HANDBOOK CERTIFICATE IN ADULT EDUCATION (CAE) PART-TIME PROGRAM
Teacher Education Department Red River College C312 - 2055 Notre Dame Avenue Winnipeg, MB R3H 0J9 Phone: 204-632-2300
Website: http://www.rrc.ca/CAE
Updated – October 2016
Certificate in Adult Education: 2016-17 Page 1
Table of Contents CERTIFICATE IN ADULT EDUCATION PROGRAM .......................................................... 3 Program of Studies ...................................................................................................... 3 Admission Processes & Requirements ....................................................................... 4 Program & Course Formats ........................................................................................ 5 COURSE REGISTRATION PROCESS........................................................................... 6 Course Costs .............................................................................................................. 8 Class Size ................................................................................................................... 8 RECOGNITION OF PRIOR LEARNING (RPL) ............................................................... 8 PROGRAM INFORMATION & POLICIES ....................................................................... 9 STUDENT RECORD ACCOUNTS ................................................................................ 10 GRADUATION INFORMATION .................................................................................... 10 TEXTBOOKS & SUPPLIES .......................................................................................... 10 COURSE WITHDRAWAL PROCESS & POLICIES ...................................................... 11 STUDENT CARDS ........................................................................................................ 11 PARKING ...................................................................................................................... 12 COURSE DESCRIPTIONS ........................................................................................... 12 PRACTICUM ................................................................................................................. 21 Process for Attaining Credit for PRAC-1865 Practicum ............................................. 21 RECEIVING YOUR CERTIFICATE ............................................................................... 22 APPENDIX 1 - Program Contacts ................................................................................. 23 APPENDIX 2 - Program Tracking Sheet ....................................................................... 24 APPENDIX 3 – CAE Course Prerequisite Chart…..……………………………………….25
Certificate in Adult Education: 2016-17 Page 2
CERTIFICATE IN ADULT EDUCATION PROGRAM The Certificate in Adult Education (CAE) is a 10-course, plus practicum, 33 credit-hour program designed to develop skills in teaching adults in a college or vocational-technical college setting. Given that a successful college education is greatly influenced by the competence of the institution’s instructors, it is essential that subject area experts also be skilled in facilitating effective learning experiences for students. Therefore, to promote student and teacher success, both theoretical and practical aspects of teaching and learning are addressed throughout the CAE program. This program is designed to support instructors who work in Manitoba community colleges (Red River College - RRC, Assiniboine Community College – ACC and University College of the North – UCN as well as, various other post-secondary vocational institutions. Corporate organizations seeking training for their instructors are encouraged to contact the Teacher Education Department at Red River College to discuss and determine the suitability of the CAE to support their organizational training needs. For Manitoba college instructors, the completion of 2, 3-credit courses per year in the CAE could be a condition of employment. Please consult the human resources department within your institution to clarify any contractual obligations. Upon successful completion of all course work, and a practicum (the equivalent of 200 hours of experience teaching in adult programs and a reflective application-based portfolio) two certificates are granted, one by Red River College and one by the Minister of Advanced Education and Literacy.
PROGRAM OF STUDIES The CAE program is designed to be equivalent to 33 credit-hours of university education courses. Each 35-hour course is delivered as the equivalent of a 3-credit hour, undergraduate course.
The program consists of
9 Required Courses 1 Approved Elective A Practicum (200 hours of teaching in an adult learning environment + Reflective, Application-based Portfolio)
EDUC-1090
Introduction to Education (3) - Must be taken first
Please see APPENDIX 3 (page 25) for a complete list of courses and prerequisites. For more information regarding program-progression planning, contact Judy McGuirk, CAE program coordinator at (204) 632-2434.
Certificate in Adult Education: 2016-17 Page 3
ADMISSION PROCESSES & REQUIREMENTS
All college instructors and regular admission applicants must be formally admitted to the program to be eligible for a course registration. ---------------------------------------Regular Admission Requirements:
Transcripts for ALL post-secondary education /OR Manitoba Grade 12 equivalent (if no post-secondary training) A professional resume indicating training and expertise related to your teaching goals An RRC application form - available at the following link Go to: www.rrc.ca/CAE Choose: Admission Requirements Then College Application Form and Application fee
All requested documents & a $90 non-refundable application fee are required to initiate the admission process. (fee is subject to change) NOTE: The maximum time to complete the program is 8 years – including the practicum. o
Regular engagement in the program is required/expected to facilitate completion within the 8 year period. o After 2 years of no activity, program files are closed. o Application for readmission is required to re-engage in the program (current fees will apply). o All remaining program credits must be completed within 8 years of your first admission to the program.
NOTE: The program reserves the right to limit registrations as per established program policy (2 courses per registration period to a maximum of 5 courses per calendar year).
Certificate in Adult Education: 2016-17 Page 4
Admission Requirements for College Instructors: Red River College, Assiniboine Community College, University College of the North (Those eligible for tuition waivers)
All formal Education related transcripts A CAE Application form for College Instructors located at www.rrc.ca/CAE
NOTE: The expected rate of completion for individuals whose tuition fees are waived is 5 years (not including the practicum). o
Regular engagement in the program is required/expected to facilitate completion within the 5 year period. o After 2 years of no activity, program files are closed. o Application for readmission is required to re-engage in the program (applicants may be subject to re-activation fees and remaining tuition fees) o All remaining program credits must be completed within 8 years of your first admission to attain a Certificate.
