graduate certificate in education canada

GCE: Teaching & Learning (Online)

Creating effective and engaging educators.

The GCE: Teaching and Learning helps skilled professionals become critically reflective educators who are prepared to enhance the adult learning experience in individual or group settings.

Designed for educators with advanced skills or trades backgrounds, the program provides practical approaches to program development, pedagogical strategy, and assessment and evaluation.

Graduates of the GCE: Teaching and Learning are efficient, effective, and engaging educators, well-versed in areas such as teaching styles, creating motivating learning environments, ethical concerns in teaching adults, and the use of technologies for teaching and learning.

Program Benefits

Career outcomes, admission requirements, tuition and fees, course descriptions, related programs, partnerships, testimonials.

Students per class

Online and Asynchronous

New Term Starts Soon

Fully Online

As few as 10.5 months*

*With full course load, year-round study and/or approved transfer credits. Contact an Admissions Advisor for more information.

Experience Market-Leading Curriculum

Our standard-setting curriculum is developed and managed by a robust team of credentialed faculty, student council members, and instructional design specialists. This helps maximize the effectiveness and real-world applicability of our program.

Leader in Flexible Online Education

Being consistently featured as a top online Canadian university is a testament to our dedication towards online education. Over the years, we’ve built programs that are not only more accessible, but also offer the flexibility for you to study while you continue to work.

Learn From Lived Experiences

We’ve assembled a team where every faculty member not only has a doctorate credential but also rich experience of working in the field. This helps up deliver a program that creates a theory-practice synergy and equips you with skills that have real-world applicability.

Your Pathway to an M.Ed.

Update your credentials further by leveraging your graduate certificate to earn our fully online Master of Education. We offer specialization for those involved in K-12 or adult education, and for those aspiring to become leaders in education.

The GCE: Teaching and Learning develops the general pedagogical and functional aspects of a new instructor, helping you become an efficient, effective, and engaging educator in areas such as:

Community and trades colleges

Polytechnics

LINC settings

Community-based education

Just-in-time training in public, private, and not for profit

Training and Development Officers (TDO) in the Canadian Armed Forces

Learning and Development staff in public, private, and not for profit

Human Resource Professionals 

Meet the Dean

Tim Goddard

M.s.m., phd interim dean.

Professor Goddard is the Interim Dean of the Faculty of Education at Yorkville University. He has extensive expertise in university administration and governance, including Vice Provost (International) at the University of Calgary and Dean of Education at UPEI. He served on the Board of Directors of both the Federation for the Humanities and Social Sciences and the Canadian Society for the Study of Education, and was president of the Canadian Association for the Study of Educational Administration.

Dr. Goddard brings a 45-year career as a teacher, school administrator, university professor, and educational consultant. He has a strong publication record and international recognition in the field of school and system leadership at the confluence of post-conflict, post-colonial, and post-catastrophe educational contexts. Dr. Goddard spent almost two decades as a teacher and school administrator in Papua New Guinea and with Dene, Cree and Inuit communities in northern Canada. He was awarded his PhD by the University of Alberta and taught educational administration and leadership in three Canadian public universities.

As a consultant he designed and delivered principal training programs in Lebanon and Sweden and worked closely and collaboratively with Ministry of Education staff to develop national educational policy frameworks in Afghanistan and Kosovo. Dr. Goddard has familiarity with Yorkville University’s education programs as he previously served as a member of assessment panels that evaluated the M.Ed. programs.

Meet the Faculty

Sepideh mahani, phd, associate dean (education) & chair of education leadership.

Sepideh Mahani is the Associate Dean (Education) at Yorkville University where she also Chairs the Master of Education Leadership program. She holds degrees in Education Leadership (PhD and MEd), Political Science (BA) and Teaching English to Foreign Learners (TEFL). For over 20 years, she has worked as an educator in several national and international educational settings. 

Sepideh’s research interests span a wide range of issues including social justice and diversity in education, humanizing pedagogy, culturally responsive and relevant pedagogy, first-generation students, and gender equality in education. Her work has been published in several books and journals such as Qualitative Inquiry , The J ournal of First-Generation Student Success , Cultural and Pedagogical Inquiry and The Journal of International Education Research . She is the co-author of Sister Scholars: Untangling Issues of Identity as Women in Academe , published by DIO Press in 2021. She is currently engaged in research on culturally responsive teaching and practices in online settings.

Research Interests: critical qualitative inquiry, reflexive inquiry, social justice, diversity in education, culturally responsive and relevant pedagogy and gender equality in education. 

Link to Publications

Jeeyeon Ryu, PhD

Interim associate dean (general education).

Jeeyeon Ryu completed her PhD in Curriculum Studies at the University of British Columbia (UBC) and has been deeply dedicated to the arts and education for more than 20 years. Inspired by a variety of artistic genres, she enjoys exploring piano improvisation, photography, poetry, storytelling, and videography to practice artful, reflexive ways of teaching, learning, research, and writing. Jeeyeon’s scholarly interests and publications include themes and variations related to arts-informed pedagogies, curriculum studies, praxis and teacher education, early childhood music education, and creativity in teaching and learning. She is currently the Interim Associate Dean (General Education) at Yorkville University, Chairperson of Cynthia Chambers Award Committee for the Canadian Association for Curriculum Studies (CACS), and co-editor of the Artizein: Arts & Teaching Journal.

Research Methodologies: arts-based research, a/r/tography, autoethnography, poetic inquiry, living inquiry, post qualitative inquiry

Wendy Kraglund-Gauthier, PhD

Associate dean (research) & chair of adult education.

Wendy Kraglund-Gauthier is an educator, researcher, and consultant with over 25 years’ experience in K–12, post-secondary, and adult learning contexts. Central to her work is achieving and facilitating sound teaching pedagogy, including ways universal design for learning principles and technologies can be used in face-to-face and online spaces to promote collaborative, safe learning for students of diverse ages, abilities, and backgrounds, all with a lens of social justice. Additional areas of interest include leadership, mentorship, and workplace and personal skills development. Her consultant work focuses on workplace development, including essential skills and employability skills curriculum writing, and training workshops, and community-based capacity-building. Wendy holds a PhD in Education, a Masters in Adult Education, BEd, BA, and a Bachelor of Business Administration (Leadership and Management). Wendy is the Associate Dean (Research) and Chair, Adult Education for Yorkville’s Faculty of Education.

Research interests: workplace learning, program evaluation, and cultural competencies using participatory action research and mixed methods

Google Scholar Publications List

Adwoa Onuora, PhD

Faculty member.

Dr. Adwoa Onuora is the 17th Nancy’s Chair in Women’s Studies at Mount Saint Vincent University (MSVU). Before joining MSVU, Dr. Onuora was an Associate Professor (Senior Lecturer) in the Institute for Gender and Development Studies at the University of the West Indies, Mona Campus in Kingston, Jamaica, where her teaching and research focused on Transformative Educational Praxis, Black Political Cultures of Resistance, Black Queer Studies and Black/Intersectional feminist theories. Dr Onuora brings to the Faculty of Education a heightened awareness of the experiences of African, Caribbean, and Black communities in both Canada and the global south. Her published works explore critical pedagogy and educational transformation, de-colonizing practices, indigenous epistemologies, and the intersectionality of factors such as gender, sexuality/sexual orientation, race, ethnicity, class, abilities, and culture, and their impact on women’s lived experiences.

Angel Davila, PhD

Angel Davila holds a PhD. in Education-Curriculum and Instruction from Southern Illinois University Carbondale, the United States. He also earned a Master’s degree in Adult Education, a Master of Arts in Teaching English to Speakers of Other Languages (TESOL) and Applied Linguistics, and a Bachelor of Education focused on Teaching English as a Foreign Language. His pedagogical perspective has been significantly influenced by his teaching experience in Canada, the United States, Nicaragua, and Ecuador, emphasizing the paramount importance of learners within the educational framework. His research interests encompass examining lived experiences pertaining to self-regulated learning, language acquisition, language teaching, adult education, case-based and problem-based learning, and reflective pedagogy. In 2020, he participated as the leading researcher in two qualitative studies and as a co-researcher in a quantitative study. His academic awards include a Dissertation Research Assistant Award, Southern Illinois University Carbondale, 2016-2017, and a Fulbright Scholarship, Fulbright Faculty Development Program, LASPAU, Southern Illinois University Carbondale, 2011-2013.

“As an educator, I place learners first. I believe all learners deserve to be valued in their social and learning environment to accomplish their best version. Learning and teaching become more meaningful when students participate actively and critically.”

Research Methodology Related Keywords: Qualitative research, phenomenology, lived experiences, mixed methods

Publications :

Google Scholar

Research Gate

Barbara Elliott, PhD

Dr. Barbara Elliott is Dean of the School of Health Sciences at College of the North Atlantic in Newfoundland and Labrador. Her educational background includes a Doctorate of Philosophy (Adult Education Leadership), Master of Nursing, and Bachelor of Nursing. She has 25 years of teaching experience and has research interests in the areas of online student engagement, faculty mentorship, and outpatient breast cancer surgery. Barbara is a reviewer for the Canadian Association of Schools of Nursing (CASN), an International Registered Nurse Examination Item Writer for The National Council of State Boards of Nursing, and serves as a board member for the Canadian Association of Allied Health Programs (CAAHP).

Research Interests: online teaching, nursing education, faculty mentorship

De Carvalho, D., Bussières, A., French, S. D., Wade, D., Brake-Patten, D., O’Keefe, L., Elliott, B., Budgell, K., O’Reilly, S., To, D., & Hall, A. (2022). Exploring factors influencing chiropractors’ adherence to radiographic guidelines for low back pain using the Theoretical Domains Framework . Chiropractic & Manual Therapies, 30 (1), 23.

Roopnarinesingh, R., Chowdhury, F., Eisbrenner, J., Saporna, S., Trunkova, J., & Elliott, B. (2021). Improving the health of migrant workers: A community health nursing advocacy project . International Journal of Student Nursing Scholarship, 8 (2021).

Elliott. B. (2021). Pandemic teaching: Unveiling opportunities for hope . International Journal of Nursing and Clinical Practices, 8, 342.

Elliott, B. (2021). Discarding my 20-year teaching playbook during COVID-19. Presented at the Speaker Series: 2nd Virtual Conference on Nursing Education and Health Care, March 19-20, 2021.

De Carvalho, D., Bussières, A., French, S. D., Wade, D., Brake-Patten, D., O’Keefe, L., Elliott, B., Budgell, K., O’Reilly, S., To, D., & Hall, A. (2021). Knowledge of and adherence to radiographic guidelines for low back pain: A survey of chiropractors in Newfoundland and Labrador, Canada. Chiropractic & Manual Therapies, 29 (4). 

Elliott, B. (2017). Clinical teaching: A workshop for instructors. Presented at College of the North Atlantic, February 2017. 

Greenslade, V., Elliott, B., & Mandville-Anstey, S. (2010). Same day breast cancer surgery: An appreciation of women’s experiences and recommendations for success. Oncology Nursing Forum, 37 (2).

Elliott, B. (2008). Exploring job satisfaction of nursing faculty in Newfoundland and Labrador. Presented at the 2008 Atlantic Region Canadian Association of Schools of Nursing Conference, Sydney, Nova Scotia, June 2008.

Elliott, B. (2008). Exploring job satisfaction of nursing faculty in Newfoundland and Labrador. Presented at the 2008 Canadian Association of Schools of Nursing Leadership Conference, Toronto, Ontario, May 2008.

Greenslade, V., Elliott, B., & Mandville-Anstey, S. (2008). Same day breast cancer surgery: An appreciation of women’s experiences and recommendations for success. Presented at the 2008 Atlantic Region Canadian Association of Schools of Nursing Conference, Sydney, Nova Scotia, June 2008.

Greenslade, V., Elliott, B., & Mandville-Anstey, S. (2007). Same day breast cancer surgery: An appreciation of women’s experiences and recommendations for success. Presented at the Nursing Education and Research Council Annual Research Symposium – Eastern Health, St. John’s, Newfoundland, May 2007.

Greenslade, V., Elliott, B., & Mandville-Anstey, S. (2007). Same day breast cancer surgery: An appreciation of women’s experiences and recommendations for success. Presented at the CASN Nurse Educator’s Conference, Hamilton, Ontario. November 2007.

Greenslade, V., Elliott, B., & Mandville-Anstey, S. (2007). Same day breast cancer surgery: An appreciation of women’s experiences and recommendations for success. Presented at the Community Health Nurses Association 1st National Conference for Community Health Nurses: Mapping the Future for Better Health, Toronto, Ontario, May 2007. 

Greenslade, V., Elliott, B., & Mandville-Anstey, S. (2007). Same day breast cancer surgery: An appreciation of women’s experiences and recommendations for success. Presented at the University of Western Ontario 20th Annual Research Conference, Toronto, Ontario, April 2007. 

