Adult and Post-Secondary Education

The Master of Education in Adult and Post-Secondary Education program is designed to develop leadership in adult education in a wide variety of settings, including universities, community colleges, technical and vocational education, adult learning centres, business and industry and health and social services agencies.

The Master of Education in Adult and Post-Secondary Education balances research, theory, policy and practice and is based on four primary components: a foundational knowledge base, a professional knowledge base, methodological knowledge base and experiential learning.

We embrace the trend to use information and communication technologies for removing distance as a barrier to education, and making learning more accessible. We currently offer several of our courses online and in distributed modalities. Our course, EDUA 7420 Program Planning in Adult Education, won the Web CT 2001 International Exemplary Award for the exemplary use of technology to deliver a distance education course while maintaining strong academic rigor and content robustness.

Please note that we are not accepting applications for the M.Ed. specialization in Adult & Post-Secondary Education for 2021. We are in the process of updating this M.Ed. specialization and look forward to receiving applications for 2022.

Thesis-based Route

18 credit hours, plus thesis

Courses prepare the student to design and implement a research project that leads to the thesis. For the thesis, students will select a research question, gather and interpret data, present the investigation and its results as a written document with the program advisor’s support. An oral defense of the thesis culminates the program.
Coursework and Thesis

Core Courses (6 credit hours)
  • EDUA 7402 Development of Adult Education and Post-Secondary Education (3)
  • EDUA 7404 Lifelong Learning in Educational Settings (3)
  • Research Courses (6 credit hours)
  • EDUA 5800 Introduction to Educational Research (3)

Plus an additional 3 credit hours of research methodology at the 7000 level in the Faculty of Education or at the 3000 level or above in other Faculties.

Concentration (6 credit hours)

The thesis is the focus of the concentration. In addition, students will select six credit hours at the 7000 level coursework from the courses listed below.

  • EDUA 7406 Topics in Adult Education and Post-Secondary Education (3)
  • EDUA 7420 Program Planning In Adult Education (3)
  • EDUA 7412 Governance of Post-Secondary Education (3)
  • EDUA 7810 Evaluating Educational Programs (3)
  • EDUA 7414 Seminar in the Administration of Post-Secondary Education (3)
  • EDUB 7390 Curriculum in Vocational Education (3)
  • EDUB 7416 Teaching and Learning in Post-Secondary Education (3)
  • EDUB 7420 The Study of Teaching (3)
  • EDUB 7450 Seminar in Educational Technology (3)
  • EDUB 7460 Information Technology & Education (3)
  • EDUB 7430 Trends in Vocational Education (3)
  • EDUB 7560 Theory & Practice of Curriculum Design and Development (3)

or other courses approved by the advisor and department head.

Thesis
Course Level Restrictions

12 credit hours must be at the 7000 level, the remaining 6 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties.

Course-based Route

Course-Based Route

30 credit hours plus comprehensive examination

The student and program advisor select courses that lead to mastery within Adult and Post-Secondary Education and the concentration. As the course component is completed, the student, with the program advisor’s support, prepares a document that demonstrates comprehensive mastery. The document can be a final examination or a project, which may culminate with an oral defense of the document.
Coursework and Comprehensive Option

Core Courses (9 credit hours)
  • EDUA 7402 Development of Adult Education and Post-Secondary Education (3)
  • EDUA 7404 Lifelong Learning in Educational Settings (3)
  • EDUA 7408 Seminar in Adult Education and Post-Secondary Education (3)
  • Research Courses (3 credit hours)
  • EDUA 5800 Introduction to Educational Research (3)
Concentration (9 credit hours)

Students will select 9 credit hours from the courses listed below:

  • EDUA 7406 Topics in Adult Education and Post-Secondary Education (3)
  • EDUA 7420 Program Planning In Adult Education (3)
  • EDUA 7412 Governance of Post-Secondary Education (3)
  • EDUA 7810 Evaluating Educational Programs (3)
  • EDUA 7414 Seminar in the Administration of Post-Secondary Education (3)
  • EDUB 7390 Curriculum in Vocational Education (3)
  • EDUB 7416 Teaching and Learning in Post-Secondary Education (3)
  • EDUB 7420 The Study of Teaching (3)
  • EDUB 7450 Seminar in Educational Technology (3)
  • EDUB 7460 Information Technology & Education (3)
  • EDUB 7430 Trends in Vocational Education (3)
  • EDUB 7560 Theory & Practice of Curriculum Design and Development (3)

or equivalent courses from other faculties or universities approved by the advisor and department head.

Electives (9 credit hours)

The intent of these electives is to allow students to pursue their specific interests such as Second Language Education, Nursing Education, Medical Education etc.

Comprehensive Exam
Course Level Restrictions

18 credit hours must be at the 7000 level, the remaining 12 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties.

Graduate Program Advisors

Joe Curnow
Research Interests: Politicization, anti-racism and anti-colonialism, youth-led social movements
204-474-7111
joe.curnow@umanitoba.ca

Robert Mizzi
Research interests: Educational policy and politics; teacher professionalism; equity and diversity studies (with a focus on LGBTQ topics); leading adult learning organizations; educator work and welfare; workplace learning
Contact:
(204) 474-9042
Robert.Mizzi@umanitoba.ca

Robert Renaud
Research Interests: Post-Secondary Education; Measurement & Evaluation
Contact:
(204) 474 - 9017
Robert.Renaud@umanitoba.ca

Merli Tamtik
Research interests: Policy coordination in multi-level governance, science and research policy, innovation and ways of knowing, international and multicultural education, transatlantic cooperation, international educational partnerships, research methods in social sciences
Contact:
(204) 474-9606
Merli.Tamtik@umanitoba.ca

Counselling Psychology

The Master’s Program in Counselling Psychology prepares graduates to integrate critical knowledge and understanding of the theoretical bases of counselling, and develops counselling skills. The model of training is that of a scientist-practitioner with an emphasis on reflective practice.

Specifically, the graduate program is designed to help students with:

  • Developing individual and group counselling skills;
  • Conducting and interpreting current research;
  • Increasing their knowledge of the latest developments in counselling and literature;
  • Training in group leadership and communication skills;
  • Providing career development, career information and job search skills;
  • The principles, processes and methods of interviewing children, adolescents and adults; and
  • The skills of measurement and evaluation.

The program provides an array of supervised practicum placements that can support more specialized experience to meet individual needs and interests. Our graduates have found employment in a wide range of settings including schools, community agencies, clinics, hospitals, business and industry, rehabilitation centres, government services and private practice.

Frequently Asked Questions

Thank you for your expressed interest in the graduate Master’s program in Counselling Psychology. This document was created to help applicants for applying to either the comprehensive course-based or thesis-based program. This document is based on the most common student inquiries received over the past 3 years. Various questions may emerge depending on what stage you are in your planning process.We encourage you to read and review this document carefully. We recognize that common questions emerge based on the stage that a person may be with the application process. The three stages that this document explores are a) Exploration of interest in Counselling Psychology, b) Planning and Decision-making regarding Application, and c) Working on an Application. 

Stage 1. Exploration of interest in Counselling Psychology:

1. What is Counselling Psychology and why are Counselling Psychology programs housed within the Faculty of Education?

Counselling Psychology training programs in Canada are located in departments within Faculties of Education rather than being connected with clinical psychology, experimental psychology, or undergraduate psychology programs in faculties of arts, health, social sciences, or sciences. Faculties of Education are perceived as a better fit for Counselling Psychology as it relates to life span development and lifelong learning in school and community based settings. It also provides a holistic orientation that focusses on client strengths, diversity and context, and utilizes a client-centred approach. 

