thesis based route

What is a Thesis-Based vs. Course-Based Master’s Degree?

Generally, there are two paths that an international student can take in receiving their Masters Degree.

• One way is through a course-based program, and the other is through a thesis-based program.
• A course-based program is basically like your undergraduate degree: you take a certain amount of courses for a certain amount of credit, and once you pass those you receive your degree.
• A thesis-based program differs greatly from that.
• Thesis based degrees require you take fewer courses, and one or two substantially larger and more committed courses.
• In these courses, you perform your research and work on writing your thesis, which is typically based upon an original research topic of your choosing.

How Do You Choose?

Oftentimes, it can be difficult to choose between which types of masters program you wish to complete. Perhaps the most important factor in deciding which type of route to take is asking yourself what you wish to do after the completion of the program.

For example, if you wish to be a teacher or professor or have some sort of job that revolves around research, perhaps a thesis-based route would be best for you. On the other hand, a course-based program is usually completed faster and can sometimes give you a head start in the particular industry you wish to specialize in.

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The thesis-based path provides a number of pros and cons.

• First off, it is considered the more ‘traditional’ path. Oftentimes, this is the path to a master’s degree offered more commonly than the course-based.
• Completing a thesis-based program also can set you, an international student , up better to participate in a doctorate program upon completion of the masters program.
• Also, the scope of the research you will perform in a thesis-based program is smaller than the research you would perform in a doctorate program.
• Oftentimes, one of the biggest cons to a thesis-based program is the time it takes to complete.
• This path typically takes significantly longer than the course-based option.
• Also, another potential setback to thesis-based courses is that it could limit your future to research like positions and does not set one up as well for business or management decisions.
• We strongly suggest that you perform some of your own research to see if the thesis-based route is the one for you.

One of the biggest pros of the course-based route is that it typically is completed much quicker than the alternative.

• This works out nicely if you are trying to get your degree in a hurry or if you want to try and receive two degrees, for example.
• Also, course-based usually works out better when you do not intend to follow it up with another degree at the doctorate level.
• Another typically big pro about course-based work is that it tends to not narrow your prospective employment like how thesis-based can sometimes narrow employment to research based positions.
• There are, however, some cons as well with course-based work.
• One of them is that if you complete a course-based program and later decide that you would like to complete a degree at the doctorate level, you may have to complete and/or perform some work to show that you are ready to complete a degree at the level and so you can show your abilities to perform at that level.
• Another setback to this path is that all the learning is done in the classroom, so it leaves out the practical learning aspect.
• It also does not bolster your research skills as well as the thesis-based approach, and also does not prepare as well for technical specialization.

Choosing what program works best for you can oftentimes prove difficult. In addition, it can be even harder to international student loan options once you decide on a program. If you have any questions about scholarships or other options for finding funding to study in the U.S. please visit us at  www.nomadcredit.com . We’d be happy to help you search and compare options for  education loans or study loans , too. Please send us an email at  [email protected]  if you have any questions! We are happy to help.

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Choosing Between a Thesis or Non-thesis Master's Degree

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•       Resources       Choosing Between a Thesis or Non-thesis Master's Degree

As of 2015, approximately 25.4 million Americans held advanced degrees , with more citizens joining these ranks each year. As studies continue to show the career advancement and salary benefits of completing a master's degree, more and more students elect to pursue advanced educations. When considering their options, many question whether to enroll in a master's requiring a thesis or not. The following guide examines some of the reasons degree seekers may want to write a thesis while also highlighting why they might not. Students on the fence about this important decision can find expert advice, actionable tips, and relevant guidance to help them make an informed choice in the guide that follows.

Understanding the Master's Thesis

What is the difference between a thesis & non-thesis master's program, the decision not to do a thesis.

As students research various master's programs in their chosen discipline, it's common to find that many degrees require a thesis – especially if they want to enter a research-heavy field. While this word gets thrown around a lot in academia, some learners may want more information regarding what it entails in order to make an informed decision.

What is a Master's Thesis?

The master's thesis is an original piece of scholarship allowing the student to dig into a topic and produce an expanded document that demonstrates how their knowledge has grown throughout the degree program. These documents require significant independent research of primary and secondary sources and, depending on the subject, may require interviews and/or surveys to support the overarching argument.

Individual schools and departments dictate the length of these documents, but they typically range between 60 and 100 pages – or approximately 20,000 to 40,000 words. While tackling a document of such heft may seem overwhelming at first, learners need not fret. Each master's candidate receives a faculty advisor early in their tenure to provide support, feedback, and guidance throughout the process. Because the final thesis is expected to be of a publishable quality, learners seeking the highest marks typically send their supervisor excerpts of the document as they write to ensure they are on the right track.

When picking a thesis topic, no magical formula exists. Students should consider their interests and read extensively on that topic to get a better sense of existing scholarship. They should also speak to other academics working in that sphere to familiarize themselves with ongoing projects. Only after they feel reasonably well-read should they begin looking for uncovered angles or interesting ways of using emerging methodologies to bring new light to the topic.

When considering formatting, degree seekers should check with their specific schools and departments, as they may have unique requirements. To get a general understanding of what to expect, learners can review Simon Fraser University's guidelines on thesis formatting. After completing the thesis, some programs require an oral defense before a committee while others read the document and provide a grade. Check with your prospective schools to get a better sense of procedure.

Format & Components of a Master's Thesis

While this guide attempts to provide helpful and actionable information about the process of deciding whether to follow a thesis or non-thesis track in a master's program, readers should remember that specific components and requirements of a thesis vary according to discipline, university, and department. That being said, some commonalities exist across all these – especially when it comes to what students must include in their final drafts.

As the first section a reader encounters after moving through the table of contents and other anterior text, the introductory allows the writer to firmly establish what they want to accomplish. Sometimes also called the "research question" section, the introductory must clearly state the goals of the paper and the overarching hypothesis guiding the argument. This should be written in a professional yet accessible tone that allows individuals without specializations in the field to understand the text.

This section allows learners to demonstrate their deep knowledge of the field by providing context to existing texts within their chosen discipline Learners review the main bodies of work, highlighting any issues they find within each. Constructive criticism often centers around shortcomings, blind spots, or outdated hypotheses.

Students use this section to explain how they went about their work. While scientists may point to a specific method used to reach conclusions, historians may reference the use of an emerging framework for understanding history to bring new light to a topic. The point of this section is to demonstrate the thought processes that led to your findings.

This section allows for learners to show what they learned during the research process in a non-biased way. Students should simply state what information they gathered by utilizing a specific framework or methodology and arrange those findings, without interpretation, in an easy-to-read fashion.

After providing readers with all the necessary information, the discussion section exists for candidates to interpret the raw data and demonstrate how their research led to a new understanding or contributed a unique perspective to the field. This section should directly connect to the introduction by reinforcing the hypothesis and showing how you answered the questions posed.

Even though the previous sections give prospective degree seekers a better sense of what to expect if they decide to write a thesis during their master's program, they don't necessarily help learners decide whether to pursue a thesis or non-thesis track. The following section highlights some of the reasons students frequently choose to complete a thesis or bypass the process altogether by providing a pros and cons list.

Why a Thesis Program

• Especially when entering a research-heavy discipline, completing a thesis shows prospective schools and employers that you possess the skills needed for researching and writing long-form reports.
• Students hoping to pursue a Ph.D. stand in better stead with admissions panels if they wrote a thesis during a master's program.
• Individuals hoping to enter a field that values syntax and grammar often better their writing skills by completing a thesis.
• Students who write a thesis can submit the final product to various academic journals, increasing their chances of getting published.
• Theses expand students' understanding of what they're capable of, deepen their ability to carry out an argument, and develop their skills in making connections between ideas.

Why a Non-thesis Program

• Because they don't require a significant written product, non-thesis master's tend to take less time to complete.
• Often mirrors a bachelor's program in terms of structure, allowing learners to complete classes and take exams without a great deal of research or writing.
• Students who excel in project-based assignments can continue building skills in this arena rather than focusing on skills they don't plan to use (e.g. research)
• Provides learners the opportunity to work more closely and more frequently with faculty on real-world projects since they don't spend hundreds of hours researching/writing.
• Allows learners to take more classes and gain hands-on skills to fill the time they would have spent researching and writing a thesis.

How to Choose a Master's Program: FAQs

Within some academic disciplines and professional fields, research and writing plays a key role in work done on a daily basis. Because of this, master's programs in these fields require learners to complete theses to compete against peers and be seen as competent in their work. Other disciplines, conversely, rely on other tools to accomplish work and progress ideas – making theses less important.

Yes. Master's programs focused more on application than research typically don't require a thesis – although they may still give students the option. Examples of common non-thesis master's programs include nursing, business, and education.

Even though non-thesis students won't be writing a 100-page paper, that doesn't mean they avoid completing a significant project. In place of a thesis, most applied master's programs require students to take part in at least one internship or complete a culminating project. These projects typically ask learners to take what they learned throughout coursework and create an expansive final project – examples include case studies, creative works, or portfolios.

While students who followed a non-thesis path routinely receive acceptance to Ph.D. programs, those with theses often find the process easier. Even if a learner pursues a Ph.D. in a discipline that isn't research-heavy, admissions panels still want to get a sense of your academic interests and ability to engage in independent, nuanced thought. Students with theses can provide solid proof of these skills, while those without may struggle to demonstrate preparedness as thoroughly.

The answer to this question depends on many factors, but typically it is okay not to do a thesis if you plan to enter a field that doesn't depend heavily on research or writing, or if you don't plan to complete a Ph.D.

Students wanting to work in academic, research, or writing should always opt for the thesis track. They should also follow this path if they have any doctoral degree aspirations.

Ultimately, the decision of whether or not to complete a thesis rests with the individual student. Figuring out how to proceed on this front requires lots of careful consideration, and learners should ensure they consider various aspects before coming to a final decision. The following section helps students consider how they should and should not come to a conclusion.

Dos and Don'ts of Choosing a Thesis or Non-thesis Program

• Consider the longevity of your decision: will you feel the same in 5-10 years or are you making a decision based on current desires?
• Talk to others who with experience in this area. Ask them questions about their decision-making process and if they regret their choice.
• Research potential thesis topics before starting a program. Going in with a game plan can help you feel more confident and settled about the process than if you're scrambling for a topic while in school.
• Reach out to prospective schools to speak with faculty and/or current students following both tracks. This will provide knowledge specific to the school while also expanding your network if you choose to attend there.
• Research Ph.D. entrance requirements to ascertain if the majority expect learners to possess a thesis when applying. This will give you a sense of whether you may experience issues later on if you do not complete one.
• Decide not to complete a thesis simply because you have never taken on such a task and feel overwhelmed or fearful that you will fail.
• Complete a thesis simply because you think it will look good on your resume. Theses require intense devotion over an extended amount of time; learners who complete them without conviction often find the process miserable.
• Forget to research alternatives to writing a thesis. Just because you don't complete a research paper doesn't mean a non-thesis track lacks rigor or challenging coursework.
• Forget to read examples of theses by previous students. If you feel overwhelmed by the task, reading work other people have done can often make the task at hand feel less scary.
• Let yourself off easy by taking the non-thesis path. If you find you have extra time in the program, talk to your advisor about taking more classes, develop meaningful projects for yourself, or see about presenting at an academic conference.

From the Expert

Sudiksha Joshi, Ph.D. is a learning advocate. Her mission is to empower our youth to think bigger, bolder thoughts and forge a career path that will change the world. She taps into her natural curiosity and ability to identify strengths to help students and those in transition find their path from feeling lost in the traditional ways of achieving success to charting their own path. Her work has been featured in Forbes, Huffington Post, Thrive Global, Medium and LinkedIn.

Why might a student decide to follow a thesis track? Why might they follow a non-thesis track?

A student might decide to take a thesis track if she/he wants to pursue a Ph.D. Also, if the students want to focus on careers where research and writing have a strong focus, the students opt for the thesis option. Research assistantships at the graduate level are also more often available to students who opt for the thesis option.

A student who might feel that writing is not one of their strengths might choose to go the non-thesis track. Likewise, a student who has other work commitments may find a non-thesis option more convenient.

Do you have any tips for deciding on a program?

I chose a thesis option because being able to conduct independent research was a big reason to go to graduate school. Also, showing the ability that I could do research was what afforded me research assistantships which meant that my tuition was paid for and I got a stipend that paid for expenses while I was in graduate school. This also allowed me the opportunity to work closely with the faculty mentor that provided me with the support and the accountability I wanted.

I would not recommend taking a non-thesis option if all the degree requires is for you to take courses. You have little to show in terms of your learning other than your grades unless you are already working on something on the side that does that for you and all you need is a certificate.

Opt for a non-thesis option if you can still work closely with a professor or on a project and if you'd rather be involved in multiple projects rather than focus on a single project. If you already have a good (informed) reason for choosing one over the other, go for it.

What's the most important thing to consider when choosing a program?

The most important thing to consider when choosing a program is getting excited about the projects that at least one of the faculty members are involved in. Do some research and see why you are excited about a particular work that at least one of the faculty members have been involved in.

Who should students talk to when considering options?

Students should talk to other students and also reach out directly to the graduate coordinator and even individual faculty members. This means that students should have done prior homework and have some good questions ready. Asking good questions will get you at least halfway through to make the right decision.

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Information For

Choosing Thesis, Comprehensive Exams or Graduate Project

Students can elect to complete a thesis, take comprehensive exams or conduct a graduate project. The following information is to help you decide which route works best for you.

Deciding between a Thesis, Comprehensive Exams or Graduate Project

Deciding between writing a thesis, taking the comprehensive exams or working on a graduate project is an important decision. While we hope this page provides you with useful information, it is important to consult with your advisor or the graduate program director about your decision. All students will complete 15 units of required courses. Thesis students will complete 15 units of electives and 6 units of thesis coursework. Non-thesis students will (a) complete 21 units of electives and take 3 comprehensive exams or (b) complete 15 units of electives and 6 units of graduate project. For both options, a minimum of 27 units must be earned at the 600-800 levels and no more than 9 units of 500-level courses can be taken.

When should students declare whether they will do the thesis option or the non-thesis option?

By the time they complete the 15 units of required classes, students should tell the graduate director which option they plan to pursue. Students should be aware that they cannot switch to the other option because they failed their comprehensive exams or failed their proposal or thesis defense.

What is the timeline for completing a thesis or comprehensive exams?

Visit the timeline page for more information.

Thesis Option

What does the thesis option entail.

A thesis allows students to conduct a sustained research project that will develop essential skills and abilities to evaluate professional communication activities or campaigns. A master’s thesis, in consultation with a thesis advisor, prepares a student for future academic research or doctoral programs and may involve any appropriate form of scholarly communication research.

Students should not begin their thesis until all other coursework has been completed. Prior to the completion of all required coursework, students may ask a member of the graduate faculty to serve as her or his principal faculty advisor; but, the advisor cannot sign an approval form until all coursework has been completed.

Under an advisor’s supervision, the student should prepare an appropriate proposal and, with the faculty advisor’s consent, identify at least two other graduate faculty members to serve on the thesis committee.

What does a thesis proposal consist of?

The proposal consists of the first three chapters of the thesis:

• An introduction to the research topic and its significance
• A literature review that concludes with a much more specific set of research questions
• A complete description of the proposed methods, including research instruments

Once the proposal is complete, the proposal defense will take place, which is when the student presents the thesis proposal to the members of the committee. Once the committee approves the proposal, the student will complete the thesis, which will consist of getting Institutional Review Board (IRB) approval (if needed), conducting the study, writing the analysis and conclusion chapters.

Where can I find the Towson University Graduate Studies Thesis Guidelines?

The guidelines are available through the Office of Graduate Studies.

How do I know if I need IRB approval?

The use of human subjects requires approval by the appropriate university review committee. Students should anticipate for the IRB approval process to take up to two months and prepare their submission in advance. The IRB application requires you to submit all experiment details, quantitative and qualitative questions you will be asking subjects. IRB also requires students to complete an online ethics class called CITI training. You must have IRB approval before you can begin collecting any data for your project.

