I (3 credits)
This course provides an introduction to research methodologies germane to the field of educational technology.  Students acquire competencies in analyzing, synthesizing and evaluating empirical research that employ quantitative, qualitative and mixed methodologies.  Special emphasis is placed on acquiring skills to critique and review literature in educational technology.
Note: Students who have recieved credit for ETEC 548/648 may not take this course for credit.

ETEC 641 Research Methods II (3 credits)
Prerequisite: ETEC 640.
The principal aims of the course are to enable students to evaluate the statistical information provided in reports of empirical research in the social sciences and use statistics in small scale studies. Emphasis is placed upon the logic of statistical tests, the assumptions underlying their use, and the interpretation of the results. The course also includes basic elements of data analysis and synthesis in research employing qualitative methodologies.
Note: Students who have received credit for ETEC 548/648 may not take this course for credit.

ETEC 650  Fundamentals of Instructional Design (3 credits)
This course introduces students to instructional design, which refers to both the systematic process for preparing learning materials as well as to the theories and principles that guide that work.  Working on a real-world project, students directly engage in the process and prepare an instructional program.
Note: Students who have received credit for ETEC 512/712 may not take this course for credit.

ETEC 651 Fundamentals of Human Performance Technology (3 credits)
Prerequisite: ETEC 650.
Building on the base of instructional design, this course introduces human performance technology (HPT).  HPT is a set of principles and methods for identifying and solving problems that cannot be solved through instructional programs alone.  Working on a real-world project, students design a variety of non-instructional interventions.
Note: Students who have received credit for ETEC 512/712 may not take this course for credit.

ETEC 671 Administering Educational Technology Groups (3 credits)
This course prepares students to integrate into the real-world practice of educational technology and to eventually assume leadership positions in organizations.  Through readings, experiential learning activities, and other assignments, this course introduces students to the basic themes of administering educational technology groups:  (a) business management—successfully competing for work and resources needed to complete it; (b) project management—planning work and overseeing its progress; and (c) people management—establishing and managing expectations of, and relationships with, members of the group.
Note:  Students who have received credit for ETEC 591/701 may not take this course for credit.

ETEC 672 Project Management (3 credits)
This course focuses on project management and its application to the fields of education and training.  Special attention is placed on the different components of a project, but reviews of project management as a discipline, a process and a system are also undertaken.  Following the established methodology proposed by national and international project management organizations, this course introduces the processes, skills, techniques and software tools required to effectively manage a project.  Specific educational examples and cases of real-life projects are included in the course to describe how project management techniques can be used in education and training.
Note: Students who have received credit for ETEC 594/704 may not take this course for credit.

ETEC 791 Internship (Non-Thesis Option) (15 credits)

ETEC 792 Internship Report (Non-Thesis Option) (3 credits)

ETEC 795 Thesis Proposal (3 credits)

ETEC 796 Thesis or Thesis-Equivalent (15 credits)

Elective Courses

The department currently offers the courses listed below. Each course is worth 3 credits unless otherwise indicated. The pattern of courses offered may vary from year to year. Detailed information on the courses offered in a given year is available from the department.

ETEC 607 Philosophical Issues in Educational Research
Note: Students who have received credit for ADIP 501 or ESTU 601 or ETEC 507 may not take this course for credit. 
ETEC 621 Educational Cybernetics
Note:  Students who have received credit for ETEC 506/606 may not take this course for credit.
ETEC 635 Principles of Educational Message Design
ETEC 636 Evaluation in Education and Training
ETEC 637 Educational Gaming and Modelling
ETEC 652 Knowledge Management
Note: Students who have received credit for ETEC 567/667 may not take this course for credit.
ETEC 660 Introduction to Educational Computing
ETEC 662 Social Technologies and the Sociocultural Aspects of Learning 
ETEC 665 Introduction to Digital Media in Education
ETEC 666 Comtemporary Use of Simulation in Training and Education
ETEC 669 Designing and Developing Interactive Instruction
ETEC 676 Human Resources Development
ETEC 680 Global Perspectives in E-Learning
Note: Students who have have received credit for ETEC 555/655 may not take this course for credit. 
ETEC 681 Fundamentals of Distance Education 
Note: Students who have received credit for ETEC 592/702 may not take this course for credit. 
ETEC 690 Field Experience (for Option A-Thesis/Thesis-Equivalent only) 
ETEC 691 Advanced Readings and Research in Educational Technology I
ETEC 692 Advanced Readings and Research in Educational Technology II
ETEC 693 Special Issues in Educational Technology

Cognate Courses

Graduate students in educational technology may be permitted to register for up to two elective courses (6 credits) offered in other graduate programs. In all such cases, prior permission of the Graduate Program Director is required.

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Diploma in Instructional Technology

Admission Requirements. Entry into the program is based on the individual backgrounds of applicants, who must possess a bachelor’s degree with at least a major or the equivalent in any subject. The program is open to full-time and part-time students without preference. An interview may be required.

Language Requirement. For students whose first language is neither English or French, a test of English language proficiency is required prior to admission. To fulfill this requirement, the student must provide one of the following: 1) TOEFL iBT results of 90+ with no part under 20; 2) TOEFL PBT result of 577+ with a writing score of 5.0+; 3) an IELTS score of 6.5+ with no part under 6.5; or, 4) proof that the student has achieved the level of Concordia’s English 212 course (testing is available through Concordia University’s English Department—please contact that Department for further details).

Requirements for the Diploma

  1. Credits. A fully-qualified candidate is required to complete a minimum of 30 credits.

  2. The course requirements will generally be completed in one year, including a summer term, or the equivalent.

  3. Courses. All candidates are required to take ETEC 513, ETEC 550, ETEC 551, and either ETEC 571 or ETEC 572 for a total of 12 credits, plus a minimum of 18 credits selected from the elective courses.

  4. Research papers, essays, examinations or preparation of audio-visual materials may be required as part of the work for individual courses.

  5. Language Competency Requirement for All Students. French or other language requirements for students undertaking a field experience are determined and assessed by the hosting organization. It is the student’s responsibility to attain the competency level required.

Academic Regulations

  1. GPA Requirement. Graduate Diploma students must maintain a minimum GPA of 2.70 during their program of study in order to be considered a student in good standing.

  2. C Rule. If one “C” grade is received it will count toward the required or optional courses in the program. However, if a student receives a second “C” grade, the case will be reviewed by the program’s faculty Committee which will recommend to the School of Graduate Studies whether the student shall be permitted to continue in the program. If allowed to continue, the student must either repeat one of the courses that was granted a “C” or register for an acceptable substitute approved by the Graduate Program Director. If any further “C” grades are received, the student will be withdrawn from the program. Students who have been withdrawn may apply for re-admission.