2. What type of work or volunteer experience is required to be eligible to apply for the program?

Applying to either of the comprehensive course-based route or the thesis-based route requires that you have some work or volunteer experience where you have experienced strengthening your helping skills. Examples of this type of experience include: practicum experience through taking EDUA 5490 Field Placement in Counselling, volunteering through distress lines/centres, shelters, street-level services for vulnerable people, mentoring programs, tutoring, teaching, facilitating youth or adult group programming, or being a team leader.
There is no set-baseline for having enough experience. As a minimum, you should have at least one or two different volunteer or work roles that helped you build your interpersonal and helping skills.

3. Can I become a certified counsellor after the completion of my M.Ed Counselling Psychology degree?

Graduates may be eligible for certification as a Canadian Certified Counsellor under the guidelines of the Canadian Counselling and Psychotherapy Association (CCPA). CCPA certification attests to the level of professional counselling competence and is considered the minimum professional standard in Canada. Upon graduation, students use the title “Professional Counsellor” or “Professional Therapist” as their designation.
Students are responsible for ensuring that they meet the requirements for certification as established by CCPA and work closely with their academic advisor to take courses and have practicum experiences that align with CCPA. As our program is not accredited with CCPA, it becomes the student’s responsibility to ensure that all requirements for certification are met prior to graduating from the program.

4. Do applicants require a teaching background?

No, applicants do not require a teaching background to apply for the Counselling Psychology program. We welcome and accept both applicants with an educational background as well as from a wide variety of educational backgrounds (social work, nursing, sciences, family studies, humanities/faculty of arts, fine arts, psychology, and business).  Applicants are encouraged to review information pertaining to the graduate application process available at
https://umanitoba.ca/graduate-studies/graduate-student-admissions/requirements

5. Can I apply to the Counselling Psychology Master’s program if I am an International Student?

Yes, we welcome applications from international students. Students still need to meet all the program requirements (volunteer/work experience as well as completion of pre-requisite courses) as other applicants do. Submission of course outlines completed that you think are aligned with our pre-requisites need to be vetted out prior to application. You also have to meet the Faculty of Graduate Studies English Language Proficiency Requirements, listed at http://umanitoba.ca/graduate-studies/graduate-student-admissions/requirements/international-graduate-student-requirements.
 

6. Would I be eligible to work as a school counsellor in Manitoba with a Master’s degree in Counselling Psychology?

You would be eligible to work as a school counsellor with a Master’s degree in Counselling Psychology if you also held a Bachelor of Education degree. Working in schools as a counsellor in Manitoba is restricted to students who have a Bachelor of Education degree (provincial rule).

7. Would I be eligible to work in community- based settings with a Master’s degree in Counselling Psychology?

Yes, an array of students (with diverse undergraduate degrees) who have graduated with a Master’s degree in Counselling Psychology have gained employment in community-based settings (working with adults, children, youth, and/ or families). Please note that for these students, becoming certified with the Canadian Counselling and Psychotherapy Association (CCPA), was needed to be gainfully employed in community-based settings. In some instances, graduates from our program have also entered private practice.

Stage 2. Planning and Decision-Making regarding Application:

8. What is the difference between the comprehensive course-based and thesis-based Counselling Psychology Master’s program?

The comprehensive course-based as well as the thesis-based program include courses in counselling theories, ethics, research, various electives in counselling, and practicum. The thesis-based program involves 18 credits of course work and conducting a supervised research study that would involve direct data collection. The comprehensive course-based program involves 30 credits of course work and culminates with completing two comprehensive papers with an oral exam that explores case conceptualization based on practical engagement through practicum experiences as well as aspects related to personal and professional development of becoming a counsellor.

9. What is a thesis and how long will it take to complete?

A thesis is an independent research project of significant involvement requiring a supervisory committee. To complete a thesis-based program, a minimum of 18 credits of course work is required and includes writing a thesis proposal, an oral proposal defense, the final thesis incorporating results, and final thesis oral defense. On average, it typically takes full time students 2-3 years to complete and for part-time students about 2.5-4.5 years to complete. This process would commence during completing course work,  over the duration of the practicum year, and possibly after completion of the practicum year.  

10. If I complete a thesis-based route will I be eligible to pursue a doctorate in Counselling Psychology?

Students wishing to pursue a doctoral degree in Counselling Psychology need to be aware that the option does not currently exist in Manitoba. A doctoral degree in Counselling Psychology requires having access to internship sites (to support a one-year full-  time internship for a student) which is not possible at this time. As such, students will need to apply outside of Manitoba to pursue further studies. Additionally, eligibility for most academic programs that offer doctoral studies in Counselling Psychology require more than 18 credits worth of courses to be completed at the Master’s level. In the event of pursuing the thesis-based route, please ensure that you look into academic requirements at other institutions to ensure that during your Master’s degree you take sufficient number of courses to be eligible to apply for other PhD programs.

11. I currently live in Winnipeg and I am looking into the prospect of volunteering to gain more experience in counselling. What would you suggest would be a good starting point?

If you reside in Winnipeg, you may consider volunteering through the organization "Klinic" (spelled with a K).

12. What are the pre-requisite courses for your program and when are they offered within the academic year?

Presently, the three pre-requisite courses are EDUA 5480 Counselling Skills (offered every Fall, Winter, May-June, and July session), EDUA 5500 Theories and Issues in Counselling (offered every Fall and May-June session), and EDUA 5540 Group Counselling (usually offered every Winter and in July session)

13. If I wish to take the pre-requisite courses in order to apply for the Counselling Psychology program and I am not currently in the Faculty of Education, how do I do so?

You can still apply to take the pre-requisite coursework via General Studies (Extended Education) or as a PBDE student (where applicable).If you are interested in exploring these  options and you require additional information,  please contact: GradPrograms.Education@umanitoba.ca

14. I think that I have taken the required pre-requisite courses for the program through a different institution or faculty at the University of Manitoba. How do I know they will meet your requirements?

You can email your course syllabus/outline (it must be in keeping with the course you actually took) to the counselling area group coordinator to request for course equivalency. The course syllabus/outlines will be shared with other members of the counselling area group for input. Once a decision is made, an email will be sent back to the applicant. When submitting your final
application please ensure that you enclose the email provided documenting the assessment result as part of your application material.

15. I don’t live in Manitoba; how do I get the required pre-requisite courses?

There are equivalent courses at other universities and colleges. Please explore institutions that are close to where you live and request for a course outline and/or find out how to register for the course. Once you have a course outline, you can submit it to the area group coordinator of the counselling program and have it vetted out for equivalency.

16. I am currently enrolled in a different graduate program in counselling, can I transfer directly to the University of Manitoba graduate program in counselling psychology program and get credit for my studies?

If your current graduate program is based at a university other than the University of Manitoba, direct transfer is not possible and an official application for admission into our program is necessary. If you receive an offer of admission, a transfer request can be made of courses from your previous program and is subject to approval from graduate studies.

Stage 3. Working on the Application:

17. Do all pre-requisite courses have to be completed at time of application to be considered for the program?

No, not all pre-requisite courses need to be completed prior to application. However, you will need to outline in your cover letter of application (letter of intent) whether you are currently registered and when you intend on completing the remaining course(s) prior to the start of a potential start date to the graduate program. In the event that acceptance is granted to an applicant who has not officially completed the pre-requisite courses, they would be offered provisional admission. The student would then need to successfully complete the course(s) prior to officially starting their graduate program.