For more information, visit Towson University’s Institutional Review Board .

Non-Thesis Options: Comprehensive Exams or Graduate Project

Comprehensive exams option, what does the comprehensive exams option entail.

The students who choose the comprehensive exam option will take 6 credits of additional electives and pass three written, on-campus comprehensive exams. The examinations are in the following areas of the communications field — theory, one research method and a communication subject area from a 600-level communication course chosen by the student. The examination questions will be written by faculty who teach those courses. Only mass communication or communication studies graduate and associate graduate faculty can submit comprehensive exam questions. Students may take comprehensive exams after they have completed 30 units of coursework.

How are the exams graded?

Your exam will be written and graded by the professor who taught your class. If your professor is no longer at Towson, the current professor teaching the course will write your course question. It is suggested that you meet with the professors the semester before you take the exam to learn about specific content to study. Students must pass all three comprehensive exams with a Low Pass, Pass or Pass with excellence.

How many times can I take the exams?

 If students fail an exam, they can only retake it once. If students fail an exam a second time, they will be dismissed from the program.

What can I bring into my exam?

You may not bring any notes or study guides into the exam. No paper materials will be allowed into the exam. You will not be required to use any direct quotes. You will use a provided computer to type your responses. The exam will be proctored by a program faculty member.

How do I study for the comprehensive exams?

You should reread your textbooks and notes to prepare for the exam. Previous students have found this method of studying to be the most helpful. Try creating sample questions for yourself and answering them, as well as writing answers to sample questions from professors.

Graduate Project Option 

What does the graduate project option entail.

Students who plan to conduct a graduate project to complete the degree can choose to take 30 units of courses and 6 graduate project units. These students will complete a professional project to showcase their successful acquisition of knowledge from the courses in the graduate program under the guidance of a faculty adviser from the department. It is recommended that students sign up for 3 units of MCOM 881 Graduate Project in two consecutive semesters.  Or they can sign up for 6 units in one semester if they do not take any other classes.

What will the graduate project look like?

The students will choose a topic, develop the project with an appropriate method of investigation, and report the finding in writing. Therefore, to complete the project successfully, the student will: 

• Formulate a topic and client/organization to investigate
• Gather a bibliography and other relevant sources for the project
• Develop an appropriate method of the project
• Gather data
• Analyze data and interpret findings from the investigation
• Disseminate findings orally, in writing, visually and/or through other means in an organized manner consistent with the standards of the discipline

What are the steps to follow to pursue the graduate project option?

Students who plan to conduct a graduate project to complete the degree may register for graduate project units only after they have completed 24 units of course work in the program.

Students should prepare a proposal indicating the topic of interest, the organization that the student will work with, the problem that the project will investigate, the method of investigation, and the expected results. In the proposal, students should also indicate how they will apply the knowledge they learned from the graduate courses in the problem identified (a minimum of three courses are required). The proposal should be at least 1000 words. The proposal should be approved by the Graduate Program Director, Dr. Lingling Zhang, first before working on the project under the supervision of a faculty member. After the project is complete, the student should submit the final report in writing in addition to an oral presentation to their client, faculties and other graduate students.  

NOTE : If students fail MCOM 881 , they can retake it only once. If students fail it twice, they will be dismissed from the program.

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Social Work

Master of Social Work (MSW)

Thesis-based program

Program overview.

The Master of Social Work (MSW) is a nationally-accredited program that prepares students for advanced professional practice in social work. The thesis-based route is designed for students who intend to pursue doctoral studies and/or anticipate a career requiring advanced program evaluation and research skills. 

Students are required to attend the residency attached to their program, which may be in Calgary or Edmonton.

Students holding an accredited Bachelor of Social Work (BSW) degree are admitted directly into a 36-month thesis-based MSW program. Students admitted with a non-social work degree complete 9 foundation courses (in 12 months) followed by the 36-month program (48 months total).

Completing this program

Courses: Students must follow the prescribed curriculum plan for their specialization and complete all 10 courses (30 units) if they entered the program with a BSW or 19 courses (57 units) if they entered the program with a non-social work degree.  The specialization year consists of 4 courses in Advanced Social Work Practice (12 units), 4 specialization courses (12 units), and 2 thesis research courses (6 units).

Thesis: Upon completion of required courses, students conduct original research and prepare a thesis which is evaluated on the written content and is orally defended before an examination committee.

Research Proposal:  Students should complete all coursework prior to having their proposal approved by their supervisor.

Optional Practicum:   Students may elect to complete Social Work 660 Advanced Practicum, but it is not a mandatory component of the thesis-based degree.  Students with a non-BSW degree may need additional Foundational Practicum hours to meet accreditation requirements.

Specializations

• Clinical Social Work Practice (CSWP)
• International and Community Development (ICD)
• Leadership in the Human Services (LHS)

For more information about these specializations please see the Academic Calendar.

Hospitals/community health centers, mental health clinics, schools, non-profit/advocacy groups, government, social service/child welfare/family service agencies, correctional facilities, social housing, family courts, employee assistance programs, private counselling, school boards, consulting.

A thesis-based master’s degree in social work is a preferred pre-requisite for a PhD.

Students are required to complete all required courses, prepare and successfully defend a thesis in an open oral examination.

Students with a BSW complete 10 courses (30 units).  Students with a non-social work bachelor's degree must complete 9 Foundation courses (27 units) prior to their 10 Specialization courses (30 units).  Advanced Practicum ( SOWK 660 - 6 units) is optional.

Learn more about program requirements in the Academic Calendar

Online delivery

The MSW thesis-based program in all three specializations will be offered by distance (online) learning with in-person residencies in Calgary or Edmonton. Online courses consist of a mix of real time classes at set times and learning that can be done on your own schedule. Students not attending residencies may be required to withdraw from the course or the program.

Please consult the Social Work  website  for specific program delivery information.

Time commitment

Three or four years (maximum) of full-time study, dependent on entry route, specialization and program location.

For incoming MSW thesis students, the PhD/MSW Thesis Coordinator will act as the interim supervisor. Before the end of April of the first year, each student must designate a faculty member as permanent supervisor. Students will work with their supervisors to determine if a co-supervisor and/or supervisory thesis committee is preferred. This decision should be made prior to start of  SOWK 670  and must be approved by the Graduate Program Director.

See the Graduate Calendar for information on  fees and fee regulations,  and for information on  awards and financial assistance .

Virtual Tour

Explore the University of Calgary (UCalgary) from anywhere. Experience all that UCalgary has to offer for your graduate student journey without physically being on campus. Discover the buildings, student services and available programs all from your preferred device.

Supervisors

Learn about faculty available to supervise this degree. Please note: additional supervisors may be available.  For more information, visit our website .

Heather M Boynton

Patrina Duhaney

Yahya El-Lahib

Linda Kreitzer

Yeonjung Lee

Anne Marie Mclaughlin

William Pelech

Melanie Rock

Admission requirements

A minimum of 3.0 GPA on a 4.0 point system, over the past two years of full-time study (a minimum of 60 units) of the undergraduate degree.

Minimum education

Bachelor of Social Work (BSW) degree from an accredited/recognized* institution or a four-year bachelor’s degree in another discipline.  The degree must be conferred prior to the May program start.

*The Faculty of Social Work recognizes BSW degrees accredited by the Canadian Association for Social Work Education (CASWE), the Council of Social Work Education (CSWE), and international credentials deemed equivalent to a Canadian BSW degree by the Canadian Association of Social Workers (CASW).

Work samples

Work experience.

Applicants must have the equivalent of two years of full-time paid work or a minimum of 3,000 hours of paid and/or volunteer work in the human services field.

• A program proposal outlining the applicant's social work perspectives and educational goals.
• A preliminary thesis proposal describing the research problem you hope to investigate and the research methodology or methodologies you are considering.

Reference letters

Two; one professional and one academic

Test scores

English language proficiency.

An applicant whose primary language is not English may fulfill the English language proficiency requirement in one of the following ways:

• Test of English as a Foreign Language (TOEFL ibt)  score of 97 (with no section less than 20) .
• International English Language Testing System (IELTS)  score of 7. 0 (Academic version with no section less than 6.0) .
• Pearson Test of English (PTE)   score of 68, or higher (Academic version).
• Canadian Academic English Language test (CAEL)  score of 70 (no less than 70 in writing and speaking; 60 in reading and listening).
• Academic Communication Certificate (ACC)  score of A- in academic writing and oral communication courses and B+ in other courses.

For admission on May 1:

• Canadians and permanent residents: November 1 application deadline 
• International students: November 1 application deadline 

If you're not a Canadian or permanent resident, or if you have international credentials, make sure to learn about international requirements

Are you ready to apply?

Learn more about this program.

MacKimmie Tower (MT) 301 2500 University Drive NW Calgary, ABT2N 1N4 403.220.5942

Visit the  Faculty of Social Work website

Email:  [email protected]

Learn more about UCalgary by taking a virtual tour

Related programs

Course-based Certificate

Course-based MSW

Educational Research

Course-based MEd (Interdisciplinary)

Course-based MEd (Specialist)

Thesis-based MA

Thesis-based MSc

Thesis-based EdD

Certificate (Natural Resources, Energy and Environmental Law)

Course-based LLM

Thesis-based LLM

Certificate

Course-based MN

Thesis-based MN

Course-based MN/NP

Highlights of the Social Work program

Creating Meaningful Experiences for Neurodivergent People

Dr. David Nicholas’ Vocational Abilities Innovation Lab is internationally acclaimed for its innovative approach in supporting autistic and other neurodivergent youth and adults.

Making neighbourhoods more liveable for older adults

As our population ages, it’s becoming increasingly important to ensure that Canadian neighbourhoods are liveable for everyone, which is the focus of Dr. Yeonjung Lee’s innovative research.

Leading Field Education Innovation

Finding meaningful practicum opportunities is a growing crisis in social work. Dr. Julie Drolet leads a national/international group that is finding surprising solutions.

Curious about the University of Calgary?

Located in the nation's most enterprising city, we are a living, growing and youthful institution that embraces change and opportunity with a can-do attitude.

The University of Manitoba campuses are located on original lands of Anishinaabeg, Ininew, Anisininew, Dakota and Dene peoples, and on the National Homeland of the Red River Métis. More

Faculty of Education

University of manitoba.

University of Manitoba Winnipeg, Manitoba Canada, R3T 2N2

Master of Education Concentrations

Select any of the MEd concentrations below for detailed information, admission deadlines and documents, and a list of graduate program advisors.

On this page:

• ACE Arts, Community, and Education
• Adult & Post-Secondary Education

Counselling Psychology

• Critical Perspectives in Curriculum, Teaching, and Pedagogy

Cross-Cultural, Sociological, and Philosophical Foundations in Education

Educational administration, inclusive education, indigenous (first nations/métis/inuit) perspectives in curriculum, teaching and learning, language and literacy, second language education, studies in contemplative, holistic, and integrative education, studies in mathematics education and science education (studies in mese), ace | arts, community, and education.

The Master of Education in Arts, Community, and Education follows a social and environmental justice agenda, where students will explore contemporary theories and practices in arts education, such as critical and aesthetic philosophies, arts-based research, community arts and the role of cultural institutions in shaping society. Students will consider art education as a social, cultural and historical process as individual and community transformation, whether the student chooses to work in formal or informal art education settings.

Admission Deadlines and Document Requirements

• Departmental Application Deadline Dates
• Required Documentation List (PDF) 
• Academic Calendar & Catalog 
• Supplemental Regulations (CTL)  
• Faculty of Graduate Studies Application 

Thesis-based Route

18 credit hours, plus thesis 

Courses prepare the student to design and implement a research project that leads to the thesis. For the thesis, students will engage with one or more research questions, generate/gather and interpret data, and share the outcomes of their investigations, explorations and understandings in any format agreed amongst committee members and supported by a final oral presentation (thesis defense).  

Core Courses (6 credit hours) 

• EDUB 7000 Contemporary Perspectives and Practices in Arts Education 
• EDUB 7030 The Arts in Education 

Research Courses (3 credit hours) 

• EDUA 7830 Engaging with Research in Education 

plus 3 credit hours of research methodology at the 7000 level in Education

Concentration Courses (6 credit hours) 

Student selects a total of 6 credit hours of coursework at the 7000 level in the concentration in consultation with their advisor. 

Thesis 

Course Level Restrictions 

• 12 credit hours must be at the 7000 level; 
• the remaining 6 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties. 

Course-based Route

30 credit hours + comprehensive exam 

The student and program advisor will select courses that lead to mastery within arts education. As the course component is completed, the student, with the program advisor's support, prepares a project of a suitable form or an examination that demonstrates comprehensive mastery. This project or exam culminates in a final oral presentation. 

• EDUB 7030 The Arts in Education

Concentration (21 credit hours) 

• Students select a total of 21 credit hours of course work at the 5000 or 7000 level in consultation with the advisor. 

Comprehensive Exam 

• 18 credit hours must be at the 7000 level; 
• the remaining 12 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties. 

Graduate Program Advisors

Joanna Black  ACE Arts, Community and Education  Research Interests: Digital technologies; Human Rights issues; Learning for social Change; Visual research creation; Environmental issues in the Anthropocene.  Contact: (204) 474-9028 [email protected]

• More about Joanna Black

Bruno de Oliveira Jayme  ACE Arts, Community and Education  Contact: (204) 474-6886 [email protected]

Graham Lea ACE Arts, Community and Education  Research Interests: Research-based theatre; Narrative in mathematics education; Theatre/drama in health and teacher education.  Contact: (204) 474-6786 [email protected]

• More about Graham Lea 

Beryl Peters  ACE Arts, Community and Education  Research Interests: Arts education; Multiliteracies; Teacher education; Critical pedagogy.  Contact: (204) 474-9043 [email protected]

• More about Beryl Peters 

Adult and Post-Secondary Education

The Master of Education in Adult and Post-Secondary Education program is designed to develop leadership in adult education in a wide variety of settings, including universities, community colleges, technical and vocational education, adult learning centres, business and industry and health and social services agencies.

Please note that we are not accepting applications for the M.Ed. program specialization in Adult and Post-Secondary Education for 2024. 

The Master of Education in Adult and Post-Secondary Education balances research, theory, policy and practice and is based on four primary components: a foundational knowledge base, a professional knowledge base, methodological knowledge base and experiential learning.

We embrace the trend to use information and communication technologies for removing distance as a barrier to education, and making learning more accessible. We currently offer several of our courses online and in distributed modalities. Our course, EDUA 7420 Program Planning in Adult Education, won the Web CT 2001 International Exemplary Award for the exemplary use of technology to deliver a distance education course while maintaining strong academic rigor and content robustness.

• Required Documentation List (pdf)
• Academic Calendar & Catalog
• Supplemental Regulations (EAFP)
• Faculty of Graduate Studies Application  

18 credit hours, plus thesis

Courses prepare the student to design and implement a research project that leads to the thesis. For the thesis, students will select a research question, gather and interpret data, present the investigation and its results as a written document with the program advisor’s support. An oral defense of the thesis culminates the program. Coursework and Thesis

Core Courses (6 credit hours)

• EDUA 7402 Development of Adult Education and Post-Secondary Education (3)
• EDUA 7404 Lifelong Learning in Educational Settings (3)

Research Courses (6 credit hours) 

• EDUA 5800 Introduction to Educational Research (3) (for students admitted prior to fall 2023 ) 
• EDUA 7830 Engaging with Research in Education (for students admitted fall 2023 and onward) 
• plus 3 credit hours of research methodology at the 7000-level in Education or 3000 level or above in other faculties

Plus an additional 3 credit hours of research methodology at the 7000-level in the Faculty of Education or at the 3000-level or above in other Faculties.

Concentration (6 credit hours)

The thesis is the focus of the concentration. In addition, students will select six credit hours at the 7000-level coursework from the courses listed below.