  3. F Rule. Graduate students who receive a failing grade in the course of their studies will be withdrawn from the program unless continuation in the program is requested by the student’s program or Faculty and approved by the School of Graduate Studies. Students who have been withdrawn may apply for re-admission. Students who receive another failing grade after re-admission will be withdrawn from the program and will not be considered for re-admission.

  4. Time Limit. All work for a Diploma, for full-time students must be completed within 6 terms (2 years) from the time of initial registration in the program at Concordia University; for part-time students, the time limit is 12 terms (4 years).

  5. Graduation Requirement. To graduate, students must have completed all course requirements with a cumulative GPA of at least 2.70.

Courses

A number of courses selected from the following list will be offered in either summer, fall or winter terms.

Required Courses

ETEC 513 Learning Theories (3 credits)
The primary goal of the course is for students to develop a critical understanding of classic and contemporary theories of learning, such as behaviourism, cognitivism, neo-cognitivism, and socio-constructivism as they inform instructional practice. Secondary course goals include enhancing students' abilities to: a) read and evaluate the primary literature in the area; b) present and write within the discipline; c) evaluate applications of theory to practice; and d) collaborate professionally including via computer conferencing.

ETEC 550  Fundamentals of Instructional Design (3 credits)
This course introduces students to instructional design, which refers to both the systematic process for preparing learning materials as well as to the theories and principles that guide that work.  Working on a real-world project, students directly engage in the process and prepare an instructional program.
Note: Students who have received credit for ETEC 512/712 may not take this course for credit.

ETEC 551 Fundamentals of Human Performance Technology (3 credits)
Prerequisite: ETEC 550.
Building on the base of instructional design, this course introduces human performance technology (HPT).  HPT is a set of principles and methods for identifying and solving problems that cannot be solved through instructional programs alone.  Working on a real-world project, students design a variety of non-instructional interventions.
Note:  Students who have received credit for ETEC 512/712 may not take this course for credit.

ETEC 571 Administering Educational Technology Groups (3 credits)
This course prepares students to integrate into the real-world practice of educational technology and to eventually assume leadership positions in organizations. Through readings, experiential learning activities, and other assignments, this course introduces students to the basic themes of administering educational technology groups: (a) business management—successfully competing for work and resources needed to complete it; (b) project management—planning work and overseeing its progress; and (c) people management—establishing and managing expectations of, and relationships with, members of the group.
Note: Students who have received credit for ETEC 591/701 may not take this course for credit.

ETEC 572 Project Management (3 credits)
This course focuses on project management and its application to the fields of education and training. Special attention is made on the different components of a project, but reviews of project management as a discipline, a process and a system are also undertaken. Following the established methodology proposed by national and international project management organizations, this course introduces the processes, skills, techniques and software tools required to effectively manage a project. Specific educational examples and cases of real-life projects are included in the course to describe how project management techniques can be used in education and training.
Note:  Students who have received credit for ETEC 594/704  may not take this course for credit.

Elective Courses

The department currently offers the courses listed below. Each course is worth 3 credits unless otherwise indicated. The pattern of courses offered may vary from year to year. Detailed information on the courses offered in a given year is available from the department.

ETEC 507  Philosophical Issues in Educational Research
There are a number of important philosophical questions that lie behind the everyday practice of education research. The questions include: What does it mean to say that research in education is “scientific”? Is science (and, by extension, educational research) really value neutral and objective? What kinds of education research should count as legitimate? In the first part of the course, various definitions of science, for example, those of Karl Popper and Thomas Kuhn, and some influential critiques of the scientific enterprise are examined. In the second part of the course, some of the ongoing debates about appropriate research methods in education are analyzed.
Note: Students who have received credit for ADIP 501 or ESTU 601 or ETEC 607 may not take this course for credit.

ETEC 521 Educational Cybernetics
Note: Students who have received credit for ETEC 506/606 may not take this course for credit.
ETEC 535 Principles of Educational Message Design
ETEC 536 Evaluation in Education and Training
ETEC 537 Educational Gaming and Modelling

ETEC 540 Research Methods I
This course provides an introduction to research methodologies germane to the field of educational technology. Students acquire competencies in analyzing, synthesizing and evaluating empirical research that employ quantitative, qualitative and mixed methodologies. Special emphasis is placed on acquiring skills to critique and review literature in educational technology.
Note: Students who have received credit for ETEC 548/648 may not take this course for credit.

ETEC 541 Research Methods II
Prerequisite: ETEC 540.
In this course students develop a proposal, design a pilot study to investigate a research problem, and later analyze the data. Projects may use quantative or qualitative methodologies.
Note: Students who have received credit for ETEC 548/648 may not take this course for credit.

ETEC 552 Knowledge Management
Note: Students who have received credit for ETEC 567/667 may not take this course for credit.
ETEC 560 Introduction to Educational Computing
ETEC 562 Social Technologies and the Sociocultural Aspects of Learning
ETEC 565 Introduction to Digital Media in Education
ETEC 566 Comtemporary Use of Simulation in Training and Education
ETEC 569 Designing and Developing Interactive Instruction
ETEC 576 Human Resources Development
ETEC 580 Global Perspectives in E-Learning
Note: Students who have received credit for ETEC 555/655 may not take this course for credit.
ETEC 581 Fundamentals of Distance Education
Note: Students who have received credit for ETEC 592/702 may not take this course for credit.
ETEC 590 Field Experience
ETEC 593 Special Issues in Educational Technology

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Educational Studies

Master of/Magisteriate in Arts (Educational Studies)

Admission Requirements. For entry into the program, a first degree with a minimum GPA of 3.00 (B average) is required with an appropriate concentration in a field of study relevant to Educational Studies. The applicant should also have a minimum of two years professional activity in education or an undergraduate record which includes at least three courses in education, each with a grade of B or better. Qualified applicants who fail to meet the criteria outlined may be required to take up to 12 undergraduate credits in addition to the regular graduate program, or, as appropriate, a qualifying program. (See section on Qualifying Students).

Language Requirement. For students whose first language is neither English or French, a test of English language proficiency is required prior to admission. To fulfill this requirement, the student must provide one of the following: 1) TOEFL iBT results of 90+; 2) TOEFL PBT result of 577+ with a writing score of 5.0+; 3) an IELTS score of 7+; or, 4) proof that the student has achieved the level of Concordia’s English 212 course (testing is available through Concordia University’s English Department—please contact that Department for further details).