Elliott, B. (2007). Enhancing faculty morale in nursing education. Presented at the Western Regional Canadian Association of Schools of Nursing Conference, Saskatoon, Saskatchewan, February 2007.Elliott, B. (2001). The implementation and evaluation of ‘Wise Choices: Adolescents and Nutrition’ Program. Presented at Memorial University of Newfoundland in partial fulfillment of the requirement for the Master of Nursing Degree, April 2001.

Bernard Potvin, PhD

[email protected]  

I am an educator and leader of educators, with experiences as a school and university administrator, pastor, university professor, classroom teacher, and educational technical advisor and consultant for government and non-governmental organisations and external evaluator for university programs. I have designed and led in the implementation of two accredited Bachelor of Education degree programs in Alberta and was appointed Associate Dean for both programs-Concordia University of Edmonton and Ambrose University in Calgary. I have been an Executive Director and Principal in two alternative schools in the Palliser School Division in Alberta. In addition, I have 9 years of K-12 teaching experience. 

I have formulated policy at national and provincial levels, most recently a national policy titled Credentialing Framework for Teachers in Afghanistan . I have completed other educational-related contracts with government and nongovernmental organisations, written reports from design phase through to final reports on teacher certification, program development and needs assessment, and designed needs assessment reports for projects in twelve other global settings. I have been a team member for three university self assessments: University of Praetoria, Quest University, and St. Mary’s University (Calgary). I have co-authored three books and authored a fourth. 

I have research interests that include assessment and evaluation, creating hybrid and blended courses based on principles of effective classroom and group dynamics, concept formation, performance anxiety. My current research interest is a descriptive case study with Ugandan school-aged children with disabilities and their experience with technology that supported their academic and inclusion outcomes.

I have either supervised or been an examiner (both internal/external as well as external) for over 60 graduate students. I am co-founder of Old Guys in Action, a humanitarian group that promotes learning, engagement, networking, and fund raising for charities. I am married to Ann (40 years and counting) and am a father of three grown children and ‘Pop’ to four grandchildren.

Deb Clendinneng, PhD

Deb Clendinneng is a Professor of Nursing in the University of Ottawa/Algonquin College collaborative BScN Program. She holds a Master’s Degree and a Doctorate in Education (Teaching and Learning) from the University of Ottawa. She has extensive experience in online and blended educational programming. Her research interests focus on praxis in adult education and continuing professional development. Current research focuses on educational strategies to teach non-technical skills to perioperative nurses.

Debbie McCleary, PhD

Debbie McCleary earned a Bachelor of Arts in Psychology from the University of Western Ontario with a concentration in childhood and adolescent development which, combined with her commitment to lifelong learning, led her to complete a Master of Science in elementary education. She has a keen interest in social justice and improving equality of access to educational opportunities for all learners which led her to pursue a doctorate degree from Niagara University where her research focused on the perceived lived experiences of adolescent refugees resettling in Ontario, Canada. She has developed, implemented, and evaluated several courses within teacher training programs in North America while mentoring and supervising student research. As a presenter and academic reviewer, she contributes to the community of prominent international associations in the field of educational research. 

Research Interests: qualitative research with a focus on literacies, educational leadership, and student wellness.

Publication Link

Diane Burt, EdD.

Diane Burt is both an educator and educational leader. She has experience in the non-profit, for-profit, and public sectors, but spent most of her career in higher education leadership roles including Principal, Director, and Associate Vice President. She won awards for her work as the Director of Applied Research and Innovation at the New Brunswick Community College, where she established and successfully grew the College’s Office of Applied Research. Currently, she consults and facilitates courses and workshops in the areas of adult education, applied research, leadership, and change. Diane holds a BA in English, BEd in Secondary Education, MEd in Adult Education, and EdD in Educational Leadership. She has been teaching part-time at Yorkville University since 2014.

Research Interests: adult education, experiential learning, applied research, stakeholder engagement, leadership, change.

Doris MacKinnon, PhD

Doris MacKinnon earned a BA (English), MA (Canadian History), PhD (Canadian Indigenous History), and an MEd (Adult Indigenous Education). Relying on mixed methods, archival and oral history research, her primary areas of focus are Indigenous history, culture ,and education. As an interdisciplinary scholar, she has expertise in decolonizing curriculum and has instructed in the areas of post-colonial Canada, settler–Indigenous relations, Indigenous history, and Indigenization of education. She has held leadership positions at post-secondary institutions and national non-profit associations and is passionate about diversity initiatives, blended learning, ethical leadership and the scholarship of teaching and learning. Dr. MacKinnon has served in a professional capacity as a member of the Women’s and Gender Studies et Recherches Feminists, The Western Association of Women Historians, the Canadian Association of Instructional Designers, The Canadian Association of Continuing Care Educators, and as an Associate Editor of The Canadian Journal of Scholarship and Teaching . Her publications include numerous full-length studies and articles exploring the lives of Indigenous women as well as inclusive education.

Media interviews and reviews of her publications can be found on her website .

Gabrielle Hughes, PhD

Gabrielle Hughes holds a DPhil in Archaeology from the University of Oxford, specializing in the protection of traditional knowledge in digital environments through the lens of Indigenous video games. She is a member of the Cape Sable Island Wampanoag and grew up in Mi’kma’ki in Newfoundland, where she has close ties to the Mi’kmaw community, for whom she is a drum carrier. Over the years, she has been fortunate to work with and learn from Indigenous communities, artists, and innovators on the importance of self-determined Indigenous representation, pedagogies, and research methodologies across communities and disciplines. Gabrielle is a Rhodes Scholar and holds master’s degrees in both Archaeology and Art History from the University of Oxford, as well as a BFA in Visual Arts from her alma mater, Memorial University of Newfoundland. She is passionate about the protection of traditional knowledge in both ‘real’ and virtual worlds; Indigenous art and innovation; museology and collaborative heritage management; Indigenous pedagogies and research methodologies; and Indigenous sovereignty and self-determination.

Georgann Cope Watson, PhD

Georgann Cope Watson is a faculty member and researcher invested in Reconciliation, the praxis of critical and feminist pedagogy, the pedagogy of adult education, and the pedagogy of online teaching. Current research projects include a collaborative project on how Indigenous and non-Indigenous educators can hold space for each other’s worldviews while working towards Reconciliation. Recent publications include journal articles and book chapters on Reconciliaction: A response to the TRC Calls to Action. Georgann lives, works, studies, teaches, and plays on the traditional territory of the Ktunaxa First Nation, and is grateful for the peace and harmony she finds in this land of mountains and lakes.

Research Interests: Reconciliation, adult education, online learning, critical pedagogy

Publications

Jennifer Long, PhD

Jennifer Long is a cultural and applied anthropologist who graduated from the University of Western Ontario (2012) with a specialization in migration and ethnic relations. She is currently an Assistant Professor at MacEwan University in Edmonton, Alberta, Canada and sessional instructor at Yorkville University. 

Jennifer has conducted research in the fields of immigration and national belonging in the Netherlands and Canada. Most recently, she conducted ethnography to explore whiteness and white racial identity in Edmonton and Alberta. Dr. Long conducts ethnography (and has conducted auto-ethnography in the past), conducts interviews and focus groups, and integrates social design research methods into her research. She has also been a part of multiple, interdisciplinary teams conducting mixed research methods.  

Research Interests: whiteness, national belonging, newcomer, immigrant integration, ethnography

Joanie Crandall, PhD

Joanie Crandall earned her PhD. in Interdisciplinary Studies (Education-English-Indigenous Studies) through the University of Saskatchewan. She brings extensive experience from urban and remote educational contexts, supporting learners from Kindergarten through to graduate level. She brings a background in instructional design, educational media, teaching, instructional coaching, and administration. Her research interests are, broadly, social justice education, Indigenous education, and interdisciplinary education.

Joy Kcenia Polanco O’Neil, PhD

Joy Kcenia O’Neil holds a PhD in Sustainability Education from Prescott College, Arizona, USA where she studied socio-ecological sustainability, intra-active pedagogies, sustainable leadership, and adult and transformative learning in higher education. In her research, she took a reflexive inquiry and narrative living story approach to her own teaching practice and the learning of others as she examined how and in what ways relationality contributes to learning. She has been an educator and practitioner in formal and non-formal higher education for 18 years in the Southwest and Midwest USA and abroad and in Japan for 5 years. Much of her recent teaching and student mentoring focuses on social and ecological justice in education. She has designed and administratively led undergraduate and graduate academic programs for state and private institutions of higher education and has consulted in curriculum and program development in higher education. She thrives on fostering transformative change-agency learning and leading experiences by exposing students to diverse ways of thinking and designing projects to solve the most complex pressing issues we face in society. As a first-generation college graduate and first-generation Mexican-Polish-Russian American, she brings her whole self and a culturally responsive and relevant lens that contributes to her interconnected and inclusive thinking. She also holds a BS and Master’s in environmental /ecological sciences and contributes her ecological knowledge to her design process of educational systems. She lives in the Pacific Northwest, USA with her family and enjoys being outside in the natural world as much as possible. She also loves the kitchen as placemaking meaningful food experiences laughing, eating, and learning with others.

You can connect with her at her professional website and find her academic writing here .

Kathryn Crawford, EdD

Kathryn Crawford holds an EdD in Curriculum and Learning from the University of Calgary in Alberta, Canada where she studied organizational storytelling of preservice teacher field experiences through the living stories of school-based administrators. Dr. Crawford is interested in troubling the taken-for-granted socialization and evaluation of preservice teachers, identity development of preservice and early-career teachers, the role of communication in the authorization of the idealized teacher through field experience, as well as preservice teacher identity journeys through relational engagement with Indigenous communities and introduction to traditional Indigenous knowledge. Her experiences as an educator with students in First Nation communities, special education programs, inclusive classrooms, and with preservice teacher/partner teacher partnerships continues to affirm the importance of first-person stories in education and vulnerability in teachers and teacher educators. When designing courses, Dr. Crawford centres ethical inclusion and two-eyed seeing through critical reflection of self and place, collaboration, and flexible design for student agency. Current research includes co-investigation of preservice teacher critical engagement with notions of “classroom management”/student engagement; the continuity of collaborative behaviour in early career teachers; and teacher practices in the implementation of Alberta’s Teaching Quality Standard 5 “Foundational Knowledge of First Nations, Inuit, and Métis”.

Katie Maxwell, EdD

Katie Maxwell earned her EdD in Educational Leadership through Western University (2019) and a Master of International Education (School Leadership) from Charles Sturt University (2015). Katie brings an international perspective to education in her role as a K–12 classroom teacher for 18 years, while working with students in a variety of schools in Australia, Japan, and Canada. More recently, she has dedicated the last ten years of her career to being a school principal in both urban and rural K–8 schools in Ontario. Katie is committed to developing the leadership and scholarship of adult learners in education. She has led additional qualification courses and graduate programs for teachers and principals with the Elementary Teachers’ Federation of Ontario (ETFO), the Ontario Principal’s Council, Queen’s University, and Western University. 

Research interests: global perspectives in education, teaching and learning of pre-service teachers, collective efficacy, principals as lead learners, equity-centered leadership, change culture in schools.

Kimberly Holmes, PhD

Dr. Holmes has been in various educational environments since convocation with a Bachelor of Education in 1990. In 2000, she completed her MA (Honors) in Organizational Learning and Leadership at Royal Roads University and in 2015 her PhD in Curriculum, Teaching and Learning at the University of Calgary. From 1997 to the present, Dr. Holmes served as an English educator, Curriculum Leader and Alberta Initiative for School Improvement Learning Leader with the Calgary Board of Education. From 1991-1997 she worked in private education at Rundle College teaching English and Drama. In 2020, Dr. Holmes joined the Werklund School of Education at the University of Calgary as an adjunct assistant professor. Dr. Holmes is interested in educational neuroscience, specifically the link between mindful pedagogical practice and neurocognitive development. Of specific interest is the nexus between mindfulness and literacy development. She is also interested in neurodiversity and the implications for effective teaching and learning as it connects to learner profiles and curriculum design. She developed a model for teacher education exploring the interconnections between mindfulness, neuroscience, story work and system direction while writing her doctoral thesis. She was the recipient of the CATE award (2015) for her dissertation’s contribution to teacher education.

Linda Rappel, EdD.

Linda Rappel is a bilingual educator (French/English) who holds degrees in adult learning (EdD), cultural studies (MA), and bilingual education (BEd). Linda has taught and supervised research in post-secondary programs as Adjunct Faculty in Adult Learning and Educational Leadership in addition to working as an Associate Lecturer in French language teacher education programs. Linda’s research interests include second language methodology, intercultural education, reflective practice, community and online learning, reflexive inquiry, narrative, and ethnographic research.

Lois Edge, PhD

Lois Edge holds a PhD. in Educational Policy Studies with a specialization in Indigenous Peoples Education and a Master of Arts in Anthropology from the University of Alberta. She has taught face-to-face, online, and blended learning courses in Indigenous education, Indigenous studies, and Indigenous health at the university level since 2008. A member of the Gwich’in Nation of the Northwest Territories, her interests include Indigenous education, pedagogy and research methodology; Indigenous self-determination, governance, and social health policy; Indigenous women, ancestral knowledge and Indigenous arts; autoethnography; Indigenous identity, cultural resurgence, strengths-based practice, and health and wellness.

