821 Sainte-Croix, Montréal, Québec Canada H4L 3X9 | Tel: 514.744.7500 | Toll-Free: 1.855.744.7500 | Fax: 514.744.7505

PDO

Pedagogical Development Office

Course Descriptions

Graduate Certificate Courses (15 credits)

Core Courses (9 credits):

College Teaching and Course Design
(PED-601) 2 credits
Educational concepts, beliefs, values, practices, issues, philosophies and outcomes associated with learner-centered teaching are examined while designing, developing and evaluating a college level course.

Assessment as Learning
(PED-602) 3 credits
Participants apply the concept of curriculum alignment and performance based assessments while focusing on improving student learning. Cegep teachers will increase awareness and understanding of how they can support student learning through assessment.
Prerequisite: College Teaching and Course Design, PED-601

Instructional Strategies for Active Learning
(PED-604) 2 credits
This course is designed to enable teachers to call upon instructional strategies to suit particular classroom situations. Participants will design instructional strategies that foster active learning and further the reciprocal relationship between teachers and students.

How Students Learn
(PED-603) 2 credits
Participants examine the cognitive nature of what is to be learned, how learning occurs, and the intellectual characteristics of the learner. Several learning theories will be studied.

Elective Courses (6 credits):

Dynamics and Diversity in the College Classroom
(COL-874) 2 credits
Participants gain an awareness and understanding of the role diversity plays in classroom dynamics.  As well, they will have a better understanding of how to embrace and use their legitimate authority for the purpose of empowering students to learn.

Developmental Psychology: The Emerging Adult
(COL-882) 2 credits
The purpose of this course is to increase the teacher’s awareness and understanding of the meaning and complexities of adolescence and early adulthood.

Teaching with Technology – Level 1
(PED-609) 1 credit
This course is designed to help teachers blend educational theory with digital tools and media creation.  This introductory course will provide a pedagogical basis for using technology to promote student learning.

Teaching with Technology – Level 2
(PED-621) 2 credits
Level 2 takes an in-depth look at using technology in the classroom.  Participants examine preparation needs, issues surrounding assessment and overcoming the barriers to using IT.  Participants will design and use a course management system.
Prerequisites: PED-601 and PED-609

Lecturing to Enhance Learning
(PED-613) 1 credit
This course offers ideas for preparing both the content and the presentation of a lecture.  It will address delivering a lecture, evaluating a lecture and ways of using lecture time for more successful, challenging, and interesting ways of teaching large groups of students.

Group Work to Team-Based Learning
(PED-617) 1 credit
Participants examine different ways to use small groups and the instructional challenges these approaches often present.  Principles and strategies for working with casual groups, cooperative groups, and team-based learning groups are also examined.

Inclusion: Issues, Challenges and Solutions
(PED-618) 1 credit
Participants gain an understanding of how to adapt their curriculum in order to integrate students with special needs into the college classroom.  They will also examine the history of inclusion and how the idea has evolved into current policies.

Reading and Thinking in Your Discipline
(PED-619) 1 credit
This course examines the connection between thinking in a discipline and reading in a discipline.  Its premise is that each discipline has unique habits of mind or dispositions that are required for successful learning.  Making these habits of mind explicit deepens the learner’s comprehension of the texts they are being asked to read and the course content they are being asked to learn.

Motivation For Learning
(PED-620) 1 credit
This course focuses on aspects of student and teacher motivation that influence learning.  Participants examine concepts, principles and theories of motivation with a focus on how to translate these ideas into effective instruction.

Leading Change through Program Evaluation
(PED-622) 2 credits

This two-credit course is an introduction to program evaluation for teachers, pedagogical counsellors, department chairpersons, and administrators. Participants will examine the relationship between the program approach, competency-based education and the current emphasis on ensuring continuous improvement. They will learn about the guidelines and framework put forward by Commission d’évaluation de l’enseignement collégial, purposes of evaluation, the link between program evaluation and classroom assessment, and program evaluation methods. Participants will also examine how to promote an institutional commitment to self-evaluation.

 

Graduate Diploma Courses (15 credits)

Core Courses (13 credits):

Teaching with Technology – Level 1
(PED-609) 1 credit
This course is designed to help teachers blend educational theory with digital tools and media creation.  This introductory course will provide a pedagogical basis for using technology to promote student learning.

Teaching with Technology – Level 2
(PED-621) 2 credits
Level 2 takes an in-depth look at using technology in the classroom.  Participants examine preparation needs, issues surrounding assessment and overcoming the barriers to using IT.  Participants will design and use a course management system.

Constructing Knowledge in Your Discipline
(COL-855) 3 credits
The purpose of this course is to connect each teacher’s content knowledge with the theoretical and practical knowledge about teaching and learning that has been acquired in the preceding courses in the program. Its primary purpose is to allow for a detailed analysis and integration of principles, theories and assumptions about learning and instruction that underlie expert knowledge and competence in different disciplines.

Constructing Knowledge Across the Disciplines
(COL-869) 3 credits

This course focuses on the theory and practice of constructing knowledge across the disciplines to facilitate the integration of learning within a program approach.  The principal objective is to enable participants to incorporate this into their teaching practice

Philosophy of Education: What Matters Most
(COL-883) 2 credits

The premise of this course is that teachers can better understand and practice their profession by reading, contemplating and discussing some of the great philosophers in education. Participants will examine the relationships that exist between themselves and their discipline, their institution and the students they teach. They will reflect critically about what it means to be educated and will formulate their own vision about what education is and what it should be.

Integrative Seminar
(COL-803) 2 credits
Participants demonstrate the ability to deal with the complexities of the teaching and learning process in the college classroom with the theoretical frameworks in the program.  The items included in a portfolio will represent what they teach, how they teach and why they teach.

 Elective Courses (2 credits):

Elective course credits chosen from the selection listed above

Master of Education Courses (15 credits)

Understanding the Research Cycle
(MEC-800) 3 credits
Participants are introduced to the research process and learn about various types of educational research. Various methods are introduced and students are given an opportunity to practice using them.
Prerequisites: completion of the Graduate Certificate (GCCT) and at least 24 credits in the Graduate Diploma.

Exploring Research Strategies
(MEC-801) 3 credits
Participants are encouraged to scrutinize scholarly articles in terms of methods used in data collection, tools used for analysis and modes of presentation.  Basic concepts in statistics are introduced to better understand research studies published in educational journals and to enable those using quantitative data to use a statistical package, such as SPSS, to present, describe and analyze data they will be collecting.

Designing a Research Proposal, tutorial
(MEC-802) 2 credits
An independent study course in which participants draft, edit, and write their research proposal under the direction of their supervisor.  During the process, they receive regular feedback on their project from their supervisor.

Critiquing a Research Proposal
(MEC-803) 1 credit
A seminar where participants share their research proposal with others.  They have an opportunity to receive constructive criticism and use the feedback to improve their own proposal.

Conducting a Research Project
(MEC-804) 6 credits
An independent course wherein the research project is completed under the direction of the supervisor.  The research project arrives at a coherent, valid conclusion, supported by a sound literature review, conceptual framework and appropriate methodology.