Theory and Practice of Adult Education

Learners will be introduced to principles and practices of adult education. Focusing on facilitation methods and instructional design, this course develops practical skills necessary to teach adults. Whether in a classroom or other formal learning context or workplace, leaders are all teachers. This course equips leaders to facilitate transformational learning experiences that are learner-centered, supportive, well-organized and based on critical inquiry in the context of practice.

Health Care Leadership Issues

This course provides a foundation for students in the health care stream and a comprehensive application of servant leadership principles to the health sector. As emerging leaders, students develop their leadership skills in inspiring, stewarding, and problem solving. The course facilitates integrated learning on the needed leadership competencies to support health systems and organizations. The leadership competencies include leading change, leading people, being results driven, ensuring business acumen, and building coalitions and communication. Leadership issues in the course include values, ideologies, leadership imperatives, cultural change, population health, reform, vision, financial and human resource considerations, education, professional regulation, technology, and health system integration.

Health Care Leadership Issues

This course provides a foundation for students in the health care stream and a comprehensive application of servant leadership principles to the health sector. As emerging leaders, students develop their leadership skills in inspiring, stewarding, and problem solving. The course facilitates integrated learning on the needed leadership competencies to support health systems and organizations. The leadership competencies include leading change, leading people, being results driven, ensuring business acumen, and building coalitions and communication. Leadership issues in the course include values, ideologies, leadership imperatives, cultural change, population health, reform, vision, financial and human resource considerations, education, professional regulation, technology, and health system integration.

Health Care Leadership Issues

This course provides a foundation for students in the health care stream and a comprehensive application of servant leadership principles to the health sector. As emerging leaders, students develop their leadership skills in inspiring, stewarding, and problem solving. The course facilitates integrated learning on the needed leadership competencies to support health systems and organizations. The leadership competencies include leading change, leading people, being results driven, ensuring business acumen, and building coalitions and communication. Leadership issues in the course include values, ideologies, leadership imperatives, cultural change, population health, reform, vision, financial and human resource considerations, education, professional regulation, technology, and health system integration.

Leadership & Change

This course explores how effective leaders use creativity and innovation to address emerging global needs. Necessary skills of cognitive load management, cross-cultural collaboration, interpersonal and communications skills, and adaptability and resilience will be explored as tools for leaders facing the need to promote new ways of being for twenty-first century organizations.

Leadership & Change

This course explores how effective leaders use creativity and innovation to address emerging global needs. Necessary skills of cognitive load management, cross-cultural collaboration, interpersonal and communications skills, and adaptability and resilience will be explored as tools for leaders facing the need to promote new ways of being for twenty-first century organizations.

Leadership and Change

This course explores how effective leaders use creativity and innovation to address emerging global needs. Necessary skills of cognitive load management, cross-cultural collaboration, interpersonal and communications skills, and adaptability and resilience will be explored as tools for leaders facing the need to promote new ways of being for twenty-first century organizations.

Accountability & Performance

When health service executives and professionals are asked to explain what outcomes are being achieved by the provincial and territorial health systems across Canada, the reply is usually rhetoric and platitudes, but with little evidence. The reality is we do not have the ability to define what we accomplish that costs approximately 44 per cent of the provincial and territorial budgets. This course explores the concepts of accountability and governance in detail. The collective goal is to better explain what the health systems are producing as tangible outcomes. Servant leaders are called to communicate with the communities and populations they serve with integrity and honesty and to serve their patient/client/resident needs as best they can, based on the organization's values and strategy, as well as the customer's expectations.

Accountability & Performance

When health service executives and professionals are asked to explain what outcomes are being achieved by the provincial and territorial health systems across Canada, the reply is usually rhetoric and platitudes, but with little evidence. The reality is we do not have the ability to define what we accomplish that costs approximately 44 per cent of the provincial and territorial budgets. This course explores the concepts of accountability and governance in detail. The collective goal is to better explain what the health systems are producing as tangible outcomes. Servant leaders are called to communicate with the communities and populations they serve with integrity and honesty and to serve their patient/client/resident needs as best they can, based on the organization's values and strategy, as well as the customer's expectations.