NOTE: The program reserves the right to limit registrations as per established program policy (2 courses per registration period to a maximum of 5 courses per calendar year).
Assistance with program progression planning is available through the Teacher Education Department at Red River College. Please call 204-632-2300 to arrange a consultation. All applicants are required to o review the CAE program handbook o watch a program orientation video o declare their teaching area o confirm the potential for practice teaching opportunities as per the program practicum requirements (see page 21 for details) Instructions for completing the above processes will be provided upon receipt of your program admission application. PROGRAM & COURSE FORMAT The program is offered on a part-time basis only; courses are available a variety of formats.
Classroom - Face-to-face instruction at a Manitoba college campus. This type of delivery is ideal for those who have easy access to the course location and for those who learn best by interacting with others. Courses in this format can occur in the evenings over an 8-week period, over 3-weekends or during one-week intensive sessions.
Video Streaming – (e-TV) Synchronous participation via an internet connection. Certificate in Adult Education: 2016-17 Page 5
You participate in a class during regularly scheduled course times. Some learners are in class with the course instructor while others are connected to the class via the internet. This type of delivery is a reasonable option for students who require access to courses from remote locations. Students who would otherwise need to travel more than one hour to attend a class will be given priority for remote access seats. Video streamed courses are offered over an 8-week period, during most terms.
On-line – Participation via LEARN. You participate in course-related discussions, complete readings, submit assignments and communicate with your classmates and the course instructor online, within our current learning management system (LMS), LEARN. You will follow an instructional schedule (adhere to due dates, etc.) but work on activities during times that accommodate your personal schedule. You might be required to participate in synchronous online chats or discussions at specific times throughout the course. This type of delivery is a reasonable option for students who wish to access courses from remote locations. On-line courses are offered over an 8-week period during most terms. Students who register for on-line courses should o have regular, reliable access to a high-speed internet connection o be able to work independently (follow instructions) in a text based environment.
NOTE: Not all classes are available in all formats or offered every term. Refer to the CAE schedule of course offerings – 2017, located at www.rrc.ca/CAE for all dates, times, and delivery formats offered from January – December 2017.
COURSE REGISTRATION PROCESS Registration for CAE courses is completed online, only. o To register you will need to have been formally admitted to the CAE program & maintained ACTIVE status login to your Web Advisor account (see Student Record Accounts, page 10) indicate the course(s) for which you are eligible to register. o Step by step instructions for how to register online are available at www.rrc.ca/CAE. o o
Registration takes place three times per year. Students may register for up to two courses in each registration period for a maximum of five courses per year. Register in June for the Fall Term Register in November for the Winter 1 & Winter 2 Terms Register in April for the Spring and Summer Terms
See the CAE Schedule of Course Offerings 2017 at www.rrc.ca/CAE for registration dates and times. Certificate in Adult Education: 2016-17 Page 6
Registration Tips
Review the course offerings for the entire registration period (prior to opening day). o Note the course names, delivery format/location, days, dates and times.
Print or ensure easy access to the online registration instructions.
For best selection of courses, plan to register on opening day.
Only open one browser window when registering; opening multiple windows slows down the registration system which makes registration difficult for you and others.
If the course you would like to take is full, attempt to register for a subsequent offering or place yourself on the waitlist for your preferred section of the course (as long as you are eligible (completed all pre-requisites as per the 2 – course per registration period/ 5 – courses per year guideline). About the Waitlist:
The waitlist is the only way we know who and how many are waiting to register for courses. If a seat becomes available in a course, students on the related waitlist will be contacted in order of eligibility. Therefore, ensure that your preferred email address is accurately recorded with Enrolment Services. Call 204-632-2306 to report a change.
Note: The waitlist is dissolved at the start of each term. If you did not secure a seat by the start of the current course offering, a subsequent registration attempt is required. The registration system does not automatically track pre-requisites, maximum registrations for the period or the year. However, this activity is reviewed manually. All registrations that do not adhere to program policy will be cancelled at the discretion of the CAE Program Coordinator.
Record confirmed registrations in your personal calendar.
If you are unable to take a course that you have registered for please initiate a formal withdrawal as soon as possible. This process will make your seat available to someone on the waitlist Processing fees may apply. Students who register for a class but do not attend or do not withdraw from a course prior to the first day of class could be held responsible for the full cost of the tuition (even if fees have been waived).
NOTE: Failure to withdraw could result in a permanent grade of “F” being recorded on your transcript. To ensure that your intent is conveyed accurately, it is recommended that you obtain and submit the required form yourself rather than assigning it to a designate.
Certificate in Adult Education: 2016-17 Page 7
COURSE COSTS The cost of each regular 3-credit course is $320; Practicum portfolio workshops $150 (subject to change).
All fees are due at the time of registration. Any outstanding fees must be cleared before subsequent registrations will be processed.
Tuition fees are waived for eligible Manitoba college instructors o
Eligible UCN & ACC Instructors - Fees are waived via a tuition waiver form that has been approved by a designated authority at their respective institution. (1 form per registration period)
o
The CAE Tuition Waiver Form is available at www.rrc.ca/CAE
Eligible RRC Instructors – Fees are waived via an internal process.
CLASS SIZE
Class sizes are limited to 20 students in order to maintain a quality learning environment. Therefore: Only attend classes for which you are officially registered. If your name does not appear on the official roster for the course, you will be directed to Enrolment Services to confirm your registration status. If you are unable to attend or continue with a course for whatever reason, communicate your need to withdraw (VW) to the Enrolment Services department as soon as possible so your seat can be offered to a person on the waitlist. See course withdrawal processes on page 11. (Maximum of 3 VWs are permitted throughout the program.)
