Embed Size (px)
Citation preview
Planning Council for Open Learning Meeting Page 1 of 2 June 1, 2017
MEETING OF THE PLANNING COUNCIL FOR OPEN LEARNING
Thursday, June 1, 2017 2:30 PM – 4:00 PM
Room OL 127, BC Centre for Open Learning (Kamloops Campus)
AGENDA
Planning Council for Open Learning meetings are live-streamed on TRU’s Livestream channel.
1. CALL TO ORDER
Page 1 2. ADOPTION OF AGENDA
3. APPROVAL OF MINUTESPage 3 a. Minutes of April 26, 2017
4. BUSINESS ARISING FROM MINUTESPage 12 a. Completion Rate Information (comparators for completion rates of online
courses) — D. Crespin-Mueller / K. Hamiltonb. Residency Requirements for Graduate Programs (report from Dr. Paul Bacsish of
Open University) — I. DeVriesc. Impact of the copyright ancillary fee reduction on OL courses — I. DeVries
Page 18 d. Enrolment Report (trends in Adult Basic Education) — I. DeVries / D. Crespin-Mueller / K. Hamilton
Page 21 e. Open educational resources (OER) as a strategic direction — J. Gallinger
5. REPORTS OF OFFICERSa. Provost and Vice-President, Academic — C. Bovis-Cnossen
i. Open Governance Initiative Updateii. Accreditation: Draft TRU Interim Candidacy Report
Link to Report: http://www.tru.ca/vpacademic/accreditation/reports.htmlb. Associate Vice-President, Open Learning — I. DeVries
Page 1 of 39
Planning Council for Open Learning Meeting Page 2 of 2 June 1, 2017
6. OPEN LEARNING PROGRAMS/COURSESPage 22 a. Course/Program Report — I. DeVries
7. ENROLMENTSPage 23 a. Enrolment Report — D. Crespin-Mueller / K. Hamilton
8. NEW BUSINESSPage 27 a. M.Ed. changes — I. DeVries / C. Rees
9. NEXT MEETINGa. The date of the next meeting of the Planning Council for Open Learning is to be
confirmed
10. ADJOURNMENT
Page 2 of 39
Planning Council for Open Learning Meeting Page 1 of 7 April 26, 2017
MEETING OF THE PLANNING COUNCIL FOR OPEN LEARNING
Wednesday, April 26, 2017 9:30 AM – 12:00 PM
Room OL 127, BC Centre for Open Learning (Kamloops Campus)
MINUTES
Present Christine Bovis-Cnossen (Chair), Irwin DeVries, Tom Dickinson, Jessica Gallinger (by teleconference), Brian Lamb, John Patterson (by teleconference), Don Stanley, Kylie Thomas (by teleconference), Christine Wihak
Regrets Airini, Janni Aragon, Lyn Baldwin, Kathy Denton, Michelle Lamberson, John Sparks
Executive and Others Present Brenda Thompson (Faculty of Arts), Tracy Hoot (School of Nursing), Kristen Hamilton (Integrated Planning and Effectiveness), Charlene Myers (Manager, University Governance)
1. CALL TO ORDER
The Chair called the meeting to order at 10:05 a.m.
2. ADOPTION OF AGENDA
On Motion duly made and adopted, it was RESOLVED that the agenda be adopted ascirculated.
3. APPROVAL OF MINUTES
a. Minutes of December 5, 2016
On Motion duly made and adopted, it was RESOLVED that the minutes ofDecember 5, 2016 be approved as circulated.
Page 3 of 39
Planning Council for Open Learning Meeting Page 2 of 7 April 26, 2017
b. Minutes of meeting of the Board of Governors, Senate, and Planning Council forOpen Learning of February 3, 2017
On Motion duly made and adopted, it was RESOLVED that the minutes of themeeting of the Board of Governors, Senate, and Planning Council for OpenLearning of February 3, 2017 be approved as circulated.
4. BUSINESS ARISING FROM MINUTES
a. Completion Rate Information
K. Hamilton delivered a presentation, a copy of which was circulated with theagenda package, in response to a question raised at the last meeting of PCOLabout Open Learning Course completion rates. In her presentation, K. Hamiltonprovided definitions, and completion rate data and trends. Discussion ensued andseveral questions were raised and responded to. In response to a question aboutcomparative data, I. DeVries suggested to K. Hamilton that it would be useful toprovide comparators.
Action: I. DeVries to follow up with K. Hamilton to ask that Integrated Planning and Effectiveness find comparators for completion rates of online courses.
NOTE: I. DeVries subsequently requested that this matter be added to the agenda for the December meeting of PCOL.
b. Residency Requirements for Graduate Programs
I. DeVries reported that OL has commissioned a comparative study of single anddual-mode institutions around the world from Dr. Paul Bacsish of Open University.The purpose of the study is to provide a basis for the development of informationalguidelines for Deans, faculties and schools proposing entrance requirements forgraduate programs. The target for the presentation of the report is the June PCOLmeeting, and I. DeVries indicated he will invite Dr. Bacsish to be available for aquestion and answer session at the next meeting.
Action: C. Myers to add “Residency Requirements for Graduate Diplomas (Report from Dr. Paul Bacsish of Open University)” under Business Arising on the next PCOL agenda.
c. Planning Direction for Open Learning
I. DeVries reported that the search process to fill the position of the Associate Vice-President is still underway, and he anticipates more intense planning activity afterthe position is filled. He spoke about the Service Plan and indicated there isinterest in reviewing every course and program at least every three years. In
Page 4 of 39
Planning Council for Open Learning Meeting Page 3 of 7 April 26, 2017
collaboration with the Library and involving the TRU Students’ Union in the discussions, OL is working toward the use of more open textbooks and educational resources.
On Motion duly made and adopted, it was RESOLVED that a speaker from the floor be recognized.
B. Thompson asked if consideration had been given to integrating the review of campus and OL courses. I. DeVries responded that he could not see any reason why the process could not be integrated and agreed to discuss the matter further with B. Thompson.
Action: I. DeVries to provide Brenda Thompson with information about integrating the process of reviewing campus and OL courses.
A Council member asked some questions about new courses under development and I. DeVries replied that he would ask the Acting Director of Curriculum Services to produce a report for the next meeting of PCOL.
Action: I. DeVries to ask the Acting Director of Curriculum Services, Naomi Cloutier, to produce a report on the number of new courses being developed, including information about from which area, whether they are new courses or add-ons, and which courses had major revisions.
C. Myers to add “Planning Direction for Open Learning (New Courses Under Development)” under Business Arising on the next PCOL agenda.
5. REPORTS OF OFFICERS
a. Provost and Vice-President, Academic
i. Open Governance Initiative Update
1) Results of Survey of Participants of the Joint Meeting of Senate, PlanningCouncil for Open Learning and the Board of Governors (March 20, 2017)
C. Bovis-Cnossen drew Council members’ attention to the report, notingthere were comments in the report that would be taken into account whenplanning next year’s meeting.
2) Memos from President Shaver regarding notes from Town Hall Meetings ofSeptember 15, 2016 and January 10, 2017
C. Bovis-Cnossen reported that these notes are accessible online, on thePresident’s website. Administration is currently in the process of setting
Page 5 of 39
Planning Council for Open Learning Meeting Page 4 of 7 April 26, 2017
dates for the September 2017 Town Hall meeting and the Budget Town Hall meeting in mid-January 2018. She also reported that, as part of the Open Governance Initiative, there will be an OL weekend workshop in mid-May.
b. Associate Vice-President, Open Learning
I. DeVries reported on several matters, including recent changes within IPE, theintegration of Moodle across the University, a project titled “Copyright Awarenessand Responsibility” funded from the Strategic Initiative Fund, and a series ofseminars that involved interviews and panels with indigenous faculty to deepenindigenization across campus. Discussion ensued. A Council member asked howthe copyright fee reduction, which resulted from the University’s decision to ceaseparticipating in Access Copyright, relates to OL courses. C. Bovis-Cnossenresponded that she believed the University absorbed the cost of belonging toAccess Copyright and that no ancillary fees were charged.
Action: I. DeVries to report at the next meeting of PCOL on the impact of the copyright ancillary fee reduction on OL courses.
C. Myers to add “Impact of the copyright ancillary fee reduction on OL courses” under Business Arising on the next PCOL agenda.
