Our North Bay Campus is home to state-of-the-art facilities like the Harris Learning Library and the R.J. Surtees Student Athletics Centre. Customize your learning experience in our Applied and Professional Studies, Arts and Science, and Education degree programs.
As of Friday, June 24, 2016, the Muskoka Campus was closed. All programs have been moved and are now offered at the North Bay Campus. Please direct any inquiries to:
100 College Drive
North Bay, ON P1B 8L7
Tel: 705.474.3450, ext.4200
Toll Free (within Ontario): 800.655.5154
The Concurrent Education program at our Brantford Campus is offered in partnership with Laurier Brantford. Graduates receive an Honours Bachelor of Arts in Society, Culture & Environment from Laurier Brantford and a Bachelor of Education from Nipissing.
MEd courses are organized into themes to assist students in planning their course selections within areas of interest. The Nipissing University and the Schulich School of Education does not offer a specialty designation/certification within the MEd degree program.
It has been said that the more things change the more they stay the same. What philosophical and empirical theories underpin current understandings of education? In what ways does an educational theory inform curriculum and leadership development? Such questions will form the basis for discussion.
The purpose of this course is to provide an overview of methods of educational research. .
This course will focus on the development of curriculum for adult learners and various factors that impinge upon the curriculum development process. Drawing upon a number of theorists, participants will be exposed to a number of current models for the development of curriculum for adult learning.
The course will focus on adults as learners with attention to theories of adult development, motivation to participate, and adult learning.
In this course various ways of conceiving the notion of mentoring will be examined and strategies for supporting both personal practice and the practice of others through mentoring will be explored.
This course will examine new approaches to literacy that are both critical and culturally inclusive, and that draw on digital technology and multi-media to make meaning across the K-12 curriculum. Literacies are viewed in the plural as socially constructed and influenced by social, economic, cultural, and power relationships. The course offers a concentration of theory and practice in digital literacies, print literacies, and multi-media literacies in all areas of the curriculum.
This course explores significant issues in the teaching/learning of language with a focus on the developmental aspects of reading. It will elaborate on current theory and practice that facilitate literacy acquisition for learners with a range of entering competencies.
This course will explore emergent and early literacy, examining theoretical and practical issues related to the teaching of reading and writing at the primary levels.
This course will review a selection of children146s books and examine the function of a study of children's literature in the school program. It will focus on the relationships among literature study and reading/writing development in the Primary/ Junior Divisions.
This course will provide candidates with opportunities to examine theories and principles underlying the integrated approach to the teaching, learning and assessment of language and literacy ( oral, written, and media literacy). Critical perspectives on current and past developments related to language, teaching and the integrative process in specific contexts will also be addressed.
This course involves a critical examination of representative empirical studies of second language education-- their objectives, design, implementation and effectiveness. Each week will provide a choice of readings from three domains: FSL, ESL and additional language learning. Research issues to be examined include product studies (e.g. second language outcomes associated with a specific delivery model) and process studies (e.g. the influence of particular instructional strategies on student learning and attitudes.) The course should acquaint students with major, relevant research paradigms and permit them to develop proposals for research in second language education in their own classrooms or elsewhere.
A critical examination of the concept of literacy in terms of what it means and how it is realized. Students will explore their own assumptions about literacy within historical and contemporary conceptualizations of literacy; current trends in language and literacy education; and the cognitive, cultural, economic, individual, social, and cultural contexts and consequences of these definitions.
The purpose of this course is to examine the legal environment of elementary and secondary schools, including constitutional rights, statutory mandates, and legislative control. To study the major areas of school law, students will investigate statutes, case law, and education policies that are related to the duties and responsibilities of teachers and others involved in education. Topics of discussion will include policy development, tort liability, and the impact of law on the context of teaching.
This course will help participants develop a critical awareness of the intersections between organizational management theories and practice in schools. In order to achieve these objectives students will read and discuss organizational management theories and relate them to educational contexts. This course aims to: critically investigate issues related to organizational management in a democratic context; help participants develop their own critical views; and enhance ongoing, responsible, reflective action and practice.
This course initially explores educational leadership on a broad conceptual and theoretical basis. Additionally, as a means to further understand the reasons why leaders do the things they do, participants will consider various intrinsic and extrinsic aspects of leadership: leadership styles, leaders as managers of meaning and critical agents of change, transformational conceptions of leadership, charismatic leadership, the moral and ethical processes of leadership, as well as the challenges and dilemmas currently facing educational leaders.
Educational administrators and teacher leaders are being called on to develop and implement initiatives loosely directed toward 'students at risk.' Sometimes renamed as 'student success' or 'pathways to work,' these programs most often fail to address important underlying philosophical issues. Conflicting notions of student risk and resilience exist both within theory and practice. This course will examine the various and often conflicting meanings of risk and resiliency and the paradigms of educational leadership with which they most clearly align. It will address questions such as: at risk or resilient for what, according to whom, and under which conditions? The purposes of this course are to: become familiar with and critically examine different meanings of risk and resilience; critically apply this analysis to current ministry, board, and school policies, and procedures; and formulate and clarify personal understandings of the role of educational leaders in risk and resilience for students in their school communities.