Requirements for the Degree

  1. Credits. A fully-qualified candidate must complete a minimum of 45 credits.

  2. Residence. The minimum residence requirement is one year (3 terms) of full-time study, or the equivalent in part-time study.

  3. Courses. These vary according to the thesis and non-thesis options (see below).

    The degree requirements (45 credits) can be met by the successful completion either of course work and a thesis in an approved area, or of more extended course work and ESTU 692: Directed Study. The choice of a thesis or non-thesis option will normally be determined at an early stage in the student’s program. A tentative detailed outline of the proposed research topic must be submitted with the application for admission to the program. A student who completes a thesis or a directed study will normally be required to defend it in an oral examination. Proposed research topics in both options must be approved by the graduate Educational Studies Committee.

Academic Regulations

  1. GPA Requirement. The academic progress of students is monitored on a periodic basis. To be permitted to continue in the program, students must obtain a cumulative grade point average (GPA) of 3.00 based on a minimum of 12 credits. Students whose GPA falls below 3.00 are considered to be on academic probation during the following review period. Students whose GPA falls below 3.00 for two consecutive review periods are withdrawn from the program.

  2. C Rule. If one “C” grade is received it will count toward the required or optional courses in the program. However, if a student receives a second “C” grade, the case will be reviewed by the program’s faculty Committee which will recommend to the School of Graduate Studies whether the student shall be permitted to continue in the program. If allowed to continue, the student must either repeat one of the courses that was granted a “C” or register for an acceptable substitute approved by the Graduate Program Director. If any further “C” grades are received, the student will be withdrawn from the program. Students who have been withdrawn may apply for re-admission.

  3. F Rule. Graduate students who receive a failing grade in the course of their studies will be withdrawn from the program unless continuation in the program is requested by the student’s program or Faculty and approved by the School of Graduate Studies. Students who have been withdrawn may apply for re-admission. Students who receive another failing grade after re-admission will be withdrawn from the program and will not be considered for re-admission.

  4. Time Limit. All work for a master’s/magisteriate degree for full-time students must be completed before or during the calendar year, 12 terms (four years) from the year of initial registration in the program at Concordia University; for part time students the time limit is 15 terms (five years). Any student who does not complete their master’s program within the time limit must submit a reasoned request for an extension to the Educational Studies Committee up to a maximum of two extensions. This Committee will recommend or not recommend to the School of Graduate Studies whether they can maintain their registration in the program.

  5. Graduation Requirement. In order to graduate, students must have a cumulative GPA of at least 3.00.

Master of/Magisteriate in Arts without Thesis (Option A)

Students will take eleven 3-credit courses plus ESTU 692: Directed Study (with Extended Essay or Research Project) (12 credits). In consultation with their academic advisor, students must normally take at least four core courses (see below).

Master of/Magisteriate in Arts with Thesis (Option B)

Students will take eight 3-credit courses plus ESTU 690: Thesis and Tutorial (21 credits). In consultation with their academic advisor, students must normally take at least two core courses (see below).

Concentration in Adult Education. In either Option A or Option B, students may complete a concentration in Adult Education. As part of the required core courses of both options, students must take ESTU 670 (3 credits) and three 3-credit courses chosen from adult education topic courses (i.e. ESTU 671-677 below).

Courses

Courses listed indicate the full range of offerings. They are offered subject to the availability of faculty, and (with the exception of a minimum of six core courses) not all in a given year. All are 3-credit (one-term) courses unless otherwise indicated.

Core Courses

Specific topic areas of study include: Issues of Difference: Gender, Class and Race; politics and education; class, culture and education; educational problems in historical and philosophical perspectives; minority status and learning; literacy; inter-cultural and cross-cultural education; school and society; curriculum, popular culture and education; and comparative and intercultural education. Courses listed indicate the full range of offerings. They are offered subject to the availability of faculty and (with the exception of a minimum of six core courses) not all in a given year. All are 3-credit (one term) courses unless otherwise indicated.

ESTU 601 Philosophical Issues in Educational Research
There are a number of important philosophical questions that lie behind the everyday practice of education research. The questions include: What does it mean to say that research in education is “scientific”? Is science (and, by extension, educational research) really value neutral and objective? What kinds of education research should count as legitimate? In the first part of the course, various definitions of science, for example, those of Karl Popper and Thomas Kuhn, and some influential critiques of the scientific enterprise are examined. In the second part of the course, some of the ongoing debates about appropriate research methods in education are analyzed.
Note: Students who have received credit for ADIP 501 or ETEC 507 or ETEC 607 may not take this course for credit.

ESTU 611 Philosophical Perspectives in Education
This course is a forum for common inquiry and reflection upon issues that have deep significance for our lives as human beings, students, and educators. Some emphasis is placed on gaining an understanding of historically significant philosophical positions and their application to problems of teaching and education. However, the primary focus is on cultivating a desire and commitment to engage in philosophical thinking as it applies to matters of concern to teachers and teaching. The course is premised on a number of questions. These include but are not limited to: What is education? How do we understand education in its moral, ethical and spiritual dimensions? What role does education play (or have the potential of playing) in personal and social transformation? What is effective teaching and how can we cultivate the courage to teach effectively?

ESTU 612 Historical Perspectives in Education
This course acquaints students with a broad historical approach to a variety of significant educational issues. The emphasis will be placed on the examination of a number of critical components of modern educational thought and practice (comprising e.g., alternative schools of educational thought, politics and education, the changing curriculum, or the organization of schooling) as seen and presented in historical perspective.

ESTU 613 Anthropological Concepts and Methods in Education
The course introduces the students to qualitative methods in educational research. The first purpose is to review studies of education which utilize anthropological concepts and/or methods. The second purpose is to examine the three principal foci of qualitative research in the area: a. schools and their relations with the socio-cultural milieu in which they exist; b. the description and analysis of classroom processes; c. the study of individual pupils and educators. The third purpose is to assess the strengths and weaknesses of studies focusing on these areas. This includes describing and discussing some of the systematic methodological biases apparent in the literature and suggesting directions for future research.

ESTU 614 Social Psychological Foundations of Education
The course provides a basic understanding of the ways in which psychologists examine and analyze human behaviour, collect and interpret data, develop theories and form generalizations. It is not intended as a general survey course in the area of educational psychology. Several topics in an area will be studied in order to exemplify the methods and techniques employed in the psychological analysis of behaviour in educational settings.