Accountability and Performance

When health service executives and professionals are asked to explain what outcomes are being achieved by the provincial and territorial health systems across Canada, the reply is usually rhetoric and platitudes, but with little evidence. The reality is we do not have the ability to define what we accomplish that costs approximately 44 per cent of the provincial and territorial budgets. This course explores the concepts of accountability and governance in detail. The collective goal is to better explain what the health systems are producing as tangible outcomes. Servant leaders are called to communicate with the communities and populations they serve with integrity and honesty and to serve their patient/client/resident needs as best they can, based on the organization's values and strategy, as well as the customer's expectations.

Culturally Inclusive Teaching & Learning

Learners will analyze personal cultural values and beliefs, expanding their cultural self-awareness and cultural competency. Learners will examine implicit biases in educational structures and processes, assess culturally-inclusive theoretical perspectives, analyze inclusive pedagogy, and explore global Indigenous perspectives on teaching and learning. Learners will develop and apply practical strategies to create culturally-inclusive learning environments and learning activities, and establish and develop meaningful intercultural communication and relationships, applying coaching/facilitation skills to engage all learners in authentic learning experiences.

Culturally Inclusive Teaching & Learning

Learners will analyze personal cultural values and beliefs, expanding their cultural self-awareness and cultural competency. Learners will examine implicit biases in educational structures and processes, assess culturally-inclusive theoretical perspectives, analyze inclusive pedagogy, and explore global Indigenous perspectives on teaching and learning. Learners will develop and apply practical strategies to create culturally-inclusive learning environments and learning activities, and establish and develop meaningful intercultural communication and relationships, applying coaching/facilitation skills to engage all learners in authentic learning experiences.

Culturally Inclusive Teaching and Learning

Learners will analyze personal cultural values and beliefs, expanding their cultural self-awareness and cultural competency. Learners will examine implicit biases in educational structures and processes, assess culturally-inclusive theoretical perspectives, analyze inclusive pedagogy, and explore global Indigenous perspectives on teaching and learning. Learners will develop and apply practical strategies to create culturally-inclusive learning environments and learning activities, and establish and develop meaningful intercultural communication and relationships, applying coaching/facilitation skills to engage all learners in authentic learning experiences.

Coaching for Transformational Blended Learning

Examines the theoretical foundations and professional practices of coaching learners in blended learning environments with an emphasis on facilitating transformational learning experiences. The intersection of adult education, educational technology, and international education thought is investigated in relation to the development of effective strategies for coaching learners within the emerging context of technologically distributed global higher education. Projects develop digital literacy skills, including the use of communication, collaboration and publishing tools; and media literacy, including knowledge of copyright, open licensing, and digital citizenship.

Coaching for Transformational Blended Learning

Examines the theoretical foundations and professional practices of coaching learners in blended learning environments with an emphasis on facilitating transformational learning experiences. The intersection of adult education, educational technology, and international education thought is investigated in relation to the development of effective strategies for coaching learners within the emerging context of technologically distributed global higher education. Projects develop digital literacy skills, including the use of communication, collaboration and publishing tools; and media literacy, including knowledge of copyright, open licensing, and digital citizenship.

Coaching for Transformational Blended Learning

Examines the theoretical foundations and professional practices of coaching learners in blended learning environments with an emphasis on facilitating transformational learning experiences. The intersection of adult education, educational technology, and international education thought is investigated in relation to the development of effective strategies for coaching learners within the emerging context of technologically distributed global higher education. Projects develop digital literacy skills, including the use of communication, collaboration and publishing tools; and media literacy, including knowledge of copyright, open licensing, and digital citizenship.

Creating Authentic Learning Communities

Learners explore theoretical foundations of learning communities, evaluate strategies for creating authentic learning communities, and apply those strategies in a learning/coaching context. Learners explore teaching and learning through the lens of personal transformation and then widen their lens to consider systems theory and challenges of leading for an authentic learning environment. Learners explore themes such as identity, perception, interconnectedness and learning organizations. Learners will develop a personal philosophy of Learning Communities, exploring what it means to be personally authentic and how to lead authentically in a learning environment.

Creating Authentic Learning Communities

Learners explore theoretical foundations of learning communities, evaluate strategies for creating authentic learning communities, and apply those strategies in a learning/coaching context. Learners explore teaching and learning through the lens of personal transformation and then widen their lens to consider systems theory and challenges of leading for an authentic learning environment. Learners explore themes such as identity, perception, interconnectedness and learning organizations. Learners will develop a personal philosophy of Learning Communities, exploring what it means to be personally authentic and how to lead authentically in a learning environment.