Lorraine Godden, PhD

Lorraine Godden’s (PhD, Queen’s University) research examined how teachers and school leaders undertake complex and differentiated activity in the processes of interpretation and implementation of policy in educational organizations. Dr. Godden’s research is rooted in understanding how policy actors interpret policy documents to make sense of education and career/life planning, cooperative education, experiential learning, and other educational multidisciplinary policies, and enact them into programing. Dr. Godden is particularly interested in how all stakeholders, including vulnerable populations, can be supported, and policy implementation facilitated, through these complex interpretive processes. She has successfully completed many collaborative, empirical, and community-based research projects that have informed theory, policy, and practice-based initiatives for at-risk youth populations. Her research has been published in national and international journals, and she has presented at numerous national and international conferences. Further, her research has received funding from the Social Sciences and Humanities Research Council of Canada.  Dr. Godden currently serves on the Board of Directors of the Asia Pacific Career Development Association and is an Associate Researcher at the International Centre for Guidance Studies at the University of Derby (UK). Dr. Godden teaches leadership and policy-related courses, and she holds a teaching Fellowship with Advance HE (UK). 

Research interests: Policy implementation, phenomenology, document analysis, hermeneutics

Mary Drinkwater, PhD

Mary Drinkwater  holds a PhD. in Education from the Ontario Institute for Studies in Education (OISE) at the University of Toronto, Canada with a focus on educational policy and educational leadership, and a collaborative specialization in Comparative, International and Development Education. Combining 29 years of secondary school teaching and administrative experience, and teaching in the departments of Curriculum, Teaching and Learning, Mary has extensive experience in many facets of curriculum development, pedagogy, and assessment, including the integration of technology and pedagogy to create critical, creative, collaborative, and engaging learning for higher education, nationally and globally. She is a past member of the executive of the Africa Special Interest Group (SIG) for the Comparative International Education Society. Her most recent publication is a 4-volume international handbook:  The Bloomsbury Handbooks of Crises and Transformative Leadership in Higher Education (Bloomsbury, 2024). The 4-volumes focus on:  values and ethical change; context; diversity; and ethics of care.

Research Interests: critical and decolonial theory and praxis in education, arts and cultural praxis, transformative education, critical leadership, and cross-sectoral policy development.

[email protected]

Nagwa Megahed, PhD

Nagwa Megahed obtained her PhD from the University of Pittsburgh. She has gained rich experience in teaching courses, conducting research and supporting education reform projects through her work with the American University in Cairo, Ain Shams University, the University of Southern Mississippi, Michigan State University and the University of Pittsburgh. Nagwa also served as a Specialist and Senior Technical Advisor for Policy and Action Research, School Quality Assurance and Accreditation, and Monitoring and Evaluation in the USAID-Funded Egypt Education Reform Program. Nagwa is a Professor of Comparative Education and Educational Administration, teaches and conducts research on educational reform (policy and practice) at Ain Shams University. Her record of publications and teaching interests focus on educational policy, administration, and reform; teachers and teacher education; international organizations and education development; educational quality; gender and education equality. 

Natalie Davey, PhD

Natalie Davey spent 20 years as a secondary school English teacher with the Toronto District School Board. Her transition to the world of higher education included years spent supporting student success and “Learning to 18” initiatives on college campuses. Her early research focused on educational place-making for youth in detention, as well as the gap in care for alternative educators. Her book Finding Joy (2023, Brill Press) focuses on critical pedagogies of care in education, while her writing on relational teaching and narrative reframing is shared through a variety of platforms, including a weekly newsletter and monthly podcasts.

Paul Kolenick, EdD.

Having facilitated and supervised graduate adult education for over 15 years including online courses, Paul draws upon 35 years of experience in the K-12 and postsecondary education sectors as well as community and industry. Since completion of an EdD at the University of British Columbia in 2006, he brings to his teaching and research a longstanding interest in organizational and community-based learning and leadership, as well as sustainability education, Indigenous studies, post-structural inquiry, and action research. Current research is focused upon the development of communities of inquiry in online teaching and learning.

Research methodology and research interests: Communities of inquiry, metacognition, cognitive learning theory, self-study of teacher education practices (S-STEP)

Contact : [email protected]

Rita Kop, PhD

Rita Kop is currently an adjunct in the Faculty of Education at Yorkville University. She has a PhD in Adult Continuing Education. After a career in teaching, research, and development activities related to education and technology in Canada, the UK, and the Netherlands, she currently researches advanced educational technologies and online learning. She worked as a researcher for the National Research Council of Canada and as Professor in Adult Education and Higher Education in the UK and is an advocate for open learning and widening access. 

Research interests: adult education, teaching, and learning, online learning, widening access, the design of learning experiences.

Rupert Collister, PhD

Rupert Collister has worked in the post-compulsory education sector for over 22 years and his experience reflects the diversity of the sector in its broadest sense. His PhD. research from the University of New England, New South Wales, Australia explored the interconnections between holistic and transformative learning, Indigenous ways of knowing, and Eastern philosophy. His professional interests include pre-service teacher education and continuing teacher professional development, curriculum theory, praxis (the ongoing cycle of practice and reflection), holistic and transformative learning, meaningful work, wholeness, and contemplative pedagogy. Recent publications explore holistic education and embodied learning, mindfulness, and the influences of globalization and diversity on teacher education. Current solo projects involve searching for holistic approaches to the teacher education curriculum, exploring precarity in higher education, and exploring virtues and identity in teacher candidates’ construction of self.

Shannon Leddy, PhD

Shannon Leddy (Métis) is a Vancouver based educator and writer whose practice focuses on decolonizing education through infusing Indigenous content and pedagogies in teacher education. She holds a PhD from Simon Fraser University, the research for which focused on inviting pre-service teachers into dialogue with contemporary Indigenous art in order to develop decolonial literacies that help them avoid reproducing colonial stereotypes and misrepresentation. Currently, she serves as an Assistant Professor (Teaching) in Indigenous Education in the Faculty of Education at the University of British Columbia, where she also teaches in the NITEP program. Leddy is the Co-chair of the Institute for Environmental Learning, a UNESCO Regional Centre of Excellence, through which her focus is to bring more Indigenous voices to the table to expand the discourses of environmental and sustainability education beyond Western tropes. Through both this work, and her on-going work in decolonizing teaching and Indigenizing student learning, she has also developed networks that include work with the Vancouver Art Gallery, and the Vancouver Opera.

Steven Noble, PhD

Steven E. Noble has an interdisciplinary doctorate (UBC), an MA, (UBC), in adult education and counseling psychology, a Business BAA (Ryerson), a CHRP (U of Toronto), a TESOL certificate, and other credentials. Steven has been engaged within adult education in diverse environments and populations over the past 30 years. Steven’s teaching foci are in the areas of capstone supervision, adult learning and curriculum theory, diversity, the teaching/learning relationship, qualitative research, notably theatre-based and performance (broadly defined) research. Research interests include interdisciplinary research supervision, arts/performance-based/qualitative research methodologies, critical theories, relationships of power in teaching/learning, liminal identities/diverse spaces, and rural community development/integration, second/additional language acquisition.

Susan Elizabeth Elliott-Johns, PhD

Susan E. Elliott-Johns holds a BEd (Honours) from the University of London and MEd and PhD degrees from McGill University (Curriculum and Instruction). Following a successful career in teaching, consulting, and school administration, she developed and taught courses in teacher education (BEd) and interdisciplinary graduate studies (MEd and PhD) at Nipissing University (2006-2021), including the supervision of numerous theses and dissertations. Dr. Elliott-Johns joined Yorkville University as a part-time member of graduate faculty in February 2018. In her leisure time, Dr. Elliott-Johns enjoys reading (particularly novels, biographies, autobiographies, and poetry), writing, walking, gardening, and traveling.

Scholarly research interests focus primarily on critical qualitative inquiry and include pedagogy and praxis for contemporary adult education, reflexive inquiry, and responsive approaches to graduate education.

Yorkville University’s GCE: Teaching and Learning is offered 100% online.  

The program is administratively offered out of Fredericton, New Brunswick.  

Applicants to the GCE: Teaching and Learning are required to provide the following:  

• Official undergraduate transcript and proof of obtainment of a bachelor’s degree*  
• Resume and statement of interest  
• Detailed course descriptions if applying for transfer credits  
• Two letters of reference from professional or academic sources  
• Completed online application  
• Application fee of $150 (CAD)  

*All official transcripts need to be sealed, stamped and sent directly from the issuing institution to our Admissions Services Department for evaluation.  

In addition, applicants are required to have:   

• A cumulative grade point average (CGPA) in undergraduate study of at least 3.0 on a 4.0 or 4.3 scale, or a GPA of at least 3.0 in the final two years of study. Applicants may be conditionally admitted with a GPA between 2.5 and 2.99 if strength of overall application is sufficient.  

Applicants who do not meet the standard admissions requirements may be considered for admission under the Faculty of Education’s Flexible Admissions Policy. Yorkville University reserves the right to refuse admission or ask admitted students to withdraw from the program in special circumstances. 

To fill out the details of your reference for admission to our GCE: Teaching and Learning , click  here.   

English Language Requirements   

English is the primary language of instruction at Yorkville University.  

Applicants who have obtained a bachelor’s or first professional degree in a language other than English are required to submit confirmation of an official test of ability to work and study in English:  

• Proof of obtaining any other degree at the post-secondary education level where the primary language of instruction was English.  
• Canadian Academic English Language – Computer edition (CAEL-CE) with a score of at least 70.  
• Confirmation of an official Test of English as a Foreign Language (TOEFL) score of 92 (Internet-based version).  
• Confirmation of a Canadian Language Benchmark (CLB) overall score of 8 with no component below 8.  
• Confirmation of an International English Language Test System (IELTS) overall band score of at least 7.0 with no band below 6.5.  
• Confirmation of a Canadian Test of English for Scholars and Trainees (CanTest) with a minimum overall bandwidth of 4.5.  
• Confirmation of a score on any other test of English language proficiency that equates to Level C1 or higher of the Common European Framework of Reference for Languages (CEFR).  
• Confirmation of a score equivalent to these scores on another test of English language proficiency recognized by and acceptable to the University.  
• Confirmation of a Duolingo minimum score of 115.  
• Confirmation of Pearson Test of English (PTE) Academic score of 65  

Canadian applicants who completed their qualifying bachelor’s degree in French, but completed another post-secondary degree, certificate, or diploma or their secondary education in English, are exempted from the requirement to provide tested confirmation of English language proficiency.  

The University reserves the right to refuse admission to any student whose proficiency of English is questionable and to ask any student whose written work is below acceptable standards to withdraw from the program.  

Any questions? Please contact an Admissions Advisor . 

Total Cost (including Application Fee) is $11,850*

* Note : Total program cost may be reduced when applying applicable transfer credits. Costs below assumes full program cost without applicable transfer credits applied. The cost does not include textbooks, expendable supplies, equipment, and resource fees. To understand your specific program cost, please speak with an advisor.

• GCE Tuition: $11,700
• Cost per credit: $780
• $ 300 Seat Fee is deducted from Student’s first tuition payment
• The academic year of the GCE: Teaching and Learning is comprised of 2.5 academic terms of 15 weeks in length each, beginning in September. 

Assuming an average course load, tuition cost per term is $4,680

By selecting to take more or fewer courses per term, costs will be updated accordingly.

A typical course is 3 credits. Students must complete 15 study credits to graduate.

Cost Per Credit

*As of September 2023. Please note that tuition and fees are subject to change.

Tuition Payment and Rate Information

Changes to tuition rates will be announced at least three months before the start of the term to which they apply. 

Arrangements for payment of tuition must be made at least two weeks before the start of each term (please see the Academic Schedule for deadlines). Monthly payment arrangements can also be made. 

For further information about tuition, fees and payment methods, please contact Yorkville University’s Bursar’s Office at 1-888-886-1882.

Please contact an Admissions Advisor to learn more about financial aid options.

Students must complete the 15-credit requirement to graduate by completing the four required courses (Foundations of Adult Education, Program Development and Planning, Assessment and Evaluation in Education, and Becoming a Critically Reflective Educator) and any one of the elective courses. The rigorous curriculum of the GCE: Teaching and Learning includes the following courses:

EDAE6303 | Contexts of Adult Learning

3 Credits (required)

Contexts of Adult Learning introduces students to the contexts of adult education and investigates what it means to be learning in a number of different contexts. The situational aspect of learning will be central to the enquiry and students will take a close look at formal and informal learning, networked learning, experience and game-based learning, community-based learning, learning in communities of practice, and learning in communities of interests. These learning contexts will lead students not only to social movement theory, with a particular focus on the local community, the workplace, the home, the voluntary sector, but also to theories of self-direction and connectivism as might be most obvious in relatively new online learning spaces. Students will explore how the learning and knowledge-generating capacities of such spaces will affect their success.