ESTU 615 Introduction to Research in Education
By providing an overview of the commonly used research methods in education today, students gain the knowledge required to critique research that is reported in the education and social science literature. Topics include the nature of educational research, the different qualitative and quantitative research approaches, types of data collection, and knowledge of research ethics. Students gain experience in developing a research statement and writing a research proposal.

ESTU 635 Studies in Educational Change
This course is concerned with the investigation and comparison of problems of education in the context of time and society. Concentrating on concrete “case studies” chosen from the 19th century and the contemporary period, it focuses on the principles on which systems of education are constructed, and their change or retention, in the broad socio-economic and ideological context.

ESTU 644 School and Society
This course is concerned with the family, the educational system, the economy and the polity, and with the relations between them. The main concern is with social institutions and the socialization process with which they are involved. Particular emphasis will be placed on the social class differentials in the conditions of socialization and educational opportunity, and on social class differentials in educational achievement.

ESTU 670 Adult Education as a Field of Study
This course is designed as a survey at an advanced level, of the theory and practice of adult education through an examination of the existing literature. Emphasis will be placed on helping the student gain knowledge, understanding, and a critical perspective of the following: aims; history and philosophy; needs and characteristics of adult learners; functions and skills of adult education practitioners; settings, agencies and program areas; and planning and evaluation in adult education. A Canadian and Quebec perspective will be emphasized.

Topic Courses

ESTU 602 Educational Theory
ESTU 603 The Philosophy of the Curriculum
ESTU 604 Philosophy of Education
ESTU 606 Study of a Philosopher of Education

ESTU 608 Selected Area of Education
ESTU 620 History of Canadian Education
ESTU 631 Anthropology and Education I

ESTU 632 Anthropology and Education II
ESTU 633 History of Educational Ideas
ESTU 640 Sociology of Education
ESTU 641 Topics in Sociology of Education II
ESTU 642 Selected Topics in Educational Problems
ESTU 643 The Education of Immigrants and Minorities
ESTU 645 Curriculum Theory
ESTU 648 Politics and Education
ESTU 650 Social Psychology of Education
ESTU 653 Psychology of Education
ESTU 671 Adults as Learners
ESTU 672 Facilitating Adult Learning
ESTU 673 Administration of Adult Education Programs
ESTU 674 Evaluating Adult Learning Projects
ESTU 675 Concepts and Values in Adult Education
ESTU 676/ADIP 597 Adult Education I - Selected Topics
ESTU 677/ADIP 598 Adult Education II - Selected Topics

General Courses (All Options)

ESTU 680 Reading Course
ESTU 681 Reading Course
ESTU 682 Reading Course

Thesis and Directed Study

ESTU 690 Thesis and Tutorial (21 credits)
ESTU 692 Directed Study (with Extended Essay or Research Project)
(12 credits)

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Adult Education

Diploma in Adult Education

Admission Requirements. For admission, a Bachelor’s/Baccalaureate degree or equivalent is required. Entry into the program is based upon an assessment of the background and skills of the individual applicant. Applicants should be actively involved in some area of adult education or have the equivalent of one year’s experience in the field, (for example, as group leader, trainer, nurse educator, volunteer worker, administrator in an academic institution, business, industry, government or community organization).

Language Requirement. For students whose first language is neither English or French, a test of English language proficiency is required prior to admission. To fulfill this requirement, the student must provide one of the following: 1) TOEFL iBT results of 90+; 2) TOEFL PBT result of 577+ with a writing score of 5.0+; 3) an IELTS score of 7+; or, 4) proof that the student has achieved the level of Concordia’s English 212 course (testing is available through Concordia University’s English Department—please contact that Department for further details).

Requirements for the Diploma (Adult Education Program)

  1. Credits. Fully-qualified candidates are required to complete a minimum of 30 credits.

  2. C Rule. If one “C” grade is received it will count toward the required or optional courses in the program. However, if a student receives a second “C” grade, the case will be reviewed by the program’s faculty Committee which will recommend to the School of Graduate Studies whether the student shall be permitted to continue in the program. If allowed to continue, the student must either repeat one of the courses that was granted a “C” or register for an acceptable substitute approved by the Graduate Program Director. If any further “C” grades are received, the student will be withdrawn from the program. Students who have been withdrawn may apply for re-admission.

  3. F Rule. Graduate students who receive a failing grade in the course of their studies will be withdrawn from the program unless continuation in the program is requested by the student’s program or Faculty and approved by the School of Graduate Studies. Students who have been withdrawn may apply for re-admission. Students who receive another failing grade after re-admission will be withdrawn from the program and will not be considered for re-admission.

  4. Courses. All candidates are required to complete the following courses: ADIP 500, 585 and 586 and
    3 credits chosen from ADIP 501, 511, 512, 535, and
    3 credits chosen from ADIP 513, 514, 515, 544, and
    9 credits chosen from ADIP 510, 520, 530, 533, 540, 541, 542, 550, 551, 570, 572, 588, 589, 590, 597, 598, and 6 credits chosen from another graduate program, in consultation with the graduate program director or student advisor.
    In special circumstances students may, in consultation with the graduate program director or student advisor, individualize their program of study within the standards set out by the School of Graduate Studies.

Courses

Courses in the following list will be offered in fall, winter and summer terms, depending upon demand and availability of faculty. Courses are worth 3 credits.

ADIP 500 Adult Education in Québec as a Field of Study
ADIP 501 Philosophical Issues in Educational Research
Note:
Students who have received credit for ESTU 601 or ETEC 507 or ETEC 607 may not take this course for credit.
ADIP 510 Adult Education in Québec and Canada
ADIP 511 Educational Problems in Philosophical Perspective
ADIP 512 Educational Problems in Historical Perspective
ADIP 513 Anthropological Concepts and Methods in Education
ADIP 514 Social Psychological Foundations of Education
ADIP 515 Research Issues and Methodologies in Education
ADIP 520 Adults as Learners
ADIP 530 Roles and Competencies of Adult Educators
ADIP 533 Facilitating Adult Learning
ADIP 535 Studies in Educational Change
ADIP 540 Introduction to Research in Adult Education
ADIP 541 Designing Adult Learning Projects
ADIP 542 Evaluating Adult Learning Projects
ADIP 544 School and Society
ADIP 550 Reflective Practice I
ADIP 551 Introduction to Administration of Adult Education Programs
EDUC 553 Education in Québec
ADIP 570 Workshops for Adult Educators
ADIP 572 Concepts and Values in Adult Education
ADIP 580 Reading Course
ADIP 581 Reading Course
ADIP 588 Advanced Topics in Adult Education
ADIP 589 Advanced Topics in Adult Education
ADIP 590 Issues in the Practice in Adult Education

ADIP 585 Integrative Internship I
Prerequisite: Students must have completed at least 15 credits in their program of study, including ADIP 500 Adult Education in Quebec. This course is associated with, and normally represents, a prerequisite for Integrative Internship II.
Integrative Internship I is designed to allow students to build on their acquired knowledge, skills, values and attitudes through interaction with a chosen education environment. The first Internship requires students to select, contact and establish a working relation with an organization which offers educational activities to adults in their community. A supervised Special Project for an adult education provider is initiated. At this stage, the emphasis is on observation and information gathering, in preparation for taking on a more active role in Integrative Internship II.

