We will no longer be accepting new applications to the Certificate in Adult Education Program. Please visit the new Teaching for Learning in Applied Education program webpage.
Description
The Certificate in Adult Education (CAE) program is designed to develop skills for teaching adults in an applied or technical-vocational college setting. A successful college education depends on the competence of the institution's faculty, subject area expertise, as well as knowledge and skills related to teaching and learning. Both skill sets enhance the effectiveness of college and adult educators as well as adult technical-vocational education.
Upon successful completion of all CAE course work and a practicum (200 hours of experience teaching in adult programs and the presentation of a professional portfolio) two parchments are awarded: 1) Certificate in Adult Education from Red River College, and 2) Certificate of acknowledgement from the Minister of Economic Development and Training.
DOCUMENT SUBMISSION METHODS
Upload Through Your Future Student Account (preferred method)
If you do not have a Future Student Account or require assistance, please contact our Student Service Centre at 204-632-2327.
Mail or In-Person: Student Service Centre Click here for address and hours of service
E-mail: register@rrc.ca
Fax: 204-697-0584
Internationally Educated Applicants - visit www.rrc.ca/credentials for credential assessment information.
However, if you apply within 6 weeks of the program start date, admission requirements are due within 5 days of applying.
Current Instructors of RRC, ACC and UCN
Red River College, Assiniboine Community College, and University College of the North instructors - submit an Instructor's Application Form.
All Other Applicants
Applicants who are not current instructors of Red River College, Assiniboine Community College, or University College of the North - submit a Regular Application Form and meet either the Regular or Mature Student Admission Requirements listed below.
Regular Admission Requirements
Mature Student Admission Requirements
If you are 21 years of age on or before December 31 of the year of admission, and you do not meet the regular admission requirements, you may apply under the Mature Student admission requirements. Applications will be reviewed on an individual basis.
| English Language Assessment | Minimum Required Levels | |||
|---|---|---|---|---|
| L - Listening, S - Speaking, R - Reading, W - Writing | L | S | R | W |
| AEPUCE
(Academic English Program of University and College Entrance )
Requirement: Submission of a parchment (certificate) indicating successful completion of the AEPUCE program, including language levels achieved if available. | 8 | 8 | 8 | 8 |
| CAEL and CAEL Online (Canadian Academic English Language) | 60 | 60 | 60 | 60 |
| CLB (LINC)
(Canadian Language Benchmark - Language Instruction for Newcomers to Canada)
Canadian Citizens: LINC programs are not available. | 8 | 8 | 8 | 8 |
| CanTEST
(Canadian Test of English for Scholars and Trainees)
RRC Institutional or Official CanTEST accepted EXCEPT for the Medical Laboratory Sciences (MLS) program. The MLS program requires the Official CanTEST (the RRC Institutional CanTEST will not be accepted). | 4.5 | 4.5 | 4.5 | 4.0 |
| Duolingo
(Duolingo English Test)
* MINIMUM OVERAL SCORE OF 115 REQUIRED. There are no minimum required levels for L,S,R,W. Due to closures related to COVID-19, RRC is temporarily allowing applicants to provide Duolingo English Test results to meet RRC's English language requirements. Red River College will accept Duolingo assessments up to December 30, 2021. Beginning December 31, 2021 we will no longer accept Duolingo assessments to meet English language requirements. | 0* | 0* | 0* | 0* |
| IELTS - Academic (International English Language Testing System) | 6.5 | 6.5 | 6.5 | 6.5 |
| PTE - Academic Online Assessment (Pearson Test of English) | 58 | 58 | 58 | 58 |
| TOEFL-iBT
(Test of English as a Foreign Language - internet Based Test)
To meet the needs of students who are unable to take the TOEFL iBT® test at a test center due to public health concerns, ETS is temporarily offering the TOEFL iBT Special Home Edition test in selected areas. | 20 | 20 | 19 | 24 |
The 10 course program, plus a practicum, is designed to be equivalent to 33 credit hours of undergraduate university professional education courses. As previous practical teaching experience is assumed in the design and delivery of each course, each 35-hour course is delivered as the equivalent of a 3 credit hour undergraduate course.
