CERTIFICATE AND DIPLOMA PROGRAM
This program prepares for a rewarding employment as an adult educator. Learners in this program build knowledge and skills to design, develop, manage and evaluate the instruction of adults in post-secondary education, business, industry and non-traditional adult learning environments. The program provides new instructors with the knowledge, skills and attitudes needed to instruct adults. Course activities and assignments are intended to provide the skills needed to be an effective, competent instructor. The practicum provides an opportunity for participants to integrate and demonstrate their newly acquired knowledge.
VIEW ADULT LEARNING & TEACHING MANAGEMENT FACTSHEET
- Design, deliver and evaluate adult learning and teaching on a continuum of instructional approaches.
- Create positive and engaging learning environments that promote respect for the diversity of learners.
- Use instructional strategies and educational technologies appropriately to support and enhance teaching and learning.
- Communicate effectively and work collaboratively in the workplace and in the community.
- Act in an ethical and professional manner when working in an adult education setting.
- Develop professionally in response to trends in one’s field of practice and in adult education.
- Become a reflective practitioner.
The program consists of ten 45-hour courses at the certificate level, and a Capstone Project. Upon successful completion of ten additional 45-hour courses at the diploma level, graduates are awarded our College Diploma.
Evaluation of student learning is based on completion of course assignments or projects. Due dates and criteria for successful completion of each course assignment will be outlined by the instructor at the beginning of each course.
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|Course Name||Course Code||Course Level||Course ID||Course Credit||Course Outline|
|Foundations of Adult Learning||ALTE-FAD||1||ALTE-FAD-001||3||This course introduces participants to knowledge and skills which will be developed in subsequent courses of the program. Participants will review key elements from the background and theory of adult education and the cognitive sciences. They will discuss the characteristics of the adult learner and adult learning, and outline key roles of the adult educator. In addition, participants will develop skills related to reflective practice, communication, and the use of learning tools. They will use search strategies to access resources which they will require in their work. Participants will be introduced to concepts and techniques used to plan for teaching and learning. They will examine ways to create positive environments for learning in courses, workshops, presentations, and short forms of on-the-job training. The primary instructional strategies for the course are in-class workshops, interactive instructor presentations, discussions, group work, independent research and reflective writing.|
|Development of Instructional Materials||ALTE-DIM||1||ALTE-DIM-001||3||This course introduces participants to a range of theories and approaches to curriculum development, such as competency-based education and outcomes-based education. Although this course introduces such general concepts of curriculum theory and practice, the course focuses primarily upon the design and development of curriculum documents. In particular, participants will develop material related to their own work environment. In addition, participants will develop skills related to instructional design such as the development of plans for teaching and learning. The course highlights the importance of alignment; that is, the connection between course outcomes/goals, delivery of instruction, and the assessment and evaluation of learning. The course also prompts reflection upon the importance of designing and developing positive learning environments. The primary instructional strategies for the course are in-class workshops, instructor presentations, group work and discussion, independent research and curriculum development, and journal writing.|
|Delivery of Instruction||ALTE-DOM||2||ALTE-DOM-002||3||This course provides participants with the opportunity to prepare, deliver and debrief three short (10 min.) mini-lessons with the rest of the class. Participants are encouraged to select one lesson from each of the three domains of learning (cognitive, affective, psychomotor). They are expected to use a variety of techniques while they present content and processes in a clear, enthusiastic and interactive manner. They will provide useful feedback to other course participants. The instructor will critique each lesson as well. Participants will then reflect critically on each lesson they taught and prepare a written reflective report describing their progress and learning during the course. This particular approach has been proven to be highly effective in increasing instructional skills in adult educators.|
|Evaluation of Instruction||ALTE-EIN||2||ALTE-EIN-002||3||This course examines the practices that support the assessment and evaluation strategies used in education and training. The course provides the knowledge and skills to design and implement a comprehensive strategy for obtaining information that is used to inform learners of their progress and guide them to successful completion. The course enables the participants to plan, construct and use assessment instruments that are appropriate and ethical to their teaching context.|