ADIP 586 Integrative Internship II
Prerequisite: ADIP 585.
This internship is designed to extend the student’s personal aims and philosophy of adult education arrived at in Integrative Internship I by completing a supervised Special Project in an approved adult education facility, where supervision is provided by a member of a host institution in consultation with the professor.

ADIP 593 Practicum I
Prerequisite: At least 18 credits in the Diploma in Adult Education Teacher Certification Option II.
This course is designed for students who possess a Provincial Teaching Authorization or are currently working in adult education in the Quebec school system. Students enroling in this practicum are expected to have completed courses in theoretical and conceptual content in the field of adult education. This practicum provides an opportunity in which they can apply this knowledge to their classroom teaching experience.
Note: Upon presentation of a statement from the school authority attesting to the satisfactory performance in an adult education classroom for a minimum of four months, a student may be exempted from this course.

ADIP 594 Practicum II
Prerequisite: ADIP 593.
This course is designed for students who possess a Provisional Teaching Authorization or are currently working in adult education in the Quebec school system. Satisfactory classroom performance in the student’s subject matter specialty is judged on the basis of reports from the school principal, mentors chosen from the teaching staff, and a supervisor from the University.

ADIP 597 Adult Education I - Selected Topics
ADIP 598 Adult Education II
- Selected Topics

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Child Studies

Master of/Magisteriate in Arts (Child Studies)

Admission Requirements. Applicants will be selected on the basis of past academic records, letters of recommendation, field experience, and the relevance of their proposed research to the areas of specialization of program faculty. To be accepted into the program, a student is required to have an undergraduate degree with a minimum of a B average and a significant concentration in child studies, education, or related discipline. In addition, at least one year of professional experience in the field of child care, education, or related areas is desirable. Bilingualism is an asset, but not a requirement. The equivalence of foreign degrees is assessed by the School of Graduate Studies, and is determined by consideration of the total length of program study (primary through university) as well as the quality and content of post-secondary study and its relevance to this program.

Language Requirement. For students whose first language is neither English or French, a test of English language proficiency is required prior to admission. To fulfill this requirement, the student must provide one of the following: 1) TOEFL iBT results of 90+; 2) TOEFL PBT result of 577+ with a writing score of 5.0+; 3) an IELTS score of 7+; or, 4) proof that the student has achieved the level of Concordia’s English 212 course (testing is available through Concordia University’s English Department—please contact that Department for further details).

Requirements for the Degree

  1. Credits. A fully qualified candidate is required to complete a minimum of 45 credits.

  2. Residence. The minimum residence requirement is one year (3 terms) of full-time study, or the equivalent in part-time study.

  3. Courses. Students may enter either Option A or B outlined below and must complete CHST 600, 603, 605, 606, and 608 as the core segment of their program.

Academic Regulations

  1. C. Rule. If one “C” grade is received it will count toward the required or optional courses in the program. However, if a student receives a second “C” grade, the case will be reviewed by the program’s faculty Committee which will recommend to the School of Graduate Studies whether the student shall be permitted to continue in the program. If allowed to continue, the student must either repeat one of the courses that was granted a “C” or register for an acceptable substitute approved by the Graduate Program Director. If any further “C” grades are received, the student will be withdrawn from the program. Students who have been withdrawn may apply for re-admission.

  2. F Rule. Graduate students who receive a failing grade in the course of their studies will be withdrawn from the program unless continuation in the program is requested by the student’s program or Faculty and approved by the School of Graduate Studies. Students who have been withdrawn may apply for re-admission. Students who receive another failing grade after re-admission will be withdrawn from the program and will not be considered for re-admission.

Master of/Magisteriate in Arts with Thesis (Option A)

  1. Core Courses. CHST 600, 603, 605, 606, and 608 (15 credits).

  2. Elective Courses. A minimum of 9 credits from CHST 610, CHST 614, CHST 618, CHST 620, CHST 622, CHST 624, CHST 630, CHST 632, CHST 640, and CHST 650 chosen in consultation with the student’s advisor.

  3. Thesis Proposal. CHST 697 (3 credits).

  4. Research and Thesis. CHST 698 (18 credits).

Master of/Magisteriate in Arts with Internship (Option B)

  1. Core Courses. CHST 600, 603, 605, 606, and 608 (15 credits).

  2. Elective Courses. A minimum of 12 credits chosen from CHST 610, CHST 614, CHST 618, CHST 620, CHST 622, CHST 624, CHST 630, CHST 632, CHST 640, and CHST 650 chosen in consultation with the student’s advisor.

  3. Internship Seminar & Field Placement. CHST 695 (9 credits).

  4. Internship Report. CHST 696 (9 credits).

Courses

The following courses are offered:

Required Courses

These courses are required of all students and form the foundation for further courses in the program.

CHST 600 Advanced Child Development
This course presents an overview of the theories that have helped to shape the field of child development. The impact of various theoretical approaches (e.g., psychoanalytic, cognitive, behavioral, social) is examined by providing perspectives on issues of both historical and contemporary importance.

CHST 603 Seminar: Issues in Child Studies
This course provides students with an overview of the field of child studies. Students are introduced to diverse issues through the work of program faculty, invited scholars and student initiatives.

CHST 605 Quantitative Methods of Inquiry
This course introduces students to the philosophy, principles, and techniques in quantitative inquiry in the social sciences. Specifically, it focuses on the main quantitative methodologies of inquiry that are necessary for conducting research and interpreting data in child studies. The course covers techniques for addressing quantitative research questions in the field, including gathering, organizing, analyzing, and communicating data. Statistical techniques that are commonly used to address such questions are covered, with appropriate computer software for key methodologies. Laboratory work is provided to give students practical experience with such software.
Note: Students who have received credit for CHST 607 may not take this course for credit.