EDAE6343 | Program Development and Planning  

Program Development and Planning provides a theoretical and conceptual foundation in contemporary approaches to program development and planning for adult learners. Students apply newly‐acquired knowledge and skills in designing a program. Topics include: designing and developing programs; assessing needs; setting learning objectives and outcomes; designing instructional plans; and developing evaluation strategies.

EDUC6063 | Assessment and Evaluation in Education  

Assessment and Evaluation in Education allows students to explore various diagnostic, formative, and summative methods from both theoretical and practical perspectives. Students will learn how to develop and use assessment to promote student learning within a positive knowledge-curation culture (i.e., classroom, department, working unit, etc.). A focus on how to build efficacious and self-regulated learners through pedagogical assessment strategies that utilize accurate and ethical interpretation will be a focus. Students will also explore and differentiate between assessment and evaluation principles for both individual and program performance. A final culminating learning experience will be to reflect upon an assessment and evaluation architecture that aligns to an area of professional interest.

EDAE6513 | Becoming a Critically Reflective Educator  

This course involves the examination of a variety of teaching and facilitating approaches that enhance the adult learning experience in individual or group settings. Topics include: teaching styles; creating motivating learning environments; ethical concerns in teaching adults; guidelines for selecting teaching methods; the use of technologies for teaching; and the assessment of teaching performance.

EDAE6323 | Foundations of Adult Education

3 Credits (elective)

Foundations of Adult Education presents an overview of the major societal purposes of adult education by exploring and examining the conceptual, historical, and philosophical foundations that inform current practices in the field. Students are encouraged to examine the relationship between theory and practice, and to identify their own ideas and practices in relation to these theories and practices.

EDAE6343 | Program Development and Planning

Edae6373 | learning and teaching online.

Learning and Teaching Online explores the theory underlying the development and application of new interactive educational technologies, how they might fit with instructional design, learning and assessment strategies, and infrastructures. The course provides hands-on experience with a range of learning technologies and enables students to explore the processes of designing, implementing, and critiquing technology-based learning. The course will introduce students to current debates around the concept of openness. By the end of the course, students will have developed the ability to act as creative and critical professionals within the broad field of technology-based learning, teaching, and training.

EDAE6383 | Transformative Learning in Adult Education

Transformative Learning in Adult Education involves an examination of transformative learning. This course will help students to understand what transformative learning is, distinguish it from other forms of learning, and foster it in their practice. The course will cover five broad areas: history; theory; research; practice; and future perspectives of transformative learning.  

EDAE6523 | Adult Education for Sustainability and Global Citizenship

Adult Education for Sustainability and Global Citizenship is designed to provide students with the knowledge and skills to integrate with depth and creativity the principles of sustainability and global consciousness into classrooms, colleges, and community contexts. Students will explore sustainable development and global citizenship to understand their alignment with adult education theory and practice, in particular affective and dialogic learning, inclusivity, and systemic thinking.  

EDAE6533 | Coaching and mentoring in Adult Education

Coaching and Mentoring in Adult Education will introduce students to coaching and mentoring strategies that they can utilise in their workplaces. Students will learn about the underlying theory as well as explore current models. They will also be encouraged to reflect on what coaching and mentoring strategies may work best for them and their organisation. This course will aid students in helping others toward continuous professional development.  

EDUC6003 | Indigenous Perspectives in Canadian Education

Indigenous Perspectives in Canadian Education introduces students to the history of Indigenous education in Canada, Indigenous pedagogies and epistemologies, decolonization in education, while encouraging students to think about their own roles in reconciliation through the lens of education. Through selected readings, weekly discussions, and assignments, students will develop a greater understanding of the traditional, historical, and contemporary roles of education in the lives of Indigenous peoples in Canada. Because the course readings include studies that draw upon Indigenous or Indigenous-informed methodologies, students will also be introduced to some ways that Indigenous methodologies are used in educational research.

EDUC6013 | Research Methods

Research in Education familiarizes students with methods of educational research. Its primary focus is to help them understand both quantitative and qualitative research and to acquire the knowledge and skills necessary to read, understand, and critically evaluate published research. Mixed methods and critical approaches are also explored. Research methods, information gathering strategies, and analysis procedures are examined. Students will begin to think about possible topics for their capstone projects.  

EDUC6123 | Reflexive Inquiry

Reflexive Inquiry begins from the notion that our lived experiences inform the ways we come to knowledge just as they influence how we engage with each other and the world. In providing students with an opportunity to examine the space between binaries like theory/practice, self/other, and teacher/learner, this course engages dialogic inquiry to cultivate social consciousness, foster accountability, and support ongoing professional development. Students are offered a range of assessment choices, including traditional academic essay, orality, visual curation, technology-based, and arts-informed evaluation.  

EDUC6033 | Action Research

Action Research provides students with an in-depth study of the action-oriented ways adult educators, teachers and educational leaders can systematically examine their own practices. Emphasis is placed on developing skills related to research focus, project design, information gathering, and interpretation. This course is grounded in reflexive practice.  

EDUC6043 | Learning and Organizations

Learning and Organizations provides an opportunity for students to examine the emergence of the learning organization and explore ways to build sustainable learning dynamics and foster spaces where people flourish. Attention will be given to the ways knowledge management and technology help organizations become learning organizations.

EDUC6063 | Assessment and Evaluation in Education

Assessment and Evaluation in Education allows students to explore various diagnostic, formative, and summative methods from both theoretical and practical perspectives. Students will learn how to develop and use assessment to promote student learning within a positive knowledge-curation culture (i.e., classroom, department, working unit, etc.). A focus on how to build efficacious and self-regulated learners through pedagogical assessment strategies that utilize accurate and ethical interpretation will be a focus. Students will also explore and differentiate between assessment and evaluation principles for both individual and program performance. A final culminating learning experience will be to reflect   upon an assessment and evaluation architecture that aligns to an area of professional interest.  

EDEL6173 | Administrators as Leaders

Administrators as Leaders focuses on developing leadership and managerial skills in school administrators. Particular attention is given to instructional leadership, developing clear, compelling, shared, and supported visions, and encouraging cultures of ongoing learning and professional development.  

EDEL6223 | Supervision of Instruction

Supervision of Instruction introduces students to various institutional settings for instructional supervision as well as supervisory techniques that support professional development.  

EDEL6433 | Leadership & Community Engagement

Leadership and Community Engagement teaches students to engage a range of community stakeholders in ways that benefit all those with vested interests. Identifying leaders as integral to this process, this course focuses on the complexities of community engagement and the various forms this engagement might take. The skills required of successful leaders of community engagement are explicitly connected to critical reflection and thoughtful praxis. Particular attention is given to students developing their own leadership capacity to strengthen professional connections within their K-12 school communities and/or community-based non-profit organizations.  

(3 credits)  (elective)  

EDEL6453 | Leadership in Higher Education

Leadership in Higher Education encourages students to develop the skills, knowledge, innovative thinking that is required of leaders within various post-secondary contexts. Under the impacts of internationalization and 21st century technological advances, individuals in multi-faceted leadership positions across colleges and universities are being challenged to consider emerging models of leadership and their implications for the design and organization of post- secondary educational environments. The specific areas of leadership in higher education included in this course are: strategic planning; communication, collaboration, and partnership development (within and beyond the institution); leadership commitment to diversity; supporting intellectual curiosity; recruitment, retention, and student support; financial leadership; change leadership and crisis management.

EDEL6463 | Leadership & Online Pedagogies

Leadership and Online Pedagogies explores the evolution of education in our online, digital world. The online environment is heralding contemporary learning theories and novel pedagogies that allow educators to provide person-centric, socially supported learning. This transition increasingly requires educators to demonstrate a desire to move towards an open, equitable, instructional role in technologically supported contexts. It also requires visionary educational leaders who critically examine their choices for implementation of educational technologies. This course prepares students to be effective leaders and educators in online contexts as they work to advance educative practice, support student engagement, and transform learning.

GCE: Leadership in Social Justice

The GCE: Leadership in Social Justice helps leaders become agents of change by teaching them to develop policies and practices that foster equity, diversity, inclusion, and decolonization (EDID) in their professional contexts.

M.Ed. in Adult Education

Emerge not only as experts in adult learning theory and practice, but also as reflective practitioners capable of making meaningful contributions to the field and the growth of adult learners with our fully online program.

M.Ed. in Educational Leadership specializing in Educational Administration

Become a dynamic and effective leader or school administrator, equipped to champion initiatives, lead departments, and contribute to positive educational change within K-12 settings.

M.Ed. in Educational Leadership specializing in Leadership in Learning

Build a career navigating challenges, championing initiatives, and leading transformative change in post-secondary education, community education, corporate learning and development, and non-profit organizations.

Learn more about Yorkville University’s partnerships and how they can save you money and help you graduate faster.

Articulation Partners

Graduate faster by transferring credits from previously completed programs with one of our articulation partners.

Canadian Forces

Special tuition bursaries and military training credit transfer options are offered to current and former Canadian Forces members and their families.

Lorie Wright

Master of Education

Lorie Wright took the Contexts of Adult Learning course as part of her M.Ed.

“The [Contexts of Adult Learning] course helped me explore the multitude of ways in which we learn, and address the social, political and technical aspects of learning to better support adult learners.”

Canute Lawrence

Canute Lawrence took the Ethical Leadership course as part of his M.Ed.

“The [Ethical Leadership] course taught me, a curriculum leader, how to consider diverse student perspectives, make them feel included, and show them that they matter – which they do.”

How much does the GCE: Teaching and Learning cost? 

Please  see here  for current tuition rates. Yorkville University is committed to helping you evaluate different financial aid options and payment schedules. Please contact an  Admissions Advisor  for more information.   

How much time will I need to dedicate to each course? 

Students can expect to dedicate  approximately 16  to 20 hours per week to successfully complete the requirements for each academic course.   

What is the application process for the GCE: Teaching and Learning?

Please  see here  for more information or contact an  Admissions Advisor  if you have further questions.

Does Yorkville University offer any scholarships? 

Yorkville University is committed to helping you evaluate different financial aid options and payment schedules. Please contact an  Admissions Advisor  for more information.

Can I apply for Canadian provincial student loans? 

Only domestic students can apply to Canadian provincial student loan programs such as the Ontario Student Assistance Program (OSAP), New Brunswick Student Loans (NBSL) or StudentAid BC.   

Yorkville University is committed to helping you evaluate different financial aid options and payment schedules. Please contact an  Admissions Advisor  for more information.   

What if I have more questions? 

If you  can’t  find your questions addressed on this web page, please contact an  Admissions Advisor .   

Yorkville U Celebrates Graduation of 3,000+ Online Students at Trio of Ceremonies in Fredericton 

Q&A with Yorkville U’s MEd Student Graduation Speaker Lyndsay Tuplin

YU’s Dr. Mary Drinkwater Launches ‘The Bloomsbury Handbooks of Crises and Transformative Leadership in Higher Education’

What Can You Do with a Master of Education Degree (M.Ed.)?

MED Alumnus Ashley Bodnar Receives Prime Minister’s Award for Teaching Excellence

Becoming an Uplifting Leader | Ayesha Bhikha’s Master of Education Valedictorian Q&A 

Mother-Daughter Duo Reflect On Shared Graduation Ceremony

Yorkville Celebrates Graduation of 3,360 Online Students in Fredericton

Uplifting Indigenous Voices | Lori Burger’s Master of Education Story

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Graduate Certificate in Educational Studies

Develop the English language and academic skills you need to succeed in TRU’s Master of Education program.

The TRU Master of Education is designed for students who wish to assume positions as educational leaders and capable researchers, who work in a variety of roles in education.

Admission Requirements

• Four-year undergraduate degree from an accredited institution.
• GPA of 2.5 on a 4-point scale.
• Direct-entry international students who require English upgrading will be required to successfully complete up to five levels of TRU’s English as a Second Language program.
• Letter of intent (250 words).
• Three letters from professional or academic referees.

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Graduate Certificate Educational Leadership (GCEL)

The Graduate Certificates in Educational Leadership (GCEL) offer Quebec educators the opportunity to gain knowledge and insight into school administration and leadership roles in scholastic settings. The GCEL is a part-time stackable program, (GCEL 1, GCEL 2, GCEL 3) which, upon successful completion, provides graduates with a cumulative Master's degree.

Designed for in-service teachers, GCEL I and II are each comprised of five courses with students registering for one course per semester (Fall and Winter semesters only) thus taking two and a half years to complete each certificate. As an off-campus program with different cohorts, students attend in-person classes in Lachine (evening classes) or near downtown Montreal (morning classes) and students from distant areas meet online in real (synchronous) time. In addition to theoretical content and practical applications, these programs provide excellent networking opportunities within and across cohorts which help leaders in their everyday activities.

See the details for each certificate below.

Have questions? gcel.education [at] mcgill.ca (subject: Grad%20Cert%20Educational%20Leadership%201%20Inquiry) (Contact us!)

GCEL 1 Details from the eCalendar

Graduate certificate (gr. cert.) educational leadership 1(15 credits), program requirement:.

This 15-credit program addresses the needs of experienced and aspiring school leaders who are taking increased responsibility for the students and communities they serve. The management of schools is increasingly seen as making a major contribution to the learning and personal development of students. The professional development of school leaders, educational reform, and school partnership form the basis for the program.

