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Wilfrid Laurier University Faculty of Education
December 20, 2014

Canadian Excellence

OCGS Graduate-level Expectations and Program Goal Alignment


Updated May 20, 2011

Program Contact:Graduate Assistant edugrad@wlu.ca


OCGS EXPECTATIONS FOR MASTERS DEGREE GRADUATES


WILFRID LAURIER UNIVERSITYS

MASTER OF EDUCATION

PROGRAM GOALS

WILFRID LAURIER UNIVERSITYS

MASTER OF EDUCATION

PROGRAM

EXPECTATIONS

1. Depth and Breadth of Knowledge

A systematic understanding of knowledge, including, where appropriate, relevant knowledge outside the field and/or discipline, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice.


Articulate an advanced and integrated conceptual understanding of the relationship between theory, practice, and reflection in education (Goal 1).

Students will:

1. Develop in-depth knowledge of current research and best practices in education.

2. Integrate and apply knowledge and skills in inquiry to courses outside the Faculty of Education in elective courses.

3. Integrate knowledge and skills students acquire in other Faculties into courses taken in Education.

2. Research and Scholarship

A conceptual understanding and methodological competence that

i) Enables a working comprehension of how established techniques of research and inquiry are used to create and interpret knowledge in the discipline;

ii) Enables a critical evaluation of current research and advanced research and scholarship in the discipline or area of professional competence; and

iii) Enables a treatment of complex issues and judgments based on established principles and techniques; and,

On the basis of that competence, has shown at least one of the following:

i) The development and support of a sustained argument in written form; or

ii) Originality in the application of knowledge.


Engage in the analysis and dissemination of education-related research (Goal 2).

Students will:

1. Take three courses which focus on methods of inquiry. EU 501: Integrated theories in education will introduce students to inquiry methods in education. EU 502: Interpreting research in education will survey quantitative and qualitative research methods. This course will also prepare students to critique research studies. Finally, students will choose either a quantitative or a qualitative research methods course (EU 504 or 505) to delve into one paradigm in depth.

2. In the thesis option, use their chosen methodology to conduct their own research.

3. In the courses-only option, demonstrate through their portfolios how knowledge of education and research in education is applied and integrated in their own professional settings.

3. Level of Application of Knowledge

Competence in the research process by applying an existing body of knowledge in the critical analysis of a new question or of a specific problem or issue in a new setting.


Apply an advanced understanding of learning and cognition theories such that diverse learning outcomes and educational needs for all students are addressed (Goal 3).

Students will initiate investigation of inquiry questions pertaining to their personal interests in the first course of the program, and will integrate this thread of inquiry throughout their studies.

4. Professional Capacity/Autonomy

a. The qualities and transferable skills necessary for employment requiring

i) The exercise of initiative and of personal responsibility and accountability; and

ii) Decision-making in complex situations; and

b. The intellectual independence required for continuing professional development;

c. The ethical behavior consistent with academic integrity and the use of appropriate guidelines and procedures for responsible conduct of research; and

d. The ability to appreciate the broader implications of applying knowledge to particular contexts.


Make connections among social, personal and community responsibilities and intellectual life in ways that advance knowledge in the area of education. (Goal 1 and Goal 4).

Students will:

1.Create a roster of courses that fulfills their own personal goals for professional development, with the assistance of their Advisors.

2. Articulate an advanced and integrated conceptual understanding of the relationship between theory, practice, and reflection in education.

3. Engage in the analysis and dissemination of education-related research.

4. Take responsibility for the creation of their portfolio or the execution of their thesis.

5. Demonstrate comprehension of ethical principles. Ethical procedures will be followed in the preparation of theses and will be reviewed by the Research Ethics Board. Discussions of controversial applications of research will occur throughout the program.

5. Level of Communications Skills

The ability to communicate ideas, issues and conclusions clearly.


Engage in the analysis and dissemination of education-related research (Goal 2).

Students will be required to demonstrate communication skill through one or more written projects in each course. Writing assistance is available through (/writing).

6. Awareness of Limits of Knowledge

Cognizance of the complexity of knowledge and of the potential contributions of other interpretations, methods, and disciplines.


Make connections among social, personal and community responsibilities and intellectual life in ways that advance knowledge in the area of education (Goal 4).

Students ability to analyze knowledge from different perspectives will be enhanced through the integrated nature of this degree. Limitations of research and the boundaries of present-day understanding will be made evident as students discuss and critique research studies.