CAE Program Handbook 2013 14

Certificate in Adult Education – September 2013

Page 1

HANDBOOK

CERTIFICATE IN ADULT EDUCATION (CAE)

PART-TIME PROGRAM

Teacher Education Department

Red River College

C312 ‐ 2055 Notre Dame Avenue

Winnipeg, MB R3H 0J9

Phone: 204‐632‐2300

Website: http://www.rrc.ca/CAE

Updated – September 2013


Page 2

Table of Contents

CERTIFICATE IN ADULT EDUCATION PROGRAM ...................................................... 3

Program of Studies ...................................................................................................... 3

Program Progression Examples .................................................................................. 3

Admission Requirements ............................................................................................. 4

Course Delivery ........................................................................................................... 4 REGISTRATION PROCESS ........................................................................................... 5

Course Costs .............................................................................................................. 6

Class Size ................................................................................................................... 6 RECOGNITION OF PROIR LEARNING (PRL) ............................................................... 7 PROGRAM INFORMATION AND POLICIES .................................................................. 8 STUDENT RECORD ACCOUNTS .................................................................................. 9 GRADUATION INFORMATION ...................................................................................... 9 TEXTBOOKS AND SUPPLIES ....................................................................................... 9 COURSE WITHDRAWAL PROCESS ........................................................................... 10 STUDENT CARDS ........................................................................................................ 10 PARKING ...................................................................................................................... 11 COURSE DESCRIPTIONS ........................................................................................... 11 PRACTICUM ................................................................................................................. 19

Process for Attaining Credit for PRAC-1865 Practicum ............................................. 20 RECEIVING YOUR CERTIFICATE ............................................................................... 21 APPENDIX 1 - Preparing and Submitting a Portfolio..................................................... 22 APPENDIX 2 - Program Contacts ................................................................................. 24 APPENDIX 3 - Individual Progress Report .................................................................... 25


Page 3

CERTIFICATE IN ADULT EDUCATION PROGRAM The Certificate in Adult Education (CAE) is a 10-course, plus practicum, 33 credit-hour program designed to develop skills in teaching adults in a college or vocational-technical college setting. Given that a successful college education is greatly influenced by the competence of the institution’s instructors, it is essential that subject area experts also be skilled in facilitating effective learning experiences for students. Therefore, to promote student and teacher success, both theoretical and practical aspects of teaching and learning are addressed throughout the CAE program. This program is delivered for all Manitoba community colleges (Red River College - RRC, Assiniboine Community College – ACC and University College of the North - UCN) as well as for various organizations, by the Teacher Education Department at Red River College. For Manitoba college faculty, the completion of 2, 3-credit courses per year in the CAE could be a condition of employment. Please consult the human resources department within your institution to clarify any contractual obligations. Upon successful completion of all course work, and a practicum (the equivalent of 200 hours of experience teaching in adult programs and a reflection based portfolio) two certificates are granted, one by Red River College and one by the Minister of Advanced Education and Literacy. PROGRAM OF STUDIES The 10-course (plus practicum) program is designed to be equivalent to 33 credit-hours of university education courses. Each 35-hour course is delivered as the equivalent of a 3-credit hour, undergraduate course. EDUC-1090 Introduction to Education is a pre-requisite to all other courses. It is recommended that you progress through the program by taking course in the following order. Core Courses (All 9 courses must be completed)

EDUC-1090 Introduction to Education (3) (Pre-requisite to all other courses) Take these 4 “Group-A” courses in the following order

EDUC-1091 Instructional Methods (3) (Pre-requisite to EDUC-2092)

EDUC-2092 Advanced Instructional Methods (3) EDUC-1077 Testing and Evaluation (3) • EDUC-1097 Diversity and Inclusiveness in College Education (3)

Take these 4 “Group-B” courses in the following order

EDUC-1115 Foundations of Applied Education (3) EDUC-1095 Program Development (3) EDUC-1094 Course Development (3) EDUC-1092 Course Implementation (3)

------------------------------ Cont’d on next page


Page 4

Electives (select one):

PSYC-1025 Educational Psychology (3) Take any time after EDUC-1090 Introduction to Education

EDUC-1117 Introduction to Technology in Education (3) Take after a min of 2 courses from “group A)

EDUC-1093 Organizing Technical Education Facilities (3) Take any time after EDUC-1090 Introduction to Education

EDUC-1098 Independent Study (3) Consider only after at least 4 other CAE courses

------------------------------

LAST CREDIT TO BE RECORDED PRAC-1865 Practicum – Teaching hours & Reflective Portfolio

-----------------------------

Program progression examples

Example 1 EDUC-1090 Introduction to Education

All Group-A courses in order All Group-B courses in order

Elective Practicum

Example 2 EDUC-1090 Introduction to Education

• First course in Group A First course in Group B

Second course in Group A Second course in Group B

Elective Continue Group A/Group B rotation until complete

Practicum

******** It is recommended that all CAE students participate in a program orientation session.

Session dates are advertised via email and through internal college processes.