CHST 606 Qualitative Methods of Inquiry
This course introduces students to the philosophy, principles, and approaches in qualitative inquiry in the social sciences. Specifically, it focuses on the main methodologies of inquiry that are necessary for conducting and interpreting qualitative data in child studies. The course covers techniques for addressing qualitative research questions in the field, including gathering, organizing, analyzing, and communicating data. Appropriate methods for the coding and analysis of qualitative data are covered, with laboratory work to support students’ practical experience with qualitative data.
Note: Students who have received credit for CHST 607 may not take this course for credit.

CHST 608 Field Observations
Prerequisite: CHST 605 and CHST 606, or equivalent.
This course addresses a range of observational techniques for observing children in their natural environments (e.g., running records, time and event sampling, rating scales). Students learn to use a variety of observational methods, analyze the information, and write reports. Students spend approximately 2-3 hours weekly in an appropriate setting to conduct the observations.
Note: Students who have received credit for CHST 604 may not take this course for credit.

Elective Courses

These courses focus on (a) the child and (b) the wider community. They are offered on a rotating basis with the exception of CHST 630 which is offered every year.

CHST 610 Applied Cognition and Learning
This course provides an overview of the ways in which cognition has contributed to the understanding of how children engage in the content of school subjects, such as mathematics, science, literacy and history. Topics include general cognitive processes, such as memory, transfer, metacognition, and expertise, as well as those related to learning in specific content areas. The course examines ways in which theory and empirical findings can and have informed instructional practice.

CHST 614 Social Processes
This course addresses issues regarding the development of critical social processes in the life of the child, which have implications for later functioning. Topics include the importance of early emotional development (e.g., attachment, temperament, emotional regulation) for social interaction, peer relations (e.g., friendships, bullying and victimization, prosocial behaviour), the development of self and social understanding, the role of play in development, and gender roles and socialization.

CHST 618 Childhood Settings
This course examines a variety of extra-familial settings in which children and families function (e.g. child care, kindergarten, elementary school, after school programs, recreation programs, hospital settings, programs for children with special needs). Various aspects of these programs are examined such as mission statements, program philosophy, training requirements, regulations, and professional development requirements. Methods to evaluate the quality of the settings are presented. Students learn to analyze a specific program of their choosing and write a case study report. Guest lectures and field trips to different types of settings may form part of the course.

CHST 620 Children’s Play: From Theory to Practice
This course introduces students to the topic of play with an emphasis on relating theory to practice. Historical and modern theories (e.g., psychoanalytic, cognitive, and social cognitive) of play are discussed. Various definitions and types of play that emanate from theoretical approaches and different approaches to measuring play are covered, as well as the relationship between children’s play and domains of development and culture, and curriculum and teaching. Issues related to designing developmentally appropriate play spaces and materials are examined.

CHST 622 The Family
This course addresses major theoretical perspectives on family functioning and the nature of parenting (e.g., transitions to parenting, attachment, child rearing styles, parenting children with special needs) and family relationships (e.g., parent-child, sibling, grandparents). Issues related to the modern Canadian family are also discussed (e.g., single and adolescent parents, divorce and remarriage, parental employment, child care, transition to school, and diversity of family lifestyles).

CHST 624 Curriculum Models in Childhood Settings
This course examines principles and models of curriculum in relation to a range of early childhood settings, including daycare, after school programming, kindergarten, and elementary school. The focus is on analyzing current curriculum models from different perspectives as well as identifying and discussing issues related to curriculum design and implementation. Student interests and areas of study are taken into account in the selection of the readings, interactive curriculum materials, and resources.
Note: Students who have received credit for CHST 601 may not take this course for credit.

CHST 630 Issues in Education: Language, Literacy, Numeracy, and Scientific Reasoning
In this course, students reflect on specific aspects of cognitive development and their impact on education. Topics are offered on a rotating basis and may include the development of language, literacy, numeracy and/or scientific reasoning. The literature on selected topics is examined, with particular emphasis on both classic and current research.

CHST 632 Issues in Inclusive and Special Education
This course examines theoretical issues in inclusive and special education and focuses on educational practices that provide all children with equitable access to learning. Curricula, policies and practices in educational settings are analyzed and provide students with an in-depth understanding so as to meet the needs of diverse learners.

CHST 640 Special Topics in Child Studies
Note: Subject matter varies from term to term and from year to year. Students may re-register for this course provided that the course content has changed. Changes in content are indicated by the letter following the course number, e.g., CHST 640A, CHST 640B, etc.

Note: For elective course descriptions and further information regarding thesis and internship guidelines, consult the Guide to the MA in Child Studies available from the Department of Education.

Directed Study Course

CHST 650 Directed Study
Students may enrol in a directed study under faculty supervision in order to undertake specialized study of theoretical or research-related topics. Permission of the Graduate Program Director is required.

Internship Option

CHST 695 Internship Seminar and Field Placement (9 credits)
Prerequisite: CHST 605 and CHST 606, or equivalent.
The internship is designed to provide students with the opportunity to investigate an applied problem or topical issue in child studies. Course requirements include a seminar in both terms. In the first term, students are required to keep a journal, conduct on-site observations, and formulate a written proposal for the internship project. In the second term, students will conduct their project and maintain their journal. Students are required to spend a minimum of 75 hours in the field placement in the first term and an additional 125 hours (minimum) in their second term.

CHST 696 Internship Report (9 credits)
The final report is a detailed record of the internship project and includes a description and analysis of all work produced for the field placement. In addition, all instruments, curricular materials, journal entries, and other supporting documents are included in the final report.

Thesis Option

CHST 697 Thesis Proposal (3 credits)
Under the supervision of a thesis supervisor, the student writes a proposal presenting a research topic; the overall goal of which is to demonstrate that the student is capable of undertaking an independent research project.

CHST 698 Research and Thesis (18 credits)
The thesis consists of the formulation and presentation of the research results which are then defended before a committee consisting of the student’s supervisor and at least two other scholars from the department and/or scholars from relevant disciplines in other departments or institutions.

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Applied Linguistics

Master of/Magisteriate in Arts (Applied Linguistics)

Admission Requirements. Applicants are selected on the basis of their past academic record, competence in written and spoken English, letters of recommendation, and experience teaching a second or a foreign language. To be accepted into the program, a student is required to have an undergraduate degree with a minimum GPA of 3.00 (B average). An academic concentration in second language acquisition, applied linguistics, pedagogy, education, or related discipline and at least one year of professional experience in the field of second language teaching and learning or related areas are desirable. Knowledge of a second language is an asset.