Please click here for information on additional requirements for students pursuing this online program: https://www.mcgill.ca/study/university_regulations_and_resources/graduat...

Course selection to be approved by Graduate Certificate Program Director.

Complementary Courses

15 credits from:

Curriculum and Instruction: The course offers a research-led introduction to processes and practices of research writing. Working to develop their research writing projects, students learn to examine, critically reflect on, and participate in the research writing practices in their fields, guided by current research on the discursive construction of knowledge.

Offered by: Integrated Studies in Ed

• Fall, Winter
• Winter 2025
• Stephen Peters

Admin & Policy Studies in Ed: Teaches the use of reflective practice to develop theories of leadership action in educational settings. Also provides students with the knowledge, skills and attitudes necessary to engage in processes to improve individual and organizational performance. Special emphasis will be given to communication, problem solving and decision-making.

• Lynn Butler Kisber

Admin & Policy Studies in Ed: Explores the concepts and skills necessary to manage the human and financial resources of small organizations (schools, NGOs, departments). Among the areas explored are labour contracts, supervision, grant writing and fundraising, use of volunteers, managing site-based budgets.

• This course is not scheduled for the 2024-2025 academic year
• There are no professors associated with this course for the 2024-2025 academic year

Admin & Policy Studies in Ed: Focuses on accountability in schools and education systems, public responsibility, budgeting, and measures of educational performance.

Admin & Policy Studies in Ed: Explores conceptual approaches to managing school improvement and organizational change with applications such as conflict management, action planning, coaching, shared vision-building and problem solving. Uses relevant case studies to bring theory into practice.

Admin & Policy Studies in Ed: Explores and critiques the processes of curriculum development, implementation and evaluation in relation to the field of curriculum studies. The focus will be on the role of the educator/leader as a curriculum professional in formal and non-formal learning environments.

• Mindy R Carter

Admin & Policy Studies in Ed: Focuses on contemporary approaches to planning, monitoring and evaluating programs across a range of contexts (K-graduation, college, non-governmental organization, adult education centre). Areas of study include adaptive and strategic management, results-based management, log frame analysis, systems assessment, stakeholder analysis, and fourth generation evaluation.

• Blane L Harvey

Or other 500-level or higher courses approved by the Graduate Certificate Program Director.

GCEL 2 Details from the eCalendar

Graduate certificate (gr. cert.) educational leadership 2(15 credits).

This 15-credit program explores more deeply leadership theory and educational issues and applications in a practicum. Candidates for the Graduate Certificate in Educational Leadership 2 should normally have completed the first certificate. In combination, the two certificates allow school administrators to acquire the 30 graduate credits in the field of educational leadership required by the Quebec Ministry of Education.

Students in the online version of this program, please click here for information on additional requirements. https://www.mcgill.ca/study/university_regulations_and_resources/graduat...

No course taken in Certificate 1 can be repeated in Certificate 2.

Admin & Policy Studies in Ed: Focuses on the critical analysis and appraisal of leadership issues across geographic, linguistic, racial, gender and cultural contexts from a comparative perspective. Students will analyze their own experience. This is a co-constructed course designed to speak specifically to students’ realities and address areas of learning identified by the practitioner-learners in the class.

• **Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the second lecture day and withdrawal is the fifth lecture day.

Admin & Policy Studies in Ed: Examines the role of school community relations to foster high quality learning environments. Explores and discusses methods for encouraging public involvement in education, the role of the leader in facilitating community engagement, and issues and dilemmas in community relations.

Admin & Policy Studies in Ed: The legal and institutional framework of Canadian education systems; legal terminology and the tools and methods of legal research; selected public and private law issues in Canadian education.

Admin & Policy Studies in Ed: Explores the roles, expectations and skills related to the task of the educational leader and the implications for school climate and effectiveness.

Admin & Policy Studies in Ed: Explores theory and research on leadership approaches (including leadership styles, strategies, and communication practices) and the role of leadership theory in educational settings.

Admin & Policy Studies in Ed: Explores important current issues in the field of Educational Leadership Studies. (Content varies from year to year).

• Pengfei Zhao

Admin & Policy Studies in Ed: Focuses on field studies and applied research, including the preparation of a research report. Using case studies and problem-based learning, students will draw from practical and/or contextual examples to understand educational leadership in context.

Admin & Policy Studies in Ed: Focuses on the analysis of action and research approaches used to improve school performance. Explores the collection and use of data to improve decisions making; strategies for creating interventions to improve schools; and political and social facets of making good ideas become good policy and practice in schools.

Admin & Policy Studies in Ed: Focuses on issues in the field of policy studies with specific reference to the formulation, analysis, and assessment of educational policies. Particular focus on strategic policy implementation, analysis of unintended policy consequences and responsive policy-making.

• Emma Harden-Wolfson

GCEL 3 Details from the eCalendar

Graduate certificate (gr. cert.) educational leadership 3(15 credits).

The Graduate Certificate in Educational Leadership 3 emphasizes applied research in educational leadership and ways in which educational leadership and associated theories can inform the design, implementation, and assessment of educational programs in schools. The program highlights applied research in the context of teaching and learning in Quebec elementary and secondary schools. No course taken in the Graduate Certificate in Educational Leadership 1 may be repeated in Graduate Certificate in Educational Leadership 2 or Graduate Certificate in Educational Leadership 3. The Graduate Certificate in Educational Leadership 3 may be offered on campus or online.

Required Courses (12 credits)

Admin & Policy Studies in Ed: Theoretical or practical project under the supervision of a departmental faculty member to explore and analyze an area of interest relevant to the concentration in leadership or curriculum.

• Hannah R Chestnutt
• Students must also register for EDEM 625N2
• No credit will be given for this course unless both EDEM 625N1 and EDEM 625N2 are successfully completed in a twelve month period.
• EDEM 625N1 and EDEM 625N2 together are equivalent to EDEM 625 .

Admin & Policy Studies in Ed: For description see EDEM 625N1 .

• Prerequisite: EDEM 625N1
• EDEM 625N1 and EDEM 625N2 together are equivalent to EDEM 625

Admin & Policy Studies in Ed: Extension of Project 1 or new project.

* Students take either EDEM 625 or EDEM 625N1 and EDEM 625N2

Complementary Courses (3 credits)

3 credits from:

Admin & Policy Studies in Ed: Overview of the epistemological foundations of a range of research methods, including but not limited to quantitative, philosophical, qualitative, arts-based, and mixed methods. Students will learn techniques to conduct research and to develop a research proposal.

Admin & Policy Studies in Ed: Theoretical and practical exploration of the foundations of qualitative methods, with emphasis on underlying principles.

Education Teaching & Learning: Furthers students' understanding of teacher inquiry and action research. Students will make connections between their theoretical understandings of research and their own emergence as practitioner researchers in educational settings. Topics include: writing a focused literature review; collaborative and spectator forms of research; ways to identify problems to investigate; data collection and analysis; reflexive praxis; and ways to draw conclusions from research. The major assignment for the course will be the completion of the final written MATL capstone project or equivalent.

• Prerequisite: EDIN 601 or EDIN 610
• **Although this course is an online course, there will be 5 meeting times between the start and end of course. See department for details.

Or other 500-level or higher research method courses approved by the Graduate Certificate Program Director.

Related Content

Looking for program checklists, semester overviews, or advising information, department and university information.

• Veuillez noter qu'une version française de ce site est en cours de développement et sera publiée dans les prochains mois, au cours de l'année académique 2024-25.

PROFESSIONAL STUDIES

Faculty of Education

• Certificates

Post-Graduate Certificate for Internationally Trained Teachers

Program Overview

The Faculty of Education at Queen's University has developed a comprehensive program for internationally trained teachers who are certified to teach in countries other than Canada. This unique program offers cultural, educational, and social opportunities that will equip you with the knowledge, skills, and cultural understanding necessary to succeed in an Ontario classroom. Through our 16-month in-person program, we strive to empower our students with the tools necessary to advance their careers in Canada and make a positive impact in the lives of their students.

Who should take this program?

The Post-Graduate Certificate for Internationally Trained Teachers is ideal for:

• Certified teachers in their home country, seeking certification to teach in Ontario, Canada
• Professionals holding a Bachelor's degree in Education obtained outside of Canada
• Internationally trained teachers researching certification options or seeking out professional development opportunities

Career Opportunities

Career opportunities after completing the Post-Graduate Certificate for Internationally Trained Teachers at Queen's University include:

• Teaching in Ontario classrooms
• Opportunities for advanced standing in the Professional Master of Education (PME) program at Queen's University
• Working with students who have learning disabilities or autism spectrum disorders
• Gaining hands-on experience through a practicum or interactive school experience

Professional Development

Ontario college of teachers.

Our program includes additional qualification (AQ) courses that can count towards the Ontario College of Teachers (OCT) certification process.

For more information about the process and the requirements for internationally educated teachers visit the Ontario College of Teachers page .

Advanced Standing in the Laddering Option offered by the Faculty of Education

Students who complete the Post-Graduate Certificate will be eligible to receive advanced standing in the laddering option offered by the Faculty of Education.

Queen’s University Faculty of Education has designed this the laddering option as a customizable graduate experience, with the inclusion of three different credentials within one course. Laddering will allow you to progress through successive credentials while carrying forward course credits. Students can receive three different credentials: a Post-Graduate Certificate, a Graduate Diploma in Education, and a Professional Master of Education. If you follow the laddering system, you can earn all three credentials with fewer classes overall.

Contact us at [email protected] or visit educ.queensu.ca/ladder for more information.

Application

Application requirements, a minimum of three years of academic coursework and two semesters* of teacher education coursework.

Please refer to the following two scenarios to determine where you fall:

Concurrent Education

If your program includes both academic and teacher education courses combined (e.g., a 4-year BEd program), provided it is a combination of at least three years of academic coursework and at least two semesters* of teacher training.

Please be advised that OCT determines the duration of teacher education coursework based on one academic year of study (the equivalent of two semesters) in a program.

Consecutive Education

If you have completed a post-secondary degree of three years or more and have additionally completed another program with a minimum of two semesters* of teacher training.

Academic Requirement – Post-secondary Degree

3 or 4-year Bachelor's Degree (or equivalent)

Your post-secondary degree (e.g. BA or BSc) should consist of a minimum of three years of full-time study or 90 credits. It is essential that your degree is obtained from an accredited post-secondary institution. For further details, please contact OCT or refer to the OCT Registration Guide .

Professional Requirement – Teacher Education Program

Proof of relevant teaching education of at least 2 semesters* (e.g. BEd)

An acceptable program of teacher education must be at least four semesters of post-secondary study. Please note that in the Canadian post-secondary system, an academic year is usually comprised of two semesters.

Proof of English language proficiency (not applicable for all candidates)

• TOEFL 70(20)
• PTE Academic 60
• CAEL 60(60)
• Cambridge English 170(170)

Required Documents

Please note that you need to submit these documents by completing the form on our system. Please click "Apply now" to access the form. Note that documents submitted by email, or any other medium will not be evaluated.

Recommendations

To enhance the likelihood of a successful application, it is also recommended to fulfill the following criteria:

• A minimum average or GPA equivalent to a "B" or 70% on the grading scheme of the issuing postsecondary institution. 
• Completion of a 4-year Honours Undergraduate Degree plus a 2-year B.Ed. program OR a 5-year B.Ed. program. 
• Possession of an active and valid teaching certificate or license 
• A minimum of two years of teaching experience 
• Meeting the language requirements

Selection of applicants is based on

• Meeting all the admission requirements, conditions, and recommendations (Please note that meeting the minimum requirements does not guarantee admission) 
• The number of spaces available in the program 
• Practicum placement availability

Program Curriculum

• Intercultural Communication Course

The Intercultural Communication Course is designed to provide candidates with essential linguistic and socio-cultural foundations within the Canadian academic context. By enrolling in this course, candidates will enhance their language proficiency for teaching in Ontario and develop intercultural skills and knowledge necessary for successful academic and professional pursuits in Canada.

The Intercultural Communication Course aims to enhance candidates' language skills for teaching while fostering intercultural competence. It prepares them for the unique challenges and opportunities they may encounter as they pursue their careers in the Canadian educational landscape.

Additional Qualification Courses

Please note: Students are automatically enrolled in these courses as part of their program enrolment.

You will also complete seven additional qualification courses designed to prepare you for professional practice in Ontario schools. Each AQ course consists of 125 hours of content to be completed in a blended (online and onsite) format. All courses are facilitated by Ontario certified teachers. These courses will complement your existing teacher education degree and help prepare you for teaching in the Ontario school system.

Please note that the AQ courses are subject to change based on teachers' availability and the individual cohort's needs, preferences, and knowledge gaps.

Orientation to Teaching in Ontario

This course will enhance the understanding of effective practices and instructional strategies in Ontario classrooms. Teachers will explore the policies and strategies underpinning the Ontario curriculum, understand the procedures related to the Individual Education Plan process (IEP) and engage in course planning integrating differentiated instructions and universal design. Teachers will apply the Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession in their program planning.