• EDUA 7406 Topics in Adult Education and Post-Secondary Education (3)
• EDUA 7420 Program Planning in Adult Education (3)
• EDUA 7412 Governance of Post-Secondary Education (3)
• EDUA 7810 Evaluating Educational Programs (3)
• EDUA 7414 Seminar in the Administration of Post-Secondary Education (3)
• EDUB 7416 Teaching and Learning in Post-Secondary Education (3)
• EDUB 7420 The Study of Teaching (3)
• EDUB 7450 Seminar in Educational Technology (3)
• EDUB 7460 Information Technology & Education (3)
• EDUB 7560 Theory & Practice of Curriculum Design and Development (3)

or other courses approved by the advisor and department head.

Course Level Restrictions

• 12 credit hours must be at the 7000 level, the remaining 6 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties.

Course-Based Route

30 credit hours plus comprehensive examination

The student and program advisor select courses that lead to mastery within Adult and Post-Secondary Education and the concentration. As the course component is completed, the student, with the program advisor’s support, prepares a document that demonstrates comprehensive mastery. The document can be a final examination or a project, which may culminate with an oral defense of the document. Coursework and Comprehensive Option

Core Courses (9 credit hours)

• EDUA 7408 Seminar in Adult Education and Post-Secondary Education (3)
• EDUA 5800 Introduction to Educational Research (3) (for students admitted prior to fall 2023) 
• EDUA 7830 Engaging with Research in Education (3) (for students admitted fall 2023 onward) 

Concentration (9 credit hours)

Students will select 9 credit hours from the courses listed below:

or equivalent courses from other faculties or universities approved by the advisor and department head.

Electives (9 credit hours)

The intent of these electives is to allow students to pursue their specific interests such as Second Language Education, Nursing Education, Medical Education etc.

Comprehensive Exam

18 credit hours must be at the 7000 level, the remaining 12 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties.

Joe Curnow Research Interests: Politicization, anti-racism and anti-colonialism, youth-led social movements.  Contact: (204) 474-7111 [email protected]

• More about Joe Curnow

Robert Mizzi Research interests: Educational policy and politics; Teacher professionalism; Equity and diversity studies (with a focus on LGBTQ topics); Leading adult learning organizations; Educator work and welfare; Workplace learning.  Contact: (204) 474-9042 [email protected]

• More about Robert Mizzi 

Robert Renaud Research Interests: Post-Secondary Education; Measurement & Evaluation.  Contact: (204) 474-9017 [email protected]

• More about Robert Renaud 

Merli Tamtik Research interests: Policy coordination in multi-level governance, science and research policy, innovation and ways of knowing, international and multicultural education, transatlantic cooperation, international educational partnerships, research methods in social sciences.  Contact: (204) 474-9606 [email protected]

• More about Merli Tamtik

The Master’s Program in Counselling Psychology prepares graduates to integrate critical knowledge and understanding of the theoretical bases of counselling, and develops counselling skills. The model of training is that of a scientist-practitioner with an emphasis on reflective practice.

Specifically, the graduate program is designed to help students with:

• Developing individual and group counselling skills;
• Conducting and interpreting current research;
• Increasing their knowledge of the latest developments in counselling and literature;
• Training in communication skills;
• Providing career development, career information and job search skills;
• The principles, processes and methods of interviewing children, adolescents and adults; and
• The skills of measurement and evaluation.

The program provides an array of supervised practicum placements that can support more specialized experience to meet individual needs and interests. Our graduates have found employment in a wide range of settings including schools, community agencies, clinics, hospitals, business and industry, rehabilitation centres, government services and private practice.

• Faculty of Graduate Studies Application

Frequently Asked Questions

Thank you for your expressed interest in the graduate Master’s program in Counselling Psychology. This document was created to help applicants for applying to either the comprehensive course-based or thesis-based program. This document is based on the most common student inquiries received over the past 3 years. Various questions may emerge depending on what stage you are in your planning process.We encourage you to read and review this document carefully. We recognize that common questions emerge based on the stage that a person may be with the application process. The three stages that this document explores are a) Exploration of interest in Counselling Psychology, b) Planning and Decision-making regarding Application, and c) Working on an Application. 

Stage 1. Exploration of interest in Counselling Psychology:

1. What is Counselling Psychology and why are Counselling Psychology programs housed within the Faculty of Education?

Counselling Psychology training programs in Canada are located in departments within Faculties of Education rather than being connected with clinical psychology, experimental psychology, or undergraduate psychology programs in faculties of arts, health, social sciences, or sciences. Faculties of Education are perceived as a better fit for Counselling Psychology as it relates to life span development and lifelong learning in school and community based settings. It also provides a holistic orientation that focusses on client strengths, diversity and context, and utilizes a client-centred approach. 

2. What type of work or volunteer experience is required to be eligible to apply for the program?

Applying to either of the comprehensive course-based route or the thesis-based route requires that you have some work or volunteer experience where you have experienced strengthening your helping skills. Examples of this type of experience include: practicum experience through taking EDUA 5490 Field Placement in Counselling, volunteering through distress lines/centres, shelters, street-level services for vulnerable people, mentoring programs, school counselling, teaching, facilitating youth or adult group programming, or being a team leader. There is no set-baseline for having enough experience. As a minimum, you should have at least one or two different volunteer or work roles that helped you build your interpersonal and helping skills.

3. Can I become a certified counsellor after the completion of my M.Ed Counselling Psychology degree?

Graduates may be eligible for certification as a Canadian Certified Counsellor under the guidelines of the Canadian Counselling and Psychotherapy Association (CCPA). CCPA certification attests to the level of professional counselling competence and is considered the minimum professional standard in Canada. Upon graduation, students use the title “Professional Counsellor” or “Professional Therapist” as their designation. Students are responsible for ensuring that they meet the requirements for certification as established by CCPA and work closely with their academic advisor to take courses and have practicum experiences that align with CCPA. As our program is not accredited with CCPA, it becomes the student’s responsibility to ensure that all requirements for certification are met prior to graduating from the program.

4. Do applicants require a teaching background?

No, applicants do not require a teaching background to apply for the Counselling Psychology program. We welcome and accept both applicants with an educational background as well as from a wide variety of undergraduate baccalaureate educational backgrounds (social work, nursing, sciences, family studies, humanities/faculty of arts, fine arts, psychology, and business).  Applicants are encouraged to review information pertaining to the graduate application process available at https://umanitoba.ca/graduate-studies/graduate-student-admissions/requirements

5. Can I apply to the Counselling Psychology Master’s program if I am an International Student?

Yes, we welcome applications from international students. Students still need to meet all the program requirements (volunteer/work experience as well as completion of pre-requisite courses) as other applicants do. You also have to meet the Faculty of Graduate Studies English Language Proficiency Requirements, listed at  http://umanitoba.ca/graduate-studies/graduate-student-admissions/requirements/international-graduate-student-requirements .

6. Would I be eligible to work as a school counsellor in Manitoba with a Master’s degree in Counselling Psychology?

You would be eligible to work as a school counsellor with a Master’s degree in Counselling Psychology if you also held a Bachelor of Education degree. Working in schools as a counsellor in Manitoba is restricted to students who have a Bachelor of Education degree (provincial rule).

7. Would I be eligible to work in community- based settings with a Master’s degree in Counselling Psychology?

Yes, an array of students (with diverse undergraduate degrees) who have graduated with a Master’s degree in Counselling Psychology have gained employment in community-based settings (working with adults, children, youth, and/ or families). Please note that for these students, becoming certified with the Canadian Counselling and Psychotherapy Association (CCPA), was needed to be gainfully employed in community-based settings. In some instances, graduates from our program have also entered private practice.

Stage 2. Planning and Decision-Making regarding Application:

8. What is the difference between the comprehensive course-based and thesis-based Counselling Psychology Master’s program?

The comprehensive course-based as well as the thesis-based program include courses in counselling theories, ethics, research, various electives in counselling, and practicum. The thesis-based program involves a minimum of 27 credits of course work and conducting a supervised research study that would involve direct data collection. The comprehensive course-based program involves 33 credits of course work and culminates with completing two comprehensive papers with an oral exam that explores case conceptualization based on practical engagement through practicum experiences as well as aspects related to personal and professional development of becoming a counsellor.

9. What is a thesis and how long will it take to complete?

A thesis is an independent research project of significant involvement requiring a supervisory committee. To complete a thesis-based program, a minimum of 18 credits of course work is required and includes writing a thesis proposal, an oral proposal defense, the final thesis incorporating results, and final thesis oral defense. On average, it typically takes full-time students 2-3 years and part-time students about 2.5 -4.5 years to complete. This process would commence during completing course work, over the duration of the practicum year, and possibly after completion of the practicum year. 

10. If I complete a thesis-based route will I be eligible to pursue a doctorate in Counselling Psychology?

Students wishing to pursue a doctoral degree in Counselling Psychology need to be aware that the option does not currently exist in Manitoba. A doctoral degree in Counselling Psychology requires having access to internship sites (to support a one-year full-  time internship for a student) which is not possible at this time. As such, students will need to apply outside of Manitoba to pursue further studies. Additionally, eligibility for most academic programs that offer doctoral studies in Counselling Psychology may require subject specific courses to be completed at the Master’s level. In the event of pursuing the thesis-based route, please ensure that you look into academic requirements at other institutions to ensure that during your Master’s degree you take sufficient number of courses to be eligible to apply for other PhD programs.

11. I currently live in Winnipeg and I am looking into the prospect of volunteering to gain more experience in counselling. What would you suggest would be a good starting point?

If you reside in Winnipeg, you may consider volunteering through the organization "Klinic" (spelled with a K).

Stage 3. Working on the Application:

12. What makes for a strong application?

The Counselling Psychology faculty members independently rate applications based on: (1) academic ability (e.g., GPA); (2) depth and breadth of the cover letter (also called letter of letter of intent); (3) amount and quality of related work or volunteer experience; (4) for thesis students the amount and quality of research experience; (5) quality of letters of recommendation; and (6) overall “fit” with the program (match with your interests and career goals).  To strengthen an application, it is suggested that for comprehensive course-based applicants as well as thesis-based applicants, to gain as much related work or volunteer experience as possible before applying. Additionally, recognize that your statement of intent is the only direct sample of writing we have to consider in the adjudication process and recommend that you spend time working on it. Additionally, for thesis-based students please include at least one referee that comments explicitly on research potential and abilities. For comprehensive-based applicants, having two professional referees that can attest to your counselling skills and relationship-building skills is most beneficial.

13. What should I include in my cover letter (letter of intent)?

Your cover letter should address: (a) why you are interested in counselling psychology, (b) why you think this program would be a good fit for you, (c) key learnings taken away from your volunteer/work experiences as a counsellor and (d) how this program would contribute to your professional development and goals (short and long term career objectives). If you are pursuing a thesis-based route you would also need to include (e) your research topic of interest, significance to the field, what previous research skills you will draw from to inform your work, and who you are interested in being supervised by on your thesis work.The maximum pages for your letter of intent is 3 pages, single spaced, 12-point font.

14. How are Master’s applications evaluated, and can they be re-assessed if it is not accepted? 

The competitiveness of an application can vary each year, depending on the applicant pool. Some years are more competitive than others and it is important to understand that while applications may have met all of the eligibility requirements, it may still be assessed as less competitive in relation to other applications.  Therefore, knowing how close an application was to being accepted, or its rank, will not predict how competitive that same application might be if it is submitted again in the following year. If you receive a Notification of Refusal and you want to be re-considered, you must re-apply for admission to a future year.

15. I have applied to graduate program in counselling and would like to use the wait time for notification to take courses that could possibly serve as electives and transferred into my graduate program. Would it be possible to gain course advice prior to acceptance into a graduate program in Counselling Psychology?

The Faculty in Counselling Psychology are not in the position to provide this type of guidance to any prospective applicant prior to official acceptance. Please also note that if you decide (on your own accord) to take additional courses and find out that you attain a spot in our program, it is still at the discretion of the advisor that you are appointed to decide whether they transfer these courses into a graduate level program plan and whether they are suitable electives.Faculty advisors assigned to the student will discuss aspects related to course selection only after a student is officially accepted into the graduate program in counselling psychology.

16. If I obtain admission into the program will the university help me find a practicum site?

A practicum in counselling (EDUA 7520) is a required component of the Master of Counselling Psychology program at the University of Manitoba. Practicum placement opportunities are typically in community-based settings and in some cases a school setting. Although the practicum comes near the end of one’s program, we recommend that students think about where they plan to complete their counselling practicum and consider connecting with people in the field that you may like to learn from. It is in your best interest to explore ahead of time whether they may be able to serve as an on-site supervisor that will make your practicum possible and a meaningful experience. In addition, it is important to note that while the instructor of EDUA 7520 will search for practicum sites for students to apply for, the number of sites available vary year to year and offers of acceptance are subject to an interview and are also made at the discretion of the site supervisor. Therefore, it is strongly recommended that you start connecting with people in the field and explore ahead of time whether they may be able to serve as an on-site practicum supervisor when you take EDUA 7520.

Thesis-Based Route

27 credit hours plus thesis

Courses prepare the student to design and implement a research project that leads to the thesis. For the thesis, students will select a research question, gather and interpret data, present the investigation and its results as a written document with the program advisor’s support. An oral defense of the thesis culminates the program.

Coursework and Thesis

• EDUA 7550 Theories of Counselling (3)
• EDUA 7520* Practicum Seminar in Counselling (6)

*EDUA 7520 is a 3-hour weekly seminar offered over fall and winter terms taken concurrently with a minimum of 180 hours of supervised practicum experienced in a selected placement. Students are required to be available September to April during the day for a minimum of one to one-and-a-half days per week for the practicum component.

Research Courses (6 credit hours)

• EDUA 5800 Introduction to Educational Research (3) (for students admitted prior to fall 2023)
• plus 3 credit hours of research methodology at the 7000 level in Education or 3000 level or above in other faculties. 

Concentration Courses (3 credit hours)

The thesis is a focus of the concentration. Students will select a minimum of 3 credit hours from:

• EDUA 5480 Counselling Skills (3) 
• EDUA 5520 Ethics in Counselling (3)
• EDUA 7510 Seminar in Current Issues in Counselling (3)
• EDUA 7530 Group Counselling: Theory and Practice (6)
• EDUA 7540 Programs in Career Development (3)
• EDUA 7710 Development in Learning Environments (3)
• EDUA 7750 Topics in Educational Psychology 2 (3) (requires Advisor approval)
• EDUA 7760 Interview Techniques with Children and Adolescents (3)
• or other courses approved by program advisor and department head

Electives (None)

• 12 credit hours must be at the 7000 level; the remaining 6 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties.

33 credit hours, plus comprehensive examination

The student and program advisor select courses that lead to mastery within Counselling Psychology and the specialization. As the course component is completed, the student, with the program advisor’s support, prepares a document that demonstrates comprehensive mastery. The document can be a final examination or a project, which may culminate with an oral defense of the document.

Coursework and Comprehensive Option

Research Courses (3 credit hours)

Concentration Courses (18 credit hours) Students will select a minimum of 18 credit hours from:

• EDUA 5480 Counselling Skills (3)
• EDUA 5520 Ethics in Counselling (3) 
• EDUA 7710 Development in Learning Environments (3) 
• plus additional electives at the 5000 level or equivalent or other courses approved by program advisor and department head
• 18 credit hours must be at the 7000 level; the remaining 12 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties.

Priya Mani Research interests: Cultural diversity and career development.  Contact: (204) 474-6979 [email protected]

• More about Priya Mani

Virginia Tze Research interests: Social-emotional competencies and development, psychological well-being, cultural diversity, quantitative research.  Contact: (204) 474-7085 [email protected]

• More about Virginia Tze

Grace Ukasoanya Research interests: Psychosocial disability research and issues of inclusion, participation and empowerment among diverse populations.  Contact: (204) 474-9010 [email protected]

Critical Perspectives in Curriculum, Teaching and Pedagogy

Critical Perspectives in Curriculum, Teaching and Pedagogy focuses on these core questions: What is the purpose of education? What do we mean by curriculum, teaching and pedagogy and who decides? Moreover, we consider how ideological and political discourses influence our understanding of curriculum, teaching and pedagogy. Understandings of curriculum expand beyond provincial curriculum documents and instructional resources, to include the ways in which curriculum is imagined, intellectualized, and enacted. This concentration will explore scholarship and research in curriculum theory, curriculum and pedagogical discourses, teaching and pedagogy, teacher identity, teacher education, and educational leadership. While grounded in curriculum theory, students can explore specific disciplines (e.g. social studies) and contexts (e.g. teachers, administrators, and specialists).

