Course description
All candidates are required to complete the following courses:
ADIP 500, 585 and 586 and
3 credits chosen from ADIP 501, 511, 512, 535, and
3 credits chosen from ADIP 513, 514, 515, 544, and
9 credits chosen from ADIP 510, 520, 530, 533, 540, 541, 542, 550, 551, 570, 572, 588, 589, 590, 597, 598, and
6 credits chosen from another graduate program, in consultation with the graduate program director or student advisor.
In special circumstances students may, in consultation with the graduate program director or student advisor, individualize their program of study within the standards set out by the School of Graduate Studies.
ADULT EDUCATION IN QUÉBEC AS A FIELD OF STUDY
ADIP 500 (ESTU 670)
This course is designed as a survey, at an advanced level, of the theory and practice of adult
education through an examination of existing literature and provisions. Emphasis is placed on
helping students gain knowledge, understanding and a critical perspective of the following: aims;
history and philosophy; needs and characteristics of adult learners, functions and skills of adult
education practitioners; settings, agencies and programme areas; and planning and evaluating in
adult education.
Through a review of major concepts and approaches, students will be given an opportunity to
engage in and focus on issues of personal and professional interest.
ALL STUDENTS MUST TAKE THIS COURSE.
EDUCATIONAL CONCEPTS AND RESEARCH
ADIP 501 (ESTU 601)
Effective educational research requires careful reflection about both the concepts we are
investigating and the concepts we are implicitly or explicitly using in our investigation. This
course is concerned with ideas and procedures for clarifying and testing educational concepts. In
the first part of the course, we will examine some general notions about educational language
falling under such headings as slogans, metaphors, terms and distinctions; and, we will examine
some ideas relevant to educational theory from the "new philosophy of science". In the second
part of the course, students will participate in group projects investigating areas of educational
research (to be selected by the instructor) currently in theoretical "flux".
ADULT EDUCATION IN CANADA AND QUÉBEC
ADIP 510
Student Guide to the Adult Education Programme
The purpose of this course is to examine the historical development and current state of adult
education in Canada, with special reference to Québec. Various factors which influenced the
development of adult education in our society are explored; the focus is on present status, role
and structure, and sociocultural and philosophical underpinnings of the field.
EDUCATIONAL PROBLEMS IN PHILOSOPHICAL PERSPECTIVES
ADIP 511 (ESTU 611 )
This course will examine the educational traditions stemming from Plato, Rousseau, the
Utilitarians, Marx, Existentialism and analytical philosophy, focusing on issues such as elitism and
equality, social education, moral education, vocational education, educational relevance, and the
pursuit of happiness.
EDUCATIONAL PROBLEMS IN HISTORICAL PERSPECTIVE
ADIP 512 (ESTU 612)
The course seeks to acquaint students with a broadly historical approach to a variety of
significant educational issues. The emphasis will be placed on the examination of a number of
critical components of modern educational thought and practice (comprising, for example,
alternative schools of educational thought, politics and education, the changing curriculum, or the
organization of schooling) as seen and presented in historical perspective.
ANTHROPOLOGICAL CONCEPTS AND METHODS IN EDUCATION
ADIP 513 (ESTU 613)
The course introduces the students to qualitative methods in educational research. The first
purpose is to review studies of education which utilize anthropological concepts and/or methods.
The second purpose is to examine the three principal foci of qualitative research in the area: a)
schools and their relations with the sociocultural milieu in which they exist; b) the description and
analysis of classroom processes; c) the study of individual pupils and educators. The third
purpose is to assess the strengths and weaknesses of studies focusing on these areas. This
includes describing and discussing some of the systematic methodological biases apparent in the
literature and suggesting directions for future research.
PSYCHOLOGICAL FOUNDATIONS OF EDUCATION
ADIP 514 (ESTU 614 )
The course attempts to provide a basic understanding of the ways in which psychologists
examine and analyze human behaviour, collect and interpret data, develop theories and form
generalizations. It is not intended as a general survey course in the area of Educational
Psychology. Several topics in an area will be studied in order to exemplify the methods and
techniques employed in the psychological analysis of behaviour in educational settings.