For more information regarding program-progression planning, contact Judy McGuirk, CAE program coordinator at (204) 632-2434

********


Page 5

ADMISSION REQUIREMENTS For non-college employees

Manitoba Grade 12 or equivalent.’ Transcripts for all post-secondary education and a personal resume indicating education

and work experience Complete and submit a CAE Application form available at the following link

o http://me.rrc.mb.ca/Catalogue/ProgramInfo.aspx?ProgCode=CERAP-CT&DescriptionType=13&RegionCode=WPG

Or from the CAE program webpage www.rrc.ca/CAE Choose: Admission Requirements Then the link entitled: College Application Form and Application fee

All requested documents & $70 non-refundable application fee are required before

admission is considered. Participate in an interview

For College Employees: (Red River College, Assiniboine Community College, University College of the North)

Complete and submit a CAE Application form for College Employees located at www.rrc.mb.ca/files/File/catalogue/CAEApplicationForm.pdf

Or from the CAE program webpage www.rrc.ca/CAE

Choose: Admission Requirements Then the link entitled: CAE Application form for College Employees

Note: You must be formally admitted to the program to register for a course. COURSE DELIVERY Each of the 35-hour courses is delivered on a part-time basis in a variety of formats.

Classroom - Face-to-face instruction at a Manitoba college campus. This type of delivery is ideal for those who have easy access to the course location and for those who learn best by interacting with others. Courses in this format can occur in the evenings over an 8-week period, over 3-weekends or during one-week intensive sessions.

Video Streaming – (e-TV) Synchronous participation via an internet connection. You participate in a class during regularly scheduled course times. Some learners are in class with the instructor while others are connected to the class via the internet. This type of delivery is a reasonable option for students who wish to access courses from


Page 6

remote locations. Students who would otherwise need to travel more than one hour to attend a class will be given priority for remote access seats. Video streamed courses are offered in 8-week sessions during most terms.

On-line – Asynchronous participation via LEARN. You participate in course-related discussions, complete readings, submit assignments and communicate with your classmates and the course instructor online, within our current learning management system (LMS), LEARN. You will follow an instructional schedule (adhere to due dates, etc.) but work on activities during times that accommodate your personal schedule. You might be required to participate in online chats or discussions at specific times throughout the course. This type of delivery is a reasonable option for students who wish to access courses from remote locations. Students who register for on-line courses should have regular, reliable access to a high-speed internet connection. On-line courses are offered in 8-week sessions during most terms.

Note: Not all classes are available in all formats. Not all courses are offered every term.

See the program brochure for current course offerings and delivery schedules.

Refer to the CAE brochure 2013-14 at www.rrc.ca/CAE for all dates, times, and delivery formats offered this year.

REGISTRATION PROCESS

As of August 2011, registration for CAE courses will only be available online. o To register you will need to

login to your WebAdvisor account (see Student Record Accounts, page 9) choose the course(s) for which you would like to register.

o A PDF document on how to register online is available at: www.rrc.ca/CAE. Registration takes place three times per year. Students may register for up to two courses in

each registration period for a maximum of five courses per year.

o August registration addresses the Fall Term o November registration addresses the Winter 1 and Winter 2 Terms o April registration addresses Spring and Summer Terms

See the CAE Brochure 2013-14 at www.rrc.ca/CAE for registration dates and times. Registration Tips

Review the course offerings for the entire registration period. For best selection of courses, plan to register on opening day. Only open one browser window when registering; opening multiple windows slows down

the registration system which makes registration difficult for you and others. If the course you would like to take is full, attempt to register for a subsequent offering or

place yourself on the waitlist for your preferred section of the course (as long as you are


Page 7

eligible as per the 2 – course per registration period/ 5 – courses per year guideline). Please note that Web Advisor (the registration system) cannot track 1st and 2nd choices for courses. Therefore, register for a course only if you are prepared to take the course at the scheduled time. Further, Web Advisor may allow you to register for more than two courses per registration period; however, this activity is monitored. Students will be removed from registrations that exceed the 2 courses per registration period/5 courses per year parameter (at the discretion of the CAE program coordinator).

If you are unable to take a course that you have either registered for or that you have been placed on a waitlist for, please communicate your need to withdraw from the course by contacting Enrolment Services at 204-632-2306 as soon as possible. This process will make your seat available to someone on the waitlist.

Students who register for a class but do not attend or do not withdraw from a course prior to the first day of class could be held responsible for the full cost of the tuition.

Students on waitlists should check their registration status via WebAdvisor and their registered email account regularly for any registration updates.

It is recommended that all CAE students participate in a program orientation session. Session dates are advertised via email and through internal college processes.

COURSE COSTS The cost for each 3-credit course is $310 (subject to change).

All fees are due at the time of registration. Any outstanding fees must be cleared before subsequent registrations will be processed.

Tuition fees can be waived for some Manitoba college faculty. o Eligible UCN & ACC faculty must submit a tuition waiver form that has been

approved by a designated authority at their respective institution.

The CAE Tuition Waiver Form is available at www.rrc.ca/CAE under “How to Register”.

RRC faculty only – Tuition waiver forms are no longer required. CAE tuition fees for eligible RRC faculty will be waived via an internal process.

CLASS SIZES

Class sizes are limited to 20 students in order to maintain a quality learning environment. Therefore:

Only attend classes for which you are officially registered. If a seat becomes available in a course, students on the related waitlist will be contacted

in the order their name appears. If your name does not appear on the official roster for the course, you will be directed to

Enrolment Services to confirm your registration status.