• Departmental Application Deadline Dates  
• Supplemental Regulations (CTL) 

The thesis-based route consists of the core, research, and concentration courses and a thesis. Courses prepare the student to design and implement a research project that leads to the thesis. For the thesis, students will select a research question, gather, and interpret data, and present the investigation and its results as a written document with the program advisor's support. An oral defense of the thesis culminates the program. 

• EDUB 7542 Contemporary Approaches to Curriculum Theorizing 
• EDUB 7550 Curriculum: Historical Perspectives and Contemporary Implications
• plus an additional 3 credit hours of research methodology at the 7000 level in Education or 3000 or above in other faculties.

In consultation with the advisor, students select: 

• 6 credit hours of 7000 level coursework in the concentration. 

Elective Courses 

• Up to 6 more credit hours coursework from any Faculty of Education courses at the 5000 or 7000 level.  
• 18 credit hours at the 7000 level. 

The student and program advisor select courses that lead to mastery within Critical Perspectives in Curriculum, Teaching and Pedagogy. As the course component is completed, the student, with the program advisor's support, prepares a document that demonstrates comprehensive mastery. The document can be a final examination or a project, which may culminate with an oral defense of the document. 

Core courses (6 credit hours) 

• EDUB 7550 Curriculum: Historical Perspectives and Contemporary Implications 

Research Course (3 credit hours) 

Concentration Courses (21 credit hours) 

In consultation with the advisor, students select:

• at least 6 credit hours of 7000 level coursework in the concentration. 
• 12 credit hours of coursework from the Faculty of Education at the 5000 level or above. 
• 3 credit hours from the Faculty of Education or other faculties at the 5000 level or above. 

Bruno de Oliveira Jayme  Critical Perspectives of Curriculum, Teaching, and Pedagogy  Contact: (204) 474-6886 [email protected]

• More about Bruno de Oliveira Jayme

Melanie Janzen  Critical Perspectives of Curriculum, Teaching, and Pedagogy Contact: (204) 474-9009 [email protected]

• More about Melanie Janzen 

Shannon Moore  Critical Perspectives of Curriculum, Teaching, and Pedagogy  Research Interests: The incorporation of Media Education in the social studies context; The incorporation of theories of social justice in the social studies context; The role of The Teacher in the use of creative/playful pedagogies; The impact of neo-liberal discourses and policies on public schools/schooling.  Contact: (204) 474-7158  [email protected]

• More about Shannon Moore 

The MEd Program in Cross-cultural, Sociological, and Philosophical Foundations in Education focuses on the philosophical and social factors that influence teaching and learning in schools. Faculty members have studied in a number of countries, including Australia, Canada, France, New Zealand, the Philippines, the United States and the United Kingdom. The program focuses on understanding both the assumptions and the evidence that supports the great variety of educational programs in these and other countries. The research by faculty members has been directed at understanding and contributing to the on-going debates about educational policies and practices.

The courses in the program are based on the disciplines of anthropology, philosophy, and sociology. As such, graduate students may focus on:

• Aboriginal Education
• Educational Philosophy
• Educational Sociology
• Intercultural and International
• Education Policies and Practices in Education

18 credit hours plus thesis

• EDUA 7200 Philosophy of Education (3)
• EDUA 7210 Educational Sociology (3)
• EDUA 7270 Seminar in Cross Cultural Education 1 (3)
• EDUA 7830 Engaging with Research in Education (3) (for students admitted fall 2023 and onward) 
• plus an additional 3 credit hours of research methodology at the 7000 level in the Faculty of Education or at the 3000 level or above in other Faculties.

Concentration (6 credit hours) The thesis is the focus of the concentration. In addition, students will select 6 credit hours at the 7000 level from:

• EDUA 7230 Social Criticism in Education
• EDUA 7240 Values in Education
• EDUA 7250 Comparative Education
• EDUA 7270 Seminar in Cross-Cultural Education 1
• EDUA 7280 Seminar in Cross-Cultural Education 2
• EDUA 7300 History of Canadian Education from 1867
• EDUA 7340 Seminar in Educational Thought
• or other courses selected from the Department of CTL, U of M Faculty of Arts, or other universities--and approved by the program advisor and department head.

The students and the program advisor select courses that lead to mastery within Social Foundations and the concentration. As the course component is completed, the student, with the program advisor’s support, prepares a document that demonstrates comprehensive mastery. The document can be a final examination or project, which may culminate with an oral defense of the document.

• EDUA 7830 Engaging with Research in Education (3) (for students admitted fall 2023 onward)

Concentration (18 credit hours) Students will select 18 credit hours, with a minimum of 9 credit hours at the 7000 level from:

Course Level Restrictions 18 credit hours must be at the 7000 level, the remaining 12 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in others faculties.

Lucy Fowler  Cross-Cultural, Sociological, and Philosophical Foundations Research Interests: Métis research methodologies; Indigenous hip hop; Queer Métis identities; Youth-led community-based research.  Contact: (204) 474-9144 [email protected] 

• More about Lucy Fowler 

Joe Curnow  Cross-Cultural, Sociological, and Philosophical Foundations Research Interests: Politicization, anti-racism, and anti-colonialism, youth-led social movements.  Contact: (204) 474-7111 [email protected]

Nathalie Piquemal Cross-cultural, Sociological, and Philosophical Foundations Research Interests: Aboriginal and Intercultural Education; International Education; Research Ethics Contact: (204) 474-7032 [email protected]

• More about Nathalie Piquemal

The Educational Administration Area Group at the University of Manitoba is unique in Canada. Our faculty are highly interdisciplinary in their studies of educational administration. Interdisciplinary approaches are designed for educational leaders to develop multi-layered understandings of their practice, and as a result, make decisions that improve work and learning experiences and outcomes. The faculty has strong connections to Indigenous perspectives, social justice and equity studies, primary, secondary, adult, and higher education, community organizations, sociology, psychology, and cross-cultural and international perspectives. The faculty infuse interdisciplinary lenses into the traditional foundations of educational administration, breaking new ground and generating greater impact in their teaching and research.

The Master of Education in Educational Administration program is designed to develop leadership for educational systems, and to provide students with an in-depth and theoretical understanding of educational administration as both a moral and a technical endeavour. Students in this program will benefit from their prior experiences as teachers or administrators in an educational organization.

In addition to courses during the regular academic session, the Master of Education in Educational Administration program frequently offers Summer Institutes in Educational Administration, which have included Equity and Diversity, International Perspectives on School Improvement, School and Community, and Law and Ethics in Educational Administration.

• Departmental application deadline dates
• Required documentation list (pdf)
• Academic calendar & catalog
• Supplemental regulations (EAFP)
• Faculty of graduate studies application

Thesis-based route

Coursework and thesis description

Core courses (6 credit hours)

• EDUA 7010 Educational Administration as a Field of Study & Practice (3)
• EDUA 7050 Theoretical Perspectives in Educational Administration (3)

Research courses (6 credit hours)

• EDUA 7830 Engaging with Education Research (3) (for students admitted fall 2023 and onward) 
• plus an additional 3 credit hours of research methodology at the 7000 level in Education or at the 3000 level or above in other faculties

Concentration (6 credit hours) The thesis is a focus of the concentration.

Students will select 6 credit hours from:

• EDUA 5040 Personnel Administration in Education (3)
• EDUA 5100 Issues in the Administration of Education (3)
• EDUA 7020 Politics of Education (3)
• EDUA 7030 Educational Finance (3)
• EDUA 7040 Legal Aspects of Education (3)
• EDUA 7060 Organizational Planning & Development in Education (3)
• EDUA 7070 The Analysis of Educational Organizations (3)
• EDUA 7082 Indigenous Instructional Leadership

or others approved by the program advisor and department head.

Course-level restrictions

Course-based route

The student and program advisor will select courses that lead to mastery within Educational Administration and the concentration. As the course component is completed, the student, with the program advisor’s support, prepares a document that demonstrates comprehensive mastery. The document can be a final examination or a project, which may culminate in an oral defense of the document. Coursework and comprehensive option

Core courses (9 credit hours)

and 3 credit hours from:

Research courses (3 credit hours)

Concentration (12 credit hours) Students will select 12 credit hours from:

Electives (6 credit hours)

Comprehensive exam

Frank Deer Research Interests: Indigenous Education; Indigenous Language Programming; Philosophy of Education; Identity Studies.  Contact: (204) 474-9072 [email protected]

• More about Frank Deer 

Marti Ford  Educational Administration Research Interests: Indigenous Youth Success; Indigenous Men's Wellness; Leadership in Indigenous Education; Indigenous Community Development.   Contact: (204) 474-7845 [email protected]

• More about Marti Ford

Cameron Hauseman Educational Administration Research Interests: The emotional aspects of school leadership; Principals' work; Leadership practices.  Contact: (204) 474-6176 [email protected]

• More about Cameron Hauseman

Peng Liu Educational Administration Research interests: Indigenous leadership; effective leadership; comparative education leadership; educational policy in cross-cultural contexts; educational change in cross-cultural contexts; teacher professional development Contact: (204) 474-7809 [email protected]

• More about Peng Liu

Robert Mizzi Educational Administration Research interests: Educational policy and politics; teacher professionalism; equity and diversity studies (with a focus on LGBTQ topics); leading adult learning organizations; educator work and welfare; workplace learning.  Contact: (204) 474-9042 [email protected]

Merli Tamtik Educational Administration Research interests: Policy coordination in multi-level governance, science and research policy, innovation and ways of knowing, international and multicultural education, transatlantic cooperation, international educational partnerships, research methods in social sciences.  Contact: (204) 474-9606 [email protected]

Ee-Seul Yoon Educational Administration Research interests: Educational inequality & inequity; School choice; Critical studies of education marketization/privatization; School funding/fundraising; Critical geography of educational policy; Policy sociology Contact: (204) 474-6109 [email protected]

• More about Ee-Seul Yoon

The Master of Education in Inclusive Education program provides individuals with the skills, knowledge, and experiences they need to promote inclusive educational opportunities for students with diverse needs. The program focuses on inclusion from the lens of persons with disabilities and learning differences, however, perspectives from various marginalized groups may also be considered. Students in the program will develop a multi-layered understanding of inclusive education that balances current and relevant research, important theoretical frameworks, and practical implications. Graduate courses enable students to conduct research from a variety of methodological perspectives, lead the professional development of their colleagues, foster program development at their workplaces, and provide clinical or consultant services to classroom teachers. Our graduates work as inclusive education administrators, clinicians, consultants, program leaders, resource/learning support teachers, and other professionals in the area of inclusion.

Admission deadlines and document requirements

Pre-requisite coursework.

A minimum of six (6) credit hours of university level coursework at the 5000 level or equivalent with a GPA of 3.0 (B) or better, consisting of: 

• EDUA 5602 Introduction to Inclusive Education (6)
• Similar coursework from a related Degree program, such as Special Education, Psychology, Disability Studies, Social Work, or Counselling. 
• EDUA 7602 Seminar in Inclusive Education (6)
• EDUA 7830 Engaging with Education Research (3) (for students admitted fall 2023 and onward)
• plus an additional 3 credit hours of research methodology at the 7000 level in Education or 3000 or above in other faculties

Concentration (6 credit hours) The thesis is a focus of the concentration. Students will select 6 credit hours with a minimum of 3 credit hours at the 7000 level from:

• EDUA 7610 Behavioural Issues in Educational Settings (3)
• EDUA 7630 Advanced Assessment and Instruction in Inclusive Special Education (3)
• EDUA 7652 Field Experience in Inclusive Education (6)
• EDUA 7740 Topics in Educational Psychology 1 (3) (requires advisor approval)
• EDUA 7750 Topics in Educational Psychology 2 (3) (requires advisor approval)
• EDUA 5612 Field Experience in Inclusive Education (6)
• EDUA 5620 Teaching Through Alternative and Augmented Communication (3)
• EDUA 5642 Transition from School to Adult Life (3)
• EDUA 5660 Organization and Delivery of Resource Program and Support Services
• EDUA 5670 Strategies for Organizing Inclusive Classrooms & Schools (3)
• EDUA 5680 Promoting Responsible Behaviour in Educational Settings (3)
• or other courses approved by the advisor and department head

The student and program advisor will select courses that lead to mastery within Inclusive Education and the concentration. As the course component is completed, the student with the program advisor’s support, prepares a document that demonstrates comprehensive mastery. The document can be a final examination or a project, which may culminate with an oral defense of the document. Coursework and Comprehensive Option

    Core Courses (6 credit hours)

     Research Courses (3 credit hours)

• EDUA 5800 Introduction to Educational Research (3)

    Concentration (21 credit hours)

Students will select 21 credit hours with a minimum of 12 credit hours from the following 7000 level courses:

• EDUA 7630 Advanced Assessment and Instruction in Inclusive Education (3)
• EDUA 5620 Teaching Through Alternative & Augmented Communication (3)
• EDUA 5662 Delivering Supports for Inclusive Education (3)

    or other courses approved by the program advisor and department head

     Electives (None)

    Comprehensive Exam

    Course Level Restrictions

• 18 credit hours must be at the 7000 level;
• the remaining 12 credit hours may at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties.

Nadine Bartlett Inclusive Education Research Interests: The Wraparound Approach; Community schools; Interdisciplinary collaboration.  Contact: (204) 474-9446 [email protected]

• More about Nadine Bartlett

Charlotte Enns Inclusive Education Research Interests: Inclusive special education; Deaf education; Language & literacy learning, alternative & augmented communication.  Contact: (204) 474-9017 [email protected]

• More about Charlotte Enns 

Rick Freeze Inclusive Education Research Interests: Consultative-collaborative resource programs; Transition from school to work & adult life; Inclusion; Precision reading; Promoting responsible classroom behaviour; Disability & diversity.  Contact: (204) 474-6904 [email protected]

• More about Rick Freeze

Lauren Goegan  Inclusive Education  Research Interests: Equity, diversity and inclusion; Students' transitioning from High School to Postsecondary Education; Academic success and cheating.  Contact: (204) 474-9926  [email protected]

• More about Lauren Goegan

Students in this concentration will study Indigenous (First Nations, Métis, and Inuit) ways of knowing and knowledge across curricular areas/disciplines. This specialization will offer students opportunities to explore Indigenous (First Nations,Métis, and Inuit) education as a field of study and practice, including decolonizing curriculum theory, curricula, and methodologies.

• Departmental Application Deadline Dates 

The thesis-based route consists of the core, research, and concentration courses and a thesis. Courses prepare the student to design and implement a research project that leads to the thesis. The student and program advisor will select courses that lead to mastery within Indigenous (First Nations, Métis, Inuit) perspectives in CTL. As the course component is completed, work on the thesis may begin. Students will, in consultation with their advisor, develop a thesis proposal and, once approved by the students' committees, will commence their thesis research. Once a defendable thesis has been developed, an oral defense of the thesis culminates the program. 

• EDUB 7900 Critical Examination of (Re-)conciliation in and through Education
• EDUB 7930 Indigenous (First Nations/Métis/Inuit) Ways of Knowing in/for Curriculum, Teaching and Learning
• plus 3 credit hours of research methodology at the 7000 level in Education preferably with a focus in Indigenous Research Methodology 

In consultation with the advisor, students will select 6 credit hours at the 7000 level from: 

• EDUB 7910 Seminar in Indigenous (First Nations/Métis/Inuit) Education (3) 
• EDUB 7950 Indigenous Storytelling, Narrative and Storywork as Pedagogy (3) 
• any 7000-level course offered in the CTL Department. 
• the remaining 6 credit hours may be at the 5000 level of above in the Faculty of Education and/or at the 3000 level or above in other faculties. 

