MEd Certificate in Academic Integrity

October 2, 2019

MEd Cert - Academic IntegrityThis program is situated as one component of a course-based Master of Education (MEd) Interdisciplinary. Students will undertake a 4-course topic in Academic Integrity to earn a Master’s level certificate qualification.

Program Overview: The Academic Integrity four-course topic fosters an understanding of theories of knowledge, knowledge sharing, attribution, as situated within an educational leadership context. Students will engage in research-intensive courses to understand how academic integrity is understood from the perspectives of theory and professional practice. Students will apply their knowledge in the exploration, critique and design of institutional, teaching, learning and assessment practices as they relate to academic integrity. This 4-course topic serves to develop professional autonomy and capacity at both K-12 and post-secondary contexts.

Program Goals:

  • Develop research-informed understanding of academic integrity, situated within current problems, as well as emerging trends in the field.
  • Develop and extend concepts relating to ethical decision-making, policy, academic misconduct case management.
  • Develop and extend methodological and theoretical competence in the field of academic integrity.

Format: Fully online

Program dates: July 2020 to April 2021

Applications open: November 1, 2019  Applications close: March 15, 2020

For more information about the Master of Education (MEd) Interdisciplinary: http://werklund.ucalgary.ca/gpe/

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Sarah Elaine Eaton is a faculty member in the Werklund School of Education, and the Educational Leader in Residence, Academic Integrity, University of Calgary, Canada. Opinions are my own and do not represent those of the University of Calgary.


Language Learning and Technology (EDER 669.73): Summer 2019 course

July 2, 2019

Couse banner 2019-07I am excited to be teaching one of my favourite courses this summer: Language Learning and Technology (EDER 669.73). This is a fully online course for students registered in the Master of Education (MEd) program at the Werklund School of Education.

Course Description:

This course has been designed for students who want to learn how to effectively incorporate technology in their present and future careers as language teachers. The course will cover both theoretical and practical issues in teaching second language and the use of new technology to support and enhance the learning process.

A special emphasis will be on combining both face-to-face and the use of technologies in and beyond the classroom walls to enhance the second language learning process. Although the course may address the different types technologies such as Web 2.0 technologies (e.g., blogs, wikis; audio and video podcasting; online videos; mobile tools); mobile technology (e.g., mobile phones; MP3 players; digital cameras; camcorders), and other type of interactive technologies, the focus of the course is on the pedagogical and practical aspects of integrating new technology to face-to-face language teaching.

The course is open to second language present and future teachers at the elementary, secondary, and post-secondary level. The course also invites language teachers with limited knowledge of the target language to learn how to enhance their language teaching by integrating blended teaching into their practice.

Learner Outcomes:

The intent of this course is to explore the integration of technology to enhance language learning, particularly in in blended or distance environments.

Specific objectives include:

  • understand different learning theories informing pedagogical practices, and in particular the TPACK and SAMR models, as they apply to language learning;
  • review current research on the learning of additional languages enhanced by digital technologies;
  • explore digital mediated communication methods that can be used effectively in distance and blended language learning programs;
  • examine current and emerging trends in educational technology as they apply to language learning; and
  • design and evaluate language-learning modules integrating digital technology for online or blended environments.

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This blog has had over 2 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada. Opinions are my own and do not represent those of the Werklund School of Education or the University of Calgary.


Seeking early-stage feedback about proposed MEd Certificate in Academic Integrity

June 21, 2019

Note: This is an early-stage concept draft intended for sharing for developmental feedback.

Direct questions about this proposal to Dr. Sarah Elaine Eaton – seaton (at) ucalgary.ca.

Background

The MEd certificate in Academic Integrity is an opportunity for those interested in this topic to develop as scholars of the profession in a learning community of like-minded students. Situated within the Leadership specialization, students will explore academic integrity through a leadership, policy and governance lens, while also developing an evidence-informed approach to the pragmatic aspects of academic integrity such as case management. Students will examine their personal and professional notions of academic integrity, as situated concepts within institutional and systemic contexts, deepening their understanding of how professional practice related to academic integrity is nested within institutional policies and procedures and how these are related to quality assurance from a systemic perspective, such as ministries of education and/or higher education.

MEd Certificate

The MEd (Master of Education) is a course-based pathway which provides students with a systematic understanding of knowledge, 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 in two topic areas, plus additional research methods courses.

Each certificate is based on a topic area comprised for four (4) courses. The MEd Certificate is a pathway to a Master of Education (MEd), Interdisciplinary route, but a graduate level certificate is awarded upon the successful completion of a 4-course certificate, so even if participants choose only to undertake the 4-course topic, they can still be awarded a graduate-level certificate.

Learning Goals and Expected Outcomes

There are three overarching learning goals of this proposed certificate:

  1. This certificate will increase awareness of the role of academic integrity in educational contexts.
  2. It will assist those who have academic integrity as a component of their professional portfolio in furthering discussion and learning about integrity, ethical decision-making, case management and policy.
  3. It will assist current and future educational leaders to envision and develop a personal theory of integrity that enhances the learning experiences of students, while remaining cognizant of institutional policies and procedures, as well as larger systemic realities.

The four (4) courses for this certificate will be developed in consultation with internal and external stakeholders.

