Education, MEd

2023-2024 - GR - Major Program Modification (Modify Existing Calendar Entry)

completed

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(A) Proposal summary
Next
  • STEP 1 - Complete the proposal summary information
  • Home faculty*
    Choose your faculty from the list of available options.
  • Content type*
    Choose the type of content you imported from the calendar. Contact ciqe@ontariotechu.ca if you require assistance.
  • Summary of proposed changes*

    We are proposing six major changes to our current Master of Education, Master of Arts, and Graduate Diploma programs: 

    1. Modify the required core courses for M.Ed. and M.A. graduate students. Currently, M.A. students are required to complete three core courses (EDUC5001G, EDUC5002G, & EDUC5003G). M.Ed. students are required to complete three core courses (EDUC5001G & EDUC5002G + one of the following EDUC5003G, EDUC5004G, EDUC5005G).

    We are proposing:

      1. Students enrolled in the M.Ed. Course Only option complete two required core courses (EDUC5001G + EDUC5002G)
      2. Students enrolled in the M.Ed. Project option or the M.A. program complete three required courses (EDUC5001G, EDUC5002G + EDUC5003G)
    1. Remove the current Cluster system for categorizing courses and all requirements associated with the current Cluster system (e.g., M.A. students are currently required to complete 2 courses from Cluster 1; M.Ed. Project students are currently required to complete 3 courses from Cluster 1; M.Ed. Course Only students are currently required to complete 4 courses from Cluster 1).
    2. Replace the current four Clusters with five new Themes (for organizational purposes only).
    3. Revise current courses (modify out-of-date course titles, LOs and/or course descriptions)
    4. Delete current courses that are out of date and/or do not align with the current state of education / educational research.
    5. Create new courses that better address the current state of education / educational research.
    Include a brief summary of the changes included in this proposal.
  • Is a new course associated with this proposal?*
    Select 'yes' only if you are adding a brand new course to the calendar copy in this proposal.

  • If applicable, list new course codes, course titles and include hyperlinks to course proposals in Curriculog in the 'new courses' field below. To hyperlink, open a new window and search for the new course proposal in Curriculog. Copy the url from your web browser, return to this form and select the hyper link icon. Paste the url into the url field and save.

  • New courses

    EDUC 5109G - Emerging Trends and Issues in Learning Technologies

    EDUC 5110G - Global Perspectives in Education and Technology

    EDUC 5111G - Social Media and Education

    EDUC 5208G - Leadership for Equity, Diversity and Inclusion

    EDUC 5209G - Critical Issues in Leadership and Education

    EDUC 5406G - Digital Wellness

    EDUC 5407G - Trauma Informed Education

    EDUC 5408G - Mindfulness in Technology-Infused Education

    EDUC 5503G - Decolonizing Education

    EDUC 5504G - Inclusive Pedagogical Spaces

    EDUC 5505G - Accessible Learning with Technology

    EDUC 5506G - Foundations of Equity, Diversity and Inclusion

  • Calendar start date*
    Choose when the change should appear in the academic calendar.
  • Registration start date*
    Specify the first active term (e.g., Fall 2019).
  • STEP 2 - Attach supporting documents, if applicable
  • Are you attaching any supporting documents*

  • Visit the files section of the toolbox on the right-hand side of the form to attach any supporting documentation.

(B) Program information
Next
  • STEP 3 - Complete program modifications in Section B
  • Program or shared core name*
    Education, MEd
    Education, MEd
    This is the title of the program or shared core in the calendar.
  • Program type
  • Degree type

  • Note: If the program or shared core description does not import into the field below, it is captured in the calendar copy. In this case, do not add content to the program or shared core description field as it will import to the calendar. Admission requirements should be captured in the calendar copy.

  • Program or shared core description

    At the university, graduate programs in Education are designed specifically to prepare future leaders and specialists for teaching and learning in the digital age. The Master of Education (MEd) in Education is unique and at the leading edge in both its objectives and approaches to learning online. Under the umbrella of Education in the Digital Age, the program focuses on five themes: education and digital innovation, innovative leadership, critical explorations of learning, mental health and wellness and equity, diversity and inclusion. Our professors approach these themes using techniques that favour collaborative learning, social construction of knowledge, and authentic assessment. The field of Education in the Digital Age within the MEd builds on the institutional strengths of information and communication technologies at the university.

  • Calendar copy*
  • Program structure
    Describe any experiential or other applied learning opportunites that are part of the program component.

  • Note: Program learning outcomes will not import from the calendar. If you are making changes to this field, please enter the current information now and make changes only after you have validated and launched the proposal.