Creating Authentic Learning Communities

Learners explore theoretical foundations of learning communities, evaluate strategies for creating authentic learning communities, and apply those strategies in a learning/coaching context. Learners explore teaching and learning through the lens of personal transformation and then widen their lens to consider systems theory and challenges of leading for an authentic learning environment. Learners explore themes such as identity, perception, interconnectedness and learning organizations. Learners will develop a personal philosophy of Learning Communities, exploring what it means to be personally authentic and how to lead authentically in a learning environment.

Practicum (Personal & Professional Practice & Reflection)

Learners explore theoretical foundations of learning communities, explore strategies for creating authentic learning communities, and apply strategies within a learning/coaching context. This course provides students with a practical setting in which to apply what they have learned in the Certificate in Coaching and Facilitation. Practicum must be with a supervised business, non-profit agency, social service agency, or institution related to the student’s personal interests and future plans. The course includes readings, written assignments and discussion forums.

Practicum (Personal & Professional Practice & Reflection)

Learners explore theoretical foundations of learning communities, explore strategies for creating authentic learning communities, and apply strategies within a learning/coaching context. This course provides students with a practical setting in which to apply what they have learned in the Certificate in Coaching and Facilitation. Practicum must be with a supervised business, non-profit agency, social service agency, or institution related to the student’s personal interests and future plans. The course includes readings, written assignments and discussion forums.

Practicum (Personal and Professional Practice and Reflection)

Learners explore theoretical foundations of learning communities, explore strategies for creating authentic learning communities, and apply strategies within a learning/coaching context. This course provides students with a practical setting in which to apply what they have learned in the Certificate in Coaching and Facilitation. Practicum must be with a supervised business, non-profit agency, social service agency, or institution related to the student’s personal interests and future plans. The course includes readings, written assignments and discussion forums.

Advanced Global Leadership

An examination of global leadership challenges and the dynamics of innovative leadership. Emerging leaders will analyse and compare leadership models and styles in foreign countries versus leadership in North America. Attention is given to practicing open and equal consideration of all cultural viewpoints while maintaining a transformational servant leader perspective emphasizing compassion and reconciliation.

Advanced Global Leadership

An examination of global leadership challenges and the dynamics of innovative leadership. Emerging leaders will analyse and compare leadership models and styles in foreign countries versus leadership in North America. Attention is given to practicing open and equal consideration of all cultural viewpoints while maintaining a transformational servant leader perspective emphasizing compassion and reconciliation.

Advanced Innovation Leadership & Impact

With an emphasis on ethical decision-making within a global context, students will investigate the concepts and issues involved in their self-analysis as innovators and the metrics of understanding innovation. The emphasis will be placed on how general innovation can be developed to help people and organizations think about, analyze and ultimately solve the world’s deepest problems in creative, sustainable, and innovative ways.

Advanced Innovation Leadership & Impact

With an emphasis on ethical decision-making within a global context, students will investigate the concepts and issues involved in their self-analysis as innovators and the metrics of understanding innovation. The emphasis will be placed on how general innovation can be developed to help people and organizations think about, analyze and ultimately solve the world’s deepest problems in creative, sustainable, and innovative ways.

Global Relationship Development, Negotiation & Diplomacy

An examination of negotiation and international diplomacy and the impact of each on global relationships. Inquiry will focus on differences between North America, Europe, South Asia and the Middle East. Theories and practices will be considered from the perspective of a human rights ethic.

Global Relationship Development, Negotiation & Diplomacy

An examination of negotiation and international diplomacy and the impact of each on global relationships. Inquiry will focus on differences between North America, Europe, South Asia and the Middle East. Theories and practices will be considered from the perspective of a human rights ethic.

Innovation Leadership: Developing Innovation Systems

An examination of negotiation and international diplomacy and the impact of each on global relationships. Inquiry will focus on differences between North America, Europe, South Asia, and the Middle East. Theories and practices will be considered from the perspective of a human rights ethic.

Innovation Leadership: Developing Innovation Systems

An examination of negotiation and international diplomacy and the impact of each on global relationships. Inquiry will focus on differences between North America, Europe, South Asia, and the Middle East. Theories and practices will be considered from the perspective of a human rights ethic.