Possible formats

Option 1: Completely online format – All four (4) courses offered online using asynchronous (D2L) and synchronous (Zoom) learning technologies. Students could be physically located anywhere in the world and would not be required to come to the University of Calgary for any component of the certificate.

Option 2: Blended – Two (2) courses offered on-campus during an intensive two-week residency in July. This would require students to physically be in Calgary during the mandatory two-week residency. The residency would be followed by two (2) additional courses offered online in the subsequent fall and winter terms.

Anticipated timeline

We do not have an exact timeline for the launch of this program yet, as it would need to receive approval at a number of levels. However, given the amount of interest and support we have at this early stage, it is reasonable to anticipate that it may be available by September 2020.

Feedback Questions

At this point, we are seeking feedback from various stakeholders on these particular points:

  1. Which of the two possible formats (online or blended) is most appealing? Why?
  2. What are some key topics or courses you would like to see included in this program? Why?
  3. What resources (books, articles, etc.) do you see as being foundational for courses offered in this certificate?

For questions about this proposal or to add your name to the mailing list contact:

Dr. Sarah Elaine Eaton, Werklund School of Education, University of Calgary, seaton (at) ucalgary.ca

Further information about the Master of Education: https://werklund.ucalgary.ca/gpe/med-interdisciplinary

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This blog has had over 2 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada. Opinions are my own and do not represent those of the Werklund School of Education or the University of Calgary.


Program and Practice Evaluation: EDER 603.24 – Spring 2019

April 29, 2019

Screen Shot 2019-04-28 at 3.59.52 PMI am pleased to share that I will be teaching Program and Practice Evaluation (EDER 603.24) this spring. This is one of the required research courses in the Master of Education (M.Ed.) program at the Werklund School of Education.

Term Dates:

Start date: Monday, May 6, 2019           End date: Monday, June 17, 2019

University closed: Monday, May 20, 2019 (in observance of Victoria Day)

Course Description:

The purpose of this course is to provide an understanding of evaluation – as a discipline, as a profession, as a process and a product in a wide range of educational and social contexts. The primary focus of the course is holistic, large-scale program evaluation rather than the assessment of individuals (for example, the measurement of student achievement or personnel review). This course focuses on developing an understanding of the logic of evaluative thinking, the nature of evaluation as a profession and discipline, the knowledge and skills needed to be expert consumers of program evaluation and novice evaluators in contexts relevant to individual career contexts. Topics include: the logic of evaluation; central concepts in evaluation; approaches to evaluation; standards in evaluation; and the social and political nature of evaluation.

Learner Outcomes:

Upon completion of this course, students will be able to:

  • Describe the logic of evaluation and explain its role in improving practice in teaching and learning
  • Understand, analyze, synthesize and apply the central concepts in evaluation
  • Be aware of and apply appropriate standards in evaluation, including ethical practices for evaluators
  • Understand, discuss, and critique the social and political nature of evaluation
  • Be familiar be with and critically analyze major approaches to evaluation and their designs, then synthesize into an appropriate evaluation plan that fits the needs of the particular evaluation task.

Course format:

This is a fully online course. We will use D2L for the asynchronous components of the course and Zoom for synchronous (real time) sessions.

Can’t wait to meet my students on May 6!

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This blog has had over 2 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada. Opinions are my own and do not represent those of the Werklund School of Education or the University of Calgary.


Summer course – Research Methodology in Education

June 19, 2017

I am pleased to be teaching Research Methodology in Education this summer for our Master of Education students. This is an online course offered from July 4 to August 16, 2017.

Course description

This first course in educational research methodologies provides the background necessary to make intelligent decisions around the kinds of research questions that might be asked and the sort(s) of insights and answers particular methods can provide.

Learner outcomes

Throughout the course of study students will be able to:

  • Identify viable and interesting research questions, both in their own potential research endeavours and in the work of published academics
  • Identify, compare and critique a variety of educational research methodologies based on their primary assumptions and methods
  • Evaluate the relevance of educational research methodologies with special consideration being given to stated research questions and the knowledge being sought
  • Differentiate between the central tenets of qualitative and quantitative data collection and analysis strategies with special consideration being given to the strengths, weaknesses and relevance of each in education
  • Assess the validity of a variety of research methods, both qualitative and quantitative, commonly used in education
  • Examine and interrogate the relationships between research questions, research methods and interpretation of findings in educational studies
  • Demonstrate a critical understanding of ethical issues in educational research, particularly with regard to the use of human participants
  • Formulate and evaluate their own preliminary research questions in response to both their research interests and professional context
  • Understand how action research applies to educational settings and contexts

Required readings

Creswell, J. W. (2014).  Research design: Qualitative, quantitative, and mixed methods approaches (4th ed).  Thousand Oaks, CA: SAGE Publications, Inc.

Hendricks, C. (2016). Improving schools through Action Research: A reflective practice approach (4th ed.), Upper Saddle River, NJ: Pearson Education.

Here’s a copy of the course outline: EDER_603.21_Su2017_Eaton_approved

This marks the tenth time I have taught this course online. I love working with students to help them gain a strong foundation in research methodology. I can’t wait to get started with this year’s group!

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This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

 


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