PART-TIME | WINNIPEG LOCATIONS CERAP-CT Certificate in Adult Education

Courses and Descriptions

Courses and Descriptions

(Click the course name to view the description of the course)
Recognition of Prior Learning (RPL)
In addition to Transfer of Credit from a recognized post secondary institution, other RPL processes are available for RPL courses. Click here for more information. For courses with no RPL, please check www.rrc.ca/rpl for additional contact information.
EDUC-1077Testing and EvaluationRPL
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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.

Prerequisites:
EDUC-1090Introduction to EducationRPL
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This introductory course is the first in a series of courses offered in the Technical Vocational Education program, and is designed to provide beginning instructors with the basic skills to begin teaching in an applied educational environment. The course will focus on the ideals of effective instruction, adult learning and motivation, learning outcomes, lesson planning, course outlines, and the basics of classroom management. This course is a prerequisite to all courses in the Technical Vocational Teacher Education program.

EDUC-1091Instructional MethodsRPL
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The focus of this introductory course is on the creation of effective learning environments and the use of teaching strategies and techniques. The theoretical foundation and practical application of a variety of teaching approaches, lesson planning, questioning techniques, active lectures, and demonstrations will be explored and critically assessed within the context of sound curriculum design principles and processes. The overall focus is on the application of newly learned information to the classroom. A classroom simulation will take place where the student’s presentation is videotaped and will be reviewed for reflection and evaluation.

Prerequisites:
EDUC-1092Course ImplementationRPL
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Course Implementation is an examination of theoretical concepts and practical issues related to the learning and development of individuals in the teaching-learning environment. This course is concerned with the continuous improvement of teaching and learning through planning and feedback. Course Implementation examines research regarding learning and teaching tactics, classroom climate and management, and lifelong learning techniques. It also explores means of maximizing acceptance of change, to promote high achievement, and to minimize disruption and dissatisfaction with the process. Also included is ongoing assessment as a means of judging success and promoting growth. Finally, this course addresses professional development and the improvement of professional practice. Participants will learn how to use current and innovative thoughtful, active, interactive, reflective, and recurrent learning practices to promote maximum lifelong learning.

Prerequisites:
EDUC-1093Organizing Technical Education
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This course provides instruction in the planning, organization, and management of several types of vocational education facilities and an introduction to the different organizational and delivery systems used in vocational education programs. The scope of this course includes the preparation of instruction in a laboratory including: plan of organization and management, indicating the necessary equipment, materials and supplies, methods of purchasing and budgeting, and financial control and inventory procedures. In addition, sources of revenue and alternative delivery systems will be examined. Additional topics will include adaptations for disadvantaged students, motivation and learning environment management, and adult learners.

Prerequisites:
EDUC-1094Course DevelopmentRPL
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The focus of this course is on curriculum design in the area of Technical Vocational Education. Students will develop a course of study directly related to their subject specialty using a sequential process of formulating, selecting, and organizing course material. This course presents an organized format that potential teachers can apply to future courses to be planned and delivered. Students will study topics that include learning models, learner needs, learning outcomes, assessment, evaluation, structural frameworks, and instructional analysis.

Prerequisites:
EDUC-1095Program DevelopmentRPL
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Participants will gain an understanding of the quality elements of the college system for developing, supporting, monitoring, evaluating, and improving programs and courses. This course builds upon a solid philosophical foundation in terms of course bedrocks, pillars, and supports. It also considers the nature and needs of the adult learner in a quality college program through needs assessment and task analysis including environmental scans, the DACUM process, and curriculum validation. The notion of setting learning targets in regard to expected course and college-wide learning outcomes embodying both content and performance standards is addressed. Also discussed with this core of needs and outcomes are the ideas of teaching for understanding, educational taxonomies and supporting frameworks, and diversity in terms of program inclusion, differentiation, equality, and excellence. All components of this course are discussed in terms of a brain-compatible classroom that stresses equity and excellence while planning for all learners.

Prerequisites:
EDUC-1097Diversity and Inclusiveness in College EducationRPL
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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.

Prerequisites:
EDUC-1098Independent Study
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Independent study is a student-centered approach to learning where participants assume responsibility for their own learning processes and experiences. It also supports Red River College’s portfolio-approach to learning by facilitating a process whereby participants construct and interpret new learning, reflect on its value, and consider its applications to future learning. Studies and projects considered for an independent study must be related to current teaching and learning methodologies. The time devoted to the self-directed, independent study must be equal to or greater than 35 hours.