This course is designed to develop an awareness of the principles of effective inter and intra group relations and of the various roles and functions of group leaders.
This course engages participants in an examination of the meaning of instruction and supervision as they relate to the purposes of education within a democracy. Specifically, this course aims to: critically investigate conceptions of teaching, learning, and student engagement in a democratic context; examine models of supervision; and analyze connections between assumptions about education and diversity and teacher supervision.
Educational stakeholders are regularly asked to adjudicate conflicts concerning policies, procedures and outcomes. In this course participants will study the ethical, moral and value-laden aspects of educational decision-making.
Leadership in Action Research has a two-pronged focus. First, it is designed to assist educational leaders in facilitating and mentoring action research projects conducted by their colleagues. Second, the course will assist these leaders in developing, implementing, and assessing action research projects. Students will produce action research reports suitable for submission for publication in a variety of venues.
Contemporary issues in the education of students with special needs; assessment and identification; service delivery models; instructional and social/emotional considerations; parent/professional relationships; research priorities; and transition to employment.
Assessment in Special Education will provide the opportunity for intensive study of the purpose, philosophy and means of assessing students with special needs. It is assumed that, as practising teachers, students will have experience and knowledge in the area of assessment. Upon this basic knowledge, the course will build students' ability to critique, evaluate and modify assessment practices. They will examine theory and research in assessment to create their own philosophy of assessment and to build their praxis.
Readings in Special Education will provide students with the opportunity to read and discuss a broad selection of literature in Special Education. The intention of this course is to create a rich and deep understanding of the literature in the students' individual areas of interest, areas in which they are planning their thesis or major paper research. The students' reading will not be restricted to the literature relevant to their theses or major papers, but rather will draw broadly from the general topic areas.
Foundations of Special Education will provide an overview of the history, philosophy, and social context of special education. It is intended to provide the underpinning for ideas and concepts to be explored in advanced study in Special Education.
The course will analyze and integrate major contemporary models of curriculum and program development for gifted and talented learners. Theory, research and assessment measures will be explored and implications for educational application will be considered.
This course offers MEd candidates the opportunity to critically analyze issues related to gifted education. Such issues include: 1) identification and screening procedures, 2) the development of creativity and task commitment, 3) the impact of home and school, and 4) the characteristics of gifted learners. Differences and similarities between gifted and talented learners will also be examined.
The goal of this course is to develop an awareness and understanding of the underlying principles and philosophies of contemporary curriculum development and instructional practices. In this course, transformative possibilities and current perspectives in curriculum theorizing will be explored.
The course provides an overview of behaviorist, humanist and developmental theories of learning with an emphasis on the implications for curriculum development and the improvement of instruction.
The purpose of this course is to investigate a range of teaching models appropriate for individualized, small group and large group instruction.
Reflective Practice is designed to encourage participants to explore their own teaching philosophy and to connect it with their teaching practice. Strategies such as critical reflection and personal journal writing will be utilized as examples of building and sustaining reflection in teaching, planning and practice.
This course will offer students the opportunity to consider various curricular orientations from the traditional to the contemporary. An exploration of strategies applicable to these various orientations will be examined in terms of their usefulness for professional practice.
This course provides a community for participants to examine current curriculum issues from a personal and professional perspective. Through class dialogue, students will have the opportunity to consider issues from various points of view.
In this course various theories and practices in program assessment and evaluation will be examined. Both formal and informal strategies will be explored.
The purpose of this course is to reacquaint ourselves with the interconnectedness of body, mind, emotions, and spirit. The course will focus on theory and practice, and wherever possible the various components of the course will be examined within the context of Ontario. We will examine topics such as the holistic curriculum, nurturing our wholeness, standardization, outcomes-based education, marketization of education. The readings will focus on the works of Jack Miller and others leading scholars in holistic education.
Examination and critical analysis of current research, issues, and topics relating to information technology with a primary focus on the impact of computer technology on society, the education system and instruction. Access to a computer is required.
History of Education in Canada offers students the opportunity to develop an understanding of educational change and continuity in Canada's past. Candidates will explore the reasons for change and continuity, gain understanding of the historical approach to knowledge construction, and develop an understanding of ways in which the past influences present educational endeavors.
The purpose of this course is to discuss both the erosion of democracy in our education system and possibilities for its revitalization. The course will focus on theory and practice, and wherever possible the various components of the course will be examined within the context of Ontario. We will examine issues such as standardization, outcomes-based education, marketization of education, and the struggle for equity, diversity, and social justice in schools. The readings will focus on democratic and critical pedagogical theorists such as Dewey, Freire, Apple, McLaren, Giroux and others as well as leading Canadian Scholars.