Page 8

RECOGNITION OF PRIOR LEARNING (RPL) The CAE program was originally established in the late 1960s by the Province of Manitoba to develop the instructional skills and competencies of the instructors at its community colleges (RRC, ACC and UCN). However, the recognition of prior learning has always been encouraged and promoted. Through a prior learning assessment process, credits may be granted in the CAE program for professional education course work completed at a post-secondary level, or through a combination of education and learning attained through work related experiences. Recognition of prior learning can be attained through the following processes:

Course Credit Transfer

Credit transfers are considered for the successful completion of relevant post-secondary courses taken within the last 5 years (8 years for Continuing Education/Distance Education). Credit transfers are considered only for formal course work that is deemed to have equivalent content and learning outcomes to courses in the CAE program.

Portfolio or Challenge

Prior learning can be acknowledged through the preparation and presentation of a professional portfolio, via demonstration of a skill or through a formal assessment. Credit will only be considered for informal training and skills that are deemed to be consistent with content and learning outcomes of courses in the CAE program.

To review the course credit transfer processes go to: http://www.rrc.mb.ca/files/file/catalogue/RPLRequestforCourseCreditTransferForm.pdf

Note: An individual must be a registered student in the CAE program to request credit

transfers or the assessment of a portfolio. All requested information must be provided. A non-refundable fee is due upon the submission of each request. An RPL Waiver Form is required for all eligible Manitoba college faculty to have fees

waived for credit transfer requests and RPL submissions. The relevant form is available at www.rrc.ca/CAE under the RPL link or at Enrolment Services, Room D-105.

For more information contact:

Red River College’s RPL Advisor at 204-632-3094.


Page 9

PROGRAM INFORMATION & POLICIES General Information

Students must maintain a GPA of 3.0 to be eligible for Practicum recognition It is the student's responsibility to be familiar with and adhere to the Red River College

(RRC) Academic Policies. For example: Policy S1 – Student Code of Rights and Responsibilities http://www.rrc.mb.ca/files/File/policies/new/S1%20Student%20Code.pdf Policy S4 - Academic integrity http://www.rrc.mb.ca/files/File/policies/new/S4%20Academic%20Integrity.pdf Policy H1 – Respectful College Policy http://www.rrc.mb.ca/files/File/policies/new/H1RespectfulCollegeJuly09.pdf

All College policies can be found in the RRC calendar or online at the following URL: http://www.rrc.mb.ca/index.php?pid=4523


Page 10

STUDENT RECORD ACCOUNTS WebAdvisor is a student portal that is set up for each student upon admission to any college program. Your WebAdvisor account is accessed via your student ID and password and provides you with 24-hour access to your academic history, registration status, account balances and more. WebAdvisor also allows for the ability to change your password, address, phone number, and personal e-mail contact information. It is recommended that you check this account regularly to ensure that all of your information is reflected accurately. To Access WebAdvisor:

1. Go to www.rrc.ca 2. At the top of the webpage select Students 3. Under Resources select WebAdvisor for Student Records 4. Log-in using your user ID and default password (Colleague ID or Student Number).

College E-mail Address: Every student is provided with a college e-mail account. This college email address will be the primary method of electronic communication between the college and CAE students. For more information, please visit the RRC website at www.rrc.ca and choose Students. GRADUATION INFORMATION

Students eligible for graduation (completion of all 10 courses and formal recognition of a Practicum) must complete an Application for Graduation Form and submit it to Enrolment Services, Room D105. The form can be found at www.rrc.ca/CAE

All CAE graduates receive a certificate from Red River College and are invited to either

the winter or spring convocation.

A certificate in adult education is also granted by the Province of Manitoba. These certificates are authorized by the Minister of Advanced Education and Literacy in March, July and November of each year.

TEXTBOOKS AND SUPPLIES Courses may require the purchase of textbooks or other course materials. This cost should not exceed $160 per course. Required books will be available at the college bookstore where the course is being delivered.

Note: Purchased materials are not covered through tuition waiver forms.


Page 11

COURSE WITHDRAWAL PROCESS If you have registered for/begun taking a course but decide you are unable to take/continue, you must complete a Course Drop/Withdrawal Form, even if your tuition fees have been waived. Students are encouraged to complete the necessary paperwork as soon as possible if they are dropping a course:

so their seat may be offered to the next person on the waiting list. to be eligible for possible tuition refunds.

Tuition refunds are considered and assessed as follows: Classroom and e-TV delivery courses Students who wish to drop a course must do so prior to the day of the 2nd class and must submit the “Course Drop/Withdrawal Form” to be eligible for a full refund of tuition less a $50 administration fee. The dropped course will not appear on the student’s transcript. On-line Delivery courses Students who wish to drop a course must do so prior to 10 days of the course start date and must submit the “Course Drop/Withdrawal Form” to be eligible for a full refund of tuition less a $50 administration fee. The dropped course will not appear on the student’s transcript. Note:

Students withdrawing at least three weeks prior to the original course end date, and who have not written their final exam, will be eligible for a grade of VW (Voluntary Withdrawal).

Any student who stops attending and who does not submit a “Course Drop/Withdrawal Form” will receive a grade of ‘F’. The course can be taken at a later date and a passing grade can be recorded, however the grade of ‘F’ will remain a permanent part of the student’s academic history.

Students who have had related course fees waived could also be held responsible for the full cost of the course.