Students should consider registering for this course only once they have completed a minimum of four other CAE courses. While students do register for this course there are no designated class times. Students work independently to attain the credit after meeting/discussing their plan/project with the course facilitator. The Independent Study credit can be attained in one of three ways and must equal 35 hours or greater:

  1. The student provides evidence of having successfully taken an education course that is different than any of the courses in CAE but that focuses on an element of teaching and learning; plus a detailed analysis of how this course aligns with or supports principles of teaching and learning in adult environments.
  2. The student provides evidence of participation (certificates of participation and/or confirmation from workshop organizers) in a number of teaching/learning related workshops; plus a detailed analysis of how these activities align with or support principles of teaching and learning in adult environments.
  3. The student develops a project that demonstrates the application of modern teaching and learning methodologies. That is develops/adapts a course for a particular purpose, explores or compares alternate types of assessment strategies etc., plus a detailed analysis of how this project aligns with or supports principles of teaching and learning in adult environments.

All independent study activities and, or projects must be approved by the CAE Program Coordinator, Teacher Education Department at Red River College prior to registration. To arrange a pre-course consultation please contact: Judy McGuirk, Coordinator – CAE, RRC at 204-632-2434 or jmcguirk@rrc.ca.

For additional information, contact the CAE coordinator at 204-632-2434.

Prerequisites:
EDUC-1115Foundations of Applied EducationRPL
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The focus of this course is to develop a critical understanding of vocational/technical/applied education, both its historical development and its current practice. This course is designed to encourage critical thinking and analysis of the foundations of vocational education: historical roots, socioeconomic context, philosophical approaches, as well as current issues and barriers to participation. Students will also explore delivery structures of applied education including colleges, and reflect upon their successes and limitations. By understanding the foundations of vocational education, students will be clearer about their own beliefs, values, and choices as educators in vocational-technical training institutions and systems.

Prerequisites:
EDUC-1117Intro to Technology in Education
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This course will expose students to a complete survey of technologies used in an instructional setting. Digital technology and computer technology have played a major role in transforming this subject area. With the use of these technologies we are able to accomplish many communication and instructional goals more efficiently. It is the intention of this course to provide students with an exposure to a wide variety of instructional technologies and demonstrate them in today’s classroom.

Prerequisites:
EDUC-1118Classroom Management
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This course covers the foundations of classroom management with an emphasis on the characteristics of an effective teacher. The course will also examine the major causes of unproductive student behaviour and provide a theoretical and philosophical foundation from which to examine approaches that encourage positive student behaviour and achievement and respond to the disruptive behaviour. Other course topics will include lesson design, developing classroom norms and guidelines, as well as structuring the physical environment.

Prerequisites:
EDUC-2092Advanced Instructional MethodsRPL
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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.

Prerequisites:
PRAC-1865Practicum in College Education
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This last credit to be applied in the CAE program includes 200 hours of instruction in an adult learning environment and a professional portfolio. The practicum experience allows instructors to integrate, refine, and reflect on the knowledge, skills, and attitudes acquired and developed during their CAE course work. During the practicum experience, Certificate in Adult Education (CAE) students will demonstrate/provide evidence of their professional abilities to their immediate supervisors and prepare and submit a professional portfolio (applies to students who registered in the CAE program as of fall 2009. Both must be completed within 1 year of completing all other course work). It is the CAE student’s responsibility to secure a teaching opportunity where they work with adults, are responsible for planning and delivering course content and assessing learning outcomes, and are being compensated for their work. Individuals should start building their portfolio as soon as they begin taking courses in the CAE program, however formal registration into PRAC-1865 Practicum in College Education occurs after credit has been awarded in all other CAE courses. Applicable tuition fees will apply to the practicum, as students will work with course instructors throughout the development of their portfolio. Once completed, the portfolio will be submitted for review.    

Please refer to the Certificate in Adult Education Program Handbook located at www.rrc.ca/CAE

Required Prerequisites: Completion of all CAE course work (9 core courses & 1 elective)           


 

Prerequisites:
PSYC-1025Educational Psychology
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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.

Prerequisites:
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