RECOGNITION OF PRIOR LEARNING (RPL) The CAE program was originally established in the late 1960s by the Province of Manitoba to develop the instructional skills and competencies of the instructors at its community colleges (RRC, ACC and UCN). However, the recognition of prior learning has always been encouraged and promoted. Through a prior learning assessment process, credits may be granted in the CAE program for professional education course work completed at a post-secondary level, or through a combination of education and learning attained through work related experiences. Recognition of prior learning can be attained through the following processes:
Course Credit Transfer Credit transfers are considered for the successful completion of relevant post-secondary courses taken within the last 5 years (8 years for Continuing Education/Distance Education). Credit transfers are considered only for formal course work that is deemed to have equivalent content and learning outcomes to courses in the CAE program. Certificate in Adult Education: 2016-17 Page 8
Portfolio or Challenge Prior learning can be acknowledged through the formal preparation and presentation of a professional portfolio, via demonstration of a skill or through a formal assessment. Credit will only be considered for informal training and skills that are deemed to be consistent with content and learning outcomes of courses in the CAE program.
To review the course credit transfer processes go to: http://www.rrc.mb.ca/files/file/catalogue/RPLRequestforCourseCreditTransferForm.pdf Note: An individual must be an active student in the CAE program to request an assessment of formal educational credentials or to engage in an RPL process. All requested information must be provided. A non-refundable fee is due upon the submission of each request. An RPL Waiver Form is required for all eligible Manitoba college instructors to have fees waived for credit transfer requests and RPL submissions. The relevant form is available at www.rrc.ca/CAE under the RPL link or at Enrolment Services, Room D-105. For more information contact: Red River College’s RPL Advisor at 204-632-3094.
********************
PROGRAM INFORMATION & POLICIES General Information Students must maintain a GPA of 3.0 to be eligible for Practicum recognition It is the student's responsibility to be familiar with and adhere to the Red River College (RRC) Academic Policies. Including but not limited to:
Student Code of Rights and Responsibilities
Academic integrity
Discrimination and Harassment
Professional Suitability
All College policies can be found in the RRC website at http://www.rrc.ca/policies
Certificate in Adult Education: 2016-17 Page 9
STUDENT RECORD ACCOUNTS Web Advisor is a student portal that is set up for each student upon admission to any college program. Your Web Advisor account is accessed via your student ID and password and provides you with 24-hour access to your academic history, registration status, account balances and more. Web Advisor also allows for the ability to change your password, address, phone number, and personal e-mail contact information. It is recommended that you check this account regularly to ensure that all of your information is reflected accurately. To Access Web Advisor from the Web 1. 2. 3. 4.
Go to www.rrc.ca Click on LOG IN (see top right hand corner of the page) Log-in using your user ID and default password (Colleague ID or Student Number). Click on Web Advisor
College E-mail Address: Every student is provided with a college e-mail account. This college email address will be the primary method of electronic communication between the college and CAE students unless otherwise formally declared with the Enrolment Services department. For more information, please visit the RRC website at www.rrc.ca and choose Students.
GRADUATION INFORMATION
Students eligible for graduation (completion of all 10 courses and the practicum) must complete an Application for Graduation Form and submit it to Enrolment Services, Room D105. The form can be found at www.rrc.ca/CAE
All CAE graduates receive a certificate from Red River College and are invited to either the winter or spring convocation.
A certificate is also granted by the Province of Manitoba. This certificate is authorized by the Minister of Advanced Education and Literacy in March, July and November of each year.
TEXTBOOKS & SUPPLIES Courses may require the purchase of textbooks or other course materials. This cost should not exceed $160 per course. Required books will be available at the college bookstore where the course is being delivered.
Note: Purchased materials are not covered through tuition waiver forms.
Certificate in Adult Education: 2016-17 Page 10
COURSE WITHDRAWAL PROCESS & POLICIES If you have registered for or begun taking a course but decide you are unable to take it or continue with it, you must complete a Course Drop/Withdrawal Form, even if your tuition fees have been waived. Students are encouraged to complete the necessary paperwork as soon as possible if they are dropping a course: so their seat may be offered to the next person on the waiting list. to be eligible for possible tuition refunds. Tuition refunds are considered and assessed as follows: Classroom and e-TV delivery courses Students who wish to drop a course must do so prior to the day of the 2nd class and must submit the “Course Drop/Withdrawal Form” to be eligible for a full refund of tuition less a $50 administration fee. (fee is subject to change) The dropped course will not appear on the student’s transcript. On-line Delivery courses Students who wish to drop a course must do so prior to 10 days of the course start date and must submit the “Course Drop/Withdrawal Form” to be eligible for a full refund of tuition less a $50 administration fee. The dropped course will not appear on the student’s transcript. Note:
Students withdrawing at least three weeks prior to the original course end date, and who have not written their final exam, will be eligible for a grade of VW (Voluntary Withdrawal).(Maximum of 3 VWs before being placed on probation.) Any student who stops attending and who does not submit a “Course Drop/Withdrawal Form” will receive a grade of ‘F’. The course can be taken at a later date and a passing grade can be recorded, however the grade of ‘F’ will remain a permanent part of the student’s academic history. Students who have had related course fees waived could also be held responsible for the full cost of the course. Course withdrawal forms are available at www.rrc.ca/CAE under “How to Register”.