18. What makes for a strong application?

The Counselling Psychology faculty members independently rate applications based on: (1) academic ability (e.g., GPA); (2) depth and breadth of the cover letter (also called letter of letter of intent); (3) amount and quality of related work or volunteer experience; (4) for thesis students the amount and quality of research experience; (5) quality of letters of recommendation; and (6) overall “fit” with the program (match with your interests and career goals). 
To strengthen an application, it is suggested that for comprehensive course-based applicants as well as thesis-based applicants, to gain as much related work or volunteer experience as possible before applying. Additionally, recognize that your statement of intent is the only direct sample of writing we have to consider in the adjudication process and recommend that you spend time working on it. Additionally, for thesis-based students please include at least one referee that comments explicitly on research potential and abilities. For comprehensive-based applicants, having two professional referees that can attest to your counselling skills and relationship-building skills is most beneficial.

19. What should I include in my cover letter (letter of intent)?

Your cover letter should address: (a) why you are interested in counselling psychology, (b) why you think this program would be a good fit for you, (c) key learnings taken away from your volunteer/work experiences as a counsellor and (d) how this program would contribute to your professional development and goals (short and long term career objectives). If you are pursuing a thesis-based route you would also need to include (e) your research topic of interest, significance to the field, what previous research skills you will draw from to inform your work, and who you are interested in being supervised by on your thesis work.The maximum pages for your letter of intent is 3 pages, single spaced, 12-point font.

20. How are Master’s applications evaluated, and can they be re-assessed if it is not accepted? 

The competitiveness of an application can vary each year, depending on the applicant pool. Some years are more competitive than others and it is important to understand that while applications may have met all of the eligibility requirements, it may still be assessed as less competitive in relation to other applications.  Therefore, knowing how close an application was to being accepted, or its rank, will not predict how competitive that same application might be if it is submitted again in the following year. If you receive a Notification of Refusal and you want to be re-considered, you must re-apply for admission to a future year.

21. I have applied to graduate program in counselling and would like to use the wait time for notification to take courses that could possibly serve as electives and transferred into my graduate program. Would it be possible to gain course advice prior to acceptance into a graduate program in Counselling Psychology?

The Faculty in Counselling Psychology are not in the position to provide this type of guidance to any prospective applicant prior to official acceptance. Please also note that if you decide (on your own accord) to take additional courses and find out that you attain a spot in our program, it is still at the discretion of the advisor that you are appointed to decide whether they transfer these courses into a graduate level program plan and whether they are suitable electives.Faculty advisors assigned to the student will discuss aspects related to course selection only after a student is officially accepted into the graduate program in counselling psychology.

Pre-requisite Coursework

The following 9 credit hours of coursework at the 5000 level must be completed before applying to the  Counselling Psychology MEd program:

  • EDUA 5500 Theories and Issues in School Counselling (3)
  • EDUA 5480 Counselling Skills (3)
  • EDUA 5540 Group Counselling (3)

Thesis-Based Route

18 credit hours plus thesis

Courses prepare the student to design and implement a research project that leads to the thesis. For the thesis, students will select a research question, gather and interpret data, present the investigation and its results as a written document with the program advisor’s support. An oral defense of the thesis culminates the program.

Coursework and Thesis

Core Courses (9 credit hours)

  • EDUA 7550 Theories of Counselling (3)
  • EDUA 7520* Practicum Seminar in Counselling (6)

*EDUA 7520 is a 3-hour weekly seminar offered over fall and winter terms taken concurrently with a minimum of 180 hours of supervised practicum experienced in a selected placement. Students are required to be available September to April during the day for a minimum of one to one-and-a-half days per week for the practicum component.

Research Courses (6 credit hours)

  • EDUA 5800 Introduction to Educational Research (3) plus an additional 3 credit hours of research methodology at the 7000 level in Education or 3000 or above in other faculties

Concentration (3 credit hours)

The thesis is a focus of the concentration.
Students will select 3 credit hours from:

  • EDUA 7510 Seminar in Current Issues in Counselling (3)
  • EDUA 7530 Group Counselling: Theory and Practice (6)
  • EDUA 7540 Programs in Career Development (3)
  • EDUA 7750 Topics in Educational Psychology 2 (3) (requires Advisor approval)
  • EDUA 7760 Interview Techniques with Children and Adolescents (3)
  • or other courses approved by program advisor and department head

Electives (None)

Thesis

Course Level Restrictions

  • 12 credit hours must be at the 7000 level; the remaining 6 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties.

Course-Based Route

30 credit hours plus comprehensive examination

The student and program advisor select courses that lead to mastery within Counselling Psychology and the concentration. As the course component is completed, the student, with the program advisor’s support, prepares a document that demonstrates comprehensive mastery. The document can be a final examination or a project, which may culminate with an oral defense of the document.

Coursework and Comprehensive Option

Core Courses (9 credit hours)

  • EDUA 7550 Theories of Counselling (3)
  • EDUA 7520* Practicum Seminar in Counselling (6)

*EDUA 7520 is a 3-hour weekly seminar offered over fall and winter terms taken concurrently with a minimum of 180 hours of supervised practicum experienced in a selected placement. Students are required to be available September to April during the day for a minimum of one to one-and-a-half days per week for the practicum component.

Research Courses (3 credit hours)

  • EDUA 5800 Introduction to Educational Research (3)

Concentration (18 credit hours)
Students will select 18 credit hours from:

  • EDUA 7510 Seminar in Current Issues in Counselling (3)
  • EDUA 7530 Group Counselling: Theory and Practice (6)
  • EDUA 7540 Programs in Career Development (3)
  • EDUA 7750 Topics in Educational Psychology 2 (3) (requires Advisor approval)
  • EDUA 7760 Interview Techniques with Children and Adolescents (3)
  • plus additional electives at the 5000 level or equivalent or other courses approved by program advisor and department head

Electives (None)

Comprehensive Exam

Course Level Restrictions

  • 18 credit hours must be at the 7000 level; the remaining 12 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties.

Graduate Program Advisors

Priya Mani
Research interests: Cultural diversity, career development
Contact:
(204) 474-6979
Priya.Mani@umanitoba.ca

Virginia Tze
Research interests: Social-emotional competencies and development, psychological well-being, cultural diversity, quantitative research
Contact:
(204) 474-7085
Virginia.Tze@umanitoba.ca

Grace Ukasoanya
Research interests: Psychosocial disability research and issues of inclusion, participation and empowerment among diverse populations
Contact:
(204) 474-9010
Grace.Ukasoanya@umanitoba.ca

Cross-Cultural, Sociological, and Philosophical Foundations in Education

The MEd Program in Cross-cultural, Sociological, and Philosophical Foundations in Education focuses on the philosophical and social factors that influence teaching and learning in schools. Faculty members have studied in a number of countries, including Australia, Canada, France, New Zealand, the Philippines, the United States and the United Kingdom. The program focuses on understanding both the assumptions and the evidence that supports the great variety of educational programs in these and other countries. The research by faculty members has been directed at understanding and contributing to the on-going debates about educational policies and practices.