6. OPEN LEARNING PROGRAMS/COURSES
a. Course/Program Report
I. DeVries presented the report from the Program Market Analysis Committee(PMAC). The following motions were approved in relation to the PMAC report, andthe final version of the report is attached to these minutes as “Appendix I”:
COURSE REVISIONS
1) On Motion duly made and adopted, it was RESOLVED that the revision toHLTH 1101 Health Care Assistant: Introduction to Practice be approved ascirculated.
2) On Motion duly made and adopted, it was RESOLVED that the revision toHLTH 1201 Healing 1: Caring for Individuals Experiencing CommonHealth Challenges be approved as circulated.
3) On Motion duly made and adopted, it was RESOLVED that the revision toHLTH 1251 Practice Experience in Home Support, Assisted Living, and/orGroup Settings be approved as circulated.
Upon reviewing the submission for the course HLTH 1351 Caring for Individuals Experiencing Cognitive or Mental Challenges, it was noted that no proposed
Page 6 of 39
Planning Council for Open Learning Meeting Page 5 of 7 April 26, 2017
revisions were highlighted. A Council member suggested the matter be postponed to the next meeting pending clarification of the changes.
4) On Motion duly made and adopted, it was RESOLVED that HLTH 1351 Caringfor Individuals Experiencing Cognitive or Mental Challenges bepostponed to the next meeting of PCOL.
Action: C. Myers to remind T. Hoot that HLTH 1351 should be added to the next PMAC report.
B. Thompson indicated she believed the current prerequisites for FRAN 1111 and ENGL 1101 are recommended rather than required, which was not clear in the report. She thus requested that the proposed revisions to these courses be postponed to the next meeting of PCOL.
5) On Motion duly made and adopted, it was RESOLVED that FRAN 1111Introduction to French I be postponed to the next meeting of PCOL.
Action: C. Myers to remind B. Thompson that FRAN 1111 Introduction to French I should be added to the next PMAC report.
6) On Motion duly made and adopted, it was RESOLVED that ENGL 1101Introduction to University Writing be postponed to the next meeting ofPCOL.
Action: C. Myers to remind B. Thompson that ENGL 1101 Introduction to University Writing should be added to the next PMAC report.
As T. Hoot was unable to speak to the proposed changes to the Health Care Assistant Certificate OL, she asked that the matter be postponed to the next meeting of PCOL.
7) On Motion duly made and adopted, it was RESOLVED that the Health CareAssistant Certificate OL be postponed to the next meeting of PCOL.
Action: C. Myers to remind T. Hoot that the Health Care Assistant Certificate OL should be added to the next PMAC report.
7. ENROLMENTS
a. Enrolment Report
K. Hamilton presented the enrolment report, a copy of which was circulated withthe agenda package. She noted that the report contained preliminary numberswhich have since been confirmed by audit. She clarified that PLAR had a “bump” in
Page 7 of 39
Planning Council for Open Learning Meeting Page 6 of 7 April 26, 2017
2015/16, so the downward trend is not as dramatic as it might appear. Discussion ensued and several questions were identified as needing follow-up. K. Hamilton also offered to provide information such as past trends and forecasting, and J. Patterson mentioned that one of his colleagues had also done some research in this area.
Action: C. Myers to ask K. Hamilton for a report, to be included with the agenda package for the next meeting of PCOL, on trends in Adult Basic Education (ABE), specifically with respect to changes over time or content changes that may be affecting enrolment.
I. DeVries to ask M. Looney to look into suggestions from people regarding ABE, such as determining whether there is a relationship between enrolments and tuition fees, whether the declining enrolment is also indicative of success rates or completion rates, and whether there is a correlation of completion rates to advertising dollars (a project IPE will be starting later this month).
It was also reported by a Council member that ABE is correlated with quality of life standards and asked that PCOL provide leadership in the direction of increasing access to ABE as a strategic direction. C. Bovis-Cnossen replied that ABE is not within the mandate of PCOL, but OL could potentially address this matter in its strategic planning. I DeVries committed to looking into this suggestion.
8. OTHER BUSINESS
a. Open educational resources (OER) as a strategic direction
J. Gallinger reported that she felt some urgency to speak to this matter becauseher term of office only includes two meetings of PCOL. She indicated that, as shehad met with I. Devries since she had proposed this presentation, in lieu of theplanned presentation she would rather discuss the issue. Discussion ensued.C. Bovis-Cnossen clarified that faculty members cannot be compelled to writeopen textbooks or utilize them in their courses, but they can be encouraged andsupported in this direction. The following were some of the comments made byCouncil members during the discussion:
• OL should encourage faculty members to use, develop, and review openresources (the 5 R’s of the “right to retain, reuse, revise, remix, redistribute”)
• students should continue to advocate for the use of open resources• a SIF proposal could be submitted for a project supporting faculty to develop
open resources, and using the quote about the benefit to students as ameasure of success (“In three key measures of student success—coursecompletion, final grade of C- or higher, course grade—students whose facultychose OER generally performed as well or better than students whose facultyassigned commercial textbooks”).
Page 8 of 39
Planning Council for Open Learning Meeting Page 7 of 7 April 26, 2017
9. NEXT MEETING
The next meeting of the Planning Council for Open Learning was reported as being onJune 5, 2017. The Provost indicated this date is incorrect.
Action: C. Myers to confirm the date for the next meeting and provide it to PCOL members.
C. Bovis-Cnossen reported that PCOL members will receive at the June meeting, for discussion, the draft interim self-study report to be submitted to the Northwest Commission on Colleges and Universities.
10. ADJOURNMENT
There being no further business, the Chair declared the meeting adjourned at11:20 a.m.
Page 9 of 39
APPENDIX I
PMAC REPORT TO PCOL April 18, 2017
NOTE: This is a final version of the report approved at the PCOL meeting of April 26, 2017.
COURSE REVISIONS – ACTION REQUIRED
a) HLTH 1101 Health Care Assistant: Introduction to PracticeCurrent prerequisites:
• HLTH 1051-Health 1: Interpersonal Communications• HLTH 1001-Health 2: Lifestyle and Choices• HLTH 1011-Health and Healing: Concepts for Practice• Admission to the Health Care Assistant program
Proposed prerequisites: • Admission to the program
b) HLTH 1201 Healing 1: Caring for Individuals Experiencing Common Health ChallengesCurrent prerequisites:
• HLTH 1001-Health 2: Lifestyle and Choices with a score of at least a B- grade• HLTH 1051-Health 1: Interpersonal Communications with a score of at least a B-
grade• HLTH 1101-Health Care Assistant: Introduction to Practice with a score of at
least a B- grade• HLTH 1153-Personal Care & Assistance Theory with a score of at least a B-
grade• HLTH 1351-Caring for Individuals Experiencing Cognitive or Mental Challenges
with a score of at least a B- grade
Proposed prerequisites: • Admission to the program
c) HLTH 1251 Practice Experience in Home Support, Assisted Living, and/or GroupSettingsCurrent prerequisites:
• HLTH 1051-Health 1: Interpersonal Communications• HLTH 1001-Health 2: Lifestyle and Choices• HLTH 1011-Health and Healing: Concepts for Practice• HLTH 1201-Healing 1: Caring for Individuals Experiencing Common Health
Challenges• HLTH 1351-Caring for Individuals Experiencing Cognitive or Mental Challenges• HLTH 1153-Personal Care & Assistance Theory
Page 10 of 39
APPENDIX I
• HLTH 1155-Personal Care and Assistance (Skills Practicum) • HLTH 1301-Practice Experience in Multi-Level or Complex Care
Proposed prerequisites:
• HLTH 1051-Health 1: Interpersonal Communications • HLTH 1001-Health 2: Lifestyle and Choices • HLTH 1011-Health and Healing: Concepts for Practices • HLTH 1201-Healing 1: Caring for Individuals Experiencing Common Health
Challenges • HLTH 1351-Caring for Individuals Experiencing Cognitive or Mental Challenges • HLTH 1153-Personal Care & Assistance Theory • HLTH 1155-Personal Care and Assistance (Skills Practicum) • HLTH 1301-Practice Experience in Multi-Level or Complex Care • HLTH 1101-Health Care Assistant: Introduction to Practice
NEW COURSES – FOR INFORMATION ONLY (no prereqs or recommended only)
a) CMNS 3251 Professional and Academic Proposal Writing Prerequisites: Completion of 30 credits recommended
b) CRIM 3151 Aboriginal Restorative Justice
Prerequisites: It is recommended that students complete one introductory Sociology or Aboriginal/Indigenous/First Nations specific course.