The Learning Environment

This course will introduce strategies for creating and supporting a safe, inclusive, learning-focused classroom – a process that begins with effective classroom management. Classroom Management examines how several different components of teaching are integral to creating and maintaining a positive, ethical, equitable, accepting, inclusive, engaging, and safe learning environment. You will explore processes that promote a collaborative community that encourages student voice, leadership, critical inquiry, and self-regulation. In addition, you will establish practices that promote partnerships that value shared responsibility, decision-making, advocacy, and leadership.

In this course you will have the opportunity to:

• explore and summarize different theories of classroom management
• understand that the teacher has the highest impact on student achievement
• investigate diagnostic assessments, which are crucial in determining who the learners are in a classroom
• explore evidence-based instructional strategies that are the foundation for student achievement
• discover the impact of growth mindset on educators and students
• design inquiry-based teaching
• discover equitable and inclusive education is central to student achievement and for creating collaborative classroom communities
• create dynamic, safe, inclusive, and responsive learning environments
• design classroom space and layouts
• create surveys to collect student voice
• plan and design rich tasks

Special Education Part 1

In Special Education Part 1, candidates will gain a general understanding of how to work successfully with students who have various learning needs. This course gives teachers early intervention strategies to identify at-risk students and precise steps to follow to involve the in-school team and ensure that students' needs are met through an Individual Education Plan (IEP) and possibly an Identification, Placement, and Review Committee (IPRC). Candidates will explore the various learning exceptionalities in Ontario and the placement options available in their schools. Through reflection, collaboration, discussion, and research, candidates will develop a wide array of pedagogical approaches that have proven successful when working with identified students. Practical work will include developing useful plans and lessons that can be used readily in the classroom. After completing this course, any teacher should feel well equipped to better understand the needs of students with varied learning profiles and feel confident in their ability to adequately plan for them and report on their progress.

Student Assessment and Evaluation

Student assessment and evaluation is an integral part of the teaching and learning process. Teachers in Ontario, and elsewhere, are required to use diverse forms of assessment to support and communicate progress in learning to students, parents, and school administrators. This course will build on your current assessment practices and support you in exploring ways to enhance your use of assessment. Specifically, current assessment theory and practices will be examined with opportunities for you to critically reflect on the integration of these theories and practices into your classroom to support student learning.

• learn about Ontario policies driving assessment practices throughout the province
• explore theories of learning to inform assessment design
• plan assessments that complement curriculum expectations and teaching
• understand foundational principles of assessment: reliability, validity, fairness, and bias
• design a variety of assessments including tests, rubrics, and performance assessments
• examine grading, reporting, and communication practices
• learn about the purposes and uses of large-scale assessment data
• accommodate assessments for students with exceptionalities

Teaching English Language Learners

English language learners (ELLs) entering Ontario classrooms will arrive with diverse and unique needs. Every ELL will bring unique cultural, social, academic, and linguistic backgrounds to your classroom. This course will enable you to cultivate a classroom environment that embraces diversity and celebrates the identity of every student while supporting ELLs through the difficult transition to their new home. English Language Learners (ELL) Part 1 is designed to provide you an engaging opportunity to explore many of the facets of teaching and learning an additional language. You will have the opportunity to explore the stages of language acquisition and ways to meet the needs of ELLs at the different stages. You will also gain a better understanding of the principles underlying the approaches to teaching the four broad language skills: reading, writing, listening, and speaking. You will examine some of the language demands that exist in curriculum-based lessons and learn how to scaffold appropriately and set realistic and manageable goals for ELLs. Your heightened awareness and deeper understanding will help you approach situations with greater confidence, competence, and preparation. You will have many opportunities to engage with colleagues in thoughtful discussions and challenge some of your own and others' preconceived notions about language learning and teaching. Prepare to be challenged, reflective and willing to keep an open mind as you explore the many fascinating areas of teaching English language Learners (ELL) and working with ELLs.

In this course you will:

• critically reflect on theoretical concepts about language learning and teaching
• collaborate and share expertise with colleagues to support student learning and improve practice
• familiarize yourself with the policies and support documents of the Ministry of Education and Training with respect to the Ontario curriculum for English language learners
• reflect on some of your pre-existing beliefs and assumptions about language learning and teaching
• explore practical ways to empower ELLs and affirm their identity
• understand assessment and evaluation of language proficiency and student progress, student approaches to learning, and the achievement of curriculum expectations
• analyze the effectiveness of instructional and learner strategies in different contexts
• gain insights about the affective variables that may impact language learning and academic achievement
• research current theory about teaching and learning an additional language
• develop an enhanced understanding of effective techniques for teaching reading, writing, listening, and speaking
• learn to scaffold effectively by considering current functioning and language and content demands in the lesson
• design lessons that integrate the skills and scaffold appropriately to increase the comprehensibility of your lessons
• build your own cultural competence in order to better understand the impact of culture on learning and experiences in the classroom
• explore alternative forms of assessment to accommodate an ELL's current ability

Teaching Students with Communication Needs (Learning Disability)

This course focuses on the theory and practice to support students with learning disabilities. Throughout this course, you will explore the various definitions and characteristics of learning disabilities. Through discussion and collaborations, you will discover cognitive, academic, and social-emotional implications of LD and generate ways to develop a positive learning environment for students with LD. You will address how social-emotional issues affect academic outcomes, research various academic strategies, and brainstorm the implications of psychological processes for students with LD. You will be provided with the opportunity to apply your learning to developing student profiles, transition plans, and gain applicable strategies that you can use in your teaching practice.

This course focuses on learning disabilities (LD):

• what they are
• implications of having a learning disability
• learning theories and programs that help students with LD
• creating conditions that promote and maintain an inclusive and positive classroom and school
• importance of collaborating with school-based teams and community personnel Course 
• explore the various definitions and characteristics of learning disabilities
• discover cognitive, academic, and social-emotional implications of LD
• generate ways to develop a positive learning environment for students with LD
• investigate instructional approaches that enable you to adapt your teaching to meet the needs of students with LD
• consider assessment and evaluation strategies that work for students with LD
• develop professional development practices
• compare the various definitions of learning disabilities and discuss the implications
• discuss how social-emotional issues impact academic outcomes
• research various academic strategies
• describe the implications of psychological processes for students with LD
• create a student profile and transition plan

Use and Knowledge of Assistive Technology

Technology is an integral part of our lives and has enhanced the quality of life for many of us. Assistive Technology creates equal opportunities and access for all learners including students with exceptionalities. In this course, the candidate will investigate the various devices and services available, but more importantly the candidate will develop a real world student-centered assistive technology program that can be applied in the classroom. As well as exploring the theoretical background and framework for understanding assistive technology, the candidate will extend and apply his/her knowledge of different high, mid and low tech devices and services and will reflect on the ethics and application of assistive technology in the classroom.

Learning activities in this course include:

• exploring the theoretical background and frameworks for understanding assistive technology
• extending and applying your knowledge of different high-tech, mid-tech, and low-tech devices and services
• reflecting on the ethics and application of assistive technology in the classroom
• thinking and writing critically about emerging trends in the field
• exploring and reviewing assistive technology hardware and software
• developing strategies for overcoming challenges related to assistive technology use
• understanding the implications for assistive technology in assessment and evaluation practices
• fostering discussion and collaboration with colleagues

Practicum and School Experience

Experiencing an Ontario classroom is an important part of preparing to teach in Ontario. Candidates will gain school experience through either a 20-day practicum OR interactive school experiences. We will do our best to place each candidate in a practicum but cannot guarantee a practicum placement due to teacher shortages.

Employment and Career Preparation

You’ll take part in workshops designed to help you apply for jobs in Ontario. They focus on resume writing, job search, and interview preparation. You’ll also have an opportunity to attend a job fair and receive help with your Ontario College of Teachers application.

Experiential Opportunities

Throughout the program, you’ll engage in experiential learning opportunities, such as participating in a volunteer program, visiting local schools, and working with community groups related to education. Students will also have the opportunity to be involved in Indigenous initiatives including visits from Queen’s University Elders and other members of the local Indigenous community. These experiences will allow you to apply your learning both inside and outside the traditional school system.

Dates & Fees

Program dates, september 2024 (fall).

January 2024 (Winter)

Program Fees

All fees are in Canadian dollars

• Failure to submit the Administrative Fee by the deadline listed above, will indicate that you are not interested in the program anymore, and we reserve the right to offer your seat in the program to another candidate.
• Please note that an additional fee of CAD$100 for books will be requested upon arrival.

Program fees include:

• Seven AQ courses
• IELTS preparation
• Experiential programming
• 20-day practicum or interactive school experiences
• Employment and career preparation
• Student fees
• University Health Insurance Plan (UHIP)

Refunds for the Post-Graduate Certificate for Internationally Trained Teachers

• Please note that for all payments made outside of Canada, if a refund is approved, the funds will be returned to the original payment source (i.e., the individual making the payment).
• Funds will not be transferred to another institution; they will be returned to the original payer only.

Students may cancel their enrolment in the program before the January start date and receive a full refund. Refunds are processed for students who are unable to come to Canada for immigration-related reasons prior to the commencement of the program.

In the event that a visa is not secured before the start of the Intercultural Communication course (January 2024), students will be offered the option to defer their enrolment to the next year or receive a full refund.

Students who withdraw from the program after it has started may be eligible for a refund on the portion of their studies that they have not yet completed. Any completed courses are non-refundable.

Delivery Method

This is an on-site program that takes place at Queen’s University in Kingston, Ontario, Canada.

In-person delivery format refers to a method of delivering educational or training content through face-to-face interactions between the instructor and the participants. This format involves physical attendance of participants at a designated location, such as a classroom, conference center, or training facility, where they can interact with the instructor and each other in real-time. This mode of delivery allows for immediate feedback and direct engagement between the participants and the instructor, fostering a collaborative and dynamic learning experience. In-person delivery is often considered more personal and interactive than remote or online delivery methods and provides opportunities for hands-on activities, group discussions, and other forms of interaction.

Will students get a three-year Post-Graduate Work Permit (PGWP) after completing this program?

Students that complete all the requirements of this program may be eligible for a three-year Post-Graduate Work Permit, but the final decision is determined by Immigration, Refugees, Citizenship Canada (IRCC).

Are spouses and partners of ITT students/applicants eligible for a Spousal Open Work Permit (SOWP)?

As of March 19, 2024, spouses/partners of ITT students are no longer eligible for a SOWP.

Can candidates assess their eligibility to OCT before applying?

Yes. You can do it here: Applicant Eligibility Assessment | Ontario College of Teachers (oct.ca) . Remember, the self-assessment only gives you a general idea of your eligibility for the OCT certification. It is strongly recommended that you apply to OCT first. You maybe eligible for OCT without any conditions. If not, they will give you detailed recommendations as to the additional work for you to acquire OCT registration.

Can candidates send in their Language Test Report Forms (TRFs) to Professional Studies?

Yes, but please make sure you select the correct receiver, PS Queens. This applies to IELTS results only.

If candidates are from Francophone countries, do they still need to provide English test scores (TOELF or IELTs)?

Yes.  English is the primary language of instruction and communication at the ITT program and Queen’s University. Applicants must demonstrate an adequate level of proficiency in English, regardless of their citizenship status or country of origin. However, knowing French will be an asset when it comes to finding teaching jobs in Ontario.

Can candidates with Montessori background apply directly to this program?

No. Montessori follows an independent approach, and their program does not meet the OCT’s registration requirements. We recommend that candidates with Montessori background apply to OCT first and then apply to our program with proof of OCT eligibility.

What if candidates completed degrees/diplomas/certificates from online or distance education?

The OCT accepts distance education programs, if they included a face-to-face practicum. We recommend that candidates with degrees completed online apply to the OCT first and then apply to our program with proof of OCT eligibility.

Can candidates use their expired/inactive teaching qualifications to apply to the program?

Please refer to Country Specific Information on OCT website to see if you need to provide teaching qualifications during the time of application. If the answer is yes, you must submit active teaching qualifications. Those qualifications should be verifiable when needed.

Is teaching experience a must?

No, but it will enhance your application and help us plan the practicum component in the ITT program.

Can Queen’s guarantee that I will gain OCT certification after completing the ITT Program?

While Queen’s University will work diligently to provide you with information and training within the ITT Program to support your journey towards Ontario College of Teachers (OCT) certification, we cannot guarantee that you will attain OCT certification upon completion of the program. Obtaining OCT certification is dependent on various factors, including meeting the OCT's requirements, completing necessary assessments, and fulfilling any additional conditions that may be attached to your application. Queen’s is committed to assisting you throughout this process, but the ultimate decision regarding certification rests with the OCT. We encourage you to actively engage in the program, seek guidance from faculty and advisors, and diligently fulfill all requirements to enhance your chances of achieving OCT certification.

What does it mean if OCT attaches specific conditions to my application?