The courses in the program are based on the disciplines of anthropology, philosophy, and sociology. As such, graduate students may focus on:

  • Aboriginal Education
  • Educational Philosophy
  • Educational Sociology
  • Intercultural and International
  • Education Policies and Practices in Education

Thesis-Based Route

18 credit hours plus thesis

Courses prepare the student to design and implement a research project that leads to the thesis. For the thesis, students will select a research question, gather and interpret data, present the investigation and its results as a written document with the program advisor’s support. An oral defense of the thesis culminates the program.


Coursework and Thesis

Core Courses (6 credit hours)

  • EDUA 7200 Philosophy of Education (3)
  • EDUA 7210 Educational Sociology (3)
  • EDUA 7270 Seminar in Cross Cultural Education 1 (3)

 

Research Courses (6 credit hours)

  • EDUA 5800 Introduction to Educational Research (3)
  • Plus an additional 3 credit hours of research methodology at the 7000 level in the Faculty of Education or at the 3000 level or above in other Faculties.

 

Concentration (6 credit hours)


The thesis is the focus of the concentration. In addition, students will select 6 credit hours at the 7000 level from:

  • EDUA 7230 Social Criticism in Education
  • EDUA 7240 Values in Education
  • EDUA 7250 Comparative Education
  • EDUA 7270 Seminar in Cross-Cultural Education 1
  • EDUA 7280 Seminar in Cross-Cultural Education 2
  • EDUA 7300 History of Canadian Education from 1867
  • EDUA 7340 Seminar in Educational Thought
  • or other courses selected from the Department of CTL, U of M Faculty of Arts, or other universities--and approved by the program advisor and department head.

 

Thesis

Course Level Restrictions
12 credit hours must be at the 7000 level, the remaining 6 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties.

 

Course-Based Route

30 credit hours plus comprehensive examination

The students and the program advisor select courses that lead to mastery within Social Foundations and the concentration. As the course component is completed, the student, with the program advisor’s support, prepares a document that demonstrates comprehensive mastery. The document can be a final examination or project, which may culminate with an oral defense of the document.

Coursework and Comprehensive Option

Core Courses (9 credit hours)

  • EDUA 7200 Philosophy of Education (3)
  • EDUA 7210 Educational Sociology (3)
  • EDUA 7270 Seminar in Cross Cultural Education 1 (3)

Research Courses (3 credit hours)

  • EDUA 5800 Introduction to Educational Research (3)

Concentration (18 credit hours)
Students will select 18 credit hours, with a minimum of 9 credit hours at the 7000 level from:

  • EDUA 7230 Social Criticism in Education
  • EDUA 7240 Values in Education
  • EDUA 7250 Comparative Education
  • EDUA 7280 Seminar in Cross-Cultural Education 2
  • EDUA 7300 History of Canadian Education from 1867
  • EDUA 7340 Seminar in Educational Thought

Comprehensive Exam

Course Level Restrictions
18 credit hours must be at the 7000 level, the remaining 12 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in others faculties.

 

Graduate Program Advisors

David Mandzuk
Cross-cultural, Sociological, and Philosophical Foundations
Research Interests: Action Research; Middle Years Education; Sociology in Education
Contact:
(204) 474-9001
David.Mandzuk@umanitoba.ca

Nathalie Piquemal
Cross-cultural, Sociological, and Philosophical Foundations
Research Interests: Aboriginal and Intercultural Education; International Education; Research Ethics
Contact:
(204) 474-7032
Nathalie.Piquemal@umanitoba.ca

Educational Administration

The Educational Administration Area Group at the University of Manitoba is unique in Canada. Our faculty are highly interdisciplinary in their studies of educational administration. Interdisciplinary approaches are designed for educational leaders to develop multi-layered understandings of their practice, and as a result, make decisions that improve work and learning experiences and outcomes. The faculty has strong connections to Indigenous perspectives, social justice and equity studies, primary, secondary, adult, and higher education, community organizations, sociology, psychology, and cross-cultural and international perspectives. The faculty infuse interdisciplinary lenses into the traditional foundations of educational administration, breaking new ground and generating greater impact in their teaching and research.

The Master of Education in Educational Administration program is designed to develop leadership for educational systems, and to provide students with an in-depth and theoretical understanding of educational administration as both a moral and a technical endeavour. Students in this program will benefit from their prior experiences as teachers or administrators in an educational organization.

In addition to courses during the regular academic session, the Master of Education in Educational Administration program frequently offers Summer Institutes in Educational Administration, which have included Equity and Diversity, International Perspectives on School Improvement, School and Community, and Law and Ethics in Educational Administration.

Thesis-based route

18 credit hours plus thesis

Courses prepare the student to design and implement a research project that leads to the thesis. For the thesis, students will select a research question, gather and interpret data, present the investigation and its results as a written document with the program advisor’s support. An oral defense of the thesis culminates the program.


Coursework and thesis description

Core courses (6 credit hours)

  • EDUA 7010 Educational Administration as a Field of Study & Practice (3)
  • EDUA 7050 Theoretical Perspectives in Educational Administration (3)

Research courses (6 credit hours)

  • EDUA 5800 Introduction to Educational Research (3)
  • plus an additional 3 credit hours of research methodology at the 7000 level in Education or at the 3000 level or above in other faculties

Concentration (6 credit hours)
The thesis is a focus of the concentration.

Students will select 6 credit hours from:

  • EDUA 5040 Personnel Administration in Education (3)
  • EDUA 5100 Issues in the Administration of Education (3)
  • EDUA 7020 Politics of Education (3)
  • EDUA 7030 Educational Finance (3)
  • EDUA 7040 Legal Aspects of Education (3)
  • EDUA 7060 Organizational Planning & Development in Education (3)
  • EDUA 7070 The Analysis of Educational Organizations (3)

or others approved by the program advisor and department head.

Electives (None)

Thesis

Course-level restrictions

  • 12 credit hours must be at the 7000 level; the remaining 6 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties.

 

Course-based route

30 credit hours plus comprehensive examination

The student and program advisor will select courses that lead to mastery within Educational Administration and the concentration. As the course component is completed, the student, with the program advisor’s support, prepares a document that demonstrates comprehensive mastery. The document can be a final examination or a project, which may culminate in an oral defense of the document.
Coursework and comprehensive option

Core courses (9 credit hours)

  • EDUA 7010 Educational Administration as a Field of Study & Practice (3)
  • EDUA 7050 Theoretical Perspectives in Educational Administration (3)

and 3 credit hours from:

  • EDUA 7200 Philosophy of Education (3)
  • EDUA 7210 Educational Sociology (3)
  • EDUA 7270 Seminar in Cross Cultural Education 1 (3)

Research courses (3 credit hours)

  • EDUA 5800 Introduction to Educational Research (3)

Concentration (12 credit hours)
Students will select 12 credit hours from:

  • EDUA 5040 Personnel Administration in Education (3)
  • EDUA 5100 Issues in the Administration of Education (3)
  • EDUA 7020 Politics of Education (3)
  • EDUA 7030 Educational Finance (3)
  • EDUA 7040 Legal Aspects of Education (3)
  • EDUA 7060 Organizational Planning & Development in Education (3)
  • EDUA 7070 The Analysis of Educational Organizations (3)

or others approved by the program advisor and department head.

Electives (6 credit hours)

Comprehensive exam

Course-level restrictions

  • 18 credit hours must be at the 7000 level; the remaining 12 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties.