Course withdrawal forms are available at www.rrc.ca/CAE under “How to Register”. STUDENT CARDS Student Photo ID Cards are required to access college computer labs, the college library and may be required to write exams (Red River College faculty and staff will have access to named services via their staff ID card). Student ID cards cost $10 (subject to change) and are available through the Student Service Centre, Room D101 of the Notre Dame Campus. Your name will appear on your student card exactly as it appears on your registration form. Please report all name related errors or changes to Enrolment Services, Room D105, prior to requesting your student card. Be sure to bring your student number and a piece of identification such as a Birth Certificate, a Driver's License, etc. with you to request your student card.


Page 12

PARKING Effective October 1, 2010, there is a flat rate of $2.00 for scramble parking in all RRC lots from 5:00 p.m. to 12:00 a.m. – Monday to Thursday. To validate evening parking, tickets must be purchased from one of the available ticket dispensers and displayed on your vehicle dash board. Staff and students with valid day parking permits are not required to purchase evening parking tickets.

COURSE DESCRIPTIONS

CORE COURSES

EDUC-1090 Introduction to Education (3) Prerequisite to all courses in the CAE This introductory course is the first in a series of courses offered in the Certificate in Adult Education program (CAE) and is designed to provide new instructors with the basic skills to begin teaching in a college or other adult environment. The course will focus on the ideals of effective instruction, adult learning and motivation, learning outcomes, lesson planning, course outlines and the basics of classroom management. Learning Outcomes By the end of this course, you should be able to….

Describe the critical elements of effective instruction. Illustrate the basic principles of adult learning and motivation. Analyze the basic components of lecture, demonstration, and cooperative learning. Explain how assessment and evaluation benefit teaching and learning. Compose a basic Lesson Plan. Develop a basic Course Outline. Formulate a concept of classroom management. Reflect critically on one’s practice.

EDUC-1091 Instructional Methods (3) Prerequisite to EDUC-2092 Advanced Instructional Methods The focus of this introductory course is on the creation of effective learning environments and the use of teaching strategies and techniques. The theoretical foundation and practical application of a variety of teaching approaches - lesson planning, questioning techniques, active lecture, and demonstration - will be explored and critically assessed within the context of sound curriculum design principles and processes. The overall focus is on the application of newly learned information to the classroom. A classroom simulation will take place where the student’s presentation is recorded and later reviewed for reflection and evaluation.


Page 13

Learning Outcomes By the end of this course, you should be able to….

Compare and contrast several theories related to how individuals learn, including: principles of adult learning, constructivism, skill development, and behaviorist and humanistic perspectives.

Describe the critical elements of an inviting safe learning environment and strategies for creating such environments.

Describe the relationship between teaching/learning strategies and the other elements of curriculum design: intended learning outcomes, learner needs, constraints, teaching resources, content, audio/visual materials and evaluation of learning.

Develop and deliver one or more 25-minute active lecture/demonstration microteaching sessions utilizing questioning techniques and including comprehensive lesson plans and audio/visual aids.

Analyze and evaluate the critical elements and effectiveness of a microteaching session. This analysis and evaluation must be grounded in research and literature presented.

Recognize and display professional attitudes and practices.

EDUC-2092 Advanced Instructional Methods (3) Required prerequisites: EDUC-1090 Introduction to Education and EDUC-1091 Instructional Methods The focus of this course is on differentiating instructional strategies and techniques that respond to the diverse learning styles and needs of learners. The theoretical foundation and practical application of one or more teaching strategies will be explored and critically assessed within the context of sound curriculum design, principles and processes. The overall focus is the application of newly learned information to the classroom. A classroom simulation will take place where the student's presentation is recorded and will be reviewed for reflection and evaluation. Learning Outcomes By the end of this course of study, you should be able to . . .

Compare and contrast several theories related to how individuals learn including: multiple intelligences, learning styles, multicultural education, metacognition, cooperative learning, and retention.

Develop and deliver one or more 25-30 minute cooperative learning, microteaching sessions supported by a comprehensive lesson plan and audio-visual aids/technology.

Analyze and evaluate the critical elements and effectiveness of a microteaching session. Develop a comprehensive instructional management plan. Display professional attitudes and practices.

EDUC-1077 Testing and Evaluation (3) Required prerequisites: EDUC-1090 Introduction to Education and EDUC-1091 Instructional Methods Testing and Evaluation focuses on the central role of assessment to teaching and learning. There is an emphasis on both the perspectives and the techniques required to build and maintain this integral relationship. Throughout this course, students explore how multiple


Page 14

methods of assessment, typically in three broad categories - personal communication, paper and pencil tests and performance assessments, are combined to create comprehensive assessment plans. In this course, students will develop technically sound assessment instruments and examine the use of case studies and portfolios in assessment. Additional topics addressed in this course include the use of student self-assessment, peer-assessment and the student / teacher partnership to support the learning process. The main goal of the course is to develop practical, technical assessment skills along with the perspectives required to apply those skills to the development of a comprehensive assessment plan that maximizes student learning and supports the assignment of grades. Learning Outcomes By the end of this course of study, you should be able to….

Apply correctly the key terms, concepts, frameworks, and research understandings

necessary to operate successfully in the field of testing and evaluation. Discuss how assessment and evaluation relates to teaching and learning for a course

you are or will be teaching. Develop an evaluation plan for a course you are or will be teaching using appropriate

types of assessment. Develop, administer, score and interpret your own teacher-made tests to assess student

achievement and improve instruction. Assess dispositions for the purpose of explaining academic productivity. Use peer, self and co-assessment as well as portfolio documentation as elements of an

evaluation plan. Create checklists and rubrics to record assessments based on observations.

