The following is a list of some of the courses I have taken at the University of Calgary to obtain my Masters. As well, I have completed the Educational Leadership Development Institute (2009) which is referenced at the end of this page. Research papers I have written for the courses, or projects that I have completed can be found on the Articles I Have Written page. An unofficial transcript can be viewed here.
Leadership Classes
Inclusive Leadership (EDER 619-54)
This course drew on an evidence base (i.e. theory, research, and practice) to broadly examine issues about inclusive leadership of staff. Key contextual and social justice issues that are often associated with, or emphasize the need for, inclusive ways of leading in education settings were critically considered. How leaders can model and facilitate inclusive leadership in colleagues was explored. The course highlighted some of the contemporary leadership theories and practices that advance – or inhibit – the contribution of all colleagues: the access of women, indigenous peoples, and other members of minorities to power, privilege, and other social, cultural, and organizational resources.
Introduction to Educational Administration Theory and Leadership (EDER 619-05)
The purpose of this course was to provide an introduction to the educational administration and leadership within the context of the contemporary schools in democratic societies
Coaching Leaders (EDER 619-71)
This course considered the change forces that are anticipated to impact organizations, their leaders, and employees in the Western world over the next decade. The course examined the issues of ethical and effective coaching on work settings. The course provided students with the opportunity to identify and build on their coaching knowledge, skills, attitudes, and values.
Reform and Change in Canadian Education (EDER 619-48)
This course examined selected developments in Canadian education and look at their continuing influence on, and relevance for, contemporary educational policy and practice in Canada and its provinces. The nature of ‘policy’ itself was explored, including its emergence, rationale, and impact on educational practice. In particular, the course examined the processes of reform and change, how these have been conceptualised, rationalised and implemented, and how they continue to shape the field of education in Canada today. The courses not only focused on the local and national contexts of reform and change, but on how these were influenced by international trends.
Technology Classes
Leadership and Technology (EDER 679-01)
The focus of this course was on the school and system based leadership of teachers and administrators in relation to computer technology. Topics included: assessing technology needs in schools, integration with instructional programs, and staff development for teachers, security issues, ethical considerations, policy implications, and accessing relevant information on the Internet.
Digital Game Based Learning (EDER 679-17)
This course provided the opportunity to explore and discuss the designs for digital games, their learning principles, and their uses for teaching and learning. We looked at what gaming means to us, our learners and our societies, and how these meanings change the landscape of our teaching and learning efforts. The overall goal of the course was to enable students to consider (digital) game-based learning as one of the various designs of engaging learning experiences in the classroom context.
Inquiry into Digital Content (EDER 679-04)
This course was designed to understand, explore, and practice effective use of digital video content; to examine the social and pedagogical issues surrounding the development of digital video content; to analyze and question the use of digital video content as a medium for education and training; to demonstrate reflective and critical thought about the use of digital video content as a medium for education, research, and training; to think locally and globally about the issues of equity of access and the ramifications of the digital divide in term of media literacy.
Instructional Design (EDER 673-01)
This course provided the opportunity to explore and discuss theories for teaching and learning, and learn selected approaches for instructional design (ID). The overall goal of the course was to enable students to make informed ID decisions that contribute to good learning.
Research Classes
Research Methodology in Education (EDER 603-51)
This course provided the background necessary for making intelligent decisions as to what kind of questions might be asked, and which kind(s) of methods and additional research training might be relevant in their consideration
Program and Practice in Evaluation (EDER 603-70)
The purpose of the course was to provide an understanding of evaluation—as a discipline, as a profession, as a process and a product in a wide range of educational and social contexts. The primary focus of the course was holistic, larger scale program evaluation rather than the highly focused and personalized assessment of individuals (for example, the measurement of student achievement or personnel review). The course focused on developing an understanding of the logic of evaluative thinking, the nature of evaluation as a profession and discipline, the knowledge and skills needed to develop expertise as consumers of program evaluation and novice evaluators in contexts relevant to individual career contexts.
Classes for Interest
History and Philosophy of Science Education (EDER 651-50)
This course was an introductory survey course exploring issues in science education from historical and philosophical perspectives. The content was designed based on the rationale that science educators are expected to couple science content and pedagogical knowledge with an understanding and appreciation for the history of the field, the political milieu of science education systems, the research basis for science teaching and learning, and evolving nature of goals in science education
Teaching Through the Arts (EDER 689-01)
The purpose of this course was to offer theoretical insights and perspectives for those interested in teaching through arts-based experiences, as well as design, present, and assess arts-based curriculum and instruction.
Completed the Educational Leadership Development Institute (2009)
As part of its Leadership Development Series, Christian Schools International provided the opportunity for me to consider God’s call to administration. During the week-long institute, I learned from practicing administrators and explored my interests, abilities, and gifts in administration through the use of assessment exercises.
Session topics include:
Administrator tasks and expectations.
A biblical vision of leadership.
Curriculum design.
Professional development.
Resource development.
Board-administrator relationships.
Administrators as spiritual leaders.