 

Graduate Program Advisors

Frank Deer
Research Interests: Indigenous Education; Indigenous Language Programming; Philosophy of Education; Identity Studies
Contact:
204.474.9072
frank.deer@umanitoba.ca
Twitter: @frank_deer
Website: www.frankdeer.net

Cameron Hauseman
Educational Administration
Research interests: The emotional aspects of school leadership; Principals' work; Leadership practices
Contact:
(204)474-6176
Cameron.Hauseman@umanitoba.ca

Peng Liu
Research interests: Indigenous leadership; effective leadership; comparative education leadership; educational policy in cross-cultural contexts; educational change in cross-cultural contexts; teacher professional development
Contact:
(204) 474-7809
Peng.Liu@umanitoba.ca

Robert Mizzi
Educational Administration
Research interests: Educational policy and politics; teacher professionalism; equity and diversity studies (with a focus on LGBTQ topics); leading adult learning organizations; educator work and welfare; workplace learning
Contact:
(204) 474-9042
Robert.Mizzi@umanitoba.ca

Merli Tamtik
Educational Administration
Research interests: Policy coordination in multi-level governance, science and research policy, innovation and ways of knowing, international and multicultural education, transatlantic cooperation, international educational partnerships, research methods in social sciences
Contact:
(204) 474-9606
Merli.Tamtik@umanitoba.ca

Ee-Seul Yoon
Educational Administration
Research interests: Educational inequality & inequity; school choice; critical studies of education marketization/privatization; school funding/fundraising; critical geography of educational policy; policy sociology
Contact:
(204) 474-6109
Ee-Seul.Yoon@umanitoba.ca
Google scholar profile

Inclusive Education

The Master of Education in Inclusive Education program provides teachers with the skills and experiences they need to promote inclusive educational opportunities for students with diverse needs. Graduate courses enable educators to conduct research in a variety of formats and paradigms, lead the professional development of their colleagues, foster program development at their workplaces, and provide clinical or consultant services to classroom teachers. Our graduates work as Inclusive education administrators, clinicians, consultants, program leaders, and resource/learning support teachers.

Pre-requisite Coursework

The following 18 credit hours of coursework at the 5000 level (with a GPA of 3.0 or better) should be completed before applying to the MEd in Inclusive Education program:

  • EDUA 5602 Introduction to Inclusive Education (6)
  • EDUA 5632 Assessment and Instruction in Inclusive Education (6)

and, 6 credit hours from:

  • EDUA 5612 Field Experience in Inclusive Education (6)
  • EDUA 5620 Teaching Children Through Alternative and Augmented Communication (3)
  • EDUA 5642 Transition from School to Adult Life (3)
  • EDUA 5660 Organization and Delivery of Resource Program and Support Services (3)
  • EDUA 5662 Delivering Supports for Inclusive Education (3)
  • EDUA 5680 Promoting Responsible Behaviour in Educational Settings (3)
  • EDUA 5730 Recent Developments in Educational Psychology (3) (N.B. where content is specific to ISE)
  • EDUA 5740 Recent Developments in Educational Psychology (3) (N.B. where content is specific to ISE)

 or equivalent approved courses from other universities

Thesis-Based Route

18 credit hours plus thesis

Courses prepare the student to design and implement a research project that leads to the thesis. For the thesis, students will select a research question, gather and interpret data, present the investigation and its results as a written document with the program advisor’s support. An oral defense of the thesis culminates the program.


Coursework and Thesis

Core Courses (6 credit hours)

  • EDUA 7600 Seminar in Inclusive Special Education (6)

Research Courses (6 credit hours)

  • EDUA 5800 Introduction to Educational Research (3)
  • plus an additional 3 credit hours of research methodology at the 7000 level in Education or 3000 or above in other faculties

Concentration (6 credit hours)
The thesis is a focus of the concentration. Students will select 6 credit hours with a minimum of 3 credit hours at the 7000 level from:

  • EDUA 7610 Behavioural Issues in Educational Settings (3)
  • EDUA 7630 Advanced Assessment and Instruction in Inclusive Special Education (3)
  • EDUA 7650 Field Experience in Inclusive Special Education (6)
  • EDUA 7740 Topics in Educational Psychology 1 (3) (requires advisor approval)
  • EDUA 7750 Topics in Educational Psychology 2 (3) (requires advisor approval)
  • EDUA 5610 Field Experience in Inclusive Special Education (6)
  • EDUA 5620 Teaching Through Alternative and Augmented Communication (3)
  • EDUA 5640 Inclusive Special Education: Early & Middle Years (3)
  • EDUA 5650 Inclusive Special Education: High School & Transition to Adult Life (3)
  • EDUA 5660 Organization and Delivery of Resource Program and Support Services
  • EDUA 5670 Strategies for Organizing Inclusive Classrooms & Schools (3)
  • EDUA 5680 Promoting Responsible Behaviour in Educational Settings (3)
  • or other courses approved by the advisor and department head

Electives (None)

Thesis

Course Level Restrictions

  • 12 credit hours must be at the 7000 level; the remaining 6 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties.

 

Course-Based Route

30 credit hours plus comprehensive examination

The student and program advisor will select courses that lead to mastery within Inclusive Education and the concentration. As the course component is completed, the student with the program advisor’s support, prepares a document that demonstrates comprehensive mastery. The document can be a final examination or a project, which may culminate with an oral defense of the document.
Coursework and Comprehensive Option

    Core Courses (6 credit hours)

  • EDUA 7600 Seminar in Inclusive Special Education (6)

    Research Courses (3 credit hours)

  • EDUA 5800 Introduction to Educational Research (3)

    Concentration (21 credit hours)
    Students will select 21 credit hours with a minimum of 12 credit hours from the following 7000 level courses:

  • EDUA 7610 Behavioural Issues in Educational Settings (3)
  • EDUA 7630 Advanced Assessment and Instruction in Inclusive Special Education (3)
  • EDUA 7650 Field Experience in Inclusive Special Education (6)
  • EDUA 7740 Topics in Educational Psychology 1 (3) (requires advisor approval)
  • EDUA 7750 Topics in Educational Psychology 2 (3) (requires advisor approval)
  • EDUA 5610 Field Experience in Inclusive Special Education (6)
  • EDUA 5620 Teaching Through Alternative & Augmented Communication (3)
  • EDUA 5640 Inclusive Special Education: Early & Middle Years (3)
  • EDUA 5650 Inclusive Special Education: High School & Transition to Adult Life (3)
  • EDUA 5660 Organization & Delivery of Resource Program and Support Services (3)
  • EDUA 5670 Strategies for Organizing Inclusive Classrooms & Schools (3)
  • EDUA 5680 Promoting Responsible Behaviour in Educational Settings (3)

    or other courses approved by the program advisor and department head

    Electives (None)

    Comprehensive Exam

    Course Level Restrictions

  • 18 credit hours must be at the 7000 level;
  • the remaining 12 credit hours may at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties.

Graduate Program Advisors

Nadine Bartlett
Inclusive Education
Research Interests: The Wraparound Approach; community schools; interdisciplinary collaboration
Contact:
(204) 474-9446
Nadine.Bartlett@umanitoba.ca

Charlotte Enns
Inclusive Education
Research Interests: inclusive special education; deaf education; language & literacy learning, alternative & augmented communication
Contact:
(204) 474-9017
Charlotte.Enns@umanitoba.ca

Rick Freeze
Inclusive Education
Research Interests: consultative-collaborative resource programs; transition from school to work & adult life; inclusion; precision reading; promoting responsible classroom behaviour; disability & diversity
Contact:
(204) 474-6904
Rick.Freeze@umanitoba.ca

Zana Lutfiyya
Inclusive Education
Research Interests: social integration of  individuals with disabilities into community life; qualitative research methods
Contact:
(204) 474-9000
Zana.Lutfiyya@umanitoba.ca

Language and Literacy

The Master of Education in Language and Literacy program is a broad specialty encompassing pre-school to post-secondary levels. The purpose of the program is to develop a theoretical background and promote skills that will enable students to conduct independent research. Language investigation may also include social, political and cultural issues.