EDUC-1097 Diversity and Inclusiveness (3) Required pre-requisite: EDUC-1090 Introduction to Education This course is designed to introduce an understanding of diversity, inclusiveness and and their application to formal and informal learning situations. Broad educational concerns such as accessibility, inclusive curriculum, education as economic development and multi-cultural/global educational issues will be explored. Topics addressed in this course include the notions of social structure and social class, political ideology and power, processes and interaction, cultural awareness, values and perceptions as well as, adult education and social mobility. Presentations, case studies and simulation exercises will be used to explore and practice attitudes and actions that promote inclusive learning environments for adults. Learning Outcomes By the end of this course of study, you should be able to . . .

Recognize the social/historical systems that impact diversity around the world and subsequently in Canadian classrooms.

Recognize and display diversity-sensitive attitudes and practices. Identify the impact of culture and values on the students’ educational experience. Identify a variety of challenges and/or considerations in developing inclusive curriculum

and educational approaches. Recommend effective strategies for addressing challenges and/or considerations in

developing inclusive curriculum and educational approaches into your practice.


Page 15

EDUC-1115 Foundations of Applied Education (3) Required pre-requisite: EDUC-1090 Introduction to Education During this course, students will develop an understanding of vocational or applied education in terms of both its historical development and its current practice. This course is designed to encourage critical thinking about the foundations and evolution of vocational education including its successes and challenges from sociological, philosophical, organizational, economical and psychological perspectives. Also addressed are topics related to the roles and responsibilities of the stakeholders in education, barriers to participation, educational trends and program delivery models. Through discussion and analysis of vocational education issues, students will develop or redefine their own beliefs, values and choices as educators in applied/vocational/technical education systems. Learning Outcomes By the end of this course of study, you should be able to . . .

Demonstrate an understanding of relevant terms, concepts and philosophies related to vocational education.

Explain the relevance and implications of traditional philosophies of education for vocational education.

Relate the relevance and implications of your personal philosophies of education to successes and challenges in your professional practice.

Discuss the historical development of vocational education, with particular focus on Canada.

Identify and respond to barriers for participation in vocational education. Describe the variety of roles and purposes of vocational education as delivered in

secondary and post-secondary institutions, and community and industry training programs.

Discuss current trends in education, including the impact on and the role of vocational education within those developments.

EDUC-1095 Program Development (3) Recommended prerequisite: EDUC-1115 Foundations of Applied Education Participants will gain an understanding of the basis for programs and curriculum. Upon completion of this course students should be able to participate in program development or renewal activities. Students will compare and contrast models for program development and, throughout the course, will examine elements common to most models. These elements include environmental scans, needs assessments, statements of vision, mission and guiding principles/values, occupational analyses, skill analysis, outcomes and elements of performance. Fundamental considerations including the relationship between outcomes, assessment and instruction, as well as the sequencing of outcomes will be covered. Students will examine and align program features and the characteristics of adult learners to maximize learning. Program accreditation, articulation and Recognition of Prior Learning (RPL) will be considered in relation to program outcomes and, as well, approaches to program entrance will be examined in relation to student


Page 16

success. A program renewal process will be used to illustrate the concept of program quality assurance. Learning Outcomes By the end of this course of study, you should be able to . . .

Apply the key terms, concepts, models, methods and research understandings necessary to operate successfully in the field of program development.

Assess the needs of adult learners and facilitate the development of independent, self-motivated, life-long learners with the competency, confidence, and commitment necessary to be successful in the world of work/society.

Develop and interpret needs assessments as starting points for program development. Develop statements of program vision, mission and guiding principles / values. Use an occupational analysis such as that provided by a DACUM chart or by an

accreditation standards document to determine learning outcomes and elements of performance.

Apply instructional theory to devise an instructional framework that promotes student engagement.

Participate in a program renewal approach to program quality assurance.

EDUC-1094 Course Development (3) Recommended Prerequisites: EDUC-1115 Foundations of Applied Education and EDUC-1095 Program Development The focus of this course is on curriculum design. Participants will create learning outcomes and develop course outlines in their areas of instruction using a college/organizational template and exploring the ideas of needs assessment and task analysis. Special attention will be paid to learning outcomes (subject area and college/organization-wide), elements of performance, indicators of success, broad assessment and instructional techniques that promote student confidence and competence. Course emphasis will include: curriculum philosophy, diversity, inclusion, differentiation, variety, options, learning tasks, needs, interventions, adaptations, and professionalism. Learning Outcomes By the end of this course of study, you should be able to . . .

Describe and apply correctly key terms, concepts, models, and research understandings required to operate successfully in the field of course development.

Develop a course outline for a course related to your own area of expertise - as per an organizational template or expectations

Identify a context for your curriculum and the needs and expectations of the learner so as to facilitate the attainment of knowledge, skills and attitudes in a particular discipline.

Create learning outcomes and elements of performance that represent the cognitive, psychomotor and affective domains of instruction.

Analyze and apply instructional theory to the extent you can devise and provide engaging, thoughtful, interactive, reflective learning experiences.

Apply differentiated instructional strategies in the selection of teaching and learning activities.

Apply the concepts of thinking, reasoning, questioning, metacognition, reflection, and


Page 17

frames or graphic organizers to teaching practices to support personal or organizational goals.