COURSE DELETIONS – FOR INFORMATION ONLY
a) BBUS 3851 Occupational Health and Safety
Page 11 of 39
Date: May 25, 2017 To: Dr. Christine Bovis-Cnossen, Provost and Vice President Academic From: Kristen Hamilton, Manager Integrated Planning & Effectiveness
CC: Dorys Crespin-Mueller, Executive Director Integrated Planning &
Effectiveness Re: Online learning course completion rates Attachment(s): Brief Summary of Literature: Online Course Completion Rates
(report)
Purpose: Provide a summary of findings regarding online learning course completion at the post secondary level.
Discussion: The literature can be divided into three major areas of discussion:
1) whether course completion is an appropriate measure for online learning course success 2) comparison of completion and retention rates in various post secondary settings in Canada, United States, and Europe 3) factors affecting completion of online courses
Conclusions: 1) Online courses tend to have lower completion rates than in-classroom, and course completion may not be the goal of all online students. 2) Comparison of rates is difficult due to inconsistent definitions and reporting. However, one study that included the B.C. Open University reported completion rates from 55% to 76% (Powell, R. 2009). 2) Factors affecting completion include: discussion and interaction with peers and instructor; clear communication between the institution and students; alignment between student expectations and experience; quality of course materials/technology and student familiarity with same.
Recommendation(s): That the Planning Council for Open Learning accept this report for information.
Page 12 of 39
Thompson Rivers University | IPE Page 1 of 5
Brief Summary of Literature Open Learning Completion Rates
Date: May 2nd, 2017
Prepared for: Irwin Devries
Analyst: Sheila Sikora
This brief summary of literature is intended to provide context to current inquiries regarding OL course completion rates at TRU.
Introduction
This review summarizes key findings related to completion rates of online courses. The nomenclature used in the studies cited is inconsistent at times, with authors referring to Massive Open Online Courses, online learning, eLearning, distance education, as well as graduation rates, completion rates, retention rates, and persistence. This review will show that there is little consensus that completion rates are an appropriate indicator to gauge the success and quality of online courses.
The literature cited can be divided into three major areas of study. One group of authors posits that using completion rates as an indicator of success is misguided. Another group of authors have studied completion/retention rates in various college and university settings in Canada, United States, and Europe, and in doing so, imply that completion rates are worthy of consideration as an indicator of success. Various authors from both groups mention factors affecting the completion rates of online courses.
The Case against Examining Completion Rates as a Useful Measure of Online Course Quality and Success
Some authors argue that examining completion rates as a measure of a course quality and success is an invalid, counterproductive, and misleading exercise.5 7 11 16 They argue that measuring completion rates is invalid because it is not clear what exactly is being measured (due to variations in student type, course design, rates by faculty).5 Further, since courses are targeted at a wide audience, the idea of completing a course becomes less relevant because the rewards of university credits are not as appealing to this wide audience as learning new skills.5 Similarly, distance education learners (adults with jobs, family) are different from students in the conventional university system (direct entrants out of high school), and as a result the relationship between student and institution is different.11 Other authors say that using completion rates to gauge the success of online courses is anathema to open access to educational resources.16 Professors from Harvard and MIT argue that better measures of the effectiveness of online courses are how they can change the way classes are taught on campus16, and whether students complete more of the course than they expected.7
A 2009 study showed comparisons of program retention and drop-out rates at four distance teaching learning universities, including the B.C. Open University, from 1996-2003.16 Course completion status (pass rate) ranged from 55-76%.16 For program students, the percentage of those who graduated ranged from 0.5-33.5% among the universities studied.16 The author argues that drop-out in distance education is not the same as drop-out in the conventional learning system.16 Powell states further that the high program drop-out rate is likely higher because of the openness of the system and relaxed entry level qualifications.16 He argues that pass rates do not predict program completion rates, that high program drop-out rates may not be a bad thing for distance education, and that the expense to students and society is minimal.16 Often, he states, the quality of distance education is evaluated based on how closely it resembles
Page 13 of 39
Thompson Rivers University | IPE Page 2 of 5
the classroom, but not on the quality of education provided.16 He argues that comparing course completion rates and graduation rates must be done carefully even if educational platforms seem similar.16 Powell contends that a dropout at such universities including BCOU, at a course and programmatic level, is not a dropout but non-engagement.16
The Case for Examining Completion/Retention Rates
Some authors have studied completion, graduation, and retention rates of students taking online courses. A 2010 paper, in response to Powell’s work, compared the rates of retention at the Open University in the UK over 11 years, and data from the four universities in Powell’s 2009 paper.15 Rates ranged from 22% (Open University UK) to 34% (Open University of B.C.).15 Reasons for lower rates include the lack of qualifications for some students, students wishing to take a specific course and then leaving before graduating, and students transferring.15 The author argues against Powell’s claim16 that there is minimal cost to students and society with regard to drop out rates, stating that dropouts cost the UK 1-2 billion pounds per year.15
There are studies that indicate that retention rates are, in most cases, higher for on campus courses than online courses. Overall, retention rates for on-line courses are 10-20% lower than in-person courses.17 The tenth report in a series tracking online education in the U.S. noted that lower retention rates for online courses remain a barrier to the growth of online instruction.1 Completion rates for online courses at a Swedish university had rates between 25 and 90 percent.5 The completion rate of Massive Open Online Courses ranges from 0.7 to 52% with a median of 13 percent.10
Course completion rates between on campus/traditional and on line courses range in some studies between two and five percent, with on-campus courses/traditional having higher rates.2 18 Another study examining online course outcomes at two communities colleges in the U.S. showed that community college students who take courses online are less likely to complete or perform well in those courses. Further, the results indicate that online courses may worsen existing persistent achievement gaps between subgroups (males, students with lower prior GPAs, black students).4
However, there are other authors that assert that retention/completion rates are better for online schools/courses than their traditional/on-campus counterparts.8 14 17 Retention rates at some online schools in the U.S. have increased to as high as 92%, surpassing rates for face-to-face courses and traditional universities.17 A 2014 study states that when relevant background characteristics were controlled for, students that took some of their early courses at a distance or online had a significantly better chance of attaining a community college credential than their classroom-only counterparts.14 A study examining retention rates of students taking on ground only, online only and a mix of on ground and online courses at community colleges in the U.S. showed that rates were lower for those taking one delivery mode exclusively than those taking on ground or blending their courses.8 In contrast to the Community College Research Centre in Columbia4, this study asserts that primarily online institutions, whether four-year public institutions or for profit ones, serve larger alternative and at risk populations.8
A Government of Ontario summary of Ontario eLearning surveys from 2010 indicated that course completers – those who received a passing final grade – did relatively well in universities and colleges. For colleges, completion rates were more likely to be 70-85%, and 80-100% for universities.6 Limitations of the data were that some institutions were only able to report on a subset of e-learning courses, and some universities and colleges failed to respond to the survey.6 Similarly, for some data in the U.S., limitations included institutions no knowing their course completion rates because of imprecise data categorization, lack of availability or accessibility of the data, or not wanting to share the data.18
Page 14 of 39
Thompson Rivers University | IPE Page 3 of 5
Factors Affecting Completion/Retention Rates and Possible Solutions
Many of the studies that have been cited mention factors affecting course completion/retention rates and in some cases offer solutions to improve online courses. At least one author advocates that structures comparable to those with classroom or web based training be applied to online learning.5
Factors that affect student retention/completion rates/persistence at the organizational level include:
• Discussion forums5, reduction in isolation3, collaborative activities5, more face to face communication9, one on one tutoring sessions9, level of organizational support13
• Timely, clear information about course requirements5 13, misaligned course expectations3 • Complementing media5, delivery preparation13 • Course length (shorter, more modular courses are recommended), auto grading is recommended over peer
grading10 • Enrolment/withdrawal policies13
Factors that affect student retention/persistence/completion rates at the student level include:
• Money3 • Time13 • Lack of readiness3, lack of confidence3 • Poor technology skills3 • Early course experience13 • Lack of self direction12
Conclusion
Overall, among the scholars who have studied completion rates for online courses, there appears to be more agreement on the idea that such courses have lower completion/retention rates than their on-campus classroom counterparts. The lack of consensus resides in how much lower the rates are for online courses. The ranges differ by study: Retention rates for online courses have been cited as being between 10-20 percent lower than those for in-person/on-campus courses; others cite a completion rate difference of two to five percent lower for online courses. Completion rates of students taking online courses range from 25-90% in one study, to 55 -76% in another. A more recent Canadian study of completion rates of online courses is the fact sheet from Ontario, which stated that completion rates of e-Learning courses were between 80% and 100% for universities. Limitations of such data, as observed with other studies, include the fact that some institutions failed to report the rates. Reasons ranged from the data being inaccessible for various reasons, to institutions being unwilling to share it.