The student and program advisor will select courses that lead to mastery within Indigenous (First Nations, Métis, Inuit) perspectives in CTL. As the course component is completed, the student, with the program advisor's support, prepares a document that demonstrates comprehensive mastery. The document can be a final examination or a project, which may culminate in an oral defense of the document. 

Core Courses (9 credit hours) 

From the list below, students select a total of nine credit hours of 7000 level coursework in consultation with their advisor: 

• Any other 7000-level course in consultation with their advisor. 
• EDUA 7830 Engaging with Research in Education

Concentration Courses (18 credit hours) 

In consultation with the advisor, students will select 18 credit hours from: 

• EDUB 7910 Seminar in Indigenous (First Nations/Métis/Inuit) Education 
• EDUB 7950 Indigenous Storytelling, Narrative and Storywork as Pedagogy 
• Up to 6 credit hours of 7000-level courses offered in the CTL Department.
• Up to 6 credit hours of 5000-level or above courses offered in the Faculty of Education.

Course Level Restrictions  

Frank Deer  Indigenous (First Nations/Métis/Inuit) Perspectives in Curriculum, Teaching, and Learning Research Interests: Indigenous education; Citizenship education; Identity in education Contact: (204) 474-9072 [email protected]

• More about Frank Deer  

Amy Farrell  Indigenous (First Nations/Métis/Inuit) Perspectives in Curriculum, Teaching, and Learning  Research Interests: Indigenous sacred story, storytelling, and narrative within Indigenous creative writing; Indigenizing Science, Technology, Engineering, Arts, and Mathematics (STEAM) education.  Contact: (204) 474-9036 [email protected]

• More about Amy Farrell

Lucy Fowler  Indigenous (First Nations/Métis/Inuit) Perspectives in Curriculum, Teaching, and Learning  Research Interests: Métis research methodology; Indigenous hip hop; Queer Métis identities; Youth-led Community-Based research.  Contact: (204) 474-9144 [email protected]

• More about Lucy Fowler

The Master of Education in Language and Literacy program is a broad specialty encompassing pre-school to post-secondary levels. The purpose of the program is to develop a theoretical background and promote skills that will enable students to conduct independent research. Language investigation may also include social, political and cultural issues.

Literacy educators are also interested in early language development, reading diagnosis and remediation, and the use of language to learn at all levels and in all content areas. Programs can be designed so that graduates can qualify for certification as Reading Clinicians.

Note: Reading Clinician requirements are determined by Manitoba Education and Advanced Learning.

• Supplemental Regulations (CTL)

Language & Literacy courses prepare students to design and implement a research project that leads to a thesis. For the thesis, students will select a research question, gather and interpret data, present the investigation and its results as a written document with the program advisor’s support. An oral defense of the thesis culminates the program.

Coursework & Thesis

In consultation with their advisor, students select 12 credit hours of concentration courses in Language and Literacy (at the 7000-level). These courses are normally selected from:

• EDUB 7060 Seminar & Practicum in Clinical Diagnosis & Remediation (6) 
• EDUB 7070 Classical Research in Reading (3) 
• EDUB 7090 Seminar in Reading Process (3) 
• EDUB 7100 Language and Literacy Curriculum Inquiry in the Early Years (3) 
• EDUB 7110 Research in Language and Literacy Development (3) 
• EDUB 7120 Curricular Issues in English Language Arts Education (3)
• EDUB 7130 Becoming Writers: Power, Place, and Pedagogy in Teaching Writing (6) 
•  EDUB 7142 Topic in Curriculum, Teaching and Learning (in Language and Literacy) (3) 
• EDUB 7150 Seminar in Reading and Response to Literature (3) 
• EDUB 7160 Language Teacher as a Researcher (3) 
• EDUB 7180 research in Written Composition (3)
• EDUB 7190 research in Language for Learning (3)
• EDUB7290 Curriculum Research in the Early Years: Young Children and Social Semiotics (3)
• EDUB 7530 Curriculum Development and Implementation in Language and Literacy (3) 
• or other 7000-level courses in Language and Literacy approved by the advisor and department head. 
• EDUA 7830 Engaging with Research in Education (3) (for students admitted fall 2023 and onward)  
• plus additional 3 credit hours of research methodology at the 7000- level in Education or 3000 or above in other faculties
• 12 credit hours must be at the 7000-level; the remaining 6 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties.

Coursework & Comprehensive Option

In consultation with their advisor, students select 15 credit hours of concentration courses in Language and Literacy (12 of which must be at the 7000-level). These courses are normally selected from: 

• EDUB 7090 Seminar in reading Processes (3) 
• EDUB 7100 language and Literacy Curriculum Inquiry in the Early Years (3)
• EDUB 7110 research in Language and Literacy Development (3)
• EDUB 7130 becoming Writers: Power, Place, and Pedagogy in Teaching Writing (6) 
•  EDUB 7142 Topics in Curriculum, Teaching and Learning (in Language and Literacy) (3) 
• EDUB 7160 Language Teacher as Researcher (3) 
• EDUB 7180 research in Written Composition (3) 
• EDUB 7190 Research in Language for Learning (3) 
• EDUB 7290 Curriculum research in the Early Years: Young Children and Social Semiotics (3) 
• or other courses in Language and Literacy approved by the advisor and department head. 

In addition, students select 12 credit hours of electives in consultation with their advisor. 

Research Courses (3 credit hours)     

     Comprehensive Exam

• 18 credit hours must be at the 7000 level; the remaining 12 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties

Gregory Bryan Language & Literacy, Studies in CTL Research Interests: Children's Literature, Author and Illustrator Biographies, Literary Travel.  Contact: (204) 474-6431 [email protected]

Xiaoxiao Du  Language & Literacy, Studies in CTL  Research Interests: Literacy events and literacy practices in the early years; Multimodal meaning making; Identity construction among learners and teachers; School literacies, home literacies, and community literacies.  Contact: (204) 474-8714 [email protected]

• More about Xiaoxiao Du 

Michelle Honeyford Language & Literacy, Studies in CTL Research Interests: ELA Curriculum & Teaching; Critical Literacies & Social Justice; Writing & Identity; Transcultural Literacies; Practitioner Inquiry.  Contact: (204) 474-7243 [email protected]

• More about Michelle Honeyford

Jennifer Watt Language & Literacy, Studies in CTL Research Interests: Literacies for/as well-being; Life writing; Student voice, agency, and erasure; Multimodalities. Contact: (204) 474-7210 [email protected]

• More about Jennifer Watt 

The Master of Education in Second Language Education (SLE) concentration addresses research, language learning, and pedagogical issues in teaching English as a second language and teaching English as a foreign language, in pre-Kindergarten to Grade 12 through adult teaching contexts. The MEd in SLE also offers students the opportunity to explore the theoretical foundations of curriculum in education in a cohort of approximately 30 graduate students. Our students have taught in a wide variety of international, national, and local contexts, and the MEd in SLE program is designed to provide challenging and stimulating frames of reference for SLE practice.

With the support of a program advisor (faculty member), graduate students in SLE will plan and complete a program of coursework in SLE, research methodologies, and curriculum, capped by a thesis or comprehensive examination option. The thesis or comprehensive option is intended to address the unique goals and interests of each graduate student.

• EDUB 7210 Seminar in ESL Theory and Practice (3)
• EDUB 7220 Research Issues and Application in TESL (3)
• EDUB 7580 Social, Cultural, and Political Theories in Second Language Acquisition (3)
• EDUB 7212 Critical Applied Linguistics in a Global Context (3) 
• EDUA 7830 Engaging with Research in Education (3) (for students admitted fall 2023 and onward)
• plus 3 credit hours of research methodology at the 7000 level in Education or 3000 level or above in other faculties

Concentration (3 credit hours)

The thesis is the focus of concentration. Students will select an additional 3 credit hours at the 7000 level, related to their research and approved by the Advisor.

• 12 credit hours must be at the 7000 level;
• the remaining 6 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties.

30 credit hours plus comprehensive option

The student and program advisor select courses that lead to mastery within Second Language Education. As the course component is completed, the student, with the program advisor’s support, prepares a document that demonstrates comprehensive mastery. The document can be a final examination or a project, which may culminate with a public presentation of the document. Coursework and Comprehensive Option

• EDUB 7210 Seminar in ESL Theory & Practice (3)
• EDUB 7212 Critical Applied Linguistics in a Global Context (3)
• EDUA 7830 Engaging with Research in Education (for students admitted fall 2023 and onward)

Concentration (18 credit hours)

18 credit hours, with a minimum of 9 credit hours at the 7000 level, from a pre-selected list of courses and approved by the faculty advisor and department head. 

• the remaining 12 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties.

Sreemali Herath  Second Language Education  Research Interests: Arts based approaches to identity research; Post conflict reconciliation; Critical action research and teacher development; Teacher preparation for diversity.  Contact: (204) 480-1451 [email protected]

• More about Sreemali Herath 

Sandra Kouritzin Second Language Education Research Interests: Immigrant & Aboriginal Language Loss; Multi-lingual Development; Economics of Bilingualism; Literacy Studies & Language Education; "Best Practices" in T.E.S.L.; Life History Narrative; Feminist & PostStructural Research Approaches; English & Other Imperialist Languages; Issues in Second Language Education; Heritage Language Retention.  Contact: (204) 474-9079 [email protected]

• More about Sandra Kouritzin 

Clea Schmidt Second Language Education Research Interests: Cultural & Linguistic Diversity; Critical Ethnography; Intercultural Approaches to Language; E.S.L. Teacher Development; Non-native English Speakers in T.E.S.L.; Critical Teacher Education Policies and Practices.  Contact: (204) 474-9314 [email protected]

• More about Clea Schmidt 

Contemplative, Holistic, and Integrative Education takes its starting point in a view of humans that considers and integrates all aspects of what it means to be human, including but not limited to the physical, emotional, cognitive, social, ecological, ethical, creative, spiritual, and contemplative aspects. Contemplative, Holistic, and Integrative Education draws on the wisdoms of different cultural traditions, multidisciplinary perspectives, and integrative practices from different times and places to educate for living in current times; and, second, Contemplative, Holistic, and Integrative Education integrates studies of the whole person, curriculum, teaching, and learning by collaboratively exploring holistic, experiential, and transformative educational approaches for a flourishing life in a flourishing society.

Description of this M.Ed. concentration (PDF)

18 credit hours + thesis 

The thesis-based route consists of the core, research, and concentration courses and a thesis. Courses prepare the student to design and implement a research project that leads to the thesis. For the thesis, students will select a research question, gather and interpret data, and present the investigation and its results as a written document with the program advisor's support. An oral defense of the thesis culminates the program. 

Core Course (12 credit hours) 

From the list below, students select a total of 12 credit hours of 7000 level coursework in consultation with their advisor: 

• EDUB 7700 Contemplative, Holistic, and Integrative Education: The Self 
• EDUB 7710 Contemplative, Holistic, and Integrative Education: The Social, Cultural, and Ecological
• EDUB 7720 Approaches to Contemplative, Holistic, and Integrative Curriculum and Pedagogy 
• EDUB 7730 Being an Educator in Contemplative, Holistic, and Integrative Education 
• EDUB 7740 Recent Topics in Research in Contemplative, Holistic, and Integrative Education 
• plus 3 credit hours of research methodology at the 7000 level in Education or 3000 or above in other faculties
• 18 credit hours must be at the 7000 level 

The student and program advisor select courses that lead to mastery within contemplative, holistic and integrative studies in education. As the course component is completed, the student, with the program advisor's support, prepares a document that demonstrates comprehensive mastery. The document can be a final examination or a project, which may culminate with an oral defense of the document. 

Core Courses (12 credit hours) 

• EDUB 7720 Approaches to Contemplative, Holistic, and Integrative Curriculum and Pedagogy. 
• EDUB 7730 Being and Educator in Contemplative, Holistic, and Integrative Education
• EDUB 7740 Recent Topics in Research in Contemplative, Holistic, and Integrative Education

From the list below, students select 6 credit hours of coursework in consultation with their advisor. 

• EDUB 7750 Seminar in Studies on Contemplative, Holistic, and Integrative Education
• any other 7000 level course deemed suitable by the advisor to the concentration focus. 

Elective Courses (9 credit hours) 

• 9 more credit hours of coursework from any Faculty of Education 5000 or 7000 level courses. 

Thomas Falkenberg Studies in Contemplative, Holistic, and Integrative Education Contact: (204) 480-1486 [email protected]

• More about Thomas Falkenberg

Yi Li  Studies in Contemplative, Holistic, and Integrative Education  Research Interests: International education; Multilingual development in the Early Years; Hope studies in educational settings.  Contact: (204) 474-8299 [email protected]

• More about Yi Li 

Beryl Peters  Studies in Contemplative, Holistic, and Integrative Education Research Interests: Arts education; Multiliteracies; Teacher education; Critical pedagogy  Contact: (204)474-9043 [email protected]

Kathryn Riley  Studies in Contemplative, Holistic, and Integrative Education Research Interests: Anticolonial praxis for social and ecological justice; Pedagogies for wholistic wellness; Sense of belonging with Land/Country/Place; Teacher and learner identities; Transdisciplinary approaches to curriculum.  Contact: (204) 474-9481  [email protected]

• More about Kathryn Riley

Wayne Serebrin  Studies in Contemplative, Holistic, and Integrative Education  Research Interests: Teaching for Diversity, Equity, Inclusion, and Social - and Eco-Justice; Contemplative Embodied Practices and Pedagogies in Relation to Trauma, Healing, Resilience, and Grappling with "Cure" Contact: (204) 474-9024 [email protected]

• More about Wayne Serebrin

Students will explore theories, research, policies and practices in mathematics education and science education as well as various intersections between the two disciplines. Mathematics education and/or science education will be examined in K-12 and post-secondary settings as well as in settings beyond schools. Throughout the program, students will consider the social, cultural, ethical, human rights and sustainability dimensions of mathematics education and/or science education.

• Required Documentation List (PDF)  

Core Course (3 credit hours) 

• EDUB 7492 Recent Advances in Mathematics Education and Science Education.
• EDUA 7830 Engaging with Research in Education.
• plus an additional 3 credit hours of research methodology at the 7000-level in Education or 3000-level or above in other faculties. 

In consultation with their advisor, students select: 

• 3 credit-hour course at 7000-level in the concentration.  
• 3 credit-hour course at the 5000-level or above in the concentration.

Elective Courses (3 credit hours) 

• 3 credit hours of coursework at the 5000-level or above from the Faculty of Education. 
• In addition, up to 6 credit hours of coursework at the 5000-level or above from the Faculty of Education. 

Thesis Course Level Restrictions 

• 12 credit hours must be at the 7000-level; 
• the remaining 6 credit hours may be at the 5000-level or above in the Faculty of Education. 

The student and program advisor select courses that lead to mastery within Studies in Mathematics Education and Science Education. As the course component is completed, the student, with the program advisor support, prepares a document that demonstrates comprehensive mastery. The document can be a final examination or a project, which may culminate with an oral defence of the document. 

• EDUB 7492 Recent Advances in Mathematics Education and Science Education 

Concentration Courses (12 credit hours)

In consultation with their advisor, student select 12 credit hours of coursework in the concentration: 

• 6 credit hours at the 7000 level 
• 6 credit hours at the 5000 level or above 

Elective Courses (12 credit hours) 

In consultation with advisor, students select 12-credit hours of coursework: 

• 6 credit hours must be from CTL Department (one at 7000 level and the other at 5000 level or above) 
• 3 credit hours must be from the Faculty of Education at the 7000 level 
• the remaining 3 credit hours at the 5000 level or above from the Faculty of Education or 3000 level or above from another faculty. 

Course Level Restriction 

• the remaining 12 credit hours may be at the 5000 level or above in the Faculty of Education and/or at the 3000 level or above in other faculties.  