    If you do not have a recent version of your program’s learning outcomes and alignment with the Degree Level Expectations, or would like to make a modification to them, please contact ciqe@ontariotechu.ca

  • Program learning outcomes
(C) Detailed proposal information
Next
  • STEP 4 - Complete Section C
  • Introduction
  • Brief background on existing program*

    The Master’s-level graduate program in Education (including the MA, MEd and GDip) was launched in 2009. The program was designed to meet the needs of working professionals, who constitute the majority of its students. It began as a hybrid program, then evolved to be fully online in 2010 in response to student demand and increasingly online societal culture. A key feature of the program is its flexibility, which allows students to take one to four courses per term and select courses that are of the greatest significance to their educational and professional goals.

  • Rationale for the modification*

    The proposed program changes will provide greater flexibility for our students. Our students will not be required to complete a specific number of courses within a given Cluster to meet the program requirements for graduation. Additionally, the program course offerings have not been revised since the program’s inception in 2009. As such, some of the existing course offerings are not well-aligned with current research and critical issues in education research. The new and revised courses offer our faculty the opportunity to create a program that is better aligned with current research interests and the evolving state of education research. The revised program will have a primary focus on education in the digital age integrated with education and digital innovation, innovative leadership, critical explorations of learning, mental health and wellness and equity, diversity and inclusion.

  • Fit with the mission, mandate, strategic plans of the University, and the broader array of program offerings*

    The proposed program changes align with two of the university’s Priority areas: Tech with a Conscience and Learning Reimagined.

    In particular, the program changes align with the university’s priority of Tech with a conscience by allowing greater flexibility and choice for our students to study in an online environment. The proposed changes feature increased content that aligns with the university’s values, including innovation and inclusion, with the development of a new theme: Equity and Inclusion in Education. Many of the new and revised courses also challenge students to consider how we can “improve the lives of humans … through ethical applications of technology”.

    The proposed program changes also align with the university’s priority area of Learning re-imagined. As a faculty of education, we embody this priority area as we continuously strive to “adapt to the ever-changing landscape by experimenting with the most effective ways to deliver flexible and dynamic learning.” The new and revised courses will challenge our students to adapt, explore and experiment to discover new ways to think about teaching and learning within the constantly evolving educational landscape.

    These changes will give “more choices to more people” and therefore are expected to attract a greater number of applicants as our program evolves.

    Finally, the proposed program changes include the addition of two new themes: Equity and Inclusion in Education and Mental Health and Wellness. The new themes and news courses within these themes address a current gap in our program and two areas of interest for our student population.

    Evidence of fit, particularly areas of teaching and research strengths, and complementary areas of study.
  • Resource requirements
  • Faculty members*

    No change to existing faculty members

    List of core faculty associated with the program, including appointment status, home unit, areas of teaching and research interests, and any new faculty requirements and gaps they would be expected to fill.
  • Additional academic and non-academic human resources*

    No additional academic or non-academic human resources required.

    Details of any administrative requirements, including support staff, adjunct and part-time faculty, supervision of experiential learning opportunities, and any other additional academic and non-academic human resources.
  • Physical resource requirements*

    None.

    Details of any physical resource requirements, including library holdings, information technology support and student services, special equipment, and space requirements (classrooms, laboratory, graduate student work/study space, other).
  • Business plan
  • Statement of funding requirements*

    No changes to student funding requirements

    A summary statement of the funding required to support the modification, including projected enrolments, start-up and continuing costs, if applicable.
  • Statement of resource/funding availability*

    No changes to resource / funding availability

    Statements attesting to the adequacy of resources to support the modification from Deans who may have faculty members involved in or are contributing resources, the Registrar or the Dean of Graduate Studies, the Chief Librarian and the Provost.
  • Transition plan
  • Transition plan*

    The proposed changes will begin Fall 2023. Students in the program have been informed of the impending changes. The program changes will enhance current and future graduate students’ experience. Current students will be informed of the program changes, including new course offerings and the removal of the requirement to complete a set number of courses in Cluster 1.

    Students will not be negatively impacted by any of the proposed changes. Current students will have greater flexibility and selection in the courses they select to complete their degree requirements (which are unchanged, 30 course credits / program).

    Semester (e.g. Fall 2020) for the implementation of the proposed changes; include a plan for all current students in the program, by year level. If this change impacts students that are not new and/or 1st year students as of the start date, then a transition plan is required.
  • Converting to online options
  • Does this proposal contain any intended conversion of program components to online options? If yes, please complete the remaining items below*
  • Adequacy of technological platform
    Describe the adequacy of the technological platform to be used for online delivery
  • Maintenance of and/or changes to program-level learning outcomes
    Describe how the current program-level learning outcomes will be maintained and/or changed when moving to online delivery.
  • Maintenance of and/or changes to program objectives
    Describe how the current program objectives will be maintained and/or changed when moving to online delivery.
  • Maintenance of and/or changes to the quality of education
    Describe how the quality of education will be maintained and/or changed when moving to online delivery
  • Sufficiency of support services and training for teaching staff
    Describe the support services and training for teaching staff that will be made available when moving to online delivery.
  • Sufficiency and type of support for students in the new learning environment
    Describe the sufficiency and type of supports that will be available to students when moving to online delivery.
  • Other
  • Additional supporting information, if applicable
    Describe any additional information needed to support the proposal.
(D) Impact and consultation
Next
  • STEP 5 - Complete Section D
  • We have consulted with all impacted areas*
    By selecting 'yes', you agree that you have consulted with all affected areas prior to beginning this proposal. Select 'N/A' only if the change(s) do not involve students, staff and faculty from other programs or courses.
  • Process of consultation*

    All graduate faculty and administration staff have been involved in the process of modifying the program structure and creating/modifying the graduate courses we will offer in the program. The faculty have participated in multiple meetings and discussions and worked collectively on the proposed program changes over the past 14 months.