|Educational Media||ALTE-EDM||1||ALTE-EDM-001||3||This course enables participants to create, select, use and justify media, technology and tools for their various teaching and learning environments. The course emphasizes the application of media related concepts, copyright laws, media approaches and learning theories in the creation and selection of instructional media. Participants will investigate the current trends and issues, and will work with a wide range of instructional media tools. The primary instructional strategies for the course are on-line modules, group work, independent research and project development, discussions, conferences, presentations, and reflective journaling.|
|Instructional Strategies||ALTE-IST||1||ALTE-IST-001||3||This course provides participants with the opportunity to experience a variety of instructional strategies and techniques which they can apply to their own teaching practice. Participants will develop and adapt motivational strategies to better engage their students. They will also learn how to manage classrooms and handle difficult situations in a respectful, professional manner. Participants will use creative techniques and frameworks to help their students learn how to learn and how to think critically and creatively. The main instructional strategies include interactive lectures, group discussions, collaborative learning projects, role plays, presentations, journal writing and reflective practices.|
|Diversity & Accommodation||ALTE-DAC||1||ALTE-DAC-001||3||This course is designed to develop an understanding of a variety of social realities and their application and impact on formal and informal learning situations. Course topics include social structure and class, processes and interaction; political ideology and power; cultural awareness, racism, values and perceptions; adult education and social mobility; adult education as a social and economic policy; and multi-cultural considerations, accessibility, equality, and inclusiveness. Case studies, problem solving, simulation exercises, and critical examination will complement the theoretical presentations.|
|Coaching & Counselling||ALTE-COU||2||ALTE-COU-002||3||This course provides an introduction to group counselling theory and practice. Students will learn about different types of groups: personal support (e.g., grief groups, Al-Anon), personal awareness (human potential/growth/self-awareness groups), decision-making (e.g., career decision-making groups), and interpersonal awareness/skill development, as well as group treatment of psychological disorders. They will gain a basic understanding of group stages and processes. They will learn how to plan a skills group and will facilitate a group exercise. This course is recommended for students who are interested in human service professions such as criminology, teaching, coaching, nursing, human resources, and counselling/clinical psychology.|
|Professional Practice||ALTE-PRO||2||ALTE-PRO-002||3||This course introduces participants to the issues, themes and concepts of effective instruction, instructor competencies, informal and formal assessment and evaluation of instruction, as well as ethics, professionalism and career management. A central focus of the course is the use of feedback mechanisms to guide instruction and to improve ones professional practice. Participants are also introduced to the purposes and methods of course evaluation. They will define their vision of effective instruction and design feedback instruments that assess their instructional competencies. Participants will analyze dilemmas and suggest resolutions to the problems that confront many adult educators. Using ethical principles and codes of conduct as reference points, they will strengthen and articulate their understanding of professionalism, which highlights the importance of ethical and professional behavior in their practice. The course also highlights the importance of developing a career management strategy which includes a professional development plan. The primary instructional strategies for this course include case study, cooperative learning, independent study and reflective writing.|
|Advanced Instructional Methods||ALTE-AIM||2||ALTE-AIM-002||3||The focus of this course is on differentiating instructional strategies and techniques that respond to the diverse learning styles and needs of learners. The theoretical foundation and practical application of various teaching strategies will be explored and critically assessed within the context of sound curriculum design principles and processes. The overall focus is the application of newly learned information to the classroom. A classroom simulation will take place where students' presentations are videotaped and reviewed for reflection and evaluation.|
|Instructional Systems and Learning Technologies||ALTE-ISY||2||ALTE-ISY-002||3||This course provides a historical overview of the field and shares with you the foundational knowledge, skills, and attitudes needed by professionals in educational technology and instructional design. Youll learn the five most important theories: behavioral learning theory, cognitive information processing theory, schema theory and cognitive load theory, situated learning theory, and constructivism, and how they relate to effective leadership. By engaging in collaborative discussions and individual assignments surrounding the various aspects of educational technology and instructional design theories, youll gain a broader sense of the field and potential career paths.|
