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Wilfrid Laurier University Faculty of Education
April 29, 2016

Canadian Excellence

OCGS Graduate-level Expectations and Program Goal Alignment


Updated April 14, 2016

Program Contact:Graduate Program 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 broadly defined [all contexts/areas of education] (Goal 1).

Students will:

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

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

iii. 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,

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

  • The development and support of a sustained argument in written form; or
  • Originality in the application of knowledge.

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

Students will:

Take three coursesthat focus on methods of inquiry.

i. EU 501: Integrated theories in education will introduce students to inquiry methods in education.

ii. EU 502: Interpreting research in education will survey quantitative and qualitative research methods. This course will also prepare students to critique research studies.

iii. Finally, students will choose either a quantitative (EU 504)or a qualitative (EU 505)research methods course.

iv. In addition, students will demonstrate how knowledge of education and research in education is applied and integrated in their own professional settings through their capstone course portfolios.

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 learners of all ages are addressed (Goal 3).

Students will:

i. Investigate inquiry questions pertaining to their personal interests and knowledge in the first course of the program.

ii. Integrate this thread of inquiry throughout their studies.

4. Professional Capacity/Autonomy

i. The qualities and transferable skills necessary for employment requiring

  • The exercise of initiative and of personal responsibility and accountability; and
  • Decision-making in complex situations; and

ii. The intellectual independence required for continuing professional development;

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

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


Articulate an advanced and integrated conceptual understanding of the relationship between theory, practice, and reflection in education broadly defined [all contexts/areas of education] (Goal 1)

AND

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

Students will:

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

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

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

iv. Take responsibility for the creation of their portfolio.

v. Demonstrate comprehension of ethical principles. Ethical procedures will be followed and will be reviewed by the Research Ethics Board when necessary.

vi. 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 the Writing Centre.

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 will:

Demonstrate the ability to analyze knowledge from different perspectives that 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.