Literacy educators are also interested in early language development, reading diagnosis and remediation, and the use of language to learn at all levels and in all content areas. Programs can be designed so that graduates can qualify for certification as Reading Clinicians.

Note: Reading Clinician requirements are determined by Manitoba Education and Advanced Learning.

Thesis-Based Route

18 credit hours plus thesis

Language & Literacy courses prepare students to design and implement a research project that leads to a thesis. For the thesis, students will select a research question, gather and interpret data, present the investigation and its results as a written document with the program advisor’s support. An oral defense of the thesis culminates the program.

Coursework & Thesis

Core Courses (6 credit hours)

  • EDUB 7530 Curriculum Development and Implementation in Language and Literacy (3)

and, 3 credit hours from:

  • EDUB 7070 Classical Research in Reading (3)
  • EDUB 7100 Language and Literacy Curriculum Inquiry in the Early Years (3)
  • EDUB 7180 Research in Written Composition (3)

Research Courses (6 credit hours)

  • EDUA 5800 Introduction to Educational Research (3)
  • plus an additional 3 credit hours of research methodology at the 7000 level in Education or 3000 or above in other faculties

Concentration (6 credit hours)

The thesis is a focus of the concentration. Students will select 6 credit hours from:

  • EDUB 7060 Seminar & Practicum in Clinical Diagnosis & Remediation (6)
  • EDUB 7070 Classical Research in Reading (3)
  • EDUB 7090 Seminar in Reading Processes (3)
  • EDUB 7100 Language & Literacy Curriculum Inquiry in the Early Years (3)
  • EDUB 7110 Research in Language & Literacy Development (3)
  • EDUB 7120 Curricular Issues in English Language Arts Education (3)
  • EDUB 7150 Seminar in Reading & Response to Literature (3)
  • EDUB 7180 Research in Written Composition (3)
  • EDUB 7190 Research in Language for Learning (3)
  • EDUB 7290 Curriculum Research in the Early Years: Young Children & Social Semiotics (3)
  • EDUB 7416 Teaching and Learning in Post Secondary Education (3)
  • EDUB 7420 Study of Teaching (3)
  • EDUB 7550 Historical & Contemporary Approaches to Curriculum (3)
  • EDUB 7560 Theory & Practice of Curriculum Design & Development (3)

or other courses approved by the graduate program advisor and department head

Thesis

Course Level Restrictions

  • 12 credit hours must be at the 7000 level; the remaining 6 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties.

 

Coursework & Comprehensive Option

    Core Courses (9 credit hours)

  •     EDUB 7530 Curriculum Development and Implementation in Language and Literacy (3)

    and, 6 credit hours from:

  •     EDUB 7070 Classical Research in Reading (3)
  •     EDUB 7100 Language & Literacy Curriculum Inquiry in the Early Years (3)
  •     EDUB 7180 Research in Written Composition (3)

    Research Courses (3 credit hours)

  •     EDUA 5800 Introduction to Educational Research (3)

    Concentration (18 credit hours)

    Students will select 18 credit hours from:

  •     EDUB 7060 Seminar & Practicum in Clinical Diagnosis & Remediation (6)
  •     EDUB 7070 Classical Research in Reading (3)
  •     EDUB 7090 Seminar in Reading Processes (3)
  •     EDUB 7100 Language & Literacy Curriculum Inquiry in the Early Years (3)
  •     EDUB 7110 Research in Language & Literacy Development (3)
  •     EDUB 7120 Curricular Issues in English Language Arts Education (3)
  •     EDUB 7150 Seminar in Reading & Response to Literature (3)
  •     EDUB 7180 Research in Written Composition (3)
  •     EDUB 7190 Research in Language for Learning (3)
  •     EDUB 7290 Curriculum Research in the Early Years: Young Children & Social Semiotics (3)
  •     EDUB 7330 Inquiry in Curriculum & Instruction (3)
  •     EDUB 7420 Study of Teaching (3)
  •     EDUB 7416 Teaching and Learning in Post Secondary Education (3)
  •     EDUB 7540 Final Seminar in Curriculum, Teaching & Learning (3)
  •     EDUB 7550 Historical & Contemporary Approaches to Curriculum (3)
  •     EDUB 7560 Theory & Practice of Curriculum Design & Development (3)

    or other courses approved by the graduate program advisor and department head

    Comprehensive Exam

    Course Level Restrictions

  •     18 credit hours must be at the 7000 level; the remaining 12 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties

Graduate Program Advisors

Gregory Bryan
Language & Literacy, Studies in CTL
Research Interests: Children's Literature, Author and Illustrator Biographies, Literary Travel
Contact:
(204) 474-6431
Gregory.Bryan@umanitoba.ca

Michelle Honeyford
Language & Literacy, Studies in CTL
Research Interests: ELA Curriculum & Teaching; Critical Literacies & Social Justice; Writing & Identity; Transcultural Literacies; Practitioner Inquiry
Contact:
(204) 474-7243
Michelle.Honeyford@umanitoba.ca

Jennifer Watt
Language & Literacy, Studies in CTL
Research Interests: Literacies for/as well-being; Life writing; Student voice, agency, and erasure; Multimodalities.
Contact: (204) 474-7210
Jennifer.Watt@umanitoba.ca

 

Second Language Education

The Master of Education in Second Language Education (SLE) specialization addresses research, language learning, and pedagogical issues in teaching English as a second language and teaching English as a foreign language, in pre-Kindergarten to Grade 12 through adult teaching contexts. The MEd in SLE also offers students the opportunity to explore the theoretical foundations of curriculum in education in a cohort of approximately 30 graduate students. Our students have taught in a wide variety of international, national, and local contexts, and the MEd in SLE program is designed to provide challenging and stimulating frames of reference for SLE practice.

With the support of a program advisor (faculty member), graduate students in SLE will plan and complete a program of coursework in SLE, research methodologies, and curriculum, capped by a thesis or comprehensive examination option. The thesis or comprehensive option is intended to address the unique goals and interests of each graduate student.

Thesis-Based Route

18 credit hours plus thesis

Courses prepare the student to design and implement a research project that leads to the thesis. For the thesis, students will select a research question, gather and interpret data, present the investigation and its results as a written document with the program advisor’s support. An oral defense of the thesis culminates the program.
Coursework and Thesis

Core Courses (9 credit hours)

  • EDUB 7210 Seminar in ESL Theory and Practice (3)
  • EDUB 7220 Research Issues and Application in TESL (3)
  • EDUB 7580 Theory and Research in Second Language Acquisition (3)

Research Courses (6 credit hours)

  • EDUA 5800 Introduction to Educational Research (3)
  • plus 3 credit hours of research methodology at the 7000 level in Education or 3000 level or above in other faculties

Concentration (3 credit hours)

The thesis is the focus of concentration. Students will select an additional 3 credit hours at the 7000 level, related to their research and approved by the Advisor, e.g.