Factors that support the assertion that online courses have lower completion rates than their classroom-based counterparts include a lack of face-to-face interactions and discussions, collaboration, and poor delivery preparation. One U.S. author states that completion rates have stagnated in the last 20 years, indicating that post-secondary institutions are doing a good job of getting students in the door, but a poor job of getting them out with a credential.9
Page 15 of 39
Thompson Rivers University | IPE Page 4 of 5
References
1Allen, E., Seaman, J. (2013). Changing Course. Ten Years of Tracking Online Education in the United States. Retrieved April 28th, 2017, https://www.onlinelearningsurvey.com/reports/changingcourse.pdf
2Atchley, W., Wingenbach, G., & Akers, C. (2013). Comparison of Course Completion and Student Performance Through Online and Traditional Courses. Retrieved April 28th, 2017, http://www.irrodl.org/index.php/irrodl/article/view/1461/2627
3Author Unknown. Factors That Affect Persistance and Completion of Online Courses. Retrieved April 28th, 2017, http://www.wiu.edu/university_planning/hlc/pdfs/resources/LitReview-for-online-student-persistence.pdf
4Community College Research Centre, Columbia University. (2013). What We Know About Online Course Outcomes. Retrieved April 28th, 2017, http://files.eric.ed.gov/fulltext/ED542143.pdf
5Creelman, A., & Reneland-Forsman, L. (2013). Completion Rates – A False Trail to Measuring Course Quality? Let’s Call in the HEROEs Instead. Retrieved April 28th, 2017, http://www.eurodl.org/?p=archives&year=2013&halfyear=2&article=583
6Government of Ontario. (2011). Online Course Completion Rates Ontario. Retrieved April 28th, 2017, https://www.tonybates.ca/wp-content/uploads/Fact-Sheet-Feb-22-Final.pdf
7Hazlett, C. (2014). Harvard and MIT release working papers on open online courses. Retrieved April 28th, 2017, http://blog.edx.org/harvard-mit-release-working-papers-open
8James, S., Swan, K., & Daston, C. (2016). Retention, Progression, and the Taking of Online courses. Online Learning, 20(2). Retrieved April 28th, 2017, https://olj.onlinelearningconsortium.org/index.php/olj/article/view/780/204
9Jenkins, R. (2012). Online Classes and College Completion. The Chronicle of Higher Education. Retrieved April 28th, 2017, http://www.chronicle.com/article/Online-ClassesCollege/131133/
10Jordan, K. (2015). Massive Open Online Course Completion Rates Revisited: Assessment, Length, and Attrition. Retrieved April 28th, 2017, http://www.irrodl.org/index.php/irrodl/article/view/2112/3340
11Powell, R. (2009). Openness and Dropout: A Study of Four Open distance Education Universities, Retrieved April 28th, https://www.ou.nl/Docs/Campagnes/ICDE2009/Papers/Final_paper_262powell.pdf
12Schulze, A S. (2014). Massive Open Online Courses (MOOCs) and Completion Rates: Are Self-Directed Adult Learners the Most Successful at MOOCs? Retrieved April 28th, 2017, http://pqdtopen.proquest.com/doc/1549976283.html?FMT=AI
13Sener, J., & Hawkins, R. L. (2007). Factors Affecting Completion Rates in Asynchronous Online Facilitated Faculty Professional Development Courses. Retrieved April 28th, 2017, http://www.itdl.org/Journal/Dec_07/article03.htm
14Shea, P., & Bidjerano, T. (2014). Does Online Learning Impede Degree Completion? A National Study of Community College Students. Computers & Education (75), Retrieved April 28th, 2017, http://www.sunyresearch.net/hplo/wp-content/uploads/2014/03/c-e-paper-2014.pdf
15Simpson, O. (2010). 22% - can we do better? – The CWP Retention Literature Review Final Report. http://www.ormondsimpson.com/USERIMAGES/Retention%20literature%20review.pdf, Retrieved April 28th, 2017, http://www.ormondsimpson.com/USERIMAGES/Retention%20literature%20review.pdf
16Smati, H. (2015). HarvardX Participation and Completion Rates Vary by Discipline, Study Says. Retrieved April 28th, 2017, http://www.thecrimson.com/article/2015/4/6/edx-report-participation-completion/
Page 16 of 39
Thompson Rivers University | IPE Page 5 of 5
17Top Degrees Online. Do Retention Rates at Online Colleges Differ from Retention Rates at Traditional Universities? Retrieved April 28th, 2017, http://www.topdegreesonline.org/faq/do-retention-rates-at-online-colleges-differ-from-retention-rates-at-traditional-universities/
18WICHE Cooperative for Educational Technologies. (2013). Managing Online Education 2013: Practices in Ensuring Quality. Retrieved April 28th, 2017, http://wcet.wiche.edu/sites/default/files/2013ManagingOnlineEducationSurveyFinalResults.pdf
Page 17 of 39
Date: May 25, 2017 To: Dr. Christine Bovis-Cnossen, Provost and Vice President Academic From: Kristen Hamilton, Manager Integrated Planning & Effectiveness
CC: Dorys Crespin-Mueller, Executive Director Integrated Planning &
Effectiveness Re: Adult Basic Education Trends Attachment(s): Open Learning Adult Basic Education Five Fiscal Years Purpose: Respond to J. Patterson’s request for additional information on trends
relating to ABE enrolment in Open Learning (following IPE Enrolment Update presentation).
Discussion: Overall, FTE, course enrolments, and headcount all decreased from 2012-13 to 2016-17. Adult Basic Education has fluctuated over the last five fiscal years, including decreases in 2013-14, increases in 2014-15 and 2015-16, and decreases in 2016-17.
Recommendation(s): That the Planning Council for Open Learning accept this report
for information.
Page 18 of 39
TRU | Integrated Planning & Effectiveness Page 1 of 2
Page 19 of 39
TRU | Integrated Planning & Effectiveness Page 2 of 2
Notes.
Adult Basic Education courses are University Preparation level courses (course number starts with “0”).
Full Time Equivalent (FTE) converts course enrolments to the number of students carrying a normal full credit load for the year.
FTE enrolment is the key metric used by the Ministry of Advanced Education for accountability purposes. It is a standard metric that can be compared across institutions and
modes of delivery in a consistent and meaningful way.
Enrolment (Stable Enrolment) is based on the Stable Date (continuous course enrolments are considered stable 35 days after the registration date; paced course enrolments are
considered stable 7 days after the registration date; PLAR enrolments are considered stable as of the registration date).
Withdrawals after the Stable Date and course Extensions are included. Deletions or cancellations prior to the Stable Date are excluded.
Page 20 of 39
At our last meeting, there was a discussion about textbook review. If PCOL members wish to promote peer review, they can inform their departments that a $250 honorarium is available to instructional reviewers who register with BCcampus. More information and materials are available through the BCcampus Open Textbook Project website: https://open.bccampus.ca/ Thank you, Jessica Gallinger
Page 21 of 39
PMAC REPORT TO PCOL June 1, 2017
COURSE REVISIONS – ACTION REQUIRED
None since last meeting.
NEW COURSES – FOR INFORMATION ONLY
a) SOCI 3821 Socio-Ethnographic Research Recommended Prerequisites: CRIM 1011, SOCI 1111 and SOCI 1211
COURSE DELETIONS – FOR INFORMATION ONLY
a) MDLB 1141 Introduction to Electrocardiography PROGRAM CHANGES – ACTION REQUIRED None since last meeting.