INTRODUCTION TO EMPIRICAL RESEARCH IN EDUCATION
ADIP 515 (ESTU 615 )
Includes a weekly lab period
This course provides students with a general overview of empirical research in education,
develops their skills to critically evaluate published research, and also introduces students to the
fundamental techniques needed to conduct educational research. Topics to be covered include:
scholarly use of the library and computer searches; descriptive and inferential statistics with
emphasis on logic of statistical techniques and their correct application and interpretation; and
pre-experimental, experimental, and quasi-experimental designs (including threats to internal and
external validity).
ADULTS AS LEARNERS
ADIP 520 (ESTU 671)
This course examines the unique physiological, psychological and sociological characteristics of
adults, their influence on adult learning and development and their implications for educational
intervention. Attention is given to changes which occur at various stages of the adult life cycle
and particularly to dimensions which affect the adult's self-concept and orientation to learning, the
motivations, needs and interests which cause adults to participate in educational activities.
ROLES AND COMPETENCIES OF ADULT EDUCATORS
ADIP 530
The purpose of this course is to review the state of professionalization of adult education.
General skills, knowledge and attitudes expected of adult educators regardless of the setting in
which they work are examined. In addition, according to the participants' needs and interests, an
opportunity is given to explore competencies related to the particular roles of, e.g., administrators,
programme developers, trainers, leaders, instructors, counselors, and volunteer workers.
FACILITATING ADULT LEARNING
ADIP 533 (ESTU 672)
This course is designed to give adult educators an opportunity to practice and improve their skills
in facilitating adult learning. Different models of educational processes and optimal conditions for
promoting adult learning are examined; attention is given to small and large group methods and
techniques, as well as to individualized learning formats.
STUDIES IN EDUCATIONAL CHANGE
ADIP 535 (ESTU 635 )
This course is concerned with the investigation and comparison of problems of education in the
context of time and society. Concentrating on concrete "case studies" chosen from the 19th
century and the contemporary period, it focuses on the principles on which systems of education
are constructed, and their change or retention, in the broad socio-economic and ideological
context.
INTRODUCTION TO RESEARCH IN ADULT EDUCATION
ADIP 540
This course is designed to introduce students to ways in which to access and utilize major
information sources in Adult Education. In addition, the course examines research interests and
problem areas studied in Adult Education and related fields, along with current trends in research
and various inquiry methods used.
DESIGNING ADULT LEARNING PROJECTS
ADIP 541
The purpose of this course is to assist participants in developing a clear working concept of
various models of planning and designing adult learning projects. To facilitate this understanding,
different steps of the process are closely examined and discussed. Participants are given an
opportunity to design and conduct a learning activity. A systematic approach including methods
for evaluating the design of the learning project is presented.
EVALUATING ADULT LEARNING PROJECTS
ADIP 542 (ESTU 674)
The purpose of this course is to assist participants in developing a clear working concept of
various models of assessing the effectiveness of adult learning projects. The course emphasizes
a systematic approach to evaluation, techniques for collecting information and providing feedback
to programme operation and impact. Participants are given the opportunity to conduct an
evaluation of an adult learning project.
SCHOOL AND SOCIETY
ADIP 544 (ESTU 644 )
This course is concerned with the family, the educational system, the economy and the polity,
and with the relations between them. The main concern is with social institutions and the
socialization process with which they are involved. Particular emphasis will be placed on the
social class differentials in the conditions of socialization and educational opportunity, and on
social class differentials in educational achievement.
The course concerns the conceptual analysis of such concepts as: freedom, authority, curriculum,
institution, knowledge, education, training, indoctrination, teaching, learning, punishment, aim,
experience, emotion, reason, need, interest, etc.