  • EDUB 7550 Historical and Contemporary Approaches to Curriculum (3)
  • EDUB 7416 Teaching and Learning in Post-Secondary Education (3)
  • EDUB 7420 Study of Teaching (3)
  • EDUB 7212 Critical Applied Linguistics in a Global Context (3)
  • EDUB 7270 Culture, Citizenship and Curriculum (3)
  • EDUA 7270 Seminar in Cross-Cultural Education 1 (3)
  • EDUA 7280 Seminar in Cross-Cultural Education 2 (3)
  • EDUA 7420 Program Planning in Adult Education (3)
  • or other courses approved by the faculty advisor and department head

Thesis

Course Level Restrictions

  • 12 credit hours must be at the 7000 level;
  • the remaining 6 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties.

Course-Based Route

30 credit hours plus comprehensive option

The student and program advisor select courses that lead to mastery within Second Language Education and the concentration. As the course component is completed, the student, with the program advisor’s support, prepares a document that demonstrates comprehensive mastery. The document can be a final examination or a project, which may culminate with a public presentation of the document.
Coursework and Comprehensive Option

Core Courses (9 credit hours)

  • EDUB 7210 Seminar in ESL Theory & Practice (3)
  • EDUB 7220 Research Issues and Application in TESL (3)
  • EDUB 7580 Theory and Research in Second Language Acquisition (3)

Research Courses (3 credit hours)

  • EDUA 5800 Introduction to Educational Research (3)

Concentration (18 credit hours)

18 credit hours, with a minimum of 9 credit hours at the 7000 level, from a pre-selected list of courses, e.g.

  • EDUB 7212 Critical Applied Linguistics in a Global Context (3)
  • EDUB 7416 Teaching and Learning in Post-Secondary Education (3)
  • EDUB 7540 Final Seminar in Curriculum, Teaching & Learning (3)
  • EDUB 7550 Historical & Contemporary Approaches to Curriculum (3)
  • EDUB 7560 Theory & Practice of Curriculum Design & Development (3)
  • EDUB 7330 Inquiry in Curriculum & Instruction (3)
  • EDUB 7420 Study of Teaching (3)
  • EDUA 7270 Seminar in Cross-Cultural Education 1 (3)
  • EDUA 7280 Seminar in Cross-Cultural Education 2 (3)
  • EDUA 7420 Education Program Planning in Adult Education (3)
  • EDUB 7070 Classical Research in Reading (3)
  • EDUB 7180 Research in Written Composition (3)
  • EDUB 5520 Grammar in ESL Learning & Instruction (3)
  • EDUB 5530 ESL & Content Instruction (3)
  • EDUB 5540 ESL Vocabulary & Pronunciation Instruction (3)
  • EDUB 5510 ESL Materials Development & Practicum (3)
  • EDUB 5580 Fundamentals of ESL Instruction (3)
  • or other courses approved by the faculty advisor and department head

Comprehensive Exam

Course Level Restrictions

  • 18 credit hours must be at the 7000 level;
  • the remaining 12 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties.

Graduate Program Advisors

Sandra Kouritzin
Second Language Education & Studies in CTL
Research Interests: Immigrant & Aboriginal Language Loss; Multi-lingual Development; Economics of Bilingualism; Literacy Studies & Language Education; "Best Practices" in T.E.S.L.; Life History Narrative; Feminist & PostStructural Research Approaches; English & Other Imperialist Languages; Issues in Second Language Education; Heritage Language Retention
Contact:
(204) 474-9079
Sandra.Kouritzin@umanitoba.ca

Yi Li
Second Language Education & Studies in CTL
Research Interests: Teaching English as an Additional Language; Teacher Education and Development; International Education; Narrative Inquiry; The Role of Hope in the Experiences of Newcomers to Canada
Contact:
(204) 474-8299
Yi.Li@umanitoba.ca

Clea Schmidt
Second Language Education  & Studies in CTL
Research Interests: Cultural & Linguistic Diversity; Critical Ethnography; Intercultural Approaches to Language; E.S.L. Teacher Development; Non-native English Speakers in T.E.S.L.; Critical Teacher Education Policies and Practices
Contact:
(204) 474-9314
Clea.Schmidt@umanitoba.ca

International Cohort, Second Language Education

The Department of Curriculum, Teaching and Learning at the University of Manitoba is now accepting applications for admission into the Master of Education in Second Language Education.  This unique cohort program is available to International students.  Students will participate in a cohort program of study consisting of up to 33 credit hours with at least 30 credit hours taken within a cohort of 15 international students. 
A cohort of students forms a community of learners who are able to support each other in their learning and learn about Second Language Education around the world.  A program coordinator will enhance program integrity by ensuring the integration of courses through interaction with instructors, and also by providing the necessary support for students.
This opportunity has been designed to provide a unique cohort model of graduate education to international educators around the world.
 The orientation will begin in the middle of August 2022 and classes will start in September.  Space is limited to 15 students.  To ensure a spot, please apply by Jan. 7, 2022.

The University of Manitoba’s International Cohort, Master of Education in Second Language Education, allows you to:

  • Obtain a master of education degree (course-based route) 
  • Participate in an enriched learning environment where 15 international students will take courses within a cohort.
  • Participate in an orientation period at the beginning of the program to familiarize students to the Manitoba and Canadian context and get to know your colleagues in the cohort 
  • Complete a new course specifically designed to support students with academic language development

Application requirements

  • Graduate studies application form
  • Application fee 
  • Two or more years of teaching or appropriate work experience 
  • Four-year bachelor's degree (or equivalent)
  • CV/resume
  • Statement of intent
  • Two letters of recommendation

Applications are due no later than Jan. 7, 2022

For more information, please contact one of the coordinators: Sandra Kouritzin or Clea Schmidt.

In the event that the pandemic is still a threat and restrictions are in place, all efforts will be made to offer this program as a cohort on time and online until travel can safely occur.

Apply now

Studies in Curriculum, Teaching and Learning

The Master of Education in Studies in Curriculum Teaching and Learning program offers an opportunity to study, interpret, and express ideas about education in a community of graduate students. We strive to offer a program that is challenging, enlightening, and rich in scope and content. Advanced study in Studies in Curriculum, Teaching and Learning demands knowledge, intelligence, problem solving skills and creativity; persistence and determination; the ability to work independently and cooperatively; and a passion for thinking about and expressing educational ideas..

With the support of a faculty advisor, graduate students will plan and complete a program of coursework and a thesis or comprehensive project that will address unique teaching goals and interests. The graduate student in Studies in Curriculum, Teaching and Learning may choose from the following subject concentrations:

  • Teacher Professional Learning and Development
  • First Nations/Metis/Inuit Education
  • Contemplative Studies in Education
  • Curriculum Studies
  • Arts Education (Visual Art, Drama and Music)
  • Educational Technology (not currently accepting students)
  • Language and Literacy Curriculum
  • Mathematics Education
  • Physical Education/Health (not currently accepting students)
  • Science Education
  • Second Language Education
  • Social Studies Education

 

Thesis-Based Route

Courses prepare the student to design and implement a research project that leads to the thesis. For the thesis, students will select a research question, gather and interpret data, present the investigation and its results as a written document with the program advisor’s support. An oral defense of the thesis culminates the program.
Coursework & Thesis

Core Courses (6 credit hours)

From the list below, students select a total of six credit hours of 7000 level coursework in consultation with their advisor.