Advanced Innovative Leadership Practice in Context

Students will be immersed in the world of innovation, leadership, and global change through personal engagement with leading organizations and leaders in the context of one or more global cities. Led by a faculty mentor, students will visit leading global organizations. Each organization visit will involve a pre-visit study on the organization as well as post-visit debriefing and analysis with the faculty mentor. Emphasis will be given to the analysis of innovative leadership practice at the divisional and executive levels.

Advanced Innovative Leadership Practice in Context

Students will be immersed in the world of innovation, leadership, and global change through personal engagement with leading organizations and leaders in the context of one or more global cities. Led by a faculty mentor, students will visit leading global organizations. Each organization visit will involve a pre-visit study on the organization as well as post-visit debriefing and analysis with the faculty mentor. Emphasis will be given to the analysis of innovative leadership practice at the divisional and executive levels.

Leadership Integration Thesis: Part 1

The Leadership Integration Thesis (Part 1) provides opportunity for students to conduct innovative independent leadership research. The process of research—from identification of problem for investigation, research design, data collection and analysis, to written report of findings—is the focus.

Leadership Integration Thesis: Part I

The Leadership Integration Thesis (Part I) provides opportunity for students to conduct innovative independent leadership research. The process of research—from identification of problem for investigation, research design, data collection and analysis, to written report of findings—is the focus.

Leadership Integration Thesis: Part I

The Leadership Integration Thesis (Part I) provides opportunity for students to conduct innovative independent leadership research. The process of research—from identification of problem for investigation, research design, data collection and analysis, to written report of findings—is the focus.

Leadership Integration Thesis: Part 2

The Leadership Integration Thesis (Part 2) provides opportunity for students to conduct innovative independent leadership research. The process of research—from identification of problem for investigation, research design, data collection and analysis, to written report of findings—is the focus.

Leadership Integration Thesis: Part II

The Leadership Integration Thesis (Part II) provides opportunity for students to conduct innovative independent leadership research. The process of research—from identification of problem for investigation, research design, data collection and analysis, to written report of findings—is the focus.

Leadership Integration Thesis: Part II

The Leadership Integration Thesis (Part II) provides opportunity for students to conduct innovative independent leadership research. The process of research—from identification of problem for investigation, research design, data collection and analysis, to written report of findings—is the focus.

Leadership Integration Project I

LDRS 697 is a two semester hour course that together with LDRS 698 comprises the four semester hour Leadership integration project capstone. The process of designing and completing LDRS 697/698 is the practical exercise of higher order learning processes. LDRS 697/698 is focused on integrating the learning from various program courses into a comprehensive understanding and personal practice of leadership. The learnings of program courses will be collectively analyzed and reevaluated to determine meta-themes to inform a deeper level of scholarly inquiry in the field of leadership. LDRS 697/698 represents the capstone demonstration of a learner's ability to integrate practical program curriculum content and to demonstrate achievement in the program's defined leadership competencies. The course requires competent use of evidence-based scholarly knowledge, ability to analyze an issue, discipline in the problem-solving process, and scholarly documentation and presentation of information.

Leadership Integration Project I

LDRS 697 is a two semester hour course that together with LDRS 698 comprises the four semester hour Leadership integration project capstone. The process of designing and completing LDRS 697/698 is the practical exercise of higher order learning processes. LDRS 697/698 is focused on integrating the learning from various program courses into a comprehensive understanding and personal practice of leadership. The learnings of program courses will be collectively analyzed and reevaluated to determine meta-themes to inform a deeper level of scholarly inquiry in the field of leadership. LDRS 697/698 represents the capstone demonstration of a learner's ability to integrate practical program curriculum content and to demonstrate achievement in the program's defined leadership competencies. The course requires competent use of evidence-based scholarly knowledge, ability to analyze an issue, discipline in the problem-solving process, and scholarly documentation and presentation of information.

Leadership Integration Project I

LDRS 697 is a two semester hour course that together with LDRS 698 comprises the four semester hour Leadership integration project capstone. The process of designing and completing LDRS 697/698 is the practical exercise of higher order learning processes. LDRS 697/698 is focused on integrating the learning from various program courses into a comprehensive understanding and personal practice of leadership. The learnings of program courses will be collectively analyzed and reevaluated to determine meta-themes to inform a deeper level of scholarly inquiry in the field of leadership. LDRS 697/698 represents the capstone demonstration of a learner's ability to integrate practical program curriculum content and to demonstrate achievement in the program's defined leadership competencies. The course requires competent use of evidence-based scholarly knowledge, ability to analyze an issue, discipline in the problem-solving process, and scholarly documentation and presentation of information.

