The Lifelong Learning cohort is a course-based graduate degree specifically designed for those with an active interest in the adult learning community. The learning themes of this cohort integrate a focus on the rich complexities of adult learning emphasizing the holistic, critical, contextual, transformative and practical nature of adult learning theory and practice.
Indigenous Focus: The Lifelong Learning cohort option is designed to integrate an Indigenous perspective within its course offerings. Through an Indigenous culturally integrated curricula, this cohort experience invites reflection and dialogue on the commonalities and uniqueness of the Indigenous and non-Indigenous adult learning communities with the aim of enriching adult learning reflection, practice, and community relationships.
Critical-Reflective Focus: Consistent with the social and ecological justice grounding of the Department of Educational Foundations, the Lifelong Learning cohort embraces a focused and consistent anti-oppressive approach to adult learning. Emphasizing a decolonizing, critically reflective examination of societal relations, this program upholds and supports the seeking and practice of social justice.
Method Integration: Part of the learning experience in the Lifelong Learning cohort includes focus on the practical application of adult learning strategies. The inter-relationship between theory and practice of adult learning is a central theme throughout the courses. In accessing the Lifelong Learning focus prospective students will emerge with a highly practical and valuable degree that can be applied in a range of contexts such as education, health, social work, justice, or environmental studies. Individuals may find careers within vocational training, professional development, human resources, community development, post-secondary studies, and adult basic education and literacy.
“Designed with a flexible delivery model and integrating a social justice and decolonizing approach to adult learning, the Lifelong Learning cohort is well situated to welcome both local, national, and global learners”
Program Delivery: The lifelong learning option of the Integrated Master of Education program is delivered through a course-based cohort model requiring the completion of 10 three-credit courses. Through a blended format of online courses and two summer institutes, this degree can be completed in two years. The cohort option will begin in September 2011 with an online (BBLearn) introductory course to the theory and practice of lifelong learning and adult education followed by two additional online courses (see course offerings below). An intensive two to three week face-to-face institute will follow in the summer of 2012. In September to June of 2012 students will complete three more online courses with a two to three week face-to-face summer institute in 2013 to complete the program.
The blended delivery model of the lifelong learning cohort is designed to offer exceptional flexibility to accommodate part-time and off-campus students. Tuition and fees are paid according to the Course-Based graduate model.
ECNT 810.3: Learning for Life Practice and Theory in Adult Education. Introduces graduate students from various backgrounds to the scope and aims of modern adult education in all its diversity. The content is significantly shaped by recent studies in Canadian adult education practice and theory and these developments are viewed from international perspectives.
EFDT 898.3: Life History as Education. Explores memoir, autobiography, auto-ethnography, and contemporary fiction as a means to study the discursive construction of identities in diverse social and political contexts. The course is designed to have a broad appeal to students in the Department as it builds on several of its thematic areas of study: environment and place, anti-racism, and adult and lifelong learning (how is identity formed in relation to place/ ideologies of place, the differential valuing of human life and animal/plant life, and the politics of memory in understanding individual and social identities).
ECNT 875.3: Adult Learning and Development. Draws on research and theory in several social sciences to provide an understanding of the changing needs and capacities of adults for learning throughout the life span; optimal learning environments for adults; teacher-learner interactions in adult education; social facilitation of learning.
July 9-26, 2012, Mondays through Thursdays; EFDT 990 on July 27 & 28
EIND 852.3: Theory and Practice Anti-Racist Education: Examines the historical, economic and political processes and practices of racialization, and the ways in which these processes and their effects become entrenched in our social and educational institutions. Theories and practices of integrative anti-racist education will be explored, including its applications in a variety of work places. 9:00 - 12:00 noon. Instructor: TBA.
EFDT 898. 3 Indigenous Lifelong and Adult Learning. 100 pm - 4:00 pm. Instructor: Margaret Kovach
EFDT 990.0: Graduate Student Seminar: required non-credit introductory course into graduate research. July 27 & 28, 9:00am-4:00 pm.
ERES 800.3: Research Methods. An introduction to research methods, with special reference to research in Education. The basic principles of research, both quantitative and qualitative, are discussed. Skills necessary for the production of research proposals are developed, e.g. techniques for surveying the research literature, and the collection and analysis of data.
EFDT 870.3: Interdisciplinary Seminar in Foundations of Education. The course is a consideration of important educational issues from the anthropological, comparative, historical, philosophical and sociological points of view. The possible implications of these issues for a comprehensive theory of education will be examined.
EADM 819.3 Leadership and Governance in First Nation Education. Focuses on First Nation educational governance, community leadership roles in Indian Control of Indian Education and examines band operated school governance across Canada. New directions in First Nation educational governance as evidenced in the Mi'Kmaq Education Act and emerging administrative mechanisms will form a major concentration of the course.
ECNT 898.3 or EFDT 498.3 Special Topics Philosophy and History of Adult Education .
ECNT 885.3. Application of Learning Principles in Practice of Adult Education.Requires participants to undertake the role of facilitator in arranging a learning experience for adult groups, using a variety of adult education procedures. The role of the project will be primarily to help students gain an increased understanding of themselves in facilitating adult learning.
Student Costs: University set tuition costs apply. Students are responsible for finding their own accommodations for summer institutes.
To inquire about the Lifelong Learning Cohort please contact: www.usask.ca/education/efdt/integrated-med/contact.html
To apply, go to: www.usask.ca/education/efdt/integrated-med/apply.html
In your letter of application, clearly explain why you are interested in the Lifelong Learning Cohort
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