  • EDUB 7550 Historical and Contemporary Approaches to Curriculum (3 credit hours)
  • EDUB 7420 Study of Teaching (3 credit hours) or
  • EDUB 7560 Theory and Practice of Curriculum Design and Development (3 credit hours)
  • EDUB 7330 Inquiry in Curriculum and Instruction (3 credit hours)
  • EDUB 7142 Topics in Curriculum, Teaching and Learning (3 credit hours)

Research Courses (6 credit hours)

  • EDUA 5800 Introduction to Educational Research (3)
  • plus an additional 3 credit hours of research methodology at the 7000 level in Education or 3000 or above in other faculties

Concentration (6 credit hours)

Students select a total of 6 credit hours of 7000 level coursework or a combination of three credit hours of 7000 level and three credit hours of 5000 level concentration coursework in consultation with their advisor.  In addition, students may select up to 6 more credit hours of coursework from any Faculty of Education 5000 or 7000 level courses.

Thesis

Course Level Restrictions

  • 12 credit hours must be at the 7000 level;
  • the remaining 6 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties.

Course-Based Route

30 credit hours plus comprehensive

The student and program advisor select courses that lead to mastery within Studies in Curriculum, Teaching and Learning and the concentration. As the course component is completed, the student, with the program advisor’s support, prepares a document that demonstrates comprehensive mastery. The document can be a final examination or a project, which may culminate with an oral defense of the document.


Coursework and Comprehensive Option

Core Courses (9 credit hours)

From the list below, students select a total of nine credit hours of 7000 level coursework in consultation with their advisor.

  • EDUB 7550 Historical and Contemporary Approaches to Curriculum (3 credit hours)
  • EDUB 7420 Study of Teaching (3 credit hours)
  • EDUB 7560 Theory and Practice of Curriculum Design and Development (3 credit hours)
  • EDUB 7330 Inquiry in Curriculum and Instruction (3 credit hours)
  • EDUB 7142 Topics in Curriculum, Teaching and Learning (3 credit hours)

Research Courses (3 credit hours)

  • EDUA 5800 Introduction to Educational Research (3)

Concentration (18 credit hours)

Students select 9 credit hours of 7000 level concentration coursework in consultation with their advisor.  

In addition, students select 9 more credit hours of coursework from any Faculty of Education 5000 or 7000 level courses.

Comprehensive Exam

Course Level Restrictions

  • 18 credit hours must be at the 7000 level;
  • the remaining 12 credit hours may be at the 5000 level or above In the Faculty of Education and/or at the 3000 level or above in other faculties.

 

 

 

 

Graduate Program Advisors

Joanna Black
Studies in CTL
Research Interests: Visual Art Technology & its Effects; Media Technology in Arts for At-risk & High Achievers
204-474-9028
Joanna.Black@umanitoba.ca

Gregory Bryan
Language & Literacy, and Studies in CTL
Research Interests: Reading Engagement; Children’s Literature; Literary Assessment
204-474-6431
Gregory.Bryan@umanitoba.ca

Catherine Casey (on leave)
Studies in CTL
Research Interests: Physical Education/Health Education; Teacher Education Admissions; Teacher Development; Beginning Teacher Needs
204-474 - 9481
Catherine.Casey@umanitoba.ca

Bruno de Oliveira Jayme
204-474-6886
Research Interests: Arts-based research; Visual Thinking; Critical and creative pedagogies; Real time curriculum; Environmental adult education; Adult Education
Bruno.Jayme@umanitoba.ca

Frank Deer
Studies in CTL
Research Interests: Aboriginal Education and Citizenship Education
204-474-9072
Frank.Deer@umanitoba.ca

Thomas Falkenberg
Studies in CTL
Research Interests: Education for Sustainable Well-Being; Contemplative Education; Teacher Education and Teacher Development; Philosophy of Education; Mathematics Education
204-480-1486
Thomas.Falkenberg@umanitoba.ca

Amy Farrell
204-474-9036
Amy.Farrell@umanitoba.ca

Richard Hechter
Studies in CTL
Research Interests: Science Education with particular emphasis on how it relates to teacher education, development and preparation
204-474-9013
Richard.Hechter@umanitoba.ca

Michelle Honeyford
Language & Literacy, and Studies in CTL
Research Interests: English Language Arts; Writing for Human Rights and Social Justice; Critical Literacy; Disciplinary and Interdisciplinary Literacies; Practitioner Inquiry and Ethnography, Feminist and Poststructural Research; Multiliteracies; Multilingual Contexts.
204-474-7243
Michelle.Honeyford@umanitoba.ca

Melanie Janzen
Studies in CTL
Research Interests: Teacher Education, Teacher Identity, Curriculum Theory, Poststructural Perspectives and Methodologies, Early Years Education
204-474-9043
Melanie.Janzen@umanitoba.ca

Martha Koch
Studies in CTL
Research Interests: Inquiry-based Mathematics Teaching and Learning, Classroom Assessment, Teacher Collaborative Inquiry
204-474-9043
Martha.Koch@umanitoba.ca

Sandra Kouritzin
Second Language Education, and Studies in CTL
Research Interests: Immigrant & Aboriginal Language Loss; Multi-lingual Development; Economics of Bilingualism; Literacy Studies & Language Education; "Best Practices" in T.E.S.L.; Life History Narrative; Feminist & Post Structural Research Approaches; English & Other Imperialist Languages; Issues in Second Language Education; Heritage Language Retention
204-474 - 9079
Sandra.Kouritzin@umanitoba.ca

Graham Lea
Studies in CTL
Research Interests: Research-based Theatre; Arts-based Research; Drama Education; Arts Education; Arts Across the Curriculum; Narrative in Mathematics Education
204-474-6786
Graham.Lea@umanitoba.ca

Yi Li
Second Language Education, and Studies in CTL
Research Interests: Teaching English as an Additional Language; Teacher Education and Development; International Education; Narrative Inquiry; The Role of Hope in the Experiences of Newcomers to Canada
204-474 - 8299
Yi.Li@umanitoba.ca

Shannon Moore
Research Interests: Gender and masculinities; Neoliberalism influence & privatization of public education; Digital and media literacies in social studies.
204-474-7158
Shannon.Moore@umanitoba.ca

Francine Morin
Studies in CTL
Research Interests: Arts Education, Teacher Professional Development, Curriculum  Development and Change
204-474-9054
Francine.Morin@umanitoba.ca

Beryl Peters
204-474-9043
Beryl.Peters@umanitoba.ca

Lilian Pozzer
Studies in CTL
Research Interests: Science Education - Multimodalities, Gesture Studies, Inscriptions, Identity
204-474-7845
Lilian.Pozzer@umanitoba.ca

Clea Schmidt
Second Language Education, and Studies in CTL
Research Interests: Cultural & Linguistic Diversity; Critical Ethnography; Intercultural Approaches to Language; E.S.L. Teacher Development; Non-native English Speakers in T.E.S.L.; Critical Teacher Education Policies and Practices
204-474-9314
Clea.Schmidt@umanitoba.ca

Wayne Serebrin
Studies in CTL
Research Interests: Compassion Cultivation Practices and Teacher Wellbeing; Mindfulness Education, Neuroscience, and Equitable and Just Action in the World; Curriculum-based Social, Emotional and Ethical Learning and Non-violent Communication
204-474-9024
Wayne.Serebrin@umanitoba.ca

Dawn Sutherland
204-474-9054
Dawn.Sutherland@umanitoba.ca

Jennifer Watt
204-474-7210
Jennifer.Watt@umanitoba.ca