STUDENT CARDS Student Photo ID Cards are required to access college computer labs, the college library and may be required to write exams (Red River College faculty and staff will have access to named services via their staff ID card). Student ID cards cost $15 (subject to change) and are available through the Student Service Centre, Room D101 of the Notre Dame Campus. Your name will appear on your student card exactly as it appears on your registration form. Please report all name related errors or changes to Enrolment Services, Room D105, prior to requesting your student card. Be sure to bring your student number and a piece of identification such as a Birth Certificate, a Driver's License, etc. with you to request your student card. Certificate in Adult Education: 2016-17 Page 11
PARKING Effective October 1, 2010, there is a flat rate of $2.00 for scramble parking in all RRC lots from 5:00 p.m. to 12:00 a.m. – Monday to Thursday. To validate evening parking, tickets must be purchased from one of the available ticket dispensers and displayed on your vehicle dash board. Those with valid day-time parking permits are not required to purchase evening parking tickets. *******************
COURSE DESCRIPTIONS CORE COURSES
EDUC-1090 Introduction to Education (3) Pre-requisite: Formal admission to the CAE program.
This introductory course is the first in a series of courses offered in the Certificate in Adult Education program (CAE) and is designed to provide new instructors with the basic skills to begin teaching in a college or other adult environment. The course will focus on the ideals of effective instruction, adult learning and motivation, learning outcomes, lesson planning, course outlines and the basics of classroom management. Learning Outcomes By the end of this course, you should be able to….
Describe the critical elements of effective instruction. Illustrate the basic principles of adult learning and motivation. Analyze the basic components of lecture, demonstration, and cooperative learning. Explain how assessment and evaluation benefit teaching and learning. Compose a basic Lesson Plan. Develop a basic Course Outline. Formulate a concept of classroom management. Reflect critically on one’s practice.
EDUC-1091 Instructional Methods (3) Pre-requisite: EDUC-1090 Introduction to Education
The focus of this introductory course is on the creation of effective learning environments and the use of teaching strategies and techniques. The theoretical foundation and practical application of a variety of teaching approaches - lesson planning, questioning techniques, active lecture, and demonstration - will be explored and critically assessed within the context of sound curriculum design principles and processes. The overall focus is on the application of newly learned information to the classroom. A classroom simulation will take place where the student’s presentation is recorded and later reviewed for reflection and evaluation. Certificate in Adult Education: 2016-17 Page 12
Learning Outcomes By the end of this course, you should be able to….
Compare and contrast several theories related to how individuals learn, including: principles of adult learning, constructivism, skill development, and behaviorist and humanistic perspectives. Describe the critical elements of an inviting safe learning environment and strategies for creating such environments. Describe the relationship between teaching/learning strategies and the other elements of curriculum design: intended learning outcomes, learner needs and constraints, teaching resources, content, audio/visual materials and evaluation of learning. Develop and deliver one or more 25-minute active lecture/demonstration microteaching sessions utilizing questioning techniques and including comprehensive lesson plans and audio/visual aids. Analyze and evaluate the critical elements and effectiveness of a microteaching session. This analysis and evaluation must be grounded in research and literature presented. Recognize and display professional attitudes and practices.
EDUC-2092 Advanced Instructional Methods (3) Pre-requisites: EDUC-1090 Introduction to Education and EDUC-1091 Instructional Methods
The focus of this course is on differentiating instructional strategies and techniques that respond to the diverse learning styles and needs of learners. The theoretical foundation and practical application of one or more teaching strategies will be explored and critically assessed within the context of sound curriculum design, principles and processes. The overall focus is the application of newly learned information to the classroom. A classroom simulation will take place where the student's presentation is recorded and will be reviewed for reflection and evaluation. Learning Outcomes By the end of this course of study, you should be able to . . .
Compare and contrast several theories related to how individuals learn including: multiple intelligences, learning styles, multicultural education, metacognition, cooperative learning, and retention. Develop and deliver one or more 25-30 minute cooperative learning, microteaching sessions supported by a comprehensive lesson plan and audio-visual aids/technology. Analyze and evaluate the critical elements and effectiveness of a microteaching session. Develop a comprehensive instructional management plan. Display professional attitudes and practices.
EDUC-1077 Testing and Evaluation (3) Pre-requisites: EDUC-1090 Introduction to Education, EDUC-1091 Instructional Methods, EDUC-2092 Advanced Instructional Methods
Testing and Evaluation focuses on the central role of assessment to teaching and learning. There is an emphasis on both the perspectives and the techniques required to build and maintain this integral relationship. Throughout this course, students explore how multiple Certificate in Adult Education: 2016-17 Page 13
methods of assessment, typically in three broad categories - personal communication, paper and pencil tests and performance assessments, are combined to create comprehensive assessment plans. In this course, students will develop technically sound assessment instruments and examine the use of case studies and portfolios in assessment. Additional topics addressed in this course include the use of student self-assessment, peer-assessment and the student / teacher partnership to support the learning process. The main goal of the course is to develop practical, technical assessment skills along with the perspectives required to apply those skills to the development of a comprehensive assessment plan that maximizes student learning and supports the assignment of grades. Learning Outcomes By the end of this course of study, you should be able to….
Apply correctly the key terms, concepts, frameworks, and research understandings necessary to operate successfully in the field of testing and evaluation. Discuss how assessment and evaluation relates to teaching and learning for a course you are or will be teaching. Develop an evaluation plan for a course you are or will be teaching using appropriate types of assessment. Develop, administer, score and interpret your own teacher-made tests to assess student achievement and improve instruction. Assess dispositions for the purpose of explaining academic productivity. Use peer, self and co-assessment as well as portfolio documentation as elements of an evaluation plan. Create checklists and rubrics to record assessments based on observations.
