Educational Studies – Advanced Entry

2023-2024 - UG - 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 imported from the calendar. Contact ciqe@ontariotechu.ca if you require assistance.
  • Summary of proposed changes*

    These proposed changes will impact both the advanced entry program and the 4-year program

    1. Revising the adult-focused specialization
      1. Rename the specialization to have meaning to prospective students and potential employers to- Adult Learning with Technology
      2. Change the courses to
          1. Better meet adult workplace needs
          2. Allow for recognition by the Institute for Performance and Learning
      3. Proposed 3 new courses
        1. EDST 3440U - Creating Effective Elearning
        2. EDST 3460U - Working with Clients and Partners
        3. EDST 4470U - Trends and Issues in Educational Technology
    1. Add 1 new course for ECS specialization
        1. EDST 4610U – Coding & Maker Pedagogies for Young Children
      2. Change requirements for the specialization
          1. Maintaining the requirement of 4 Early Childhood Studies courses
          2. Allowing choice between the now 5 Early Childhood Studies courses

    3. Change the description of required courses in specialization for EDI courses

    4. Update Program Learning outcomes

    Include a brief point by point 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

    EDST 3440U - Managing and Developing eLearning Projects

    EDST 3460U - Working with Clients and Partners

    EDST 4470U - Trends and Issues in Educational Technology

    EDST 4610U - Coding and Maker Pedagogies for Young Children

  • 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

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

  • Are you attaching any supporting documents*
(B) Program information
Next
  • STEP 3 - Complete program modifications in Section B
  • Program or shared core name*
    Educational Studies – Advanced Entry
    Educational Studies – Advanced Entry
    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
  • Calendar copy*
  • Program structure

    This specialization update includes many interactive and experiential learning opportunities including case studies, consulting projects, simulated workplace projects, and the creation of an Open Educational Resource.  

    Authentic assessments will be used to connect course learning with related experiences.

    Describe any experiential or other applied learning opportunities 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

    PLO1. Critically examine the impact of technology on learning and development, and the ways in which technology shapes and is shaped by educational practices

    PLO2. Develop learner-centered learning environments that are inclusive and responsive to facilitate the needs of children and lifelong learners in digital and hybrid spaces.

    PLO3. Plan constructivist approaches that focus on problem-based, experiential, and authentic learning activities that promote equity, diversity and inclusion.

    PLO4. Critically analyze the a) cognitive, b) social-emotional,  and c) administrative (policy) issues that shape the integration of digital technologies in inclusive learning environments.

    PLO5. Critically analyze and practice assessment that includes metacognition.

    PLO6. Select, read and interpret published academic research and demonstrate an ability to communicate at an academic level.

    New PLO7. Critically analyze theories of equity, diversity and inclusion in education, making connections to what is relevant in society, learning and work.

    New PLO8. Apply understandings of the roots of oppression and inequality for under-represented Canadian communities in order to address systemic discrimination.

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

    Adult Education and Digital Technology (AEDT) was implemented in 2012 with modest enrollment. The online program consisted of 20 mandatory courses. In 2015, a second specialization was added: Early Childhood Studies. This new specialization replaced 4 of the 20 mandatory courses with 4 courses focusing on educating young children.  

    In 2020, the Adult Education and Digital Technology specialization was renamed Lifelong Learning with Technology. Two additional specializations were added in March 2022:

    • Equity, Diversity & Inclusion
    • Digital Technologies

    These specializations were added as part of a major change based on our 2021 self-study, student surveys and external review. The main focus of the revisions to the Advanced Entry option was to add flexibility for students and to update some course offerings.

    In 2022 a 4- year direct entry version of the BA in Educational Studies was approved for implementation in Fall 2023

  • Rationale for the modification*

    The Adult focused specialization (first Adult Education and Digital Technology, then Lifelong Learning with Technology) was not addressed in 2021 and 2022 when the new specializations and the 4-year program were approved because we felt that it needed considerable research and consultation to a specialization that meets industry and student needs.

    How will this change or enhance the program and/or opportunities for students and graduates?
  • Fit with the mission, mandate, strategic plans of the University, and the broader array of program offerings.*

    This major change proposal fits with two of the University’s mission and strategic plans

    • Tech with a conscience
      • EDI, accessibility and inclusion are included into all courses
    • Research informed,  industry responsive
      • This program was developed through a year of research and received positive feedback from industry representatives
    Description of how the proposed modifications fit into the broader array of program offerings, particularly those areas of teaching and research strengths, and complementary areas of study.
  • Resource requirements
  • Faculty members*

    This proposal requires no additional faculty to begin the program. New courses replace existing courses. 

    Requests for additional faculty resources will be managed within the context of enrollment.

    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*

    This proposal requires no additional faculty to begin the program.

    Requests for additional faculty resources will be managed within the context of enrollment.

    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*

    The BA in Educational Studies program is online, so no physical resources are required for the Educational Studies courses.

    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*

    This update to the adult-focused learning specialization replaces courses so no additional courses are added to the program. 

    No immediate non-academic additional human resources are needed to implement these changes, but as the program grows, additional support staff will be needed.

    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*

    The Program Director of the Bachelor of Arts - Educational Studies and dean of the Faculty of Education support this major program change.

    Requests for additional resources will be managed within the context of enrollment.

    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*

    Students in the existing Adult Education and Digital Technology or Lifelong Learning with Technology specializations can continue in those specializations if desired, or switch to the new Adult Learning & Development with Technology Specialization.

    Courses taken within the old Adult Education and Digital Technology or Lifelong Learning with Technology specializations (and being discontinued) will count towards the new Adult Learning & Development with Technology Specialization.

    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 first-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*

    This proposed change builds on discussions with the External Reviewers for growing the Advanced Entry program (Sept 2021). Numerous focus groups and interviews of current and former students were conducted, and a survey on proposed changes provided feedback from a larger group of current students.  

    The changes to the Adult Learning & Development are based on a year of research and consultation including an In depth analysis of requirements for recognition from I4PL - a certification program, research of programs at other universities and discussions with industry experts in learning and development. These information-finding processes were consolidated by a team including faculty, and current and former students

    Feedback on the additional course for the Early Childhood Specialisation provided by experts in the area. All spoke of the need for a course targeting coding and maker pedagogies in early childhood environments. Suggestions for improving the course and learning outcomes were integratedinto the final design 

    Proposed changes have been discussed and supported in two BA program meetings.

    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*

    Equity, Diversity, and Inclusion have been considered in the design of each new course. Instructors in the BA in Educational Studies are collectively working to incorporate concepts,  materials or resources from scholars/professionals who are part of one or more historically marginalized groups.

    Accessibility and inclusion have been specifically integrated into all new courses. Indeed, in several courses, students are required to design educational products to meet emerging accessibility and inclusion criteria.  

    Additionally, in the BA in Educational Studies, students are generally provided multiple ways to demonstrate their learning, and collaboratively, the instructors work to continue to develop all these issues.

    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?
  • What was the advice you received from the IEAC? And, how has it been included in your 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. Note: If you are making a change for a Bachelor of Engineering program in FESNS, you must select both the Faculty of Energy Systems and Nuclear Science, and the Faculty of Engineering and Applied Science from the list of options.
  • Is this change for a Bachelor of Engineering program or program which requires Engineering Curriculum Committee approval?*
  • 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
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