|Human Performance Technology||ALTE-HUP||1||ALTE-HUP-001||3||This course provides an introduction to the field of Human Performance Technology (HPT). It examines basic concepts and principles of human performance, the theoretical underpinnings of the field, research and application literature, and various approaches to solving human performance problems. Youll learn the systematic approach to the analysis, design, development, implementation, and evaluation of performance improvement interventions within organizations. The goals of the course are to provide you with the foundational and working knowledge youll need to become a professional in the field of performance technology.|
|Instructional Design Consulting||ALTE-IDC||1||ALTE-IDC-001||3||This course trains students in the theoretical (e.g., needs analysis, change agency, data-driven decisions, solution specification) and practical (e.g., management of client relationship, project management skills, budgeting) of instructional design consulting. Roleplay, response to an RFP, and discussion of modern approaches to managing the consulting process will be primary activities in this course.|
|Instructional Simulations & Games||ALTE-ISG||2||ALTE-ISG-002||3||An introduction to instructional simulations and games. Students will explore high-level game design principles (reward systems, balance, motivation, immersion, and pacing) as well as genre specific design principles (puzzle design, resource management, and economic systems). Students will critique specific games of their choice using the design concepts discussed in class.This course provides an in-depth study of the theoretical, philosophical, and practical issues surrounding the use of simulations and games in learning environments. Methods and approaches for integrating commercial games into learning environments and for developing new simulations and games around content will be examined.|
|Psychological Foundations of Education||ALTE-PFE||1||ALTE-PFE-001||3||This course focuses on the effective application of psychological concepts and principles in the instructional process, the development of teaching strategies and skills, and the perspectives that enhance the learning environment. Students will become familiar with the key conceptual frameworks of educational psychology, and analyze their use in the classroom. Course topics include principles and conditions that facilitate positive learning, action research as an instructor, learning and teaching/leadership styles, the diversity of learners, and the process of transforming assumptions.|
|Project Management in Teaching & Learning||ALTE-PMT||2||ALTE-PMT-002||3||This is an introductory course which provides an overview of all aspects of project management functions. The topics covered will include project scope definition, the work breakdown structure, project management process, importance of communication and team building, project management strategies, and role of a project manager. The students will also get a hands-on experience in using project management software (MS Project 2018), and using the software they will be able to create and organize project plans, schedule tasks, assign resources to the tasks, determine the critical path, evaluate and adjust schedules, and prepare progress reports.|
|Educational Assessment & Testing||ALTE-AET||2||ALTE-AET-002||3||This course examines a wide variety of assessment targets and analyzes their purpose, techniques, and quality indicators. The focus is on teacher-prepared tests and techniques through methods such as observation; written, oral, and performance tests; peer-and self-reports; portfolio documentation; and direct personal communication used to assess the different learning targets. The course culminates with an analysis of methods of interpreting assessment results and providing feedback and direction that promotes on-going improved instructional decision-making and learning.|
|Sociology of Adult Education||ALTE-SAE||1||ALTE-SAE-001||3||Social life is explored especially of students in Canadian educational institutions including publicly-funded elementary and secondary schools, and colleges and universities. Social and environmental changes through time in these educational institutions are therefore reviewed. The primary focus is then on reasons for relative success or failure of students of different gender, race/ethnicity, sexual orientation, and location in these educational institutions through time. This course is an example of the course content varying by instructor. This course may be taken more than once if content changes. Prerequisites are semester 5 or higher standing.|
|Ethics & Professionalism in Adult Education||ALTE-EPA||1||ALTE-EPA-001||3||Students are introduced to the research process through the investigation, analysis and evaluation of websites and scholarly articles for research suitability. Students learn to cite according to ethical and legal compliance and explore cases of intellectual property, copyright, and research ethics issues in a global, online world.|
|Applied Project||ALTE-APP||2||ALTE-APP-002||3||During the Applied Project, participants will outline and describe what relevant life and work experiences they brought into the program. They will then reflect upon the themes and concepts, key insights and points of learning from each course and how they understand the integration of these insights in terms of their own work. The participants will develop and deepen the reflection of their personal experiences in the program and the implications for their practice. Last, the participants will design, deliver, digitally record and self-assess a 45-90 minute lesson which will be delivered in a real setting. This is a self-paced course in which participants work on their own, in consultation with their Advisor, to complete the course requirements.|