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Diploma in Adult Education

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  • Objectives
    The Diploma in Adult Education program is designed to enhance the practice of Adult Education through the provision of formal study in the theoretical foundations, methods, and techniques required of the professional adult educator. The Diploma in Adult Education prepares people to work as teachers and trainers, consultants, program developers and evaluators in educational institutions, industry and government, health care facilities, the military, community service agencies and the private sector. Students enrolling in this 30 credit program may specialize in an area of their own professional interest by selecting courses which reflect this interest. Individualized programs of study may be designed in consultation with the student's advisor.
  • Practical experience
    There is an internship associated with this program.
  • Academic Title
    Diploma in Adult Education
  • 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.

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