Christopher Charles  Studies in Mathematics Education and Science Education  Research Interests: Inquiry-based teaching strategies; Learners generating examples as a teaching strategy; Teachers' lived experiences with inquiry-based teaching strategies; Students' lived experiences with inquiry-based teaching strategies.  Contact: (204) 474-9086  [email protected]

• More about Christopher Charles 

Martha Koch  Studies in Mathematics Education and Science Education  Research Interests: Mathematics assessment; Mathematics curriculum revision; Teacher professional judgment.  Contact: (204) 474-9015  [email protected]

• More about Martha Koch 

Lilian Pozzer  Studies in Mathematics Education and Science Education  Research Interests: Sociocultural Studies in Science Education; Classroom Communication & Interaction; Graphical Literacy; Gender Inclusive Science Education & STEM Education; Science Education for Eco-social Justice; Discourse Analysis and Critical Content Analysis; Multimodal Video Analysis and Interaction Analysis. Contact: (204) 474-9054 Lilian. [email protected] 

• More about Lilian Pozzer 

Dawn Sutherland  Studies in Mathematics Education and Science Education  Research Interests: Engineering Design Education-Elementary and Middle Years; Cultural contexts in science education; Educational Enquiry for Youth and Children in Care.  Contact: (204) 474-9887  [email protected]

• More about Dawn Sutherland 

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Definition of Routes

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Phone: +1 807-343-8010 ext. 8785

Course Route

A Course-based program places more emphasis on completing academic courses related to a graduate subject area with less emphasis on a major research paper. Instead of completing a Thesis, a student in a Course-based program will complete a higher number of academic courses. However, students in this route may still be required to complete a major research paper, a research project, or an independent study, and these requirements will typically have a lower credit weight than a Thesis.

For the course route program requirements , please:

• Review the University Calendar

Portfolio Route

Students in the Master of Education program at Lakehead University have the option of completing a Portfolio as part of their degree requirements. A portfolio may involve research or the application of theoretical knowledge to a practical problem in the profession. A portfolio allows the candidate flexibility in the following areas:

• The type of problem or topic selected for study;
• The processes through which a problem is examined, developed, implemented, or evaluated;
• The range of forms, which may be used for reporting. The final product frequently is a resource for professionals in the field, including, for example, a course, handbook, resource guide, or detailed assessment rubric.

For additional Portfolio guidelines, please visit the departmental website:

• Visit the Department of Graduate Studies and Research in Education

For the P ortfolio Route program requirements , please:

• (scroll to the section titled 'ACADEMIC REGULATIONS' on the linked page)

Project Route and Research Paper Route

Students in the following programs have the option of completing a Project or Research Paper as part of their degree requirements:

• Master of Science in Management
• Master of Arts in English
• Master of Arts in History
• Master of Social Work,
• Master of Arts in Sociology

The emphasis for the Project or Research Paper is on scholarly thinking and critical analysis and may not carry the same burden of originality as a Thesis. Similar to the Course route, the major research paper required for the Project route will typically have a lower credit weight than a Thesis. Therefore, students in this route are required to complete a higher number of academic courses in the subject area than a student in the Thesis route would be required to complete.

For additional Project and Research Paper guidelines , please visit the following departmental websites:

• Visit the English Department
• Visit the History Department
• Visit the School of Social Work
• Visit the School of Sociology

For the Project/Research Paper program requirements , please:

• Review individual program Calendar regulations by selecting your program of interest

Thesis Route

A Thesis-based program requires a student to complete a Thesis paper. The emphasis with a Thesis is on the development of a research question or theory which is situated within a tradition of existing knowledge and research and which is then rigorously investigated following procedures from established research traditions. A Thesis-based program places a higher credit weight on the Thesis requirement thereby requiring a student in the Thesis route to complete fewer academic courses in the subject area than a student in a Course-based or a Project-based program would be required to complete.

For the Thesis Route program requirements , please:

For general information about the Thesis and Dissertation process , please

• Review General Master's Thesis Process
• Review General Doctoral Dissertation Process

For additional guidelines on the Thesis process specific to your program of interest, please visit the appropriate departmental/Faculty or School website below:

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Computer Science | Faculty of Science

• Graduate Students
• Guidance for Graduate Applicants

Thank you for your interest in our Computer Science Graduate programs.

The Computer Science Department at Memorial University offers the following degrees

• Doctor of Philosophy (Ph.D.)
• Master of Science (M.Sc.)

For information on specific admission requirements and programs at the Masters' level, please go to: https://www.mun.ca/computerscience/grad/masters.php

For information on admission requirements at the PhD level, please go to: https://www.mun.ca/computerscience/grad/doctoral.php

To be admitted in the thesis programs, you must find a supervisor. Due to the very large number of applications, you must find a supervisor yourself. To do this, you can look into the CS directory. The list of faculty members is here:

https://www.mun.ca/computerscience/people/

When you click on each person, you will find their research interests. For your convenience, this other page summarizes their research interests too: https://www.mun.ca/computerscience/research/ If they match with yours, you can try contacting them, and ask them if they are willing to take you as a graduate student. The decision on whether they are willing to take you depends on the Professor who decides to supervise you, and on whether they have the funds to support your program of studies.

Usually, if a faculty member decides to be your supervisor, you are granted admission into the thesis stream in one or two weeks after the application deadline. Only a handful of thesis supervisors with their own funding can offer funding to admit students. This makes it hard to get admission to the thesis-based stream, unless you have your own funding, which could be a government or institutional grant.

When funding is offered in CS, the usual amounts are those shown here: https://www.mun.ca/become/graduate/programs/computer.php

We only recommend you to apply for the thesis-based routes if you have secured a supervisor by the time you file your application. If you have not secured a funding supervisor by the application submission deadline, or you are interested in the going through the thesis route with your own funds, we recommend you to apply to our course-based Masters and follow the path explained in the next section.

Self-Funded Applicants

Self-funded students receiving formal institutional or governmental funding from their home countries can apply directly to the thesis-based programs.

There is no direct path for applicants interested in entering in the thesis-based Masters program as a privately self-funded student. The path for applicants interested in the thesis-based Masters program as a self-funded student, is to apply for admission to the course-based Masters, complete the first two semesters in that route, achieve a good average (75% or higher) in the first 4 courses taken in the program, and secure a thesis supervisor who is willing to endorse the switch to the thesis-based route.

Course-based route applicants, including programs with special fees,  do not need to find a supervisor.  However, they must count with their own funding (be self-funded). All applicants must submit their transcripts and CV at the time of admission for consideration.

If you are wondering about fees, fees are discussed between you and SGS (email [email protected]). There are two or three payment plans currently. Those are available under the following link: https://www.mun.ca/finance/fees/tuition_fees/grad.php

Application Procedure

You would need to apply to our program online , and directly to the School of Graduate Studies (SGS). For details see here . Please follow their website, and email [email protected] if you have questions regarding the application process.

Master program applicants must identify the correct program on their application. Thesis-based applicants are required to submit two or more letters of reference from an academic supervisor (academic reference), such as a thesis-supervisor or a university professor who has taught the student. Course-based route applicants are required to submit at least one reference from an academic supervisor (academic reference), whereas the second reference can be either academic or industrial (a former employer, referring to work in the IT sector). All applicants are required to include their Curriculum Vitae (CV)

When filling your application online , in the section Statement of Interest , part e) Indicate your sub-specialty area,  you can select from the areas listed here . You can opt for a maximum of 3 areas. Supervisors may choose students based on their research preferences. 

Admission Deadlines

If you are applying between May 2nd and December 1st of any given year, admissions are open for the Fall term of the next year, whereas if you are applying between December 2nd and May 1st, admissions are open for the Winter term of the next year

https://www.mun.ca/become/graduate/apply/app_deadlines.php

Admission to the Ph.D. and M.Sc. (thesis-based routes) programs is usually granted for the Fall  term mainly (to start in September). The review of applications by the Graduate Studies Comittee begins after the submission deadline (there is no preference for applications made much before the deadline); those applicantions that are deemed acceptable are then displayed for viewing by potential supervisors. Complete applications (including transcripts, reference letters, etc.) should reach the School of Graduate Studies by the 1st of December (Fall intake) to guarantee consideration. Incomplete applications are usually deferred to the next intake deadline. In exceptional circumstances (e.g., application endorsed by a prospective supervisor), a decision can be made outside the specified time period and admission granted for the Winter or Spring terms. In all cases, as admission decisions are contingent on a faculy member deciding to supervise an applicant, thesis-based applicants are strongly  encouranged to contact potential supervisors sharing their research interests even before an application has been made.  Truly exceptional students with a completed Bachelor degree (but not a M.Sc. degree) have the option of fast-tracking into the Ph.D. program. Such students must apply to our thesis based M.Sc. program. After demonstrating to the satisfaction of the Department their ability to pursue research at the Doctoral level, they may be transferred into the Ph.D. program (after a minimum of 12 months) without completing the Masters degree. If you are interested in this option, please indicate your preference to your potential supervisor.

Admission to the M.Sc. (course-based route)  program is granted for the Fall  (starting in September) or  Winter (starting in January) terms only . Master programs with special fees only have a single intake each year (Fall intake)  The review of applications begins after the submission deadline.  Complete applications (including transcripts, reference letters, etc.) should reach the School of Graduate Studies by the 1st of December (Fall intake)  or the 1st of May (Winter intake)  to guarantee consideration.

Notification Deadlines

In Computer Science, thesis-based applicants are notified of admission shortly after they have found a funding supervisor. Thus, it is recommended that thesis-route applicants attempt to secure a supervisor as early as possible. In most cases, only professors who have funding or open positions will respond to thesis-based applicants.

Due to the large volume of applications, CS applications take a bit longer to be processed. The notification deadline for the course-based and thesis-based applicants who have not secured a supervisor is about 4 months and two weeks after the application deadline.

The admission decision is communicated to applicants in writing by the School of Graduate Studies by the notification deadlines and the department does not provide information about the status of the application before that. Typically, applicants will be notified about the admission decision shorthly after the  15th of April (Fall intake notification deadline) or the  15th of September (Winter intake notification deadline) .

If you have further questions about the Computer Science admissions requirements, please email cs-gradapply (at) mun (dot) ca. 

If you have questions about how to file an admission through the SGS website, including how to submit documents such as proof of English proficiency, letters of reference, transcripts, payments and fees, please email Memorial's School of Graduate Studies using  gradapply (at) mun (dot) ca.

Submitting the GRE is not required at all. However, outstanding GRE results are like a letter of recommendation. Although the GRE is not a requirement, Computer Science applicants who have GRE results at hand are encouraged to submit their results to make their application stronger.

English Proficiency

All graduate applicants need to present proof of English proficiency. Fortunately, there are many ways to demonstrate your English proficiency.

The information you need to submit is shown here, under "Proof of English proficiency": https://www.mun.ca/become/graduate/apply/  

And the regulations are in article 4.1.5 of the Calendar: https://www.mun.ca/regoff/calendar/sectionNo=GRAD-0015 

Where we may accept applications with the minimum English program requirements, please note that we give preference to applicants who submit IELTS or TOEFL results, and who meet the higher English proficiency requirements noted under under "Proof of English proficiency (Grad Proof of English Proficiency)". If you are submitting from overseas, and your transcript or degree confirmation do not explicitly say that the language of instruction at your University is English, an official letter from the Registrar's Office of your University must be provided explicitly stating the degree awarded and that the medium of instruction was exclusively English.

Regulations

The actual differences between the masters programs are found here, in the regulations of the University Calendar: https://www.mun.ca/regoff/calendar/sectionNo=GRAD-0263

The actual regulations for the PhD program are found under this link:

https://www.mun.ca/regoff/calendar/sectionNo=GRAD-0362

• Master of Artificial Intelligence (M.A.I.)
• Guidance for Recent Admissions
• Tentative Course Offerings
• CS Approved Electives

Related Content

Connecting you with top Canadian universities Joignez des universités canadiennes d’excellence

Canadian Master’s and PhD programs

At our universities you will find the following programs if you are interested on a master’s, this could help you decide which one is a better fit for you: some tips that could also help you:.

• Think about what you hope to do after the program, usually students contemplating a PhD or an academic career are better served with a thesis based program.
• The  thesis-based program offers better preparation for a PhD program .
• The course-based program will offer you more time to pursue other learning opportunities, like an internship , for example, or other networking opportunities.
• At CALDO universities you will find more options of thesis-based masters Admission. For a thesis-based Master’s you will need a supervisor which may make the admission process a bit more complex. On the other hand, some course-based Master’s will require evidence of professional experience (e.g. MBA).

For more information on how to apply see the Steps to Apply section.

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• Cookies & Privacy
• GETTING STARTED
• Introduction
• FUNDAMENTALS

Getting to the main article

Choosing your route

Setting research questions/ hypotheses

Assessment point

Building the theoretical case

Setting your research strategy

Data collection

Data analysis

Understand the three routes you could pursue Duplication, Generalisation or Extension

Before you start to assess the article you are interested in, we would recommend that you broadly understand what the three routes are. This will help you when you are assessing the potential of your main journal article. By potential , we mean (a) which of the three routes are available to you, and (b) what specific aspects of these routes it is possible to follow. Ultimately, when you carry out a replication-based dissertation, you will most likely settle on a particular route, at least at the undergraduate and master's level. If you can't remember the main characteristics of these three routes, we explained them in the introductory article to replication-based dissertations: Route #1: Getting started . It is worth re-reading this introductory article before moving on.

Consider how to choose a route Personal interest, academic justifications, and deal breakers!

Broadly speaking, deciding what route to follow comes down to balancing your (a) personal interests, (b) academic justifications, and (c) deal breakers:

Personal interests

To say that personal interests can determine (a) the route that you take, and (b) the specific approach that you take within that given route, is not particularly academic, but it is inevitable that this will play a role. For example, you may be interested in the findings of the original study, but not the population or setting/context where the study was conducted. Your interests may lie in a different population or setting/context. Whilst it is useful from an academic perspective to have a justification for replicating a study in a different population or setting/context, perhaps because you feel that there is a good reason why this different population or setting/context would yield different results, it can also be useful to simply see how far an original study generalises (i.e., by testing a wider range of different populations or settings/context, even if you are not sure why these might yield different results). You also have to ask yourself what you want to achieve from your dissertation. Are you looking to take on as much as possible and push yourself, aiming for a high mark, or simply get a pass or good pass, in which case you are less likely to take on Route C: Extension , for example, which is more involved than Route A: Duplication , and even Route B: Generalisation .

Academic justifications

Whilst personal interests take you so far, it is important to have good academic reasons not only to (a) justify the route that you adopt, but also (b) the specific justifications for taking different approaches within a given route. For example, when taking on Route B: Generalisation , there are four broad types of generalisation: across populations , settings/contexts , treatments and time . The justification behind each of these types of generalisation will be different, not only in general , but based on the specifics of the main journal article you are interested in. We come back to academic justifications shortly.

Deal breakers!

You may be interested in a particular journal article, or even have a few potential journal articles still on your list, but there are deal breakers to every replication-based dissertation that will question whether you should simply move onto another journal article rather than spending more time pursuing the ones you are currently considering. These deal breakers include whether: (a) the data you need is accessible; (b) the research strategy of the original study is clearly set out, and the measurement procedure is accessible; and (c) you have, or could develop, the required data analysis skills in time. Each of these deal breakers is discussed below:

The data you need is accessible

If you are considering Route A: Duplication , you have to ask yourself if you can get hold of the original data. If not, you need to think about whether you can you get access to a similar sample and population . If neither of these options is available, we would suggest you move onto another journal article. Whilst there is more flexibility when it comes to the data you need to access for Route B: Combining and Route C: Extension , you will need to make sure that you will be able to get access to such data. Since gaining access to data can be one of the most difficult stages of dissertations, irrespective of the type of quantitative dissertation you take on, having easy (or relatively easy) access to data is important.

