²ÝÝ®ÎÛÊÓƵµ¼º½

Graduate Programs in Education offers Doctor of Philosophy (PhD), Doctor of Education (EdD), Master of Arts (MA), Master of Science (MSc), and Master of Education (MEd) degrees in five areas of specialization, as noted below. The Doctor of Philosophy degree program is normally intended to prepare scholars for careers in research and teaching. The Doctor of Education degree program is normally intended for practising professionals in education-related situations. The Master of Arts and Master of Science are equivalent thesis-based research degrees that prepare students for further research. The Master of Education is a course-based professional degree.

Curriculum, Teaching and Learning
Graduate students will have opportunities to understand how interpretive disciplines in curriculum and emergent theories of learning offer meaningful and potentially transforming ways of thinking about schooling, knowledge, research, teaching/learning, and the nature of pedagogical relationships. Curriculum and Learning encompass issues of content, context, and teaching in both formal and non-formal educational settings. Students can explore contemporary themes of curriculum and learning, including issues of globalization, gender, culture, power, traditions of wisdom, ecology in education, and the ideas and practices of social justice, examined from social, cultural, historical, political, discursive, ecological and other interpretive perspectives.
 (PhD, EdD, MSc, MA, MEd)

Educational Contexts
(not admitting to this specialization)

Educational Leadership
This specialization draws upon the social sciences and humanities to prepare researchers and practitioners for the analysis and resolution of issues and problems related to educational policy and the direction and management of schools, school systems, other institutions, and governmental bodies concerned with public and private education. This specialization prepares graduates for administrative and research-related careers with an understanding of organizational change in the field of educational leadership. (PhD, EdD, MA, MEd)

Educational Technology
This specialization is addressed to two audiences:
a) Teachers who are interested in the application of technology in the classroom or who are interested in technology leadership positions;
b) Those who are interested in instructional development in settings outside elementary/secondary schools, e.g., instructional developers in colleges, institutes of technology and universities, military/industrial trainers, health educators, and private training consultants.
Students in this specialization have the opportunity to investigate a broad spectrum of instructional design and development techniques as they apply to newer technologies and to explore new directions in instructional design and development as they emerge in the literature. (PhD, EdD, MA, MEd)
Higher Education Leadership
(not admitting to this specialization)
Interpretive Studies in Education
(not admitting to this specialization)

Teaching Languages
Contemporary society is marked by linguistic and cultural diversity. Educational Studies in Language and Diversity at the graduate level prepares students to understand and conduct research on various dimensions of linguistic and cultural diversity, especially as they relate to the acquisition, use, teaching, and learning of languages.

This specialization is opened to applicants from a broad array of regions/countries. This program will be of interest to prospective educators and researchers in the areas of English as an additional language (EAL), English as a second language (ESL), bilingual education, French immersion, Éducation francophone, core French, and other languages, including Aboriginal languages, Spanish, Mandarin and Japanese.
(PhD, EdD, MA, MEd).

Second Language Teaching
(not admitting to this specialization)

Teaching English as a Second Language (TESL)
(not admitting to this specialization)

Workplace and Adult Learning
This specialization is informed by a rich heritage rooted in a commitment to human, community and social development. As a hub of interdisciplinarity, the focus of graduate studies within this specialization is on adult learning and adult education. Our graduate students draw from multiple and diverse contexts and interest areas, which include: traditional post-secondary and continuing education; business and industry; NGOs; community development and international organizations.
(PhD, EdD, MA, MEd).

Graduate Programs Online
Graduate Programs in Education offers online graduate programs via the web and other multi-media components to local, regional, national, and international communities. Programs normally lead to the Master of Education (MEd) in Curriculum, Teaching and Learning; Educational Leadership; Educational Technology; Teaching Languages; and Workplace and Adult Learning. The thesis-based Doctor of Education (EdD) in the specializations of Educational Leadership (K-12); Educational Technology; and Workplace and Adult Learning; are offered in direct response to the needs of working professionals in a variety of settings, including administrators, program directors, and deans in colleges and institutes of technology.
Contact: gder@ucalgary.ca or (403) 220-5675 or toll free in Canada (877) 623-0292.