    Graduate student feedback has been solicited on the new course offerings and the course descriptions.

    Must include ways in which student feedback was collected; also include process of consultation with other units if the change(s) involve(s) students, staff, and/or faculty from other programs or courses.
  • Are there any considerations for the principles of equity, diversity, inclusion or decolonization included with this program change?
  • Please explain
    The course 5208G: Leadership for Equity, Diversity and Inclusion is about leadership that promotes equity, diversity and inclusion. Students will also examine key problems of practice that center around building social justice and equity in education, public and human service workplaces. Students will apply theory and resources toward building equitable, inclusive solutions. In doing so, students will be encouraged to investigate leadership paradigms that are more responsive and respectful of diversity. In the course 5506G: Foundations of Equity, Diversity and Inclusion, students will be encouraged to disrupt historical and societal norms and examine curriculum and pedagogy through a critical pedagogy lens that includes culturally relevant and responsive pedagogy, critical pedagogy and decolonizing pedagogies. Students will investigate and apply these theoretical foundations of equity, diversity and inclusion toward problems of practice in K-12 and higher education. In the course EDUC 5503G: Decolonizing Education, equity, diversity, inclusion and decolonization are the cornerstones of the new course. Indigenous perspectives, experiences, and ways of knowing are centered in the description and objectives. Indigenous sources will be included in the course to accomplish course objectives.
    Does the program contain concepts, materials or resources from scholars/professionals who are part of one or more historically marginalized groups? Are multiple perspectives represented in the program, such as those offered by those who are Indigenous, Black, Persons of Colour and/or 2SLGBTQIA+? How has accessibility been considered? More specifically, have the needs of students with disabilities been integrated into the program design (e.g., the ways that students are asked to demonstrate their learning)? Will this program provide space to allow for the discussion of other viewpoints outside the “dominant, Western narrative”? Have the principles of Universal Design been considered?
  • Indigenous Content and Consultation
  • Does this change include any Indigenous content?*

  • For more information on how Indigenous content is defined at Ontario Tech University and how to consult with the Indigenous Education Advisory Circle, please refer to the Protocol for Consultation with the Indigenous Education Advisory Circle.

  • Has the IEAC been contacted?
  • If Yes, when?
    10/12/2022
    10/12/2022
  • What was the advice you received from the IEAC? And, how has it been included in your proposal?

    The IEAC advised that one change be made to the new course submission. They requested that we add the term “decolonizing” to Learning Objective #1 in the course proposal.

  • Did the IEAC ask you to return the proposal to them for review?
    If Yes, have they completed their review?
(E) Routing
Next
  • STEP 6 - Enter routing information

  • Important note: it is imperative that you choose the correct routing path as it cannot be changed once a proposal has been launched. If you have made a routing error after launching the proposal, the proposal will be cancelled and a new proposal will be required. If you require assistance with routing, please contact ciqe@ontariotechu.ca.

  • Should this proposal be routed to the Program Approval step prior to Curriculum Committee?*
    If your curriculum committee is organized by program, or if program-level approval prior to curriculum committee is not required, select 'no'.
  • Faculty or program-level group*
    Choose your faculty or program-level group from the list of options. If your faculty has program-level committees, choose the corresponding program group from the list. Otherwise, choose the home faculty. You may choose more than one option, but please note that your proposal will go to the committees of all options selected. The proposal will not move on to the next step until all faculties have approved at their respective committees.
  • Are there departments associated with your faculty?*
(F) End of proposal
Next
  • STEP 7 - Save and ensure all required fields are complete
  • STEP 8 - Validate and launch proposal
  • STEP 9 - Review program modifications

  • To view the proposal with mark-up, navigate to the discussion section of the toolbox on the right-hand side of the form and change the ‘User-Tracking’ setting to ‘Show current with mark-up’. To view the calendar copy with mark-up, click the ‘Preview Curriculum’ icon and then the red pencil icon.

  • STEP 10 - Approve proposal

  • As the originator, you must approve the proposal to send it on to the next step. To approve, navigate to the decisions section of the toolbox on the right-hand side of the form.

(G) CIQE use only
Next
  • Program or shared core OID
    13354
    13354
  • Code

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