If the Ontario College of Teachers (OCT) attaches specific conditions to your application, it typically means that they have identified areas where additional qualifications or coursework are needed for you to become certified as a teacher. This may involve completing additional undergraduate coursework or undertaking additional Additional Qualification (AQ) programs. These additional requirements could incur extra costs outside the Internationally Trained Teachers (ITT) Program. Furthermore, you may find yourself needing to teach a different age group than the one you are currently qualified for.

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Faculty of Education

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WELCOME TO GRADUATE STUDIES IN EDUCATION

Are you ready to immerse yourself in specialized areas of study through research and inquiry into professional practice? Our graduate programs allow you to work with award-winning faculty and contribute to leading-edge research that advances teaching practices and learning experiences that is responsive to community needs. Here, you’ll join a dedicated, diverse graduate community, put personal inquiry into practice and grow as an individual, academic and practitioner.

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BROWSE BY AREAS OF STUDY

Study with award-winning researchers at one of Canada’s leading Faculties of Education. Our   graduate degrees and diplomas   offer specialized areas of study that prepare students for academic and professional careers in elementary, secondary, tertiary and community-based education. We also work with institutional partners to develop customized programs that meet the needs of educators and leaders.

GRADUATE DEGREES & DIPLOMAS

Explore Graduate Studies in Education,  compare degree programs  and discover the opportunities that await you.

Graduate Diploma in Education

Graduate Diploma in Education (GDE) programs are designed in collaboration with BC school districts for educators whose primary focus is  school-based practice . The GDE provides educators with the opportunity to engage in focused, sustained, reflective inquiry into their practice within a 2-year cohort model. Students can apply to use credits from a completed GDE program towards a  Master of Education in Educational Practice  (additional one year program).

Masters Programs

The Faculty of Education offers a wide variety of master’s degree programs (Master of Arts, Master of Education and Master of Science). Most programs are offered each year starting in the Fall term, while others begin each term, once every two years, or are offered on demand.

Doctoral Programs

The Faculty of Education offers a wide variety of Doctor of Philosophy (PhD) and Doctor of Education (EdD) degrees. Programs may be offered on a yearly basis, biennially, or even based on demand.

All Programs

Where to start? and where to go?

Use our interactive guide to explore programs that fit your interests and goals.

Go to Program Explorer

ACADEMIC AND PROFESSIONAL PATHWAYS

Whether you want to pursue leading-edge research, grow as a practitioner or find a new path, graduate studies prepares you for diverse career paths from the classroom to the community.

SEE WHERE GRADUATE STUDIES CAN TAKE YOU

Our students thrive, and lead, in an ever-changing and challenging world. When you study here, you join a diverse community of graduate students from a variety of backgrounds, career pathways and life journeys who will enrich your learning with a tapestry of world views and experiences.

Poh Tan is a current student looking to understand early learners development.

Sheree Rodney

Sheree Rodney is a Mathematics Education PhD Alumni.

Dominic Trevisan

Dominic Trevisan is a Educational Psychology MA & PhD Alumni.

GRADUATE STUDENT LIFE

Leading-edge and Community-engaged Research

Through innovative, collaborative, interdisciplinary and community-engaged research, we are enhancing the student experience, inspiring inquiry and improving the practice of teaching and learning.

Indigeneity 

We bring a deep reverence for Indigenous learning and interconnectedness to everything we do and are committed to meaningful, ongoing reconciliation.

Award-winning Researchers

Meet the top research minds across the Faculty who are collaborating to advance the field of education through scholarly inquiry and community-engaged research.

Education Theses

Discover graduate student research by exploring  Education theses using Summit, SFU’s research repository, or visiting the SFU Library Catalogue .

Explore graduate student research

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Join us for an upcoming information session to learn more about our programs, faculty and student experience.

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Questions? We’re here to help guide your journey with the Faculty of Education.

For general inquiries, contact the Graduate Studies office .

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The Graduate Certificate in Higher Education (GCHIED) is designed to meet the continuing professional development needs of those involved in the field of higher education. This certificate is intended for individuals in teaching, supporting, or monitoring roles in public and private institutions of higher education in British Columbia and beyond. Students will complete coursework on the following topics: an introduction to the field of higher education; the historical, philosophical, economic, and sociological foundations of higher education; organization and administration of higher education; and the Canadian systems of higher education.

For specific program requirements, please refer to the departmental program website

What makes the program unique?

Students studying in the GCHIED program may apply for admission to the MEd in Higher Education and transfer up to four certificate courses (12 credits) towards completion of the MEd program.

Program Structure

All students must complete:

• EDST 493(3) Introduction to the Study of Higher Education
• EDST 511(3) Organization and Administration of Higher Education
• EDST 521(3) Foundations of Higher Education
• EDST 536(3) Higher Education Systems in Canada

Quick Facts

Program enquiries, tuition and fees.

Related Programs

Same specialization.

• Master of Education in Higher Education (MEd)

Same Academic Unit

• Doctor of Education in Educational Leadership and Policy (EdD)
• Doctor of Philosophy in Educational Studies (PhD)
• Graduate Certificate in Adult Learning and Education (GCALE)
• Master of Arts in Educational Studies (MA)
• Master of Education in Adult Learning and Education (MEd)
• Master of Education in Adult Learning and Global Change (MEd)
• Master of Education in Curriculum and Leadership (MEd)
• Master of Education in Educational Administration and Leadership (MEd)
• Master of Education in Educational Studies (MEd)
• Master of Education in Society, Culture and Politics in Education (MEd)

Further Information

Specialization.

Higher Education focuses on the study of institutions of higher education and their members, activities, and policies. The program draws on such disciplines and fields as history, philosophy, sociology, economics, political science, psychology, law, and administrative studies.

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Take a break from studying with opportunities at your fingertips. Whether you want to settle down in a café or take your research outdoors, we have a place for you.

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New online ontario graduate certificates.

Two new programs have been added to the Humber line up of online Ontario Graduate Certificates. Clinical Bioinformatics and Infection Prevention and Control will broaden our programming in the health sciences and wellness fields.

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Cloud computing, international students can stack and stay longer.

Ontario Graduate Certificates in Business

International students have the opportunity for early admittance* into a second Ontario Graduate Certificate Business Program in the following year. Stack your education and potentially earn credits that lessen your course load in year two, allowing you to work or spend more time immersing yourself in Canadian culture! Extend your stay and double your employability skills through two work terms across two business programs. The extra year of studies will give you qualifications for a potential 3-year post graduate work permit.

Find Your Perfect Pairing!

Don’t get stuck with a preset bundle, choose any two business programs to find the perfect pairing for your educational and career goals.

Find the Right Program for You

A Humber education helps you go from classroom to career, gaining real-world experience along the way. Our programs blend theory and hands-on learning, giving you the opportunity to gain practical experience in small classes and learn from expert faculty who have extensive industry experience.

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Take our quick quiz to find careers best suited for you and the matching Humber programs.

If unsure about your choices, or just want to talk them over, our program advisors are here to help.

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Diplomas & Certificates in Education

Diplomas & Certificates in Education

Increase your leadership & expertise.

The Faculty of Education offers teachers and other education professionals a variety of learning options – including certificates and diplomas – that will add value to, and increase your expertise in, your chosen specialization. Or, why not choose something brand new to add to your professional skills?

The 30-credit diplomas listed on this site do not lead to teacher certification, but if you are a teacher, they will lead to a category upgrade with the Teacher Qualification Service .

Our programs are designed to meet the needs of teachers working in school districts and educators working in other settings. With programs in a variety of teaching specializations that range from early childhood, through school-aged children, to educating adults, there is a program that will deliver the skills you want.

Want to become a K-12 teacher?

Join our Bachelor of Education 11-month program in Vancouver or 16-month program in Kelowna .

Find Your Program

Undergraduate Certificate Programs

Graduate Certificate Programs

Next Steps and FAQs

Admission & Registration Information

To register in courses offered for credit you must be admitted to the UBC Faculty of Education, Vancouver campus.

• If you were previously a student here, you will need to apply for re-admission.
• If you are a UBC Okanagan students, or interested in a program offered by UBC Okanagan, please see Admission Categories below.

See here for the full details on How to Apply & Register .

Application Deadlines

Please refer to the application form for the application deadlines.

Requirements

The diploma requires the completion of 30 credits of courses numbered 300 or above, with an average of 65% or higher. In most specializations, 12-18 credits of coursework are designated as core requirements, while 12-18 credits may be selected from approved supporting or related courses.

A maximum of 18 credits of appropriate courses completed at UBC previously and not credited toward the requirements of any other degree, diploma, or teacher certification program may be applied to a diploma program.

See the full details on the Diploma in Education .

Tuition Fees

Note that tuition fees are subject to review and change by the University.

Diploma programs.

Tuition fees for Education Diploma (DEDU) programs are found in the UBC Calendar: Post-baccalaureate Tuition .

If you have additional questions regarding tuition and fees, please contact an Enrolment Services Professional . 604.822.9836 | [email protected] .

Certificate Programs

Tuition for courses applied toward a certificate will be charged on a per-credit basis. Current tuition fees are found in the UBC Calendar: Non-Degree Studies Tuition .

If you have additional questions regarding tuition and fees for Non-Degree or Unclassified studies, please contact Enrolment Services . 604.822.9836 | Contact via the Ask Me Form .

Student Assessed Fees

Certain additional fees apply to students who take courses on campus.

Students who meet certain requirements may opt out of the U-Pass and AMS Extended Health and Dental Plan, during the first two weeks of the term.

To see if you qualify for the U-Pass fee exemption, read the U-Pass FAQ information .

If you think you qualify for an exemption , login to the Student Service Centre ( SSC ) and click on the Financial Summary tab to navigate to the U-Pass fee exemption page.

If you already have medical/dental coverage (other than BC MSP), you may be able to apply for an exemption if you meet certain requirements and follow the opt-out procedures . Visit the Student Service Centre ( SSC ) for more information.

Students registered in on-campus courses in the summer session are not assessed Health/Dental Plan fees.

UBC Tuition Fee Certificates

Current UBC students may use Tuition Fee Certificates for tuition only for UBC credit courses. The certificates do not cover the cost of course materials, texts, or other fees. Redeem your Tuition Fee Certificate online via the Tuition Fee Certificate Redemption form .

Student Loans

Please note that all Faculty of Education Certificate and Diploma programs do not qualify for student loan funding.

Transfer Credits

Acceptable courses may be transferred into the Diploma in Education program when they meet these conditions:

• Courses are conceptually consistent with the topic area of your specialization. Please consult a program coordinator to establish their acceptability.
• A total of 18 UBC credits, or 12 non-UBC credits, if acceptable, may be advanced or transferred to the diploma program. Courses need to be at the 300-400 (senior) undergraduate level.
• Only surplus or undeclared credits may be used for transfer credits, i.e. credits which have not been used towards meeting requirements for another degree/diploma program. If surplus credits were completed during your degree program, please provide an email verification from your degree advisor.
• When courses have been taken prior to starting the diploma, the five-year time frame for the diploma will begin with the date of the first transferred course. If courses have been taken beyond five-years prior to admission to the diploma, they will not be acceptable for transfer.
• You seek prior approval to take acceptable courses at another university, in which case a Letter of Permission (LOP) will be written by a program coordinator to the university where you will take the courses.
• Upon successful completion of courses taken outside UBC, you need to forward your official transcript to the program coordinator in TEO.

Official transcripts may be sent directly to:

Attn: Diploma Transfer Credits Teacher Education Office Faculty of Education The University of British Columbia 2125 Main Mall Vancouver, BC V6T 1Z4

Or emailed by university to: [email protected]

When the program coordinator receives your official transcript, the credits will be transferred to your diploma program and will be listed on your UBC transcript.

Transferring 300–400 level courses to a graduate program in the Faculty of Education

If you have completed your diploma program, but you wish to retain the ability to transfer certain credits to a subsequent graduate program in the Faculty of Education, there is a process you must follow.

• Do not apply to graduate from your diploma program, as once you graduate, diploma credits are no longer available for applying to a graduate program.
• Obtain permission from your Graduate Advisor to use non-conferred diploma credits towards meeting requirements for your graduate program. To do this, download a Diploma Credit Re-Allocation Application Form , list the 300–400 level courses you wish to be applied to your Graduate program, and submit it for approval to your program’s Graduate Advisor.
• Once approved, your Graduate Advisor will also send this form to the Faculty of Graduate Studies (FOGS) and to the Teacher Education Office (TEO) for approval from a Program Coordinator to release these credits for use towards your graduate program.
• Once the credits have been re-allocated to a graduate program, please note that they may not be used towards completing diploma requirements in the future.
• Upon completion of your graduate program, if you wish to complete your diploma, you must take additional credits to replace those which were re-allocated, in order to meet the diploma requirements (total 30 appropriate credits). A diploma program must be completed within 5 years of its start date, which is counted from the date of the first course(s) taken. You’ll need to complete and re-submit the Diploma Program Admission Application in order to be re-admitted. You do not need to pay the application fee. Please contact the TEO for academic advising on completing your diploma program.

Can I use credits from a certificate for the diploma?

