Lifelong Learning Cohort
The Lifelong Learning Cohort's next intake will be for the summer, 2015.
Applications accepted now.
The Lifelong Learning cohort is a group of students taking a course-based master's degree in Educational Foundations 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 mandate 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 of study upholds and supports 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.Prospective students will emerge with a highly practical 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.
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 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.
Lifelong Learning Cohort 3 (July 2015 - June 2017) - Planned Course Offerings
2015 Lifelong Learning Cohort Institute: July 2 - 22
July 2 - 4:
(Thursday evening to Saturday 4:30 p.m.)
- EFDT 990.0 Non-credit introductory seminar. July 2 - 4.
- GSR 960.0 Online ethics course (2-3 hours)
- GSR 961.0 Online eithics course (2-3 hours)
July 6 - 22:
(Monday to Friday, 9 a.m. - 4:40 p.m. last class Wednesday the 22nd)
1. EFDT 844.3: Theory and Practice of 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 applications in a
variety of work places. (morning)
2. EFDT 898.3 Indigenous Lifelong and Adult Learning.
Offered through the instructional methods of circle work, instructor facilitated discussion, guest speakers, field trips, and student led discussions, this course examines Indigenous lifelong and adult learning in post-secondary and vocational contexts, literacy work, and distance education in an effort to illuminate the intersection between Indigenous lifelong adult learning and Indigenous self-determination. (afternoon)
September-December 2015 (Online)
3. EFDT 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.
January-April 2016 (Online)
4. 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.
May-June 2016 (Online)
5. EFDT 812.3 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.
2016 Lifelong Learning Summer Institute: Tentatively set for July 4 - 22
(face-to-face Monday - Fridays: 9:00 am - 4:30 p.m.)
6. EFDT 815.3: Application of Learning Principles in Practice of Adult Education.
Requires participants to undertake the role of facilitator in arranging a learning experience for an adult group, using a variety of adult education procedures. The role of the project will be primarily to help the students gain increased understanding of themselves in facilitating adult learning. (morning)
7. EFDT 817.3: Trends and Issues in Continuing Education.
Some currently important aspects of the field of adult education are reviewed and analyzed. (afternoon)
September to December 2016 (Online)
8. ERES 800.3: Research Methods.
This course is an introduction to research methods, with special reference to research in Education. Basic theory, principles and practices of research are discussed, to include quantitative, qualitative, and mixed method approaches. Skills necessary for both the production of research proposals, and, informed consumption of research are developed.
January to April 2017 (Online)
9. EFDT 884: Life History as Education.
Examines life history research and life history writing from feminist, critical race theory, critical pedagogy, and cultural studies perspectives in relation to educational inquiry. Through the study of memoir, autobiography, auto-ethnography, and contemporary fiction, the construction of identities in diverse social and political contexts is investigated.
May-June 2017 (Online)
10. EFDT 816: Community Development Practices
Using classroom and field community experiences as a means for generating information, the learner examines various community development practices on the Prairies. In so doing learners may assess their own level of competence in putting into practice community development theory, principles, and methods. This will serve as a capstone course.
This timetable represents the currently planned schedule of courses. Instruction will be provided by department faculty and from others with expertise in adult learning. The department may need to make changes as the cohort proceeds.
Student Costs: University set tuition costs apply. Students are responsible for finding their own accommodations for summer institutes. Hospitality Services has information on summer accommodations.
To find out more about graduate programs in Educational Foundations, please visit our website
To apply, submit your application online
A non-refundable application fee of $90.00 will be required when you submit your application. You may do this online with your application or you may request a credit card form that can be returned to our office.
- Three confidential letters of recommendation must come direct from your references. This is part of the online application process;
- A transcript of your university grades (not necessary if the grades are from U of S) from all post-secondary institutions you have attended must come directly to us from the postsecondary institution. In order to be accepted into the Integrated Master's your last 60 cus must have a cumulative weighted average of 70% or higher after a conversion calculation. A four year undergraduate degree is required for admission.
- Please mail or e-mail a letter of intent stating why you wish to study in the program and a resume of your study and work experience. In your letter of application, clearly explain why you are interested in the Life Long Learning Cohort. Please see template for the letter of intent .
- If you are an International Applicant, we may require additional items, please see: http://www.usask.ca/cgsr/admission/international_info.php
- International Students do not require a study permit for the summer institutes and can take the on-line portion from their home countries.
Please send all application material to:
EFDT Graduate Office
College of Education
28 Campus Drive
Saskatoon, SK S7N 0X1