Doctor of Philosophy (PhD) – on campus

In addition to the Faculty of Graduate Studies, Graduate Programs in Education requires:
a) A thesis-based Master’s degree in an appropriate field. Outstanding applicants holding Master’s degrees without thesis may be considered;
b) A minimum grade point average of 3.50 on a four-point scale in a Master’s degree program;
c) A written statement indicating the applicant’s reasons for wishing to pursue a graduate program;
d) Where appropriate, candidates will be expected to have, or to obtain, relevant practical experience in their area of specialization;
e) For applicants required to prove proficiency in English, a TOEFL score of 580 (written test),  93 (Internet-based test), a MELAB score of 82 or an IELTS score of 7.0;
f) Two reference letters.

Admission Portfolio
Applicants to the Doctor of Philosophy program are encouraged to submit an Admission Portfolio containing examples of their work. The purpose of the Admission Portfolio is to give applicants the opportunity to provide additional documentation that demonstrates their suitability and qualification for doctoral studies. The Admission Portfolio is particularly relevant for program applicants who do not hold a thesis-based Master’s degree.

The Doctoral Admission Portfolios must include a Table of Contents and an Executive Summary that outlines the contents of the Portfolio.

The Doctoral Admission Portfolio may contain the following:
a) Thesis (if applicable);
²ú)Ìý¸é±ð±è´Ç°ù³Ù²õ;
c) Research grants or scholarships;
»å)Ìý´¡°ù³Ù¾±³¦±ô±ð²õ;
e) Curriculum documents;
f) Non-print materials, e.g., multimedia ;
g) Relevant prior learning (see below);
h) Personal statement documenting research skills and interests;

Relevant Prior Learning Considerations
a) Personal continuing education/training;
b) Results in these continuing education efforts;
c) Experience in a field related to the aspired degree;
d) Management of people, resources, finances, situations;
e) Increasing or varying responsible positions in organizations related to the aspired degree;
f) Work-related products, e.g. reports, programs of learning or training, handbooks, videos, manuals, workshops, seminars;
g) Evidence of personal growth in knowledge, understanding, management skills, and intellectual resources;
h) Evidence of innovation;
i) Evidence of leadership, co-ordination.

December 1 for a September admission.

In addition to the requirements of the Faculty of Graduate Studies, Graduate Programs in Education requires students be available on campus for the first two years of their program.

a) A minimum of one and one-half full-course equivalents, including Educational Research 700 (a full course) the first year of program. The remaining required half-course is normally a course in research methods suited to the student's proposed area of research;

b) Additional graduate courses or seminars as determined by the supervisor in consultation with the student. The number of courses required for program completion must be approved by the Associate Dean of Graduate Programs in Education and be finalized no later than the beginning of the second year of program.

Written Candidacy Process:

A written paper will be prepared by the student to demonstrate her/his knowledge of the Field of Study and preparedness to conduct research in this field.  The paper will be a response to one written question normally selected by the student from two or three questions prepared by the supervisor with the assistance of the supervisory committee members. The questions are to take into consideration a list of readings agreed to by the supervisory committee and the student as defining the student's Field of Study. These questions must be approved by Graduate Programs in Education Associate Dean or designate before being presented to the student.

On the date assigned to begin the Written Paper, the student may pick up the questions from the Graduate Secretary.  The student then has twenty-eight days to prepare, independently, the paper.  The paper normally will be twenty-five to forty double-spaced pages in length, exclusive of references and should use the standard format normally used within a given Area of Specialization.  The student will provide a copy of the question and the paper to each member of the examining committee at least two weeks in advance of the Oral Examination.