Align outcomes, learning activities, teaching activities, and continuous assessment and instruction in the development of a course outline.

EDUC-1092 Course Implementation (3) Recommended Prerequisites: EDUC-1095 Program Development and EDUC-1094 Course Development Course Implementation is an examination of theoretical concepts and practical issues related to the learning and development of individuals in the teaching-learning environment. This course is concerned with the continuous improvement of teaching and learning through planning and feedback. Course Implementation examines research regarding learning and teaching tactics, classroom climate and management, and lifelong learning techniques. It also explores means of maximizing acceptance of change, to promote high achievement and to minimize disruption and dissatisfaction with the process. Included also is the notion of ongoing assessment as a means of judging success and promoting growth. Finally, it addresses professional development and the improvement of professional practice. Participants will explore professional practices that promote efficient and effective lifelong learning. Learning Outcomes By the end of this course of study, you should be able to….

Correctly apply the key concepts and methods necessary to operate successfully in the field of implementation.

Articulate an understanding of yourself as an individual and discuss these characteristics as they relate to your role as an instructor/course implementer and colleague.

Apply a large repertoire of teaching/learning strategies to help students becoming lifelong learners.

Differentiate Instruction to meet a variety of student learning needs. Integrate the main features of modern programming concepts. Promote life-long learning skills by responding, in a timely manner, to student learning

challenges. Explain the role of professional development in maximizing personal and student

success. Identify practical applications for using portfolios as a means of tracking progress.

ELECTIVES - Select one of the following.

PSYC-1025 Educational Psychology (3) Pre-requisite – EDUC-1090 Introduction to Education This course focuses on the effective application of psychological concepts and principles in the instructional process, the development of teaching strategies and skills, and perspectives that enhance the learning environment. Students will become familiar with key conceptual frameworks of educational psychology, and analyze their use in the classroom. Course topics include principles and conditions that facilitate positive learning, action research as an instructor, learning and teaching/leadership styles, the diversity of learners, and the process of transforming assumptions.


Page 18

Learning Outcomes By the end of this course of study, you should be able to . . .

Apply key terms related to educational psychology. Critically reflect on assumptions about diverse learners. Describe the effect of assumptions on teaching and learning. Identify and discuss principles that support the notion of effective education. Situate action research within a conceptual framework. Demonstrate an increased sensitivity to the diversity of learners.

EDUC-1117 Introduction to Technology in Education (3) Recommended prerequisite - EDUC-1091 Instructional Methods This course involves an examination of the applications of audio visual materials and microcomputer technology to the teaching process. This includes the examination of instructional media materials and sources, the selection, preparation, and utilization of audio visual and microcomputer equipment, and the application of multimedia, the internet and other computer software in the instructional process. Course topics include preparation of multimedia presentations, desktop publishing, computer drawing programs and the Internet. Learning Outcomes By the end of this course of study, you should be able to . . .

Explain ways of using technology in educational settings Provide instruction using e-classrooms Use select instructional software for instructional purposes Use the Internet for research, communication, and instruction Use basic LMS tools for instruction Use quality text bank content in assessment and evaluation Use scanners and digital cameras Apply knowledge of equity, ethics, legal and human issues concerning the use of

computers and technology

EDUC-1093 Organizing Technical Education Facilities (3) Recommended prerequisite: EDUC-1095 Program Development

Note: This course is most suited for individuals who work in trades-related fields This course provides instruction in the planning, organization and management of several types of vocational education facilities, and an introduction to the different organizational and delivery systems used in vocational education programs. The scope of this course includes the preparation for instruction in a laboratory, including the plan, organization and management of the necessary equipment, materials and supplies, the methods of purchasing, budgeting, financial control and inventory procedures. In addition, sources of revenue and alternative delivery systems will be examined. Additional topics will include: adaptations for disadvantaged students, motivation and learning environment management, and adult learners.


Page 19

Learning Outcomes By the end of this course of study, you should be able to . . .

Discuss the development of facilities and funding of Vocational Education in the Province of Manitoba.

Describe the process required for the development of the curriculum for a vocational program.

Design the layout or reorganization plan for a laboratory in a specific vocational area, incorporating the principles of good organizational planning.

Develop systems for budgeting and financial control, for procuring, recording and storing inventory, and for the distribution of supplies within a vocational area.

Develop methods of student control in relation to the use of the vocational facility and a system for the student record keeping and personnel organization, including planning a safety program for a vocational area.

Discuss the implications of issues in vocational education and compare them to the traditional delivery system, including the possible delivery alternatives for the inclusion of the physically, geographically and culturally disadvantaged in vocational education programs.

EDUC-1098 Independent Study (3) Pre-requisite: a minimum of 4 other CAE courses Independent study is a student-centered approach to learning where participants assume responsibility for their own learning processes and experiences. It also supports Red River College’s portfolio-approach to learning by facilitating a process whereby participants construct and interpret new learning, reflect on its value and consider its applications to future learning. Studies and projects considered for an independent study must be related to current teaching and learning methodologies. The time devoted to the self-directed, independent study must be equal to or greater than 35 hours.

If suitable, you will work independently to attain this credit after meeting/discussing his plan/project with the course facilitator.