Leadership Integration Project II

LDRS 697 is a two semester hour course that together with LDRS 698 comprises the four semester hour Leadership integration project capstone. The process of designing and completing LDRS 697/698 is the practical exercise of higher order learning processes. LDRS 697/698 is focused on integrating the learning from various program courses into a comprehensive understanding and personal practice of leadership. The learnings of program courses will be collectively analyzed and reevaluated to determine meta-themes to inform a deeper level of scholarly inquiry in the field of leadership. LDRS 697/698 represents the capstone demonstration of a learner's ability to integrate practical program curriculum content and to demonstrate achievement in the programs defined leadership competencies. The course requires competent use of evidence-based scholarly knowledge, ability to analyze an issue, discipline in the problem-solving process, and scholarly documentation and presentation of information.

Leadership Integration Project II

LDRS 697 is a two semester hour course that together with LDRS 698 comprises the four semester hour Leadership integration project capstone. The process of designing and completing LDRS 697/698 is the practical exercise of higher order learning processes. LDRS 697/698 is focused on integrating the learning from various program courses into a comprehensive understanding and personal practice of leadership. The learnings of program courses will be collectively analyzed and reevaluated to determine meta-themes to inform a deeper level of scholarly inquiry in the field of leadership. LDRS 697/698 represents the capstone demonstration of a learner's ability to integrate practical program curriculum content and to demonstrate achievement in the programs defined leadership competencies. The course requires competent use of evidence-based scholarly knowledge, ability to analyze an issue, discipline in the problem-solving process, and scholarly documentation and presentation of information.

Leadership Integration Project II

LDRS 697 is a two semester hour course that together with LDRS 698 comprises the four semester hour Leadership integration project capstone. The process of designing and completing LDRS 697/698 is the practical exercise of higher order learning processes. LDRS 697/698 is focused on integrating the learning from various program courses into a comprehensive understanding and personal practice of leadership. The learnings of program courses will be collectively analyzed and reevaluated to determine meta-themes to inform a deeper level of scholarly inquiry in the field of leadership. LDRS 697/698 represents the capstone demonstration of a learner's ability to integrate practical program curriculum content and to demonstrate achievement in the programs defined leadership competencies. The course requires competent use of evidence-based scholarly knowledge, ability to analyze an issue, discipline in the problem-solving process, and scholarly documentation and presentation of information.

Leadership Capstone Project

Grounded in Boyer’s Scholarship of Application, the Capstone Project bridges learning and practice through the applied use of servant leadership in real-world organizational contexts. Projects may involve direct engagement with organizational settings or based on analysis, design, or simulation. Leadership theory, research, and ethical reflection are integrated to address authentic leadership challenges, develop and evaluate actionable responses, and articulate a coherent leadership identity that informs wise, context-sensitive practices of leadership.

Historical & Comparative Linguistics

This course introduces students to language change. It considers how and why languages change and the role of language contact. It also presents different theories and methodologies useful for historical and comparative linguistic investigation. Students will investigate a number of related existing languages from language families around the world, and seek to reconstruct substantial elements of earlier proto-language stages in terms of phonology, morphology, lexicon, and historical dialectology.

Morphosyntax II

This course explores the rich variety of morphological and syntactic constructions and processes found in human language, deepening the students’ understanding of morphosyntactic phenomena from a typological perspective. The topics are examined within the framework of a current theory of syntax.

Principles of Sociolinguistic Survey

This course introduces the students to the rudiments of linguistic and sociolinguistic survey. The focus is on purpose-driven language survey design and appropriate subsequent reporting of the findings. Consideration is given to current issues in social science research such as the ethics of sampling, and statistical significance of sample populations.

Language & Culture Acquisition

This course introduces students to theories of second language and second culture acquisition. Students develop and evaluate self-directed strategies based on personal learning styles. Practical experience in the above topics is gained by working with a speaker of a non-Indo-European language.

Training Across Cultures