Page 22 of 39
Date: May 25, 2017 To: Dr. Christine Bovis-Cnossen, Provost and Vice President Academic From: Kristen Hamilton, Manager Integrated Planning & Effectiveness
CC: Dorys Crespin-Mueller, Executive Director Integrated Planning &
Effectiveness Re: OL Enrolment Update Attachment(s): PCOL OL Enrolment Update IPE June 2, 2017 (report) Purpose: Provide an overview of TRU OL enrolment activity in the 2016-17 fiscal
year (Full Time Equivalent) and updated course enrolments and headcount activity for 2017-18 fiscal year to date.
Recommendation(s): That the Planning Council for Open Learning accept this report for information.
Page 23 of 39
TRU | Integrated Planning & Effectiveness Page 1 of 3
Open Learning Enrolment Update FTE, Course Enrolments, Headcount
May 25, 2017
Prepared for Planning Council of Open Learning
Page 24 of 39
TRU | Integrated Planning & Effectiveness Page 2 of 3
Full Time Equivalent (FTE) by Fiscal Year (2015-16 and 2016-17, audited)
Open Learning students generated a total of 3,810.9 FTE in 2016-17, which was 32% of all TRU FTE. The Open Learning 2016-17 FTE was a 3.4% increase over last fiscal year.
Open Learning FTE Fiscal Year Total FY 2016 FY 2017 % diff Domestic 3,463.0 3,511.8 1.4% International 222.1 299.1 34.6% Total 3,635.1 3,810.9 3.4%
Adult Basic Education FTE FY 2016 FY 2017 % diff ABE 83.0 53.2 -35.9% Prior Learning Assessment & Recognition FTE
FY 2016 FY 2017 % diff PLAR 528.0 491.2 -7.0%
Consortium FTE FY 2016 FY 2017 % diff Consortium 78.7 30.1 -61.8%
Notes.
Full Time Equivalent (FTE) converts course enrolments to the number of students carrying a normal full credit load for the year.
FTE enrolment is the key metric used by the Ministry of Advanced Education for accountability purposes. It is a standard metric that can be compared across institutions and modes of delivery in a consistent and meaningful way.
Page 25 of 39
TRU | Integrated Planning & Effectiveness Page 3 of 3
Course Enrolments (Fiscal Year to Date; April 1st - April 30th 2017)
In the first month of the 2017-18 fiscal year, Open Learning had a total of 1,898 course enrolments. This was a 1.6% increase over the same month last year.
Open Learning Course Enrolments FYTD Total FYTD 2017 FYTD 2018 % diff Domestic 1,770 1714 -3.2% International 98 184 87.8% Total 1,868 1,898 1.6%
Adult Basic Education Course Enrolments FYTD 2017 FYTD 2018 % diff ABE 35 32 -8.6%
Prior Learning Assessment & Recognition Course Enrolments
FYTD 2017 FYTD 2018 % diff PLAR 69 49 -29.0%
Notes. See below.
Headcount (Fiscal Year to Date; April 1st - April 30th 2017)
In the first month of the 2017-18 fiscal year, Open Learning had a total headcount of 1,442 students. This was a 2.2% increase over the same month last year.
Open Learning Headcount FYTD Total FYTD 2017 FYTD 2018 % diff Domestic 1,323 1,298 -1.9% International 88 144 63.6% Total 1,411 1,442 2.2%
Adult Basic Education Headcount FYTD 2017 FYTD 2018 % diff ABE 29 36 -10.3%
Prior Learning Assessment & Recognition Headcount
FYTD 2017 FYTD 2018 % diff PLAR 32 28 -12.5%
Notes.
Enrolment (Stable Enrolment) is based on the Stable Date (continuous course enrolments are considered stable 35 days after the registration date; paced course enrolments are considered stable 7 days after the registration date; PLAR enrolments are considered stable as of the registration date).
Withdrawals after the Stable Date and course Extensions are included. Deletions or cancellations prior to the Stable Date are excluded.
Adult Basic Education courses are University Preparation level courses (course number starts with “0”).
Page 26 of 39
Master of Education (MEd) The main modification is to change the structure of the MEd program. The change reflects which courses are core and required and which courses are electives. All courses already exist as part of the MEd program. Five courses (15 credits) will now be core. This builds a strong foundation in education for all students. The program is a thirty-credit program. Students maintain elements of choice in their program, including online or face-to-face courses, or a mix of the two. They also choose from one of three exit options: capstone (3 credits), project (6 credits), or thesis (9 credits). The remaining credits to make up the 30-credit degree are electives. Students can choose from elective courses in education leadership, curriculum, counseling, and inclusive and special education. Additional changes are improvements of wording for clarification purposes.
Page 27 of 39
Graduate Program Modification Date of Request: January 06, 2017
Faculty: Faculty of Education and Social Work
Department: EC, Elementary & Physical Ed
Offered by Open Learning Division: [ ] No [X] Yes
Proposed Date of Implementation: Summer 2017 (Term Code: 201730 )
Main contact name/phone: Gloria Ramirez, 250-371-5565
Program Title: Master of Education
Rationale:
To comply with DQAB regulations, we need to keep at least 50% of the original curriculum approved in 2006. The originalcurriculum comprised of nine required courses plus an elective (p. 3, DQAB approved proposal). Therefore, the changes involvekeeping 5 of the required courses and all other courses will be electives.
Cover Program: Master of Education
Credential Type: Masters
Faculty: Faculty of Education and Social Work
Department: EC, Elementary & Physical Ed
Program Code: MED
Program Options: [X] Credential / Non-Credentialed Program [ ] Major [ ] Minor [ ] Concentration [ ] Specialization
Program Level: GR - Graduate
Campus: Kamloops, Open Learning
Anticipated Start Date: Summer 2017 (Term Code: 201730 )
Proposal Information
Type of Program: Academic
International Education Impact: Yes
The proposed changes will broaden the opportunities for international students.
Open Learning Division Program: Yes
Consultations With Other Academic Departments (if applicable)
The proposed Master’s program is the result of extensive consultation with the B.Ed. Advisory Committee, whose members haveencouraged the development of graduate education as legislation afforded, and other ad-hoc advisory committees formed toadvise on M.Ed. program development at different points throughout 2006-2015. These committees have representatives fromadministrators and teachers in the local school districts served by TRU. The M.Ed. steering committee organized meetings withpotential graduate students and over 40 individuals from the K – 12 and adult education sectors attended. This group representeda wide range of backgrounds and emphasized the need for a flexible program of study. Most potential students are teachersinterested in a variety of curriculum and leadership topics as well as an opportunity to conduct original research. More recentconsultation with school district representatives from the region, TRU World, and OL indicated a need for courses in counselingand inclusive and special education. This consultation provided the M.Ed steering committee with additional views andsuggestions which have been incorporated into the current proposal.
Consultation with potential students indicates immediate interest in this degree program. Educators in the region see thisopportunity as an important part of their professional development, and necessary to remain current in the field.
Page 28 of 39
List acronym and course numbers for all courses comprising the new program. (Detailed information will be entered on theCurriculum page.):
See details in attached document entitled M.Ed. Structure to Comply with DQAB
Provide a detailed description of the academic structure of the program.:
The MEd program consists of a minimum of 30 credits.
The original MEd program was restructed with the additional of:
1) two additional exit options were added: course-based (capstone) and project
2) following DQAB recommendations, two 3-credits thesis related courses (EDUC 5080 and EDUC 5090) were combined intoone 6-credits course EDUC 5998 Thesis.
3) courses in counseling and inclusive and special education were added as electives
3) a revised framework for laddering through the existing MEd program and courses, progressing from
a. a graduate certificate
b. through a graduate program
c. to the MEd degree
The MED was developed initially as a broad and prescriptive course of studies. Subject specialization was limited and a thesiswas the only option for completion. Based on school district priorities and community feedback, there is a clear need to integrateadditional specializations and also provide a course-based option for completion. The full MEd program presents difficultcommitment for many of the students (e.g., women, aboriginal populations) targeted by the program. Allowing students to ladderand progress in smaller and more manageable stages through the MEd addresses this difficulty, opening the program to greaterstudent diversity. The course-based option expands this flexibility further. This repackaging of the MEd into a ladderedframework, the three exit options, and the wider variety of coruses reflects the structures of more mature programs at otherinstitutions.
