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.

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.

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.

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.

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.

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.

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.

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.

The school is a community for learning within a larger community. This course explores the links between schools and the social, political, and legal forces that impinge on them. Students will examine the relationship of the school with its social context, and how school leaders interact with external influences and affect them.

This course involves an examination of the characteristics of schools and classrooms that provide an environment for productive instruction and successful student learning within the contours of a defined vision for education. Included is an exploration of theories, current research, and examples of constructive and dynamic educational leadership. Learners will analyze models, practices, and investigate how to implement effective educational programs and bring about related changes at the classroom and institutional levels while overcoming barriers to change.