EDUC-1097 Diversity and Inclusiveness (3) Prerequisites: EDUC-1090 Introduction to Education
This course is designed to introduce an understanding of diversity, inclusiveness and their application to formal and informal learning situations. Broad educational concerns such as accessibility, inclusive curriculum, education as economic development and multi-cultural/global educational issues will be explored. Topics addressed in this course include the notions of social structure and social class, political ideology and power, processes and interaction, cultural awareness, values and perceptions as well as, adult education and social mobility. Presentations, case studies and simulation exercises will be used to explore and practice attitudes and actions that promote inclusive learning environments for adults. Learning Outcomes By the end of this course of study, you should be able to . . .
Recognize the social/historical systems that impact diversity around the world and subsequently in Canadian classrooms. Recognize and display diversity-sensitive attitudes and practices. Identify the impact of culture and values on the students’ educational experience. Identify a variety of challenges and/or considerations in developing inclusive curriculum and educational approaches. Recommend effective strategies for addressing challenges and/or considerations in developing inclusive curriculum and educational approaches into your practice.
Certificate in Adult Education: 2016-17 Page 14
EDUC-1115 Foundations of Applied Education (3) Pre-requisite: EDUC-1090 Introduction to Education
During this course, students will develop an understanding of vocational or applied education in terms of both its historical development and its current practice. This course is designed to encourage critical thinking about the foundations and evolution of vocational education including its successes and challenges from sociological, philosophical, organizational, economical and psychological perspectives. Also addressed are topics related to the roles and responsibilities of the stakeholders in education, barriers to participation, educational trends and program delivery models. Through discussion and analysis of vocational education issues, students will develop or redefine their own beliefs, values and choices as educators in applied/vocational/technical education systems. Learning Outcomes By the end of this course of study, you should be able to . . .
Demonstrate an understanding of relevant terms, concepts and philosophies related to vocational education. Explain the relevance and implications of traditional philosophies of education for vocational education. Relate the relevance and implications of your personal philosophies of education to successes and challenges in your professional practice. Discuss the historical development of vocational education, with particular focus on Canada. Identify and respond to barriers for participation in vocational education. Describe the variety of roles and purposes of vocational education as delivered in secondary and post-secondary institutions, and community and industry training programs. Discuss current trends in education, including the impact on and the role of vocational education within those developments.
EDUC-1095 Program Development (3) Pre-requisite: EDUC-1090 Introduction to Education and EDUC-1115 Foundations of Applied Education
Participants will gain an understanding of the basis for programs and curriculum. Upon completion of this course students should be able to participate in program development or renewal activities. Students will compare and contrast models for program development and, throughout the course, will examine elements common to most models. These elements include environmental scans, needs assessments, statements of vision, mission and guiding principles/values, occupational analyses, skill analysis, outcomes and elements of performance. Fundamental considerations including the relationship between outcomes, assessment and instruction, as well as the sequencing of outcomes will be covered. Students will examine and align program features and the characteristics of adult learners to maximize learning. Program accreditation, articulation and Recognition of Prior Learning (RPL) will be considered in relation to program outcomes and, as well, approaches to program entrance will be examined in relation to student success. A program renewal process will be used to illustrate the concept of program quality assurance. Certificate in Adult Education: 2016-17 Page 15
Learning Outcomes By the end of this course of study, you should be able to . . .
Apply the key terms, concepts, models, methods and research understandings necessary to operate successfully in the field of program development. Assess the needs of adult learners and facilitate the development of independent, selfmotivated, life-long learners with the competency, confidence, and commitment necessary to be successful in the world of work/society. Develop and interpret needs assessments as starting points for program development. Develop statements of program vision, mission and guiding principles / values. Use an occupational analysis such as that provided by a DACUM chart or by an accreditation standards document to determine learning outcomes and elements of performance. Apply instructional theory to devise an instructional framework that promotes student engagement. Participate in a program renewal approach to program quality assurance.
EDUC-1094 Course Development (3) Pre-requisites: EDUC-1090 Introduction to Education, EDUC-1091 Instructional Methods, EDUC-2092 Advanced Instructional Methods, EDUC-1077 Testing and Evaluation, EDUC-1115 Foundations of Applied Education
The focus of this course is on curriculum design. Participants will create learning outcomes and develop course outlines in their areas of instruction using a college/organizational template and exploring the ideas of needs assessment and task analysis. Special attention will be paid to learning outcomes (subject area and college/organization-wide), elements of performance, indicators of success, broad assessment and instructional techniques that promote student confidence and competence. Course emphasis will include: curriculum philosophy, diversity, inclusion, differentiation, variety, options, learning tasks, needs, interventions, adaptations, and professionalism. Learning Outcomes By the end of this course of study, you should be able to . . .