Language Requirement. For students whose first language is neither English or French, a test of English language proficiency is required prior to admission. To fulfill this requirement, the student must provide one of the following: 1) TOEFL iBT results of 90+; 2) TOEFL PBT result of 577+ with a writing score of 5.0+; 3) an IELTS score of 7+; or, 4) proof that the student has achieved the level of Concordia’s English 212 course (testing is available through Concordia University’s English Department—please contact that Department for further details).

Requirements for the Degree

  1. Credits. A fully-qualified candidate is required to complete a minimum of 45 credits.

  2. Residence. The minimum residence is one year (3 terms) of full-time study, or the equivalent in part-time study.

  3. Courses. Students may select one of two options, A or B, outlined below.

Academic Regulations

  1. GPA Requirement. The academic progress of students is monitored on a periodic basis. To be permitted to continue in the program, students must obtain a cumulative Grade Point Average (GPA) of 3.00 based on a minimum of 12 credits. Students whose GPA falls below 3.00 are considered to be on academic probation during the following review period. Students whose GPA falls below 3.00 for two consecutive review periods are withdrawn from the program.

  2. C Rule. If one “C” grade is received it will count toward the required or optional courses in the program. However, if a student receives a second “C” grade, the case will be reviewed by the program’s faculty Committee which will recommend to the School of Graduate Studies whether the student shall be permitted to continue in the program. If allowed to continue, the student must either repeat one of the courses that was granted a “C” or register for an acceptable substitute approved by the Graduate Program Director. If any further “C” grades are received, the student will be withdrawn from the program. Students who have been withdrawn may apply for re-admission.

  3. F Rule. Graduate students who receive a failing grade in the course of their studies will be withdrawn from the program unless continuation in the program is requested by the student’s program or Faculty and approved by the School of Graduate Studies. Students who have been withdrawn may apply for re-admission. Students who receive another failing grade after re-admission will be withdrawn from the program and will not be considered for re-admission.

  4. Time Limit. All work for a master’s/magisteriate degree for full-time students must be completed within 12 terms (4 years) from the time of initial registration in the program at Concordia University; for part-time students the time limit is 15 terms (5 years).

  5. Graduation Requirement. In order to graduate, students must have a cumulative GPA of at least 3.00.

Master of/Magisteriate in Arts with Thesis (Option A)

All students must: 1. take APLI 604, APLI 621, APLI 660 (9 credits); 2. take 3 credits from each of the three clusters (9 credits); 3. take 6 additional credits from any of the clusters, electives, or courses approved by the Graduate Program Director; 4. write a thesis proposal, APLI 690 (3 credits); 5. write a thesis, APLI 691 (18 credits). Up to 9 credits from other departments or universities may be credited toward the degree.

Master of/Magisteriate in Arts without Thesis (Option B)

All students must: 1. take APLI 604, APLI 621, APLI 660 (9 credits); 2. take 6 credits from each of the three clusters (18 credits); 3. take 6 additional credits from any of the clusters, electives, or courses approved by the Graduate Program Director; 4. write an extended essay, APLI 696 (12 credits). Up to 9 credits from other departments or universities may be credited toward the degree.

Core Courses

All students must take the following core courses: APLI 604, APLI 621, APLI 660.

APLI 604 Applied Language Studies (3 credits)
This course examines the different theoretical concepts and methods used to analyze and describe the linguistic structure of language, and explores ways in which these can be applied to the teaching of second languages. The course introduces students to the key concepts that characterize the different components of language, namely phonology, morphology, syntax and semantics, within an approach that recognizes that languages can be affected by the social, psychological, and pragmatic aspects of human behaviour.

APLI 621 Issues in Second Language Acquisition (3 credits)
Research in second language acquisition (SLA) is surveyed in this course. Students read, critique, and discuss a number of research reports and survey articles on topics including research techniques in SLA, individual differences believed to affect success in second language learning (e.g., age, motivation), the systematicity of learner language (interlanguage, developmental sequences), the influence of learners’ first language on the structure of their interlanguage, the development of general theories of SLA. The course concludes with a discussion of SLA research carried out in classroom settings.

APLI 660 Research Methods I (3 credits)
The principal aims of the course are to enable students better to evaluate reports of empirical research in the language sciences and to plan limited studies of their own. Emphasis is placed upon the logic of research designs, the nature of scientific proof, and the assumptions underlying data analytic procedures. Case studies of published research, readings and lectures illustrate the concepts of data, scales, models, sampling, theory, description, estimation and significance testing.

Cluster Courses

Thesis students take a minimum of one course from each cluster; non-thesis students take a minimum of two courses from each cluster.

Cluster A: Theoretical Perspectives on Second Language Acquisition

APLI 623 Sociolinguistic Aspects of Bilingualism and Multilingualism
This course is an introduction to educational and sociolinguistic issues affecting the promotion and maintenance of individual and societal bilingualism, multilingualism, and multiculturalism. The societal consequences of being multilingual and multicultural and the perspectives of both students and educators in multilingual/multicultural language classrooms will be examined.
Note: Students who have received credit for APLI 642 may not take this course for credit.

APLI 624 Psycholinguistic Aspects of Second Language Acquisition
Prerequisite: APLI 660 (previously or concurrently).
This course examines issues in second language acquisition and bilingualism/multilingualism from a cognitive (psycholinguistic) perspective. The aim of the course is to familiarize students with basic psycholinguistic concepts of language representation and use, focusing on the learning of different aspects of language, the role of attention and memory in language acquisition, the development of language comprehension and production skills, and the cognitive consequences of bilingualism/multilingualism. Throughout the course, emphasis is given to understanding research methodologies used in psycholinguistic investigations.
Note: Students who have received credit for APLI 642 may not take this course for credit.

APLI 625 Second Language Acquisition as Skills Learning
The course provides an overview of several approaches to second language learning including topics ranging from fluency, formulaic language, frequency effects, and automatization. The course also provides a research-informed approach to the study of these topics in second language learning contexts, exploring trends in second language acquisition research and pedagogy that are relevant to the understanding of skill development. 
Note: Students who have received credit for this topic under an APLI 651 number may not take this course for credit.

APLI 626 Variationist Second Language Acquisition
The acquisition of a second language is a process that is inherently variable due to factors such as the influence of the learner’s first language, the target language, extralinguistic variables, and other factors. This course examines the interplay of these variables, focusing on current research in variable second language acquisition and on the pedagogical implications and applications of this knowledge for second language teaching.
Note: Students who have received credit for this topic under an APLI 651 number may not take this course for credit.