The research strategy of the original study is clearly set out, and the measurement procedure is accessible

You can't easily replicate a study if you don't know how the authors carried out their research; in other words, what research strategy they followed. By research strategy , we mean everything from the research design that was used, right through to the sampling strategy that was followed, the research methods , measurement procedures and measures that were adopted, as well as the data analysis techniques that were carried out. We explain all about research strategies and their components later. For now, just think of it in a simple way: If the authors used a questionnaire, and the journal article does not include the questionnaire (i.e., the actual questions that were used and the measures for each of these questions), how can you duplicate the research? In such an instance, if the authors cannot (or will not) give you access to this questionnaire, you will not be able to pursue Route A: Duplication . You may still be able to take on Route B: Generalisation in those instances when the measurement procedure, when applied to study another population or setting/context is significantly different than the original, but there are few instances where this is the case, or where such changes are not made based on knowledge of the original measurement procedure. Only in the case of Route C: Extension , where you adopt many of the goals of the study you are replicating, but have more freedom in terms of your selected research strategy and measurement procedure, this not a deal breaker. Therefore, if you are interested in pursuing Route A: Duplication or Route B: Generalisation , ask yourself: Is the research strategy of the original study clearly set out, and most importantly, is the original measurement procedure set out in the journal article, or available from the authors? If the answer is NO , we would recommend that you move onto another journal article.

You have, or could develop, the required data analysis skills in time

There are a broad number of skills you need when carrying out a replication-based dissertation, but the core skills that can become a deal breaker are data analysis skills. It is not so much that you cannot learn these skills, or that we do not provide extensive guides in the Data Analysis section of the site, but that it takes time to develop and apply these skills. You should be able to develop most of these skills in time, but if the journal article you are looking at used complex statistical tests (e.g., structural equation modelling, partial least squares, etc.), you may need to try and use less complex alternatives in your dissertation, or choose another journal article that used less complex tests in the first place.

Think about these three issues - (a) data accessibility, (b) a clearly set out research strategy and accessible measurement procedure, and (c) the required data analysis skills - together with the route you are considering. If the main journal article you are interested in fails any of these tests, it is probably worth considering another article.

Work out which of the three routes is possible based on your chosen main journal article

You now need to think more carefully about each of the three routes you could follow. Typically, you should be able to find a number of justifications to follow any one of these three routes for a given journal article. After all, most research, if not all research, needs to be duplicated , generalized and extended in some way. Therefore, you can either keep an open mind about the three possible routes you could follow, and assess the journal article(s) you are interested in from all of these routes, or select a particular route and focus in on finding suitable justifications for that route. Before you work your way through these justifications, just remember that choosing a route is a balance between your personal interests and academic justifications discussed in the guide above, and any deal breakers that may stop you being able to pursue a particular route. In order to assess which of these three routes is possible based on the journal article(s) you are considering, we recommend going back to the introduction to these three routes: Route #1: Getting Started . Make sure that you know the main characteristics of a Route A: Duplication , Route B: Generalisation and Route C: Extension dissertation. When thinking about these three routes, think about the journal article(s) you are interested, and consider the following questions:

Route A: Duplication

Do you think that the same results would have arisen if you carried out exactly the same study again?

Route B: Generalisation

Do you think that the same results would have arisen if a different population, treatment, setting/context, or period of time was applied?

Route C: Extension

Are there aspects of the original study that need to be challenged or built on by adding constructs and variables, looking at new measures and methods, making changes to the research design, or through using new analysis techniques?

If the answer to the question for Route A: Duplication or Route B: Generalisation is NO , these routes are available to you. Even if the answer is YES in the case of Route B: Generalisation , there is an argument for examining the generalizability (i.e., external validity) of the results from the journal article you are interested in. If the answer is YES to the question for Route C: Extension , this route would also be available to you.

At this point, you should select the particular route you prefer, remembering to balance your personal interests and academic justifications , and any deal breakers that may stop you being able to pursue a particular route. Once you feel confident in your choice of main journal article and route , move on to STAGE THREE: Setting research questions and/or hypotheses .

Improving pharyngitis care in school-based virtual care clinics: A quality improvement initiative

Add to collection, downloadable content.

• Affiliation: School of Nursing
• Background: This quality improvement initiative focused on developing and deploying evidence-based education about acute pharyngitis care to School-Based Virtual Care (SBVC) providers and caregivers of students presenting with a sore throat to an SBVC clinic. The clinics selected for this initiative have one of the highest prevalence of Group A Streptococcus pharyngitis in North Carolina. With the increasing use of telehealth, the Centers for Disease Control and Prevention (CDC) encourages organizations to use strategies to improve antibiotic stewardship and guideline-concordant care in the telehealth setting.Aims: This initiative aimed to decrease inappropriate antibiotic prescribing for pharyngitis infections during the ten-week implementation period. The second aim was to assess barriers and improve the use of the organization’s Sore Throat Treatment Algorithm with Antibiotic Guidance among medical assistants and SBVC providers providing care in the specific SBVC clinics. The third aim was to improve caregiver knowledge about sore throat diagnosis and treatment by distributing evidence-based information. Methods: SBVC providers received an education module about the Sore Throat Treatment Algorithm and general feedback on antibiotic prescribing. Following their child's visit with an SBVC provider, caregivers received a postcard with a link to additional CDC sore throat education. Quantitative and qualitative data collection methods were used to assess the success of this project. Results: Following the Sore Throat Treatment Algorithm, manual chart reviews of antibiotic prescribing rates revealed an average decrease in inappropriate antibiotic prescribing by 53.3%. Sixty-six percent (66%) of all caregivers who completed the post-education survey reported feeling extremely comfortable caring for their child with pharyngitis after viewing the evidence-based education.Conclusion: Improving adherence to the organization’s Sore Throat Treatment Algorithm and providing caregiver-specific education on pharyngitis has reduced inappropriate antibiotic prescribing and improved caregiver knowledge.
• pharyngitis
• antibiotic stewardship
• Continuing education
• Public health education
• https://doi.org/10.17615/7rd6-sz49
• Dissertation
• In Copyright - Educational Use Permitted
• Davison, Jean
• Durham, Carol
• Davidson, Lisa
• Doctor of Nursing Practice
• University of North Carolina at Chapel Hill Graduate School

This work has no parents.

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Princeton University

Can ‘forever’ chemicals become less so this senior thesis works toward smarter cleanup of pfas..

By Molly Sharlach

May 20, 2024

For her senior thesis, Amélie Lemay worked with Ian Bourg, an associate professor of civil and environmental engineering and the High Meadows Environmental Institute. She developed complex simulations of how PFAS molecules, a critical class of environmental contaminants, move and interact at the interface of water and air. Photos by Sameer A. Khan/Fotobuddy

The class of chemicals known as PFAS — used in firefighting foams, some nonstick cookware, and many other products — can resist heat and repel water. Their chemical bonds are hard to break, and they persist in water sources for decades.

Exposure to them has been associated with cancers, “impacts to the liver and heart, and immune and developmental damage to infants and children,” according to the Environmental Protection Agency, which recently set national limits for PFAS in drinking water.

For her thesis research, Princeton senior Amélie Lemay has crafted computer simulations that could one day help lead the way to removing PFAS pollution from the environment.

Lemay, a civil and environmental engineering major, used simulations to investigate how seven types of molecules behave above bodies of water, where the water meets the air. She modeled their tendencies to mix with water or stick to the water-air boundary, and probed how mixtures of PFAS molecules interact — mimicking the messy reality of contaminated water.

Detailed knowledge of this chemistry could be key to understanding how remediation methods will work in settings like water treatment plants. Over the next few years, utilities across the United States will need to find effective ways to remove PFAS (per- and polyfluoroalkyl substances) from drinking water to comply with the EPA limits.

“Most of our drinking water treatment plants are not set up to deal with these compounds,” said Lemay. “This type of research can eventually lead to better ways to be able to take PFAS out of water.”

Lemay, of Wynnewood, Pennsylvania, came to Princeton with aspirations of using engineering to address environmental challenges. But using computer simulations to understand pollution was not part of her plan.

The summer after her first year, in 2021, Lemay secured internship support from Princeton’s High Meadows Environmental Institute to conduct field work with associate professor Ian Bourg on how rocks weather in the Princeton area and in the French Alps — research with implications for soil nutrients and atmospheric CO2 forecasting.

But COVID-19 travel restrictions were still in place that summer, so Bourg worked remotely with Lemay and several other students to set up simulations exploring the behavior of pollutants ranging from PFAS to anti-inflammatory drugs to insecticides.

“I actually ended up really liking this alternative project, and I think it’s even better suited for me than the original project would have been,” said Lemay, who earned certificates in statistics and machine learning and sustainable energy .

The research was an excellent opportunity for Lemay to build her computer coding skills and learn the intricacies of molecular dynamics simulation software.

“When I first started with Professor Bourg, he had to walk me through step by step how to create a file” simulating a single chemical compound, Lemay said. Over time, she learned to add more complexity, accounting for variables like salinity and surface tension. Now the work is “like second nature.”

The summer project was a new direction in the lab’s research. Bourg, an associate professor of civil and environmental engineering and the High Meadows Environmental Institute, said he was learning along with the students. He quickly realized that he could rely on Lemay: “She’s been thinking like a grad student since the very beginning, in terms of being super conscientious and questioning the way we do things,” said Bourg.

Lemay and Ethan Sontarp, a geosciences major, continued the project as research assistants in Bourg’s group for the next two years. Eventually, they modeled the behavior of more than 80 organic pollutants at the water-air interface.

Lemay and Sontarp were co-first authors of a 2023 paper reporting the results in the journal Environmental Science and Technology. The article has been downloaded more than 2,000 times and is Bourg’s most-read research paper from last year — a testament to its value as a resource for researchers looking to improve the tracking and remediation of pollutants, said Bourg.

In her junior year, Lemay conducted independent work with Professor Barry Rand , who studies the properties of new materials for solar cells, analyzing factors that influence the adoption of rooftop solar energy. She published this analysis last year in the journal Energy Policy.

For her senior thesis with Bourg, she developed complex simulations of how multiple PFAS molecules move and interact at the interface of water and air. Her results have revealed that the contaminants’ movements are not limited only by physical space but also by complex charge interactions among neighboring PFAS molecules.

Lemay is now submitting this work for scientific publication. The simulations are a powerful way to understand how pollutants move in the environment, potentially helping to explain how rain interacts with contaminants, and why sea spray and lake spray aerosols are an important source of PFAS exposure in coastal communities. Lemay hopes this understanding can inform strategies to clean up PFAS pollution.

Lemay turned to engineering in high school, when she took part in a summer research program on biomolecular engineering. “In science, you’re seeking to uncover the unknown, which is very important,” she said. “But I found that the problem-solving and design aspects of engineering really appealed to me. I loved how practical and pragmatic the applications were.”

After nearly three years of research at Princeton, Lemay has gained comfort with the uncertainties of the process. “If you pursue something, and you don’t fully understand what the data are showing you at first — that used to be distressing to me,” she said. “But I’ve come to realize that it’s part of the process. You’re trying to do something that’s never been done before. No one has the right answer.”

This summer, Lemay will pursue a project advised by Professor Mark Zondlo analyzing electric vehicle use and neighborhood-level air pollution.

In the fall, she will begin a Ph.D. program in civil and environmental engineering at the Massachusetts Institute of Technology. She’s interested in using computational methods to design chemicals for programmed degradation, to prevent problems with environmental contamination in the future.

“I think Princeton’s focus on undergraduate research really sets this institution apart,” said Lemay. “I’m grateful to have had the chance to work with multiple mentors who have shown me … how to design solutions and search for knowledge, and then share that with the greater community.”

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Article Contents

Risk of heart failure in inflammatory bowel disease: a swedish population-based study.

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Jiangwei Sun, Jialu Yao, Ola Olén, Jonas Halfvarson, David Bergman, Fahim Ebrahimi, Annika Rosengren, Johan Sundström, Jonas F Ludvigsson, Risk of heart failure in inflammatory bowel disease: a Swedish population-based study, European Heart Journal , 2024;, ehae338, https://doi.org/10.1093/eurheartj/ehae338

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Dysregulation of inflammatory and immune responses has been implicated in the pathogenesis of heart failure (HF). But even if inflammation is a prerequisite for inflammatory bowel disease (IBD), little is known about HF risk in IBD.

In this Swedish nationwide cohort, patients with biopsy-confirmed IBD were identified between 1969 and 2017 [n = 81,749, Crohn’s disease (CD, n = 24,303), ulcerative colitis (UC, n = 45,709), and IBD-unclassified (IBD-U, n = 11,737)]. Each patient was matched with up to five general population reference individuals (n = 382,190) and IBD-free full siblings (n = 95,239) and followed until 31 December 2019. Flexible parametric survival models estimated the adjusted hazard ratio (aHR) and standardized cumulative incidence for HF, with 95% confidence intervals (CI).

There were 5,582 incident HF identified in IBD patients (incidence rate [IR]: 50.3/10,000 person-years) and 20,343 in reference individuals (IR: 37.9) during a median follow-up of 12.4 years. IBD patients had a higher risk of HF than reference individuals (aHR 1.19, 95% CI 1.15 to 1.23). This increased risk remained significant ≥20 years after IBD diagnosis, leading to one extra HF case per 130 IBD patients until then. The increased risk was also observed across IBD subtypes: CD (IR: 46.9 vs. 34.4; aHR 1.28 [1.20 to 1.36]), UC (IR: 50.1 vs. 39.7; aHR 1.14 [1.09 to 1.19]), and IBD-U (IR: 60.9 vs. 39.0; aHR 1.28 [1.16 to 1.42]). Sibling-controlled analyses showed slightly attenuated association (IBD: aHR 1.10 [1.03 to 1.19]).

Patients with IBD had a moderately higher risk of developing HF for ≥20 years after IBD diagnosis than the general population.

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• inflammatory bowel disease

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More efficient road lighting

PhD candidate Rik Spieringhs developed a new road lighting concept that requires less energy while still ensuring safety.

Rijkswaterstaat faces two major challenges in the coming years. On the one hand, they need to halve their energy consumption by 2030 in order to meet the climate targets; on the other hand, they also need to reduce the number of traffic accidents. To help them achieve both goals, PhD candidate Rik Spieringhs developed a new road lighting concept that requires less energy while still ensuring safety.

Spieringhs started his doctoral research at KU Leuven, but soon TU/e became involved, resulting in a joint project between the two universities. “KU Leuven has a special Light & lighting lab in Ghent that is very good at the technical level, such as making all kinds of measurements,” he says. “TU/e, in turn, is very strong when it comes to the interaction between humans and technology, which is also a very important aspect in my research. Ultimately, you need to know how people perceive the illuminated surface.”

While this combination was very beneficial to his research, it did not just bring advantages. “Each university has its own regulations and you have to deal with two different administrative systems. You also have two PhD supervisors, each with their own vision. That also poses a challenge,” he admits. In the end, the PhD candidate, who is originally from Brabant, defended his dissertation twice: after the non-public, so-called preliminary defense in Belgium, he also successfully defended his dissertation last week at TU/e’s Department of Industrial Engineering & Innovation Sciences.

Directing light

The direct motivation for his research was the problem the Dutch Rijkswaterstaat is faced with. Because of the European climate agreement, they are bound by legal obligations regarding climate targets, including energy reduction. For example, by 2030 they must halve their energy consumption for highway lighting. “But it seems that goal is becoming less and less attainable. In some years, there was even an increase in energy consumption,” says Spieringhs. On top of that, Rijkswaterstaat also needs to reduce the number of traffic accidents. At first glance, these two goals seem contradictory, because good road lighting is essential to ensure safety. “To achieve both goals, Rijkswaterstaat must explore technological innovations,” he argues.

In his research, Spieringhs looked at how we can light our roads more efficiently. He asked himself: what innovations can we use to achieve this? For example, he looked at different lighting concepts used to illuminate road markings on highways and pedestrian crosswalks and how they could be improved. “By lighting concepts, we mean how the light is directed,” he explains. “There is a certain amount of light. The question is how to direct it optimally so that you achieve the best visibility.”