Describe and apply correctly key terms, concepts, models, and research understandings required to operate successfully in the field of course development. Develop a course outline for a course related to your own area of expertise - as per an organizational template or expectations Identify a context for your curriculum and the needs and expectations of the learner so as to facilitate the attainment of knowledge, skills and attitudes in a particular discipline. Create learning outcomes and elements of performance that represent the cognitive, psychomotor and affective domains of instruction. Analyze and apply instructional theory to the extent you can devise and provide engaging, thoughtful, interactive, reflective learning experiences. Apply differentiated instructional strategies in the selection of teaching and learning activities. Apply the concepts of thinking, reasoning, questioning, metacognition, reflection, and frames or graphic organizers to teaching practices to support personal or organizational goals. Align outcomes, learning activities, teaching activities, and continuous assessment and instruction in the development of a course outline. Certificate in Adult Education: 2016-17 Page 16
EDUC-1092 Course Implementation (3) Pre-requisites: EDUC-1090 Introduction to Education, EDUC-1091 Instructional Methods, EDUC-2092 Advanced Instructional Methods, EDUC-1077 Testing and Evaluation, EDUC-1115 Foundations of Applied Education,
Course Implementation is an examination of theoretical concepts and practical issues related to the learning and development of individuals in the teaching-learning environment. This course is concerned with the continuous improvement of teaching and learning through planning and feedback. Course Implementation examines research regarding learning and teaching tactics, classroom climate and management, and lifelong learning techniques. It also explores means of maximizing acceptance of change, to promote high achievement and to minimize disruption and dissatisfaction with the process. Included also is the notion of ongoing assessment as a means of judging success and promoting growth. Finally, it addresses professional development and the improvement of professional practice. Participants will explore professional practices that promote efficient and effective lifelong learning. Learning Outcomes By the end of this course of study, you should be able to…. Correctly apply the key concepts and methods necessary to operate successfully in the field of implementation. Articulate an understanding of yourself as an individual and discuss these characteristics as they relate to your role as an instructor/course implementer and colleague. Apply a large repertoire of teaching/learning strategies to help students becoming lifelong learners. Differentiate Instruction to meet a variety of student learning needs. Integrate the main features of modern programming concepts. Promote life-long learning skills by responding, in a timely manner, to student learning challenges. Explain the role of professional development in maximizing personal and student success. Identify practical applications for using portfolios as a means of tracking progress.
ELECTIVES - Select one of the following: PSYC-1025 Educational Psychology (3) Pre-requisite: EDUC-1090 Introduction to Education
This course focuses on the effective application of psychological concepts and principles in the instructional process, the development of teaching strategies and skills, and perspectives that enhance the learning environment. Students will become familiar with key conceptual frameworks of educational psychology, and analyze their use in the classroom. Course topics include principles and conditions that facilitate positive learning, action research as an instructor, learning and teaching/leadership styles, the diversity of learners, and the process of transforming assumptions.
Certificate in Adult Education: 2016-17 Page 17
Learning Outcomes By the end of this course of study, you should be able to . . .
Apply key terms related to educational psychology. Critically reflect on assumptions about diverse learners. Describe the effect of assumptions on teaching and learning. Identify and discuss principles that support the notion of effective education. Situate action research within a conceptual framework. Demonstrate an increased sensitivity to the diversity of learners.
EDUC-1093 Organizing Technical Education Facilities (3) Pre-requisites: EDUC-1090 Introduction to Education
Note: This course is most suited for individuals who work in trades-related fields This course provides instruction in the planning, organization and management of several types of vocational education facilities, and an introduction to the different organizational and delivery systems used in vocational education programs. The scope of this course includes the preparation for instruction in a laboratory, including the plan, organization and management of the necessary equipment, materials and supplies, the methods of purchasing, budgeting, financial control and inventory procedures. In addition, sources of revenue and alternative delivery systems will be examined. Additional topics will include: adaptations for disadvantaged students, motivation and learning environment management, and adult learners. Learning Outcomes By the end of this course of study, you should be able to . . .
Discuss the development of facilities and funding of Vocational Education in the Province of Manitoba. Describe the process required for the development of the curriculum for a vocational program. Design the layout or reorganization plan for a laboratory in a specific vocational area, incorporating the principles of good organizational planning. Develop systems for budgeting and financial control, for procuring, recording and storing inventory, and for the distribution of supplies within a vocational area. Develop methods of student control in relation to the use of the vocational facility and a system for the student record keeping and personnel organization, including planning a safety program for a vocational area. Discuss the implications of issues in vocational education and compare them to the traditional delivery system, including the possible delivery alternatives for the inclusion of the physically, geographically and culturally disadvantaged in vocational education programs.
Certificate in Adult Education: 2016-17 Page 18
EDUC-1118 Classroom Management Pre-requisites: EDUC-1090 Introduction to Education
This course covers the foundations of classroom management with an emphasis on the characteristics of an effective teacher. The course will also examine the major causes of unproductive student behavior and provide a theoretical and philosophical foundation from which to examine approaches that encourage positive student behavior and achievement and respond to the disruptive behavior. Other course topics will include lesson design, developing classroom norms and guidelines, as well as structuring the physical environment. By the end of this course of study, you should be able to…
Define classroom management. Explain the relationship between societal change and student behaviour. Explain three major theories of classroom management. Explain the roles and responsibilities of students, teachers, administrative staff, and support staff in classroom management. Explain the relationships between teacher power bases, teaching philosophies, and classroom management. Develop classroom rules and routines to create a positive classroom environment. Explain how to organize the physical classroom environment in a vocational education context safely. Write an intervention plan for a vocational education context. Solve case studies involving realistic classroom situations. Write a personal classroom management plan, using a provided structure.
EDUC-1117 Introduction to Technology in Education (3) Pre-requisites: EDUC-1090 Introduction to Education and EDUC-1091 Instructional Methods
This course involves an examination of the applications of audio visual materials and microcomputer technology to the teaching process. This includes the examination of instructional media materials and sources, the selection, preparation, and utilization of audio visual and microcomputer equipment, and the application of multimedia, the internet and other computer software in the instructional process. Course topics include preparation of multimedia presentations, desktop publishing, computer drawing programs and the Internet. Learning Outcomes By the end of this course of study, you should be able to . . .