In the current proposed model, all M.Ed. students take five core courses and five elective courses. Elective courses are selectedfrom available courses in Educational leadership, Curriculum, Counselling, and Inclusive and Special Education.
Students must choose one of three exit options: capstone, project, or thesis.
Students in the Capstone Exit option complete 5 core courses, 4 electives, and the capstone.
Students in the Project Exit option complete 5 core courses, 3 electives, and the project.
Students in the Thesis Exit option complete 5 core courses, 2 electives, the research design, and the thesis.
See Curriculum Page for course information.
Describe any clinical, co-operative education, or other work experience requirements.:
N/A
Entities to Consult
Career Education Department Chair: [X] No [ ] Yes
Facilities: [X] No [ ] Yes
Financial Aid & Award Office Advisor: [X] No [ ] Yes
TRU World Director: [ ] No [X] Yes
University Library Director: [ ] No [X] Yes
Williams Lake Director: [X] No [ ] Yes
Budgetary Implications Page 29 of 39
Budgetary Implications Budgetary Implications: Cost-recovery
Attached Files No files have been uploaded.
Rationale, Philosophy, & Goals Who is the target student audience?
The program will be attractive to educators in the K-12 system; individuals in other professions who are involved with trainingand development in the work settings (e.g. health, business and industry) or those who are currently working with adult learners.The program is available for both Canadian and international students.
Describe the knowledge, skills and other attributes students will develop.
The proposed M.Ed. degree provides learning outcomes with added value over existing baccalaureate level programs in twosignificant ways. First, M.Ed. students will learn to design and assess new curriculum. Existing baccalaureate level programsrequire only knowledge about prepared education curricula and ideas on effective implementation. The ability to design andassess new curriculum will involve a comprehensive understanding of and achievement in teaching techniques, and conceptualknowledge that enables students to critique current teaching techniques and curricula. Secondly, M.Ed. students at TRU will learnto conduct original research in applied settings, rather than being recipients of research conducted by others. Conducing originalresearch will involve knowledge of current issues in education, developing problem-solving abilities, and mastery of the researchskills required to complete a research project in a variety of applied settings.
Experiential learning is at the heart of the TRU Med. Students participate in classroom discussions and readings, guided inquiry,and independent study. Analyzing information, utilizing data in professional settings, and exploring various methods of researchpresentation are all key components of the program.
What are the employment opportunities for graduates?
Graduates of this program who are teachers remain in their current employment, with enhanced skills and knowledge; apply forleadership positions at the school or district level; or seek employment in related areas e.g. post-secondary settings, curriculumdevelopment at the provincial level.
Graduates of the program who are not teachers, apply their knowledge to advance their careers. Some find jobs in the privatesector and others open their own consulting companies.
The thesis exit option prepares graduates for research and academic careers. Several graduates pursue doctoral studies.
What are the educational opportunities for graduates including certifications and designations?
Students who have a Bachelor of Education (BEd) degree (category 5) and complete the Master of Education qualify for TeacherQualification Service (TQS) category 6. A BEd degree is not required to enter the TRU MEd.
The thesis exit option prepares graduates for research and academic careers. Several graduates pursue doctoral studies.
Provide evidence of labour market demand.
N/A This is a program revision, not a new program.
Contribution to TRU Goals.
Thompson Rivers University is committed to providing quality education, training and scholarship. The program addresses TRUvalues:
1) learner-centeredness: by enhancing the range of skills involved in formulating a research question, designing and completing aresearch project, writing and presenting the results of inquiry, participants will be able to focus on areas of specific professionalconcern;
2) quality of education: by maintaining small class sizes and providing experienced insturctors drawn from a range of
Page 30 of 39
professional and academic fields at TRU;
3) sense of community: by working with the local education community to identify potential research projects;
4) accessibility: by providing high-quality, relevant graduate experiences for educators in the region;classes are offered onevenings and weekends and during the summer to accommodate the needs of working professionals and online to facilitateaccess to students in remote locations.
5) comprehensiveness: creating a graduate degree which complements the existing B.Ed. degree program and provides a widerange of courses in several areas of interest and research opportunities;
6) responsiveness: by responding to demand from educators in the region for access to graduate education that is flexible andmeets their needs. Several modifications have been made to the program to respond to such demands: creation of courses incouseling and inclusive and special education, creation of online versions of campus courses, providing the opportunity to choosefrom three exit options (capstone, project, or thesis), and providing part-time and full-time study options.
7) accountability: through extensive consultation during the design the process; attention to collaboration across faculties; and, acommitment to quality instruction and supervision.
What is the planned program profile (number of student FTEs)?
Currently there are 181 students registered; about 60% of them are Canadian and 40% are international students. Most Canadianstudents are from Kamloops and nearby cities, and a small proportion have moved from other provinces to take the M.Ed. atTRU. Most students take the courses on campus; a small but growing number of students take courses online.
Credential Recognition and Nomenclature Where applicable, describe the consultations undertaken to ensure the credential and learning outcomes will be recognizedby and meet the standards of industry/employers and regulatory bodies.
The TRU M.Ed. was approved by DQAB in 2006.
In an appendix, provide a copy of the policies and procedures pertaining to notifying students of credential recognition and/ortransfer. No files have been uploaded
Description Description, including aims, goals, and objectives
The TRU Master of Education (MEd) is a practitioner’s degree designed for students who wish to assume positions aseducational leaders and capable researchers, working in a variety of roles in education, health care, private industry andgovernment. The program’s professors are drawn from a range of professional fields supporting several areas of study includingeducational leadership, curriculum, counselling, and inclusive and special education. Students graduate with a Master ofEducation (MEd) degree. Students have the option of completing the program through a capstone, final project, or thesis.
The Master of Education program can be completed while studying on-campus, online or through a combination of online andon-campus courses. Experiential learning is at the heart of the TRU Med. Students participate in classroom discussions andreadings, guided inquiry, and independent study. Analyzing information, utilizing data in professional settings, and exploringvarious methods of research presentation are all key components of the program.
The Master of Education program consists of a minimum of 30-credits. All M.Ed. students take five core courses and fiveelective courses. Elective courses are selected from available courses in Educational leadership, Curriculum, Counselling, andInclusive and Special Education.
Students must choose one of three exit options: capstone, project, or thesis. Students in the Capstone Exit option complete 5 corecourses, 4 electives, and the capstone. Students in the Project Exit option complete 5 core courses, 3 electives, and the project.Students in the Thesis Exit option complete 5 core courses, 2 electives, the research design, and the thesis.
Page 31 of 39
Calendar Description
The TRU Master of Education (MEd) is a practitioner’s degree designed for students who wish to assume positions aseducational leaders and capable researchers, working in a variety of roles in education, health care, private industry andgovernment. The program’s professors are drawn from a range of professional fields supporting several areas of study includingeducational leadership, curriculum, counselling, and inclusive and special education. Students graduate with a Master ofEducation (MEd) degree. Students have the option of completing the program through a capstone, final project, or thesis.
Indicate how students will be able to ladder into the program, if applicable.
Students can enter directly into the MEd if full requirements are met. In cases where students have a lower GPA and Languageproficiency, they can take a prior certificate program called the graduate certificate in educational studies
The Graduate Certificate in Educational Studies (GCES) is designed to help students develop English language and academicskills necessary to succeed in TRU’s Master of Education (MEd) program.
Intended for two categories of students:
those with English skills insufficient for admission directly into TRU’s Master of Education (MEd)those who meet English language requirements for admission to graduate studies at TRU and who need to upgrade theirGPA and/or ease the transition to TRU’s MEd
International students who require English upgrading are required to successfully complete up to five levels of TRU’s English asa Second Language program before entering TRU’s MEd program. In addition to the ESL courses, students are required tosuccessfully complete three graduate level courses.
EDUC 5000 Learning about Learning
EDUC 5600 Research Colloquium or Research Institute
EDUC 5990 Writing in a Graduate Context
Students who meet English language requirements, but require academic upgrading, will be required to complete the threegraduate courses.
The GCES is considered a standalone Graduate Certificate that completes qualifications for admission into TRU’s MEdprogram. Note: Credits received in GCES do no transfer to the TRU MEd program.
Indicate how students will be able to ladder into other academic or certification/designation programs, if applicable
N/A
Program Content Degree/Graduation Requirements:
The Master of Education is a 30-credit degree.