APLI 627 Individual Differences in Second Language Acquisition
The course provides an overview of learners’ individual differences in cognitive, social, affective, and motivational variables and the role of those differences in second language teaching and learning. Course topics may include language aptitude, motivation, learning and cognitive styles, personality, and language learning strategies. The course offers a research-based framework for understanding how individual differences impact language learning for different learners in various learning contexts. 
Note: Students who have received credit for this topic under an APLI 651 number may not take this course for credit.

APLI 634 Cross-Linguistic Influence
Prerequisite: APLI 604.
This course provides an overview of different perspectives that have been taken on the ways previously learned languages affect the learning of subsequent languages. Topics include: the contrastive analysis and error analysis approaches; avoidance; markedness; selective, bidirectional, and conceptual transfer; and factors affecting cross-linguistic influence among trilingual and multilingual speakers. Throughout the course, the implications for language teaching of the theoretical perspectives and empirical findings are considered.

Cluster B: Focus on Language

APLI 601 Phonological Aspects of Second Language Acquisition
Prerequisite: APLI 604 (previously or concurrently).
This course is an introduction to second language phonology, with emphasis on how theoretical knowledge and research can be applied to the teaching of pronunciation in traditional and computer-based environments. This course familiarizes students with the English sound system and associated phonetic phenomena, research in the development of second language phonology, and key concepts in phonemic representation, production and perception.

APLI 610 Teaching and Learning Second Language Vocabulary
Prerequisite: APLI 604 (previously or concurrently).
The course provides an overview of research perspectives on second language vocabulary acquisition. Topics include the characteristics of lexis, the structure of the mental lexicon, implicit and explicit learning, and issues in assessment. The course also outlines a research-informed approach to instruction: in addition to examining both old and new techniques for teaching vocabulary, it explores developments in corpus linguistics that are relevant to vocabulary instruction and materials design.

APLI 616 Pedagogical Grammar
Prerequisite: APLI 604 (previously or concurrently).
This course surveys the theoretical and empirical literature related to the teaching and learning of grammar in second language classrooms. Topics include the nature of pedagogical rules, the use of metalinguistic terminology, teachers’ knowledge and beliefs, learner characteristics, task types, and sequencing. Students also study a grammar structure in depth for which they subsequently develop, pilot, and critically evaluate a set of instructional materials.

APLI 636 Language Awareness
This course focuses on current research and practice in language awareness relating to language teaching and learning for a variety of learners in different contexts. Topics may include the learning of first, second and additional languages, language teaching methodology, language teacher education, attitudes towards language, cross-linguistic and cross-cultural awareness, and critical language awareness. Throughout the course, emphasis is placed on both the theoretical and practical implications of language awareness. 
Note: Students who have received credit for this topic under an APLI 651 number may not take this course for credit.

APLI 643 Pragmatics and Second Language Acquisition
The course provides an overview of pragmatics, which includes topics ranging from reference, implicature, presupposition, speech acts, information structure, and conversational structure. The course also provides a research-informed approach to the study of these topics in second language learning contexts, exploring developments in second language research that are relevant to the understanding of pragmatics.

Cluster C: Focus on the Classroom

APLI 625 Second Language Acquisition as Skills Learning
The course provides an overview of several approaches to second language learning including topics ranging from fluency, formulaic language, frequency effects, and automatization. The course also provides a research-informed approach to the study of these topics in second language learning contexts, exploring trends in second language acquisition research and pedagogy that are relevant to the understanding of skill development. 
Note: Students who have received credit for this topic under an APLI 651 number may not take this course for credit.

APLI 630 Second Language Syllabus Design and Curriculum Planning
The aims of the course are to examine the evolution of the syllabus in second language teaching and to consider issues related to the development, planning and implementation of language programs in a range of educational settings. Topics include the history of second language teaching; current issues in pedagogical practice; assessment of student needs; and the design, sequencing, and evaluation of language teaching materials.
Note: Students who have received credit for APLI 638 may not take this course for credit.

APLI 635 Language Assessment
The course provides an overview of theory and research that informs language testing. Students explore historical developments in language assessment as well as current trends. The course enables them to critically evaluate a range of test types including standardized placement instruments, diagnostic tests, progress/achievement measures, and non-traditional assessment techniques. Students are guided in designing sample tests; they are also familiarized with established methods for analyzing test items and interpreting results.

APLI 636 Language Awareness
This course focuses on current research and practice in language awareness relating to language teaching and learning for a variety of learners in different contexts. Topics may include the learning of first, second and additional languages, language teaching methodology, language teacher education, attitudes towards language, cross-linguistic and cross-cultural awareness, and critical language awareness. Throughout the course, emphasis is placed on both the theoretical and practical implications of language awareness. 
Note: Students who have received credit for this topic under an APLI 651 number may not take this course for credit.

APLI 644 Technology in Language Learning
This course explores theoretical and applied issues related to the use of technology in second language learning and teaching. The principal aims of the course are to enable students to critically evaluate existing instructional uses of technology and to design methodologically sound technology-based materials for second language teaching. Emphasis is placed on developing skills needed for the integration of instructional technology into second language instruction.

APLI 647 Supervision of Practice Teaching
This course is designed for students who have some ESL teaching experience and a particular interest in working in the field of teacher training. The course has both a practical and a theoretical component. In the practical component, students observe and assist novice ESL teachers; in the theoretical component, students meet weekly in an academic seminar.

Elective Courses

Each year the department offers a selection of courses from those listed below. All courses are worth 3 credits unless otherwise noted.

APLI 613 History of the English Language

APLI 641 Research Methods II
Prerequisite: APLI 660.
The principal aims of the course are to enable students to evaluate the statistical information provided in reports of empirical research in the social sciences and use statistics in small scale studies. Emphasis is placed upon the logic of statistical tests, the assumptions underlying their use, and the interpretation of the results. The course also includes basic elements of data analysis and synthesis in research employing qualitative methodologies.
Note: Students who have received credit for this topic under an APLI 651 number may not take this course for credit.

APLI 646 Literacy
APLI 651 Special Topics in Applied Linguistics
This course provides an advanced treatment of specialized literature in an area of Applied Linguistics.
APLI 671 Reading Course in Applied Linguistics I
APLI 672 Reading Course in Applied Linguistics II
APLI 673 Reading Course in Applied Linguistics III
APLI 674 Reading Course in Applied Linguistics IV
APLI 675 Reading Course in Applied Linguistics V
(6 credits)

Thesis

APLI 690 Thesis Proposal (3 credits)
APLI 691 Thesis (18 credits)
APLI 696 Research Paper (12 credits)

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