Explain ways of using technology in educational settings Provide instruction using e-classrooms Use select instructional software for instructional purposes Use the Internet for research, communication, and instruction Use basic LMS tools for instruction Use quality text bank content in assessment and evaluation Use scanners and digital cameras Apply knowledge of equity, ethics, legal and human issues concerning the use of computers and technology
Certificate in Adult Education: 2016-17 Page 19
EDUC-1098 Independent Study (3) Pre-requisites: EDUC-1090 Introduction to Education, EDUC-1091 Instructional Methods, EDUC-2092 Advanced Instructional Methods PLUS one additional CAE course
Independent study is a student-centered approach to learning where participants assume responsibility for their own learning processes and experiences. It also supports Red River College’s portfolio-approach to learning by facilitating a process whereby participants construct and interpret new learning, reflect on its value and consider its applications to future learning. Studies and projects considered for an independent study must be related to current teaching and learning methodologies. The time devoted to the self-directed, independent study must be equal to or greater than 35 hours. If suitable, you will work independently to attain this credit after meeting/discussing his plan/project with the course facilitator. An Independent Study credit can be attained in one of three ways: 1) The student provides evidence of having successfully taken an education course that is different than any of the courses in the CAE but that focuses on an element of teaching and learning; plus a detailed analysis of how this course aligns with or supports principles of teaching and learning in adult environments, (equaling 35 hours or greater). 2) The student provides evidence of participation (Certificates of participation and/or confirmation from workshop organizers) in a number of teaching/learning related workshops; plus a detailed analysis of how these activities align with, or support principles of teaching and learning in adult environments, (equaling 35 hours or greater). 3) The student develops a project that demonstrates the application of modern teaching and learning methodologies. That is develops/adapts a course for a particular purpose; explores or compares alternate types of assessment strategies etc.; plus a detailed analysis of how this project aligns with, or support principles of teaching and learning in adult environments, (equaling 35 hours or greater). Learning Outcomes Upon completion of this credit, you will have demonstrated the ability to …..
Apply and/or relate relevant principles and practices of teaching and learning to a project, workshop or professional development activities, or course work offered outside the CAE program (will vary from student to student).
Articulate in writing a detailed analysis of how the project, course or workshop experiences align with principles and practices of teaching and learning in adult environments; (related to CAE courses taken to date).
All independent study activities and/or projects must be approved by the CAE Program Coordinator, Teacher Education Department at Red River College. For a consultation prior to registering for this elective, please contact: Judy McGuirk, Coordinator - CAE Red River College 204-632-2434
[email protected] Certificate in Adult Education: 2016-17 Page 20
PRAC-1865 Practicum (3) Pre-requisites: All 9 required CAE courses PLUS 1 Approved Elective
200 hours of instruction in an adult learning environment and a Reflective, Application-based Portfolio o Last credit to be applied in the CAE program. The practicum experience allows instructors to integrate, refine and reflect on the knowledge, skills and attitudes acquired and developed during their CAE course work. During the practicum experience, Certificate in Adult Education (CAE) students will demonstrate/provide evidence of their professional abilities to their immediate supervisors and prepare and submit a reflective application-based portfolio. (The portfolio requirement applies to students who enrolled in the CAE program as of fall 2009. The criteria for Practicum must be completed within 1 year of completing all other course work).
It is the CAE student’s responsibility to secure a teaching opportunity where they work with adults. are responsible for planning and delivering course content and assessing learning outcomes.
Individuals are encouraged to track adjustments incorporated into their teaching practice as soon as they begin taking courses in the CAE Program. o This collection will provide reference for the Reflective, Application-based Portfolio that will be developed in the Portfolio Workshops at the end of your program (part of the practicum credit).
PROCESS FOR ATTAINING CREDIT FOR: PRAC-1865 Practicum Register for and participate in PRAC-1865 CAE Practicum - Portfolio Workshop (group based)
Registration is completed online Students are eligible to register/participate as of term following completion of their 10th CAE course.
What to Expect Students will initiate the process of confirming eligible teaching hours; as follows Teaching hours/experience must be formally communicated to the Teacher Education Department at Red River College by your department Chair or designate (college instructors) or your immediate supervisor (general admission students). This communication must be in the form of a brief letter, addressed to: Judy McGuirk, Coordinator - CAE Red River College C320-A – 2055 Notre Dame Ave Winnipeg, MB R3H 0J9 Certificate in Adult Education: 2016-17 Page 21
The letter should be forwarded on company letterhead and include the following information: a statement confirming that you (name and student number) have completed a minimum of 200 hours of teaching in an adult learning environment; a statement requesting that these hours/this teaching experience be considered for credit toward PRAC-1865 Practicum in the CAE program; a signature and contact information of your department Chair or designate (college employees) or your immediate supervisor (non-college employees). Develop and Present Portfolio Items (to be completed within the designated term) This activity is intended to support the notion of reflection as a tool for documenting or acknowledging professional growth as an instructor in an adult learning environment. The completed portfolio will include evidence of good “teaching for learning” practices that have been incorporated into your work as an adult educator. In short, it
is an opportunity to reflect on how your investment in your professional development (CAE and other) has supported you and the students with whom you work. serves to display to others how you have incorporated your education and training into your teaching practice. serves as a mechanism to document your achievements and inform/guide your day to day and long term professional goals.