Students are required to complete a minimum of 30 credits through one of the three exit optuions, capstone, project or thesis.
Students must comply with the academic standards set by TRU graduate studies.
Describe the program structure and the length of the program (number of credit hours), student admission requirementsand proposed student evaluation:
The Master of Education is a 30-credit degree. Students have up to five years to complete their degree.
Graduation:Evaluation is successful completion of thesis, project or capstone with a minimum B+ standing according to TRU'sGraduate Studies
Page 32 of 39
policy.
All M.Ed. students take five core courses and five elective courses. Elective courses are selected from available courses inEducational leadership, Curriculum, Counselling, and Inclusive and Special Education.
Students must choose one of three exit options: capstone, project, or thesis.
Students in the Capstone Exit option complete 5 core courses, 4 electives, and the capstone.
Students in the Project Exit option complete 5 core courses, 3 electives, and the project.
Students in the Thesis Exit option complete 5 core courses, 2 electives, the research design, and the thesis.
All MEd students complete 15 credits through core courses:
See Curriculum Page for course information.
Four-year baccalaureate degree or equivalent, with a minimum B average (GPA of 3.00 on a scale of 4.33) in at least 60 credits. Applicants with a four-year baccalaureate degree or equivalent who have aGPA below 3.00 (but not below 2.50) may take TRU’s Graduate Certificate in Educational Studies to gain admission into the M.Ed. program.
Admission Requirements - see admission requirements page
Explain how the course and curriculum requirements will be integrated to contribute to the intended goals of the program.
Some courses focus more on theoretical foundations (e.g., EDUC 5020/5021 Philosophy and History, EDUC 5040/5041Diversity, EDUC 5400/5401 Principles and Processes of Educational Leadership; EDUC 5110 Mind, Body, and Education;EDUC 5510/5511 Theories in Counselling), others focus on evidence-based practice (e.g., EDUC 5440/5441 Understanding andManaging Conflict; EDUC 5500/5501 Introduction to Counselling; EDUC 5550/5551 Introduction to Secondary SchoolCounselling; EDUC 5130/5131 Interventions and Programming in Inclusive and Special Education; EDUC 5140/5141 Literacyfor Individuals with Exceptionalities; EDUC 5030/5031 Curriculum, Teaching, and Learning), and others provide the opportunityto apply learning through field experiences, through the development of educational projects, writing a capstone paper, orconducting a research study (e.g., EDUC 5280/5281 Capstone; EDUC 5180/5181 Project; EDUC 5998 Thesis). The ResearchMethods course (EDUC 5010/5011) and the Research Proposal course (EDUC 5070) equip students with knowledge and skillsnecessary to conduct rigorous research and be critical consumers of research.
Experiential learning as well as well as analytical and critical thinking skills are a central component to all courses. Studentsmust choose one of three exit requirements which offer the opportunity to synthesize and apply the learning journey throughengagement in inquiry-based tasks: Capstone paper, project, or thesis. This will enable graduates to be effective practitioners andleaders in the field of Inclusive and Special Education.
Courses have been carefully designed to complement each other and provide students with a comprehensive program with a widerange of courses in four areas of interest (leadership, curriculum, counselling, and inclusive and special education) leading to aM.Ed. Learning is incremental, thus students complete the capstone, the project or the thesis only toward the end of the programwhen they have already successfully completed the foundational courses.
Identify which courses already exist at the institution and which new courses will be implemented as a result of theprogram
All courses already exist as part of the MEd program. The changes reflect which courses are core and required and whichcourses are electives.
Curriculum
Course Block CoursesMaster of Education Students required core Courses EDUC5010 Research Methods ( 3 - 0 )
or EDUC5011 Research Methods ( 3 - 0 ) EDUC5020 Philosophy and History of Education ( 3 ) or EDUC5021 Philosophy and History of Education ( 3 - 0 )
Page 33 of 39
EDUC5030 Curriculum, Teaching, and Learning ( 3 ) or EDUC5031 Curriculum, Teaching and Learning ( 3 - 0 ) EDUC5040 Diversity: Constructing Social Realities ( 3 ) or EDUC5041 Diversity: Constructing Social Realities ( 3 -0 ) EDUC5400 Principles & Processes of EducationalLeadership ( 3 - 0 ) or EDUC5401 Principles and Processes of EducationalLeadership ( 3 - 0 ) Number of electives depends on exit. Total Units: 15
Electives EDUC5420 Legal Issues in Education ( 3 - 0 ) or EDUC5421 Legal Issues in Education ( 3 - 0 ) EDUC5440 Understanding and Managing Conflict ( 3 - 0) or EDUC5441 Understanding and Managing Conflict ( 3 - 0) EDUC5460 Educational Management ( 3 - 0 ) or EDUC5461 Educational Management ( 3 - 0 ) EDUC5500 Introduction to Counselling Skills ( 3 ) or EDUC5501 Introduction to Counselling Skills ( 3 - 0 ) EDUC5510 Theories in Counselling ( 3 ) or EDUC5511 Theories in Counselling ( 3 - 0 ) EDUC5520 Assessment and Evaluation ( 3 ) or EDUC5521 Assessment and Evaluation in Counselling ( 3- 0 ) EDUC5550 Introduction to Secondary SchoolCounselling ( 3 - 0 ) or EDUC5551 Introduction to Secondary SchoolCounselling ( 3 - 0 ) EDUC5560 Career Counselling and Development ( 3 ) or EDUC5561 Career Counseling and Development ( 3 - 0 ) EDUC5580 Counselling Internship ( 6 - 0 ) EDUC5100 Selected Topics in Exceptionalities:Foundations of Inclusive Education ( 3 - 0 ) EDUC5110 Mind, Brain, and Education: An Introductionto Educational Neuroscience ( 3 - 0 ) EDUC5120 Assessment of Exceptionalities: Theory andPractice ( 3 - 0 ) EDUC5130 Managing Multiple Systems: Policy andPractice ( 3 - 0 ) EDUC5140 Literacy for Individuals withExceptionalities: Theory, Research, and Practice ( 3 - 0 ) EDUC5160 Field Experience I - Master of Education
Page 34 of 39
Program (Inclusive and Special Education) ( 0 ) EDUC5170 Field Experience II - Master of EducationProgram (Inclusive and Special Education) ( 0 ) EDUC5060 Directed Seminar ( 3 ) Total Units: 48
Free-form Curriculum Information (optional)
Students choose one of the following three exit options:
Option 1: Thesis-based
5 core courses (15 credits)2 electives (6 credits)EDUC 5070 Research Design (3 credits)EDUC 5998 Thesis (6 credits)
Option 2: Project-based
5 core coures (15 credits)3 electives (9 credits)EDUC 5180 Project (6 credits)
Option 3: Capstone-course based
5 core courses (15 credits)4 electives (12 credits)EDUC 5080 or 5081 Capstone (3 credits)
Program Resources Provide the intended implementation schedule for the new program and evidence of the appropriateness of the schedule,given the timing of the proposal and readiness of the institution to offer the program.
In order to ensure that the proposed M.Ed. is accessible, relevant and rigorous, multiple approaches to instruction will be used.Experiential learning is at the heart of the degree, in the sense that participants will participate in classroom discussions andreadings, reflecting on this information, using it in professional settings, and then reflecting on its impact. Through independentstudy, web-based research, and structured reflection, participants in the program will strengthen and enhance their understandingof educational issues. Classes will be offered both through distance delivery and more traditional lecture and seminar formats.With access to the TRU Open Division, it is feasible to include a distance learning mode to the M.Ed.
The research element of the degree provides both breadth and depth of experience with research methods, project design andprofessional presentation formats. Participants will be encouraged to use each preceding course as formative stages in thedevelopment of their research project. Skills and knowledge acquired during the previous courses will assist students as theypursue their interests through original research.
Courses are offered on evenings, weekends, over the fall, winter, and spring/summer to provide flexibility and accommodate theneeds of working professionals.
Are Sufficient Resources in place for: Other? Yes
Library? Yes
Counseling? Yes
Classroom? Yes
Lab? Yes
Lecture? Yes
Seminar? Yes
Special Facilities? Yes
Page 35 of 39
Program Consultation Provide a list and brief explanation of the nature of the consultations that have occurred in the development of the degreeprogram.