In most cases the certificate in a particular area is the first half of the associated diploma. The credits can be used towards the diploma, but one must apply for admission to the diploma program in order for this to happen. Application to the diploma program must be completed immediately as a maximum of 18 credits of non-diploma work can be transferred.

Can I transfer credits from outside of UBC towards a certificate or diploma?

No credit transfer is permitted towards completion of certificate programs. For individuals in the diploma program, a maximum of 12 credits of suitable courses can be transferred towards diploma completion.

Can I use credits from a certificate for a Master’s program?

This decision is made by the graduate advisor for the Master’s program, but in most cases one can use 6 undergraduate credits of suitable coursework to the Master’s.

Can I use credits from a diploma for a Master’s program?

Credits used towards graduation in the diploma program cannot be used a second time for a new qualification. Should one be admitted to a Master’s program before completing the diploma, undergraduate credits could be used, but then the student would not be eligible for graduation in the diploma program.

See full information on our online courses .

How do I register in a course?

• Visit the UBC Course Schedule
• Once you have been admitted to UBC, login with your Campus-Wide Login (CWL) ID and password to the Student Service Centre . You must pay the non-refundable acceptance deposit in order to register in a course.

When does course registration open?

• Registration dates and times are determined by your admission category, find current dates here .

What if the course I want to register in is full?

• Pick another course.
• Look at online courses that are available.
• Consider courses at other institutes for Transfer Credit.
• Keep checking the website for drops.

Diploma Completion Time Frame:

• If enrolled in the Diploma program, you have 5 years to complete all 30 required course credits.
• This five-year time period is counted from the date of the first course started. For example, Winter 2017, Term 1 is when you started your first course. Your completion date would be Winter 2022, Term 1.

Registration Eligibility:

• You may take as many courses as you wish within a given term. If you skip a term, you need to notify TEO Admissions to have your registration eligibility re-activated when ready to start again.

Core Courses:

• If you are enrolled in the diploma program, certain courses are core courses that are mandatory to fulfilling the diploma. Each diploma will list options for electives; in some cases, these are approved electives .

Elective Courses:

• Electives that are optional must be conceptually consistent with the topic of the diploma specialization. Please contact a program coordinator in the Teacher Education Office before registering in elective courses. You are responsible for ensuring that the elective courses you choose are acceptable for your specialization.

Credit/D/Fail:

• Students in the diploma program are not eligible for Credit/D/Fail grading, as this is not a direct-entry program ((i.e., a program from which a student may be admitted directly from secondary school).For more information, see the Credit/D/Fail Grading page.

Course Information:

• For course descriptions, course schedules and registration, please visit the UBC Student Services site. To accommodate working teachers, on-campus diploma courses are offered 4:30 – 7:30 p.m. in Winter Term 1 (September to December) and Term 2 (January to April), and Summer Term 1 (May) and in Summer (Term 2) in modules. Register for Winter Terms 1 and 2 in August before course seats fill up.
• For online course descriptions, please visit the PDCE Online Courses site .
• Graduation from UBC requires that you apply to graduate, upon completion of your Diploma in Education program, through the Student Service Centre ( SSC ).
• We include full information about how to graduate on the Teacher Education website for your assistance.
• Be sure to have a Program Coordinator first check your 30 credits (if you haven’t already done so) to ensure you have met all the requirements.

Graduation & Program Completion

Graduation Information

Diploma completion (30 credits).

If enrolled in the Diploma program, you have 5 years to complete all 30 required course credits. This five-year time period is counted from the date of the first course started. For example, Winter 2017, Term 1 is when you started your first course. Your completion date would be Winter 2022, Term 1.

Consult with with a program coordinator to confirm successful completion of 30-credits of your diploma program.

Every candidate for a degree must make formal application for graduation. For important application information, dates, and deadlines, please visit the graduation information available on the Student Service Centre (SSC) website .

Full details are posted on UBC’s Graduation website .

Certificate Completion (15 credits)

When you have successfully completed your 15-credit certificate program, you may apply for a certificate by filling out the Certificate of Completion Request Form .

• This applies to all except the TESL Certificate which must be requested from the department using the TESL Certificate Request Form .

IMPORTANT: If you enrolled in a Certificate program before September 2019 , upon successful completion of all required courses, you apply for your Certificate by filling out the Certificate of Completion Request Form .

If you enrolled in a Certificate program in September 2019 or later , you must make a formal application for graduation, as with Diploma students. For important application information, dates, and deadlines, please see the SSC website: students.ubc.ca/enrolment/graduation .

Questions? Contact Us

Contact us by email at [email protected] .

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10 Graduate Certificate Degrees in Education in Canada for 2024

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Those who pursue education as a career will undergo courses that are designed to train future educators. Fortunately, there is a wide variety of courses designed for students who wish to supplement any teaching credentials. These courses are offered at various institutions across the globe.

Canada is the best country to pursue your higher education if you are an interactive person. Almost every ethnic group is represented in Canada thus it's a multicultural society. Language barrier is not an issue to foreign students as Canada is considered the world's leader in language training.

What is a graduate certificate? A graduate certificate is a post-baccalaureate qualification awarded by colleges, universities, and technical schools around the world. Depending on where the certificate is awarded, a graduate certificate confers either bachelor- or master-level qualifications. For example, in the UK and other Commonwealth countries, a graduate certificate is awarded to undergraduate students; in the US, graduate certificates are a post-graduate qualification and may be issued as part of a master’s or PhD program. Students usually pursue a graduate certificate after completing at least one undergraduate degree. A certificate earned at a bachelor level may have a more limited scope than one earned at a master level because of the student’s different experience with her or his field of study. Scholars may pursue this education to gain a deeper understanding of their chosen field or to prepare themselves for a promotion. The cost of a graduate certificate will depend on the country and institution where you study, though in some countries the cost of a graduate certificate is significantly less than tuition in a traditional master’s degree program. A graduate certificate program may also take less time to complete than a full bachelor’s or master’s degree program.

Fanshawe College

Graduate Certificate vs. Master’s Degree: What’s the difference?

We often get asked what a graduate certificate is and if it’s the same as a Master’s degree. The truth is that although both are postgraduate study options, there are differences and features to both that are important to know when making the decision to further your education.

What is a Master’s degree?

• Demonstrates that you’ve “mastered” a particular area of study
• Requires an undergraduate or bachelor’s degree for admission
• Takes one to two years of full-time study commitment
• Costs an average of $7,452 for Canadian students; however, greatly dependent on the institution and program of choice, with professional degrees as much as $23,000 and MBAs as much as $50,000 ( according to Statistics Canada )

What is a graduate certificate?

• Advances current education and experience to keep skills relevant in the workforce
• Requires a university degree or college degree or diploma for admission
• Takes a year or less of full-time study commitment
• Costs an average of $3,600 for Canadian students according to ontariocolleges.ca , but is also dependent on institution and program of choice

Which is right for you?

Now that you know the difference, which path do you choose? Check out this blog post for the key features of each.

Related Blog Posts

What is Part-Time Learning?

What is a Part-Time Ontario College Program?

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Graduate Certificate Programs in Canada

Canada is a North American country consisting of ten provinces and three territories. Located in the northern part of the continent, it extends from the Atlantic to the Pacific and northward into the Arctic Ocean.

Graduate certificate programs intend to confer professional credentials on students who wish to advance their careers. These programs might be particularly useful to students wishing to pursue postgraduate studies or professionals who wish to secure more credibility.

• Andy & Barbara Gessner College of Nursing
• Graduate Programs

Master of Science in Nursing (MSN)

Admission deadline.

The University of Houston offers a Master of Science in Nursing degree. Our face-to-face and web-enhanced classes are designed to work around your busy schedule, and you’ll receive a quality university education from excellent faculty at a great value.

The Master of Science in Nursing program (Education, Administration and FNP) is designed to build upon the BSN degree and is offered at the University of Houston at Katy and online. Students in this program are prepared to function at advanced levels with an expanded knowledge of theory, research and clinical application. Graduates are prepared to provide evidenced based health care and to work on collaborative teams. Lab and/or clinical course requirements will be in a face-to-face learning environment for practice and demonstration to meet course objectives and accreditation requirements. Each graduate will be able to function in an advanced practice role as a Nurse Administrator, Nurse Educator, or Family Nurse Practitioner. Nurses who have a master’s degree in nursing may be eligible for a Post Master’s Certificate as a nurse educator or nurse administrator.

MSN Administration

The Administration track prepares students to lead healthcare innovations by improving access, addressing quality and safety issues, and supervising the finance and operations of a health care organization.

MSN Education

Through the Education track, nurse educators prepare to apply educational theory and practice, develop courses and curriculum for nursing students and staff, and develop classroom and clinical strategies to prepare nurses to function in the health care environment.

Family Nurse Practitioner

The FNP track integrates both academic and community-based training to promote an evidence based approach to the care of individuals, families and the community. Hybrid graduate tracks offer face-to-face classes one day a week for maximum scheduling flexibility for students, while offering the essential benefit of role-modeling and networking with leaders in the profession.

Post Master's Certificates

Post Master’s certificate candidates are required to achieve a grade of B or higher in all post MSN certificate courses to be eligible to earn the certificate.

Doctor of Nursing Practice

The new Post Master’s Doctor of Nursing Practice (DNP) program (Administration, Family Nurse Practitioner) is designed to build upon the MSN degree and is offered at the University of Houston Main campus and online. The Doctor of Nursing Practice is an evidence-based-practice-focused program and students who complete this program will demonstrate the Essentials of Doctoral Education for Advanced Nursing Practice. Nurses who have a Doctor of Nursing Practice have completed the highest level of education in nursing practice.

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Where was Kamala Harris born? What to know about vice president

Kamala Harris was the country's first female vice president and now is a leading contender to replace Joe Biden as the nominee for president, giving her a shot at becoming the country’s first female president.

Harris is also the first  African-American  and first  Asian-American  vice president, born Kamala Devi Harris on Oct. 20, 1964 in Oakland, California. to immigrant parents.

Her father, Donald Harris was born in  Brown's Town , St. Ann Parish, Jamaica and her mother was born in Madras ,  Madras Presidency ,  British India .

Biden announced Sunday, that he is backing out of presidential election in November and endorsed Harris for president.

While the endorsement doesn't guarantee anything, she is certainly a favorite going into the upcoming Democratic National Convention next month. Other well-known names have been thrown around as contenders for the candidacy, including Josh Shapiro, governor of Pennsylvania, Gretchen Whitmer of Michigan and Gavin Newsom of California.

The  Democratic Convention  is set for Aug. 19-22, when the party delegates will select the party's nominees for president and vice president.

Facts about Kamala Harris

Kamala Harris started her career as a deputy district attorney in Alameda County, California and then Attorney General of California from 2011 to 2017, becoming the first woman and the first Black person to hold the position.

Harris was elected to the U.S. Senate for California, making history as the second Black woman ever elected to the Senate.

Kamala Harris’s mother was a cancer researcher and her father was an economist, and both were active in the civil rights movement in the 1960s.

She attended Howard University, a historically Black college, where she earned her undergraduate degree in political science and economics.

Kamala Harris is married to Douglas Emhoff, a lawyer, and has two stepchildren, Ella and Cole Emhoff, from Douglas’s previous marriage.

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School of Public Policy

Staff sunday with ryan baldassario.

Welcome to Staff Sunday! For the next few weeks we will be spotlighting different members of the University of Connecticut (UConn) School of Public Policy ( SPP ) staff! We kick off our features with Director of Engagement Ryan Baldassario !

While attending Central Connecticut State University (CCSU) he was supported in his pursuit for a career in higher education by his mentors and supervisors at the Student Center. During his time at CCSU, Ryan spent a year working for the United States House of Representatives. This is when he realized his passions lied in working with students, and he went on to pursue a Master’s in Higher Education at UConn.

Ryan joined the then Department of Public Policy in February 2022 as our Director of Engagement. He explains, “I was intrigued by the opportunity to learn more about career advising, oversee internship and outreach programs, and have a direct influence on the next generation of public servants.” Before joining our staff, Ryan began pursuing a Graduate Certificate in Nonprofit Management ( NPM ) with SPP.

He encourages prospective students to choose SPP because of the faculty. Ryan says, “The faculty are super knowledgeable in their respective fields and work well with students. Our staff team works their tails off to pull off a slate of programs, events, and student services – and their passion for seeing students and partners be successful and leave with smiles is inspiring to me.” In 2022, Ryan took his passion for service to Chicago for his first Network of Schools of Public Policy, Affairs, and Administration ( NASPAA ) conference. This experience has been his favorite with SPP since he began working in Hartford, Connecticut. While at NASPAA, he was able to work with others in the field and showcase the work of our network during a panel on how to “Uplift and Engage: Strategies for Sustainable Development of Public Sector Ecosystems.” 

For students in Hartford, Ryan tells them they should take advantage of the opportunities that SPP, UConn, UConn Hartford and local professional organizations have to offer. , He adds, “Whether an undergrad or graduate student – you don’t have to say “yes” to every single opportunity, but keep your eyes towards the horizon and take some chances that future you will be happy you did.” Thanks Ryan for being our first feature of the Staff Sunday!