An Independent Study credit can be attained in one of three ways:

1) The student provides evidence of having successfully taken an education course that is different than any of the courses in the CAE but that focuses on an element of teaching and learning; plus a detailed analysis of how this course aligns with or supports principles of teaching and learning in adult environments, (equaling 35 hours or greater).

2) The student provides evidence of participation (Certificates of participation and/or confirmation from workshop organizers) in a number of teaching/learning related workshops; plus a detailed analysis of how these activities align with, or support principles of teaching and learning in adult environments, (equaling 35 hours or greater).

3) The student develops a project that demonstrates the application of modern teaching and learning methodologies. That is develops/adapts a course for a particular purpose; explores or compares alternate types of assessment strategies etc.; plus a detailed analysis of how this project aligns with, or support principles of teaching and learning in adult environments, (equaling 35 hours or greater).


Page 20

Learning Outcomes Upon completion of this credit, you will have demonstrated the ability to …..

Apply and/or relate relevant principles and practices of teaching and learning to a project, workshop or professional development activities, or course work offered outside the CAE program (will vary from student to student).

Articulate in writing a detailed analysis of how the project, course or workshop experiences align with principles and practices of teaching and learning in adult environments; (related to CAE courses taken to date).

All independent study activities and/or projects must be approved by the CAE Program Coordinator, Teacher Education Department at Red River College. For a consultation prior to registering for this elective, please contact:

Judy McGuirk, Coordinator - CAE Red River College

204-632-2434 [email protected]

PRAC-1865 Practicum (3) 200 hours of instruction in an adult learning environment and a reflective portfolio

o Last credit to be applied in the CAE program.

The practicum experience allows instructors to integrate, refine and reflect on the knowledge, skills and attitudes acquired and developed during their CAE course work. During the practicum experience, Certificate in Adult Education (CAE) students will demonstrate/provide evidence of their professional abilities to their immediate supervisors and prepare and submit a reflective portfolio. (The portfolio requirement applies to students who enrolled in the CAE program as of fall 2009. The criteria for Practicum must be completed within 1 year of completing all other course work). It is the CAE student’s responsibility to secure a teaching opportunity where they

work with adults. are responsible for planning and delivering course content and assessing

learning outcomes. are being compensated for their work.

Individuals are encouraged to begin collecting items for consideration in their portfolio as

soon as they begin taking courses in the CAE Program. However, final selection, modifications and reflections on portfolio items should be completed after credit has been awarded in all other CAE courses.

Applicable tuition fees may apply to PRAC-1865 Practicum, as students will work with course instructors throughout the development of their portfolio. Once completed, the portfolio will be submitted for review (See appendix 1).


Page 21

PROCESS FOR ATTAINING CREDIT FOR: PRAC-1865 Practicum Part 1 – Confirm your teaching hours

Teaching hours/experience must be formally communicated to the Teacher Education Department at Red River College by your department Chair or designate (college employees) or your immediate supervisor (non-college employees). This communication must be in the form of a brief letter, addressed to:


C320-A – 2055 Notre Dame Ave Winnipeg, MB R3H 0J9

The letter should be forwarded on company letterhead and include the following information:

a statement confirming that you (name and student number) have completed a minimum of 200 hours of teaching in an adult learning environment;

a statement requesting that these hours/this teaching experience be considered for credit toward PRAC-1865 Practicum in the CAE program;

a signature and contact information of your department Chair or designate (college employees) or your immediate supervisor (non-college employees).

Part 2 – Prepare and submit your portfolio This activity is intended to support the notion of reflection as a tool for documenting and evaluating professional growth and for recognizing future opportunities for growth. For example it:

is an opportunity to reflect on how your investment in your professional development has supported you and the students with whom you work.

serves to display to others how you have incorporated your education and training into your teaching practice.

serves as a mechanism to document your achievements and inform/guide your professional goals.

Complete your portfolio as per the criteria provided in Appendix 1 of this CAE

Handbook and at the following web address.

NOTE: It is recommended that you contact the CAE coordinator to confirm the need to complete a portfolio (as per your CAE start date) and to clarify the process for compiling and submitting your portfolio.

Contact the CAE program coordinator (same address as above) to make arrangements to submit your portfolio for review.

Note: Both the practical teaching hours and a portfolio must be successfully completed within 1 year of completing all other CAE course work.


Page 22

RECEIVING YOUR CERTIFICATE (see also, GRADUATION INFORMATION on page 9) Once all program credits have been attained, students must submit an application to graduate. This application will initiate the processing of your CAE certificate. The relevant form can be located at www.rrc.ca/CAE under the link Application to Graduate. ARTICULATION WITH UNIVERSITY DEGREE PROGRAMS The CAE program has been articulated with university degree programs as follows:

The course work, including the practicum, may be recognized for up to 36 credit hours in the 90 credit hour RRC diploma portion of the Joint RRC/University of Winnipeg Bachelor of Education degree program in Vocational Education. Learners may also be eligible for an additional 45 credit hours in the RRC diploma as recognition for training and work experience in the vocational area.

The 33 credit hours of course work, including the practicum, has been recognized by Brandon University as meeting the certification year requirement for holders of a three-year undergraduate degree wishing to be admitted to the Master of Education degree program.


Page 23

APPENDIX 1 – PORTFOLIO CRITERIA (Part 2: PRAC-1865 Practicum – CAE)

--------------------------------------------

If you are here, you have completed Part 1 of the process for attaining credit for PRAC-1865: Practicum – CAE.