The treatment of such concepts in the course will emphasize the multiple relations of conceptual
analysis to education research (and will thereby highlight the uses and importance of conceptual
analysis in research we do). In so doing we will explore criteria for both judging the adequacy of,
and for reformulating, various educational concepts to fulfill a guiding function.
REFLECTIVE PRACTICE I
ADIP 550
Increasing competence requires that professionals reflect on their practice. Using the "reflectionin-
action" epistemology of practice of Schon and the "theory-of-action" perspective of Argyris and
Schon, this course explores the relationship between theory and practice, knowledge and action.
It examines how individuals reason in order to act as they do, and identifies counterproductive
features of reasoning for being effective and for learning.
INTRODUCTION TO ADMINISTRATION OF ADULT EDUCATION PROGRAMMES
ADIP 551 (ESTU 673)
This course is designed to develop a better understanding of the principles of organization and
administration as they relate to educational programmes for adults. The course also examines
the main factors which influence the provision of these programmes along with the various skills
necessary at all levels of the decision-making processes: accessing needs, budgeting, staffing
and advertising.
WORKSHOPS FOR ADULT EDUCATORS
ADIP 570
The purpose of these workshops is to examine a number of topics and problems related to the
field of adult education. The issues considered may differ from year to year and will be stated in
the Course Schedule. The workshop format is designed to provide adult educators with learning
opportunities with flexibility in scheduling, i.e. in the form of intensive workshops, seminars, or
weekend classes.
Topics have included Adults in Groups; Group Dynamics.
CONCEPTS AND VALUES IN ADULT EDUCATION
ADIP 572
This course is designed to encourage adult educators to reflect upon and question what one is
engaged in and why. A selection of conceptual and philosophical issues underlying adult
education practice is critically examined and discussed. Attention is given to the meaning of
words, the nature of ideas and values, the implications of assumptions and principles which are
deemed specific in the sphere of the education of adults.
ISSUES IN THE PRACTICE OF ADULT EDUCATION
ADIP 590
The purpose of this seminar is to study and discuss current issues relating to the field and
profession of adult education in general, along with more specific and local concerns. Group and
individual interests have an important bearing on the design of this course. Topics have included:
Literacy in Adult Education; The Reflective Practitioner; Special Education in Adult Education.
Student Guide to the Adult Education Programme
ADVANCED TOPICS IN ADULT EDUCATION
ADIP 588
ADVANCED TOPICS IN ADULT EDUCATION
ADIP 589
SPECIAL TOPICS SEMINAR IN ADULT EDUCATION I
ADIP 597
SPECIAL TOPICS SEMINAR IN ADULT EDUCATION II
ADIP 598
Topics have included: International Adult Education; Dimensions of Literacy in a Multicultural
Society; Multiculturalism in the Adult Education Classroom; Learning Styles & Strategies of the
Adult Learner; Research for Adult Educators, Tools for Self-directed Learning; Cooperative
Learning in Adult Education; Adult Educators in an Institutional Setting; Diversity in Adult
Education.
Integrative Internship I
ADIP 585
Prerequisite: Students must have completed at least 15 credits in their program of study including
ADIP 500 Adult Education in Quebec). This course is associated with, and normally represents a
prerequisite for Integrative Internship II.
Integrative Internship I is designed to allow students to build on their acquired knowledge, skills,
values and attitudes through interaction with a chosen educational environment. The first
Internship requires students to select, contact, and establish a working relation with an
organization which offers educational activities to adults in their community. A supervised Special
Project for an adult education provider is initiated. At this stage, the emphasis is on observation
and information gathering, in preparation for taking on a more active role in Integrative Internship
II.
INTEGRATIVE INTERNSHIP II
ADIP 586
Prerequisite: ADIP 585
This internship is designed to extend the student's personal aims and philosophy of adult
education arrived at in Integrative Internship I by completing a supervised Special
Project in an approved adult education facility, where supervision is provided by a
member of a host institution in consultation with the professor.