The proposed Master’s program is the result of extensive consultation with the B.Ed. Advisory Committee, whose members haveencouraged the development of graduate education as legislation afforded, and other ad-hoc advisory committees formed toadvise on M.Ed. program development at different points throughout 2006-2015. These committees have representatives fromadministrators and teachers in the local school districts served by TRU. The M.Ed. steering committee organized meetings withpotential graduate students and over 40 individuals from the K – 12 and adult education sectors attended. This group representeda wide range of backgrounds and emphasized the need for a flexible program of study. Most potential students are teachersinterested in a variety of curriculum and leadership topics as well as an opportunity to conduct original research. More recentconsultation with school district representatives from the region, TRU World, and OL indicated a need for courses in counselingand inclusive and special education. This consultation provided the M.Ed steering committee with additional views andsuggestions which have been incorporated into the current proposal.
Consultation with potential students indicates immediate interest in this degree program. Educators in the region see thisopportunity as an important part of their professional development, and necessary to remain current in the field.
Attach all written comments, both positive and negative, from:
relevant employers;relevant professional associations;program advisory committees;other British Columbia institutions (this will include comments provided through the peer review process on thePost-Secondary Institution Proposal System);institutions outside British Columbia;experts in the proposed field of study; andexternal academic consultants.
This was done for the program in 2006 whent he program was approved by DQAB.
Files Attached No files have been uploaded
What other post-secondary institutions in Western Canada offer a similar program?
This was addressed for the program in 2006 whent he program was approved by DQAB.
Impact on other programs
The proposed changes have no adverse effect on other campus units: rather,they will provide increased elective opportunities forstudents in other graduate prograsms, such as the proposed Master of Social Work and the Master of Arts in InterdisciplinaryStudies.
Anticipated Approval or Accreditation requirements
This is a DQAB approved program, there are no other requirements for accreditation.
Program Review and Assessment Indicate the policies/procedures that are planned for ensuring adequate depth, breadth and frequency of ongoing reviewand assessment once the program has been implemented.
Policy ED-8-5 – Program and Service Review outlines the procedures for program reviews at TRU. The policy requires that theseevaluations be done once every ten years with the objective of:
1) assisting University staff with the improvement of programs and services;
Page 36 of 39
2) providing assurance to the Ministry, the public and the program of service clientele that quality control procedures are in place;
3) providing cumulative results which may indicate trends;
4) assessing past and recent innovations or changes;
5) clarifying the role of the program or services within the institution;
6) stimulating interest and awareness about the program or service;
The M.Ed. steering committee will be responsible for the creation of an M.Ed. Advisory Committee prior to the inception of theprogram. This advisory committee will be comprised of faculty members of the School of Education and Faculty of Arts who areinvolved in the program, representatives of external agencies and, once the program begins, graduate students. This committeewill ensure that potential changes to the program are discussed and decided on in consultation with faculty from the departmentsinvolved and external consultation. Any course and/or program changes will follow the appropriate institutional guidelines.
The M.Ed. program coordinator will maintain detailed statistics on graduation rates and program satisfaction.
Admission Type of Admission [X] Open [ ] Limited [ ] Selective
Describe the admission requirements for this program.
Admission RequirementsFour-year baccalaureate degree or equivalent, with a minimum B average (GPA of 3.00 on a scale of 4.33) in at least 60credits. Applicants with a four-year baccalaureate degree or equivalent who have a GPA below 3.00 (but not below 2.50)may take TRU’s Graduate Certificate in Educational Studies to gain admission into the M.Ed. program.Applicants who did not complete their undergraduate degree from an English language university normally must have oneof the following to enter the M.Ed. program:
a minimum TOEFL score of 570 with a TWE of 4.5 or higher (paper-based test).a minimum TOEFL 230 with an Essay of 4.5 or higher (computer-based test).a minimum TOEFL (IBT) 88 with no section below 20.IELTS of at least 6.5 with no bands below 6.5.CAEL of at least 70 with no subtest below 60.Successful completion (or exemption) of TRU ESAL Level 5.
Official copy of educational transcripts for all post-secondary education (in original language and a certified copy inEnglish) or a letter of permission from the student's home institution.
Program organizers recognize that there are institutional processes and cultural differences that present barriers to someapplicants in gaining equal access to programs. Given the commitment to diversity and to First Nations issues, two seats in theM.Ed. degree program will reserved each intake for students from traditionally underserved groups, including individuals ofAboriginal ancestry.
Describe the existing practice or proposed policy for the granting of transfer credit for equivalent courses and/or programscompleted at other institutions that will satisfy the requirements for this program.
As per TRU policy
If applicable, describe the policy and practice for granting credit toward meeting requirements for this program based onprior learning assessment.
As per TRU policy
Describe the residency requirements for this program. Specify the minimum number of credits that must be completed atthe institution awarding the degree.
Page 37 of 39
As per TRU policy
Describe existing arrangements for plans for establishing articulation agreements so that transfer credit will be granted forcourses completed in this program toward meeting requirements for credentials offered at other institutions.
As per TRU policy
Institutions are encouraged to have in place a policy and process that provides students credit for previous post-secondarystudies so that they are not required to repeat courses that they have previously completed.
As per TRU policy
Academic Plan Which of the five Academic Foundations does this proposal support?
Inquiry-based and Creative Learning
No change.
Interdisciplinary Studies
No change.
Aboriginal, Local and Global Understanding
No change.
Flexible Learning Options
No change.
Life Long Learning
No change.
Which of the four Academic Themes does this proposal support? Science, Technology and Applied Skills in Society
No change.
Power, Politics and Social Justice
No change.
Health, Well-Being and Leisure
No change.
Environmental, Economic, Social and Cultural Sustainability
No change.
Institutional Contacts Ramirez, Gloria ()Rees, Carol (Department Chair, Bachelor of Education)
Attached Files DQAB Approved Program 2006MEd DQAB Approval Letter 2006MEd Program Structure to Comply with DQABOriginal MEd TRU Approvals 2005-2006
Comments
Page 38 of 39
Rees, Carol took action "Proposal Submitted" on 01/09/2017 at 12:23:16 PM MST
Moores (Proxy for EPC and SPS Chair), Joanne took action "Request Changes" on 01/09/2017 at 12:28:28 PM MST
Sent back to originator by CurricUNET administrator as requested by the originator.
Ramirez, Gloria took action "Proposal Submitted" on 01/09/2017 at 12:44:59 PM MST
Hannaford (proxy for M. Bluhm), Marion took action "Approve" on 02/09/2017 at 09:30:26 AM MST
Please be aware that international students taking OL courses cannot count those courses towards their registration to be incompliance with their study permit.
Rees, Carol took action "Approve" on 02/10/2017 at 07:00:40 AM MST
Rees, Carol took action "Approve" on 02/10/2017 at 07:01:14 AM MST
Chadwick, Baihua took action "Reviewed" on 02/15/2017 at 11:37:37 AM MST
Mathenia, Brenda took action "Reviewed" on 02/20/2017 at 12:47:39 PM MST
DeVries, Irwin (PCOL Chair proxy for C. Bovis-Cnossen took action "Reviewed" on 02/23/2017 at 09:12:29 AM MST
Please ensure admission requirements agree with PCOL records. Also where are the EDDL courses - do they need to beincluded?
Conversion, TRU took action "Default" on 02/24/2017 at 02:50:10 AM MST
System Defaulted
Airini, . took action "Approve" on 03/17/2017 at 05:07:40 PM MST
Thank you to the MEd Coordinator, Chair School of Education and MEd Committee.
Bruce, Vicki took action "Approve" on 03/23/2017 at 01:22:06 PM MST
Krebs, Debbie (Proxy for M. Wallin, GSC Chair) took action "Approve" on 04/13/2017 at 01:31:54 PM MST
Conversion, TRU took action "Default" on 05/05/2017 at 02:52:07 AM MST
System Defaulted
CurricUNET, Administrator took action "Approve" on 05/05/2017 at 11:17:55 AM MST
Peer reviewed April 14th to May 5, 2017. No comments received. The GSC forwards the new program to APPC for furtherreview with the GSC's recommendation for approval.
Hoare, Alana (Proxy for APPC Chair & Provost VP Academic took action "Senate Only" on 05/11/2017 at 02:36:35 PMMST
Approved at APPC on May 11, 2017
Peer Review Comments No Faculty Comments have been entered for this proposal
Page 39 of 39