If you have not completed Part 1, please return to page 21 of this CAE Handbook.

------------------------------------------------

Preparing and Submitting a Portfolio Required:

1. A brief written introduction of yourself and your work as an adult educator (no more than 1 typed page; 12 point font; double spaced).

2. A collection of and reflection on 4 – 5 items (documents, artifacts, awards, course

materials and/ or assignments, certificates, performance reviews, lesson plans, etc.) that represent your recent career/professional development (last 2 - 5 years). A review of your collection should reveal where you have been, where you are now and what you hope to achieve in your professional growth as a teacher.

a) Choosing your items

Consider items that address a broad range of skills and abilities. That is, when choosing your 2nd, 3rd, 4th and 5th item, consider how it differs from the previous item (learning, perspective, other).

b) For each item clearly include in writing (1 – 1 ½ pages/item; 12 point font, double

spaced): o A brief description of the item (document, artifact, award, course material and/ or

assignment, certificate, performance review, lesson plan etc.) o The date the item was developed, addressed, evaluated, received etc. o A rationale for including the item in your portfolio - What skill or ability is being

highlighted; what learning has taken place? o A short reflection on the impact this learning has had on your growth as a

teacher/professional. o What learning is/was involved? o How you feel about your performance (confirmations and/or realizations). o Implications for the future professional development.


Page 24

Before you prepare your portfolio, review the following assessment criteria.

Well done

Portfolio is compiled and presented as required.

Reflection on items indicates recognition of personal/professional growth and/or goals.

Reflection on items indicates a good understanding of teaching and learning methodologies; (makes connections to CAE program content)

Underdeveloped

Portfolio is incomplete and/ or not presented as requested.

Level of reflection indicates little or no recognition of personal/professional growth and/or goals

Reflection on items indicates a limited understanding of teaching and learning methodologies; (does not make connections to CAE program content)

Before you make arrangements to submit your portfolio:

Review the assessment criteria again Compile/organize your portfolio in a way that easily tracks completion of all required

elements. Consider reviewing your portfolio with your supervisor or a colleague before submitting it

for a final assessment. o Solicit specific feedback if possible; incorporate feedback offered, as appropriate.

Submit your portfolio to the Teacher Education Department for review to

Portfolio - CAE Teacher Education Red River College

C312 – 2055 Notre Dame Ave Winnipeg, MB R3H 0J9

Portfolio Assessment Results

A portfolio that is assessed as well done will be appended to the candidate’s formal documentation confirming the completion of 200 hours of successful teaching in an adult learning environment. Credit for PRAC-1865 Practicum – CAE will be officially documented.

A portfolio assessed as underdeveloped will initiate a meeting between the candidate and the portfolio assessor to identify aspects of the portfolio that require additional consideration. A revised portfolio must be resubmitted within 2 months of the original submission. Should a portfolio be assessed as underdeveloped more than once, the candidate will be directed to supplementary activities that will promote future success.

For more information please contact:


204-632-2434 [email protected]


Page 25

APPENDIX 2 - PROGRAM CONTACTS

Judy McGuirk Program Coordinator, CAE Red River College C320-A – 2055 Notre Dame Avenue Winnipeg MB R3H 0J9 Ph: 204-632-2434 Fax: 204-697-9465 Email: [email protected]

Kurt Proctor Chair, Teacher Education Red River College C320-B – 2055 Notre Dame Avenue Winnipeg MB R3H 0J9 Ph: 204-632-2222 Fax: 204-697-9465 Email: [email protected]

Cheryl Wells Administrative Assistant - Academic University College of the North Box 3000 The Pas, MB R9A 1M7 Phone: 204-627-8578 Fax: 204-623-4831 Email: [email protected]

Linda Melnick Director, Academic Development University College of the North Box 3000 The Pas MB R9A 1M7 Toll Free 1-866-627-8500 Fax: 204-623-4831 Email: [email protected]

Judy Pilling Instructional Support Facilitator Assiniboine Community College 1430 Victoria Avenue East Brandon MB R7A 2A9 Ph. 204-725-8700 Ext. 6645 Fax: 204-725-8737 Email: [email protected]

Student Records Red River College Enrolment Services D105 –2055 Notre Dame Avenue Winnipeg, MB R3H 0J9 Phone: 204-632-2306 Fax: 204-697-4738

APPENDIX 3 – INDIVIDUAL PROGRESS REPORT


Page 26

Student Name: Student Number: Date:

Course number and name Credits Grade Date Taken

Required courses:

EDUC-1090 Introduction to Education 3

EDUC-1091 Instructional Methods 3

EDUC-2092 Advanced Instructional Methods 3

EDUC-1092 Course Implementation 3

EDUC-1077 Testing and Evaluation 3

EDUC-1094 Course Development 3

EDUC-1095 Program Development 3

EDUC-1097 Diversity and Inclusiveness 3

EDUC-1115 Foundations of Applied Education 3

PRAC-1865 Practicum

3 Letter

Portfolio (for students registered as of Fall 2009)

Elective (one only)

PSYC–1025 Educational Psychology 3

EDUC-1117 Intro to Technology in Education 3

EDUC-1093 Organizing Technical Education Facilities 3

EDUC-1098 Independent Study 3

Comments______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

CAE Program Handbook 2013 14

Documents

Transcript of CAE Program Handbook 2013 14