Large headlights

He went in search of a lighting concept that could reduce energy consumption while ensuring optimal safety. That is how he found Probeam, an existing concept where you direct the light in the direction of travel, i.e. away from the road users, thereby avoiding glare. “It’s similar to car headlights, but on a large light pole above the road.” One might argue that we already have car headlights, so what would be the added value of this lighting? “Car headlights only illuminate the first 60 meters or so in front of the car,” Spieringhs explains. “With Probeam lighting, you’d be able to illuminate the stretch of road beyond that to increase the illuminated surface. Basically, you want to replicate the effect of driving with a high beam.”

Another innovation he studied is the use of reflective glass beads in road markings, of varying densities and sizes. “These produce high retroreflection, which means you get a large amount of light back.” By combining those two things, you could illuminate roads more efficiently while maintaining the same level of safety.

To determine the best way to do that, he examined the reflective properties of road markings. “Road markings are designed for car headlights, which provide a very flat illumination because the light source is located just above the road. But if you use Probeam, the light shines at a completely different angle,” he explains. “What we wanted to know was: what does this do to the reflective properties of road markings?” By moving a light source forward bit by bit, Spieringhs examined how the reflection changes at different angles and how to best utilize the reflective properties.

Finally, Spieringhs also looked at perception, as this is important to determine the minimum energy consumption needed to ensure safety. For this, he conducted perception tests with real people. The participants were shown a highway environment with road marker arrows on a screen, and they had to indicate whether they were pointing left or right. “You can keep reducing the brightness of that light until they can barely see it, and then they start guessing,” Spieringhs explains. “That’s exactly the point you want to find. You want people to just be able to see the road markings clearly, and you don’t want to use more energy for that than necessary.”

By combining his observations on reflective properties, perception and lighting optimization, he was able to develop a lighting concept that would reduce the energy consumed by at least 50%. Rijkswaterstaat is currently looking at how they can put this concept into practice. “Before they can do that, they have to conduct further tests and work out all kinds of practical matters, but it certainly has a lot of potential,” says Spieringhs. “I’m very curious to see where it will lead.”

Rik Speieringhs defended his thesis on May 6 2024. Title of the thesis: ' Development of a new road lighting concep t'. Promotors: Ingrid Heynderickx (TU/e), Peter Hanselaer (KU Leuven) en Kevin Smet (KU Leuven).

Rik Spieringhs

What is on the cover of your dissertation.

“In Belgium, you can’t have images on the cover, so it’s very simple, just the title of my thesis, the TU/e and KU Leuven logos and the names of my supervisors.”

You’re at a birthday party. How do you explain your research in one sentence?

“I’m examining how to place headlights on light poles to improve visibility and reduce energy consumption.”

How does your research contribute to society?

“By providing a solution to a problem the government is currently facing, where on the one hand, climate targets must be met and on the other hand, safety has to be ensured.”

How do you blow off steam outside of your research?

“I like to go running. For me, a marathon is a metaphor for the PhD track, because you’re constantly running, but you don’t know how long it will take and if you will make it. Ups and downs are part of it, but if you just keep pushing on, you will eventually reach the finish line.”

What is your next chapter?

“I’m moving on from road lighting to lighting fruits and vegetables. I’m working at a company that manufactures machines for sorting fruits and vegetables based on various quality properties such as juiciness, and that requires special lighting. Same principle, but a completely different application. I can put the knowledge I gained during my PhD trajectory to good use there.”

This article article originally appeared on TU/e Cursor

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• Indigenous youth camps

“When the Elder prayed, the buffalo appeared to listen in” – Janna Black organizes Indigenous youth camp as thesis project

Published May 03, 2024 By DeeDee DuPlessis, photos: London Bernier/GYC

In September 2023, the Indigenous Youth Culture and Climate Day camps started with a memorable moment: An elder was saying a prayer in Shoshone. She paused, looked up and said a buffalo had joined to listen and recognized the Shoshone language. Indeed, a buffalo was perched up on the hillside. When the prayer was finished the buffalo came down toward the camp and to the river. The 41 fifth graders from Wyoming Indian Elementary School, who had assembled for a day at the Shoshone Buffalo herd within the Wind River Indian Reservation, were impressed and couldn’t stop talking about it. Hearing this story from camp organizer Janna Black during her thesis defense is enough to give anyone goosebumps.

More Than One Way of Knowing

As part of her Master of Science in Environment, Natural Resources & Society degree on the Plan B track, Black planned and organized three-day camps at the Shoshone buffalo herd pasture for grades 5, 8 and 11-12, respectively. Plan B studies replace a traditional thesis with a more flexible project.

Black, who spent several years as an organic farmer and homeschooling mother in Washington state before she came to University of Wyoming in 2022, says her perspective is shaped by a holistic view of ecology where everything is interconnected. She seeks to combine, or as she expresses it, “braid together,” Indigenous, local, and scientific knowledge systems to generate new insights and innovations.

This approach of knowledge co-production is also at the heart of UWyo’s WyACT five-year project on the effects of the changing climate on Wyoming’s waters. Black’s graduate advisor Corinne Knapp, professor at the Haub School of ENR, is also a co-PI of WyACT. She feels that projects like this complement climate-change research seamlessly: “The Wind River that gave today’s Eastern Shoshone and Northern Arapaho reservation its name, is one of the headwaters rivers of the project, and the Tribes of Wyoming will feel the effect of environmental changes intensely due to their close connection with the land.”

The core planning team for the Indigenous Youth Camps (from left): Wes Martel, Janna Black, Colleen Friday, and Signa McAdams

Janna Black wanted to help strengthen sense of place rooted in culture through intergenerational land-based learning. Wes Martel, Senior Wind River Conservation Associate with the Greater Yellowstone Coalition, was a key member of her planning team. He agrees: “I always talk about strengthening our families and our communities, and this camp was a good start for that.”

A day in the outside classroom

So, how did the day camp go about achieving this? Near Kinnear, where the buffalo heard roams, a teepee and nine booths were set up. Student groups took turns attending the stations for 20-minute hands-on “lessons”. They learned new Arapaho and Shoshone words, got to see and touch many cultural objects, furs and bones, and learned Arapaho hand games. Plants like the landscape-defining sagebrush played a large role in the lessons, as did animals, first and foremost the buffalo, whose many uses and cultural significance was stressed at several stations. At the camp itself, the buffalo provided nourishment: In the form of buffalo burgers that the students helped prepare!

Not all activities were stationary – students walked around the landscape identifying plants and climbed a vantage point to spot signs of drought across the river. Immersed in the beauty and sacredness of the land, the next generation of leaders got some impulses to think about their future.

Youth camp participants were able to interact with a variety of animal furs, bones, and skulls

There were only four months to plan the camps with a core team of four people. Black cooperated with the High Plains American Indian Research Institute (HPAIRI) at UWyo, which is working out a process for the University and the Northern Arapaho and Eastern Shoshone people to work together. Having a process is helpful, but: “Building relationships is very important” stresses Black. “It is important to have reciprocal relationships based on trust, sense of belonging, and accountability”.

Building relationships and trust takes time and effort. But the results were well worth it. Students expressed increased knowledge about the land and their culture and came up with many actions to conserve water and protect the environment.

Blueprint for Land-Based Learning

The success of the camp can also be measured by the fact that the second edition is slated for June. And the concept does not have to be confined to the Wind River Indian Reservation. Black: “While there were many elements specific to the location, the planning process could be a blueprint for other Tribes and regions.” She describes the steps for planning and holding the camp in great detail in an illustrated brochure available as PDF and a limited number of printed copies.

Now that she has graduated, what is next for Janna Black? “I am the new Tribal Climate Resilience Liaison working for the Great Plains Tribal Water Alliance and closely with the North Central Climate Adaptation Science Center. She will be Working to connect resources to Tribal Nations in climate adaptation efforts in the north central region which consists of 32 federally recognized Tribes from Montana, Wyoming, Colorado, North Dakota, South Dakota, Nebraska, and Kansas. “I am looking forward to helping Tribal Nations build climate resiliency and sustainability for many years to come.”

Camps were funded through a Western Water Assessment (a NOAA-funded CAP RISA) small grants opportunity and Janna's time was funded through a Kemmerer Fellowship and the WyACT Project.

* High Plains American Indian Research Institute (HPAIRI)

* What is a Plan B thesis?

* To obtain a copy of the planning booklet, please contact Janna Black

ADVANCES IN IMAGE-BASED DATA HIDING, FEATURE DETECTION, GRID ALIGNMENT, AND DOCUMENT CLASSIFICATION

Data embedding tools such as barcodes are very popular nowadays but not aesthetically pleasing. In this research, we propose a watermarking scheme and an image-based surface coding scheme using the grid points as fiducial markers and the shifted points as data-bearing features. Detecting and aligning point grids play a fundamental role in these applications. Joint determination of non-grid points and estimation of non-linear spatial distortions applied to the grid is a key challenge for grid alignment. We modify a SIFT-based surface feature detection method to eliminate as many spurious feature points as possible and propose a grid alignment algorithm that starts from a small nearly regular region found in the point set and then expands the list of candidate points included in the grid. Our method is tested on both synthetically generated and real samples. Furthermore, we extend some applications of the surface coding scheme to 3D space, including hyper-conformal mapping of the grid pattern onto the 3D models, 3D surface feature detection, and 3D grid points alignment. 

A document routing system is crucial to the concept of the smart office. We abstract it as an online class-incremental image classification problem. There are two kinds of classifiers to solve this problem: exemplar, and parametric classifiers. The architecture of exemplar-based classification is summarized here. We propose a one-versus-rest parametric classifier and four different updating algorithms based on the passive-aggressiveness algorithm. An adaptive thresholding method is also proposed to indicate the low-confidence prediction. We test our methods on 547 real document images that we collected and labeled and high cumulative accuracy is reported. 

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England's Euro 2024 fixtures, dates and potential route for tournament in Germany

The tournament gets under way in Munich on Friday, June 14 and runs through to Sunday, July 14; the semi-finals take place in Munich and Dortmund on July 9 and 10; the final is in Berlin; England in Group C with Slovenia, Denmark and Serbia; Serbia vs England first up on June 16

Monday 20 May 2024 12:59, UK

We look at England's Euro 2024 fixtures, as well as their potential route through the knockout stages.

England will face Denmark, Slovenia and Serbia in their Euro 2024 group next summer .

Gareth Southgate's side face a replay of their Euro 2020 semi-final against the Danes in Group C, having won 2-1 after extra-time in July 2021 before eventually losing to Italy in the final.

England's first game on Sunday June 16 sees them travel to Gelsenkirchen to take on Serbia, who finished second in qualifying Group G behind Hungary, and who they have not faced since their split with Montenegro in 2006.

They then take on Denmark four days later in Frankfurt before rounding off their group on Tuesday June 25 in Cologne against Slovenia, who they previously beat in a must-win final group game at World Cup 2010 to reach the knockout stages.

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Euro 2024: England drawn with Denmark; Scotland face Germany in opener

• Euro 2024 fixtures in full
• Euro 2024 kits - who's wearing what?

Here are England's Euro 2024 fixtures, as well as their potential route through the knockout stages...

Euro 2024 groups in full

• Group A: Germany, Scotland, Hungary, Switzerland
• Group B: Spain, Croatia, Italy, Albania
• Group C: Slovenia, Denmark, Serbia, England
• Group D: Poland, Netherlands, Austria, France
• Group E: Belgium, Slovakia, Romania, Ukraine
• Group F: Turkey, Georgia, Portugal, Czech Republic

England's potential Euro 2024 route

Group stage.

The top two in each group plus the four best third-placed teams go through

Euro 2024 latest news

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Sunday June 16 - Group C: Serbia vs England (Arena AufSchalke, Gelsenkirchen - kick-off 8pm UK time)

Thursday June 20 - Group C: Denmark vs England (Waldstadion, Frankfurt - kick-off 5pm UK time)

Tuesday June 25 - Group C: England vs Slovenia (RheinEnergieStadion, Cologne - kick-off 8pm UK time)

England’s potential route to the final as group winners…

If all results at Euro 2024 go with the world rankings England’s opponents in the knockout rounds would be… Round of 16: Sunday June 30 - England vs Austria/Romania/Turkey (Arena AufSchalke, Gelsenkirchen) Quarter-final: Saturday July 6 – England vs Italy (Merkur Spiel-Arena, Dusseldorf) Semi-final: Wednesday July 10 – France vs England; kick-off 8pm (Westfalenstadion, Dortmund) Final: Sunday July 14 – Spain vs England; kick-off 8pm (Olympiastadion, Berlin)

England’s potential route to the final as group runners-up…

If England finish second in Group C but all other results at Euro 2024 go with the world rankings, the Three Lions’ opponents in the knockout rounds would be… Round of 16: Saturday June 29 - Germany vs England (Westfalenstadion, Dortmund) Quarter-final: Friday July 5 – Spain vs England (MHPArena, Stuttgart) Semi-final: Tuesday July 9 – England vs Netherlands; kick-off 8pm (Allianz Arena, Munich) Final: Sunday July 14 – England vs France; kick-off 8pm (Olympiastadion, Berlin)

Round of 16

If England finish first in Group C...

Sunday June 30 : Group C winners vs third-placed side in Group D/E/F (Arena AufSchalke, Gelsenkirchen)

If England finish second in Group C...

Saturday June 29 - Group A winners vs Group C runners-up (Westfalenstadion, Dortmund)

If England finish as one of four best third-place teams...

Monday July 1 - Group F winner vs third-placed side from Group A/B/C (Waldstadion, Frankfurt)

Tuesday July 2 - Group E winners vs third-placed side from Group A/B/C/D (Allianz Arena, Munich)

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Quarter-finals

If England finish first in Group C and win round of 16 game...

Saturday July 6 (Merkur Spiel-Arena, Dusseldorf)

If England finish second in Group C and win round of 16 game...

Friday July 5 (MHPArena, Stuttgart)

If England finish as one of four best third-place teams and win round of 16 game...

Friday July 5 (Volksparkstadion, Hamburg)

Saturday July 6 (Olympiastadion, Berlin)

Semi-finals

If England finish first in Group C, win round of 16 game and win quarter-final...

Wednesday July 10 - kick-off 8pm (Westfalenstadion, Dortmund)

If England finish second in Group C, win round of 16 game and win quarter-final...

Tuesday July 9 - kick-off 8pm (Allianz Arena, Munich)

If England finish as one of four best third-place teams, win round of 16 game and win quarter-final...

And finally, the final...

Sunday July 14 - kick-off 8pm (Olympiastadion, Berlin)

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Journal of Materials Chemistry A

Assembling dense grid with green polyhydroxyurethane and high-capacity si-based anode for lithium ion batteries.

Practical application of silicon-based anodes in lithium-ion batteries has been hindered by its large volume expansion causing capacity decay and being electrically inactive. Designing an integrative structure of rigid and soft polymers addresses this challenge, however, conventional soft polymers as represented by polyurethane lack crosslinkable moieties prepared by toxic isocyanates. Herein, we design a green polyhydorxyurethane binder with abundant functional groups to crosslink with multiple polyacrylic acid binders even with silicon anodes. This binder synthesized by the free-isocyanate route, has the advantage of removing isocyanate which is harmful to both humans and the environment. By constructing a dense three-dimensional grid network structure, electrochemical performances of the Si-based anode greatly advanced, exhibiting 79.7% capacity retention after 300 cycles at 1 C and enabling the formulation of ultrahigh mass loading electrode (~3.84 mAh cm-2) in full-cell with stable capacity retention (~85.3%) after 400 cycles. This innovative binder structure sheds light on an environmentally friendly yet practical approach to designing crosslinkable binders for high-capacity anode materials.

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J. Y. Kwon, J. Lyu, E. Kim, H. M. Park, J. Jeong, J. C. Kim and J. Ryu, J. Mater. Chem. A , 2024, Accepted Manuscript , DOI: 10.1039/D4TA02422B

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