The CAE program is delivered for all the Manitoba colleges (Red River College, Assiniboine Community College in Brandon, and University College of the North in The Pas/Thompson) by the Teacher Education Department at Red River College. The 35-hour courses are delivered on a part-time basis.
Please refer to the current program brochure at www.rrc.mb.ca/CAE for a complete list of course offerings that includes dates, times, locations and delivery formats.
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.
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.
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.
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.
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.
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.
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.
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.
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:
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.
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.
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.
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.
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.
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)
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.
Online learning is a critical component of course delivery in all Red River College programs. To ensure each student has the tools they need to achieve their academic goals, all Red River College students require, at minimum:
1. Off-campus access to a current computer with a webcam
2. A high speed internet connection
• Recommended minimum speed: 10 mbps for download, 3 mbps for upload
• Slower internet connection speeds may result in audio and video issues. Please keep in mind that if others in your home are using the same internet connection at the same time as you are, you may also experience audio and video issues.
• Please refer to https://www.rrc.ca/studentcomputing for further information on Computer Requirements for Students.
Please note that any anticipated costs are not included in Books and Supplies estimates.
University of Fraser Valley
Graduates of this program will receive a total of 33 credits toward the University of Fraser Valley Bachelor of Arts in Adult Education.
The CAE program was originally established in the late 1960’s by the Province of Manitoba to develop the instructional skills and competencies of the instructors at its community colleges (RRC, ACC and UCN). The focus of the program has always been on developing instructors with these skills and competencies, regardless of where or how they were developed. Therefore, the recognition of prior learning has always been encouraged.
Recognition for prior learning can be granted through the following processes:
The maximum credit that can be granted through RPL is 75% of the CAE program (7 courses).
Process for Proceeding with an RPL Assessment (CAE)
RPL Waiver
Application for Portfolio and/or Challenge Process Assessments
Request for Course Credit/Grade Transfer
Current RPL Guides
EDUC-1090 Introduction to Education
EDUC-1091 Instructional Methods
EDUC-2092 Advanced Instructional Methods
EDUC-1095 Program Development
EDUC-1117 Introduction to Technology in Education (elective)
EDUC-1077 Testing and Evaluation
Coming soon!
EDUC-1094 Course Development
EDUC-1115 Foundations of Applied Education
PSYC-1025 Educational Psychology (elective)
EDUC-1093 Organizing Technical Education Facilities (elective)
EDUC-1092 Course Implementation
EDUC-1097 Diversity and Inclusiveness
Instructors employed by the three Manitoba colleges (RRC, ACC and UCN) are required to complete a minimum of 6 credits per year toward attainment of the CAE as a condition of employment.
Red River College surveys its graduates on an annual basis to collect data related to the graduates’ employment status, salary, occupation and skill use. In addition, graduates are asked to indicate their level of satisfaction regarding the education they received at Red River College.
Visit www.rrc.ca/numbers/reports/graduate-satisfaction for graduate satisfaction and employment reports.
For further information or a registration form, please contact one of the following:
Red River College
Janine Carmichael
Academic Coordinator
Teacher Education
D201 - 2055 Notre Dame Avenue
Winnipeg, MB R3H 0J9
Phone: 204-632-3764
Email: jacarmichael@rrc.ca
Assiniboine Community College
Lynn Cliplef
Faculty Development Coach
Centre for Learning Innovation
1430 Victoria Avenue East
Brandon, MB R7A 2A9
Phone: 204-725-8700 ext. 7214
Email: cliplefl@assiniboine.net
University College of the North
Ann Barbour-Stevenson
Manager of Academic Development
1485 3rd Street North
Swan River, MB R0L1Z0
Phone: 204-734-2130
E-mail: abarbourstevenson@ucn.ca
Red River College is committed to student success and provides valuable support services to assist in helping students make the most of their time at RRC.
Visit www.rrc.ca/supports for more information.