This 15 semester hour Graduate Certificate in Adult Learning: Coaching and Facilitation is specifically designed for the growing demand for online or hybrid learning professionals. This certification will enable learners to seek employment in the following areas:
- online learning facilitation,
- facilitation and coaching of international learners,
- organizational professional development, and
- coaching within an organizational setting
This is a stand-alone certificate and the individual courses qualify as electives in the MA Leadership program.
- Plan appropriate group processes to support transformative learning.
- Apply the use of technology, time and physical space to support learning.
Facilitating & Coaching
- Create and sustain a participatory environment that supports critical and creative thinking in a variety of disciplines.
- Demonstrate effective facilitation and coaching communication skills (e.g. Active listening, developing rapport, providing feedback)
- Develop cross-cultural competency and create learning environments of inclusivity, safety and trust.
- Describe various learning theories and develop the ability to identify individual and group learning needs.
- Identify a variety of facilitation/coaching methods and techniques.
- Engage in ongoing reflection and learning related to coaching and facilitation.
- Reflect on personal values and beliefs and their impact on facilitation, coaching and learning.
- Bachelor’s Degree
- Relevant leadership experience
- IELTS 7.0 or equivalent
Students who wish to ladder into the MA Leadership will be required to meet admissions requirements for the MA Leadership.
This program is well-suited for students who:
- Are proficient with technology, web tools, and communicating with social media.
- Are self-directed learners.
- Have experience with facilitating learning in a variety of contexts.
- Have experience in online learning as a facilitator or course developer.
LDRS 627 – THEORY AND PRACTICE OF ADULT EDUCATION
Learners are 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, other formal learning context or workplace, the class will explore how leaders are all teachers. This course equips leaders to facilitate transformational learning experiences that are leaner-centered, supportive, well-organized and based on critical inquiry in the context of practice.
LDRS 662 – INTERCULTURAL COMMMUNICATION AND FACILITATION
Learners will expand self-awareness and cultural competency, developing and applying practical strategies to create and facilitate culturally inclusive and respectful learning environments. Emphasis is placed on engagement and experience allowing learners to establish meaningful intercultural communication and relationship and applying coaching/facilitation skills to overcoming barriers related to challenges faced by indigenous people globally. Topics include analyzing personal cultural values and beliefs; examining the implicit biases in educational structures and processes; and strategies for creating inclusive learning environments.
LDRS 663 – 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 learning, 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.
LDRS 664 – CREATING AND LEADING 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.
LDRS 667 – PRACTICUM (PERSONAL AND PROFESSIONAL PRACTICE AND REFLECTION)
Using reflective practice, learners apply adult learning theory, assessment theory, facilitation practices, and cross-cultural competency, in a professional learning facilitation setting. The practicum is conducted with a supervised business, non-profit agency, social service agency, or institution related to the student’s personal interests and career goals.