This course will examine how culture forms education and schooling and how it is being presented in popular culture. Novels, poetry, songs, television, film, the Internet, and newspapers are all possible areas for critical exploration to examine topics such as teacher, student, administration, support staff, parents, the community, architecture, and so on and how they are represented in popular culture. Part of this course will look at what role these media play within a curriculum.
In this course personal narratives of experience will be explored as they pertain to the study of curriculum development, educational research, and teacher transformation. Personal story, life history, and their connection to professional practice and research will form the basis of the course along with appropriate readings.
Alternative schooling offers students, parents, and communities something different from mainstream schooling. Alternative schooling has a distinct identity and approach to curriculum delivery. This course will examine alternative schooling by focusing on both how it is practiced and its theoretical foundations.
Issues in First Nations Education offers candidates the opportunity to develop an understanding of current theories and issues in First Nations education, with particular focus on their implications for curriculum and practice.
This course will assist candidates who are interested in understanding the nature of creativity. Topically, it will focus on the creative person, creative thinking, creativity and culture, tests of creativity, and creativity in education. During the course, candidates will be encouraged to monitor any personal patterns of creative growth.
In this course a wide variety of qualitative research approaches such as ethnography, grounded theory, action research, case study, phenomenology, narrative inquiry and arts-based research will be examined. Students will discuss and practice methods that support these approaches such as conducting various types of interviews, observation, note-taking, keeping a journal, annuals, chronicles, conversation, photos, and artistic representation.
This course will enable students to describe and explain how different forms of quantitative data can be gathered, analyzed and applied to inform educator practice. The theoretical and practical problems involved in data collection will be examined as will the logic of analysis used in assessing and interpreting gathered data. Although beneficial, no formal knowledge of statistics is required.
Comparative and International Education offers M.Ed. candidates the opportunity to develop an understanding of the international environment and how this has an impact on education and schooling. Candidates will explore schooling in other countries, how culture has an impact on education, education and development, education and the international system (i.e. international organizations and education diplomacy), and teaching in the global environment.
This course enables students to develop an understanding of current methodologies in arts-based research in the field of education, and become familiar with methods that foster the creation of artistic works as data for inclusion or representation in graduate research. Methodologies will include: Arts-based research, Arts-informed research, A/R/Tography and Image-based research. Methods will include: visual arts, performance, new media, popular art forms, poetry and fiction.
This special topics course will examine in depth, for example, but not limited to, teaching practices, curriculum, research methods or emerging trends in education and related disciplines. The topical courses will be specific and not intended to replace any of the current MEd courses already available.
Students examine issues associated with mathematics education such as mathematical literacy (including numeracy) within the various levels of schooling; cross-curricular integration; equity; problem-based learning; student collaboration; the role of instructional technology; balanced assessment; professional development for teachers; and historical/contemporary trends in mathematics teaching and learning. Since discussions and assignmnets will focus on issues, a specialized mathematics background is not a prerequisite for this course.
This course provides an understanding of how the Arts can support learning, foster alternative ways of knowing, and enrich the teaching-learning process. Students will have the opportunity to explore various approaches to the Arts such as visual arts, music, drama, dance, and mixed and new media forms in a hands-on fashion. No previous experience in the Arts is necessary for the successful completion of this course.
The Research Project will consist of library-based research. Students will develop a research question or problem based on an issue or concern of interest to them, conduct a thorough literature research on the topic, write up their findings, conclusions, and recommendations, and present their paper to their peers. Student evauluation within the course is Pass/Fail and the intention is that the course will be completed within one academic term.
An individual investigation or analysis of a special area in contemporary educational practice. Please refer to the MEd Research Handbook for further information on the research paper process. The MEd Research Handbook can be downloaded from the Nipissing University website at www.nipissingu.ca. Canadidates interested in pursuing the research paper option must obtain permission to register in the research paper course. Approval must be obtained from a supervisor willing to supervise and guide the student during the preparation of the research paper. Candidates must complete the Application to Complete a Research Paper form and have it signed by the supervisor who has agreed to supervise the research paper study. The completed form must be submitted to the Office of the Registrar when registering for the research paper. Forms can be downloaded from the Nipissing University website at www.nipissingu.ca.
An individual investigation or analysis of a special area in contemporary educational practice. Please refer to the MEd Research Handbook for further information on the thesis process. The MEd Research Handbook can be downloaded from the Nipissing University website at www.nipissingu.ca. Candidates interested in pursuing the thesis option must obtain permission to register in the thesis. Approval must be obtained from a supervisor willing to supervise and guide the student during the preparation of the thesis. Candidates must complete the Application to Complete a Thesis form and have it signed by the supervisor who has agreed to supervise the thesis study. The completed form must be submitted to the Office of the Registrar when registering for the thesis. Forms can be downloaded from the Nipissing University website at www.nipissingu.ca.
This course allows candidates to pursue issues of professional relevance that are not dealt with in offered courses. The study will be designed, developed and implemented by the candidate, with the assistance of an instructor.
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