NOTE: Practicum Portfolio Workshops are facilitated F2F and via streaming Workshops are not facilitated in the Spring or Summer terms Both the practical teaching hours and a portfolio must be successfully completed within 1 year of completing all other CAE course work.(not to exceed expected program completion guidelines) *****************
RECEIVING YOUR CERTIFICATE (see also, GRADUATION INFORMATION on page 10)
Once all program credits have been attained, students must submit an application to graduate. This application will initiate the processing of your CAE certificate. The relevant form can be located at www.rrc.ca/CAE under the link Application to Graduate.
NOTE: Certificates not collected at a formal convocation ceremony will be mailed to the recipient (after the relevant convocation ceremony). ARTICULATION WITH UNIVERSITY DEGREE PROGRAMS The CAE program has been articulated with the following program:
Bachelor of Arts in Adult Education – University of the Fraser Valley http://www.ufv.ca/media/assets/adult-education/adulted_bach_jun13-print.pdf
For more information, contact: Teacher Education Red River College Phone: 204-632-2300 Certificate in Adult Education: 2016-17 Page 22
APPENDIX 1 - PROGRAM CONTACTS
Judy McGuirk Program Coordinator, CAE Red River College C320-A – 2055 Notre Dame Avenue Winnipeg MB R3H 0J9 Phone: 204-632-2434 Fax: 204-697-9465 Email:
[email protected] Linda Melnick Dean of Research & Innovation University College of the North Box 3000 The Pas MB R9A 1M7 Phone: 204-627-8579 Toll Free: 1-866-627-8500 Fax: 204-623-4831 Email:
[email protected]
Kurt Proctor Chair, Teacher Education Red River College C320-B – 2055 Notre Dame Avenue Winnipeg MB R3H 0J9 Phone: 204-632-2222 Fax: 204-697-9465 Email:
[email protected]
Martha Burkle Instructional Support Facilitator Assiniboine Community College 1430 Victoria Avenue East Brandon MB R7A 2A9 Ph. 204-725-8700 Ext. 6645 Fax: 204-725-8737 Email:
[email protected]
Cheryl Wells Administrative Assistant - Academic University College of the North Box 3000 The Pas, MB R9A 1M7 Phone: 204-627-8578 Fax: 204-623-4831 Email:
[email protected] 0B
Student Records Red River College Enrolment Services D105 –2055 Notre Dame Avenue Winnipeg, MB R3H 0J9 Phone: 204-632-2306 Fax: 204-697-4738 1B
Certificate in Adult Education: 2016-17 Page 23
Appendix 2 – Program Tracking Sheet Student Name:
_____ Student Number:
Course number and name
Admission Date: _________ Credits
Grade
Date Taken
Required courses: EDUC-1090 Introduction to Education
3
EDUC-1091 Instructional Methods
3
EDUC-2092 Advanced Instructional Methods
3
EDUC-1077 Testing & Evaluation
3
EDUC-1097 Diversity & Inclusiveness
3
EDUC-1115 Foundations of Applied Education
3
EDUC-1095 Program Development
3
EDUC-1094 Course Development
3
EDUC-1092 Course Implementation
3
PRAC-1865 Practicum Letter to support teaching hours
Portfolio (as of Fall 2009)
3
Elective (one only) PSYC-1025 Educational Psychology
3
EDUC-1093 Organizing Technical Education Facilities)
3
EDUC-1118 Classroom Management
3
EDUC-1117 Intro to Technology in Education (take any time after)
3
EDUC-1098 Independent Study
3
Eligible for Grad
Date _____________
Authorized by ____________________________ Certificate in Adult Education 2016 -17 Page 24
Appendix 3 – CAE Course Prerequisite Chart
Certificate in Adult Education Course Prerequisite Chart EDUC-1090 EDUC-1091 EDUC-2092 EDUC-1077 EDUC-1097 EDUC-1115 EDUC-1095 EDUC-1094 EDUC-1092 1 Elective PRAC-1865 None
EDUC-1090
EDUC-1090 EDUC-1091
EDUC-1090 EDUC-1091 EDUC-2092
Required Courses EDUC-1090 Introduction to Education EDUC-1091 Instructional Methods EDUC-2092 Advanced Instructional Methods EDUC-1077 Testing & Evaluation EDUC-1097 Diversity & Inclusiveness EDUC-1115 Foundations of Applied Education EDUC-1095 Program Development EDUC-1094 Course Development EDUC-1092 Course Implementation
EDUC-1090
PLUS
EDUC-1090
EDUC-1090 EDUC-1115
EDUC-1090 EDUC-1091 EDUC-2092 EDUC-1077 EDUC-1115
EDUC-1090 EDUC-1091 EDUC-2092 EDUC-1077 EDUC-1115
EDUC-1090
1 of the following Electives
EDUC-1090 EDUC-1091 EDUC-2092 EDUC-1077 EDUC-1097 EDUC-1115 EDUC-1095
PSYC-1025 Educational Psychology EDUC-1117 Intro to Technology in Education EDUC-1118 Classroom Management EDUC-1093 Organizing Technical Education Facilities EDUC-1098 Independent Study
EDUC-1094 EDUC-1092
PLUS 1 ELECTIVE PSYC-1025 EDUC-1093 EDUC-1118 EDUC-1117 EDUC-1098 *
* additional prerequisites
Certificate in Adult Education 2016 -17 Page 25
