Application Deadline Date to the Doctoral Program is December 1, 2015 Please note that these appendixes will be updated on a yearly basis APPENDIX A

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Application Deadline Date to the Doctoral Program is December 1, 2015

Please note that these appendixes will be updated on a yearly basis

APPENDIX A

Members of the Doctoral Studies Faculty

All tenured and tenure-track members in the Faculty of Education with an earned doctorate are members of the Doctoral Faculty in Education and can serve as members on doctoral student committees. In order to serve as advisors of doctoral students, members of the Doctoral Faculty of Education will normally:

- have a well articulated and current program of research, as evidenced by an appropriate related record of refereed publications/conference papers/monographs:

- have experience in teaching graduate courses;

- have advised Master of Education theses students to completion; - have served on Ph.D. committees; and

- have been approved by the Doctoral Studies Committee.

Senior scholars may act as a member of the advisory committee. Academic staff members who retire during the time they are supervising or are on advisory committees are expected to fulfill their obligations as either advisors or advising committee members.

Detailed information on the individual faculty member’s research interests and publications may be found on the Faculty of Education web page (www.umanitoba.ca/education ). Click on ‘Faculty Directory’

The following is a list of current members of the Doctoral Faculty of Education. Members who can serve as advisors are identified with an asterisk* (advisor status is reviewed every seven years).

Marlene Atleo, PhD (British Columbia)*

Learning and Diversity; Adult Education; Aboriginal Education Gary Babiuk, PhD (Toronto)

Holistic Education and Integrated Curriculum; Social Studies; Educational Administration Joanna Black, PhD (Toronto)*

Visual Arts Education; Digital Technology within Art Education; Learning and Teaching in Virtual Classrooms

Gregory Bryan, PhD (British Columbia)

Reading Engagement; Children’s Literature; Literary Assessment Orest Cap, PhD (Ohio State)*

Adult, Vocational-Technical, International and Home Economics Education; Legislation and Standards Catherine Casey, PhD (Toronto)

Physical Education and Health Education Jerome Cranston, PhD (Manitoba)

Organizational Behavior and Leadership Practice in Education; the Development of Professional Learning Communities

Frank Deer, PhD (Saskatchewan)*

Aboriginal Education and Citizenship Education

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Charlotte Enns, PhD (Manitoba)*

Inclusive Special Education; Deaf Education; Language and Literacy Learning Thomas Falkenberg, PhD (Berlin/Simon Fraser)*

Teacher Education and Teacher Development; Mathematics Education; Philosophical Issues in Education Laara Fitznor, PhD (Toronto)*

Aboriginal Education; Access and Equity Issues in Education; Cross-Cultural Education Richard Freeze, PhD (Victoria)*

Inclusive Special Education; Precision Reading; International Education Richard Hechter, PhD (North Dakota)

Preservice Teachers Science Teaching Self-efficacy; Curriculum and Instruction Course Development and Organization; Episodic Memory in Learning Upper Level Mathematics, Physics, and Statistics - and Using Digital Video Technology in the Classroom.

Denis Hlynka, PhD (Michigan State)

Instructional Technology; Curriculum Theory; Postmodern Instructional Technology Michelle Honeyford, PhD (Indiana University)*

Literacy Education; Writing; Immigration and Multilingual Youth Melanie Janzen, PhD (British Columbia)

Teacher Education, Teacher Identity, Curriculum Theory, Poststructural Perspectives and Methodologies, Early Years Education

Yatta Kanu, PhD (Alberta)*

Curriculum Studies; Culture and Student Learning; Inclusive Special Education; Teacher Research and Development

Jennifer Katz, Ph.D. (British Columbia)

Inclusive Special Education; Teaching to Diversity; Assessment, and Social and Emotional Learning Development.

Martha Koch, Ph.D. (Ottawa)

Inquiry-based Mathematics Teaching and Learning, Classroom Assessment, Teacher Collaborative Inquiry Sandra Kouritzin, PhD (British Columbia)*

Issues in Second Language Education; Heritage Language Retention; Interaction Patterns Yi Li, Ph.D. (Alberta)

Teaching English as an Additional Language; Teacher Education and Development; International Education; Narrative Inquiry; the Role of Hope in the Experiences of Newcomers to Canada Zana Marie Lutfiyya, PhD (Syracuse)*

Social Networks, Acceptance, and Inclusion of People with Disabilities; Qualitative Research Methods David Mandzuk, PhD (Manitoba)*

Middle Years Education; Sociology of Education; Initial Teacher Education; Internationally Educated Teachers and International Education

Priya Mani, PhD (Victoria)

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Ralph Mason, PhD (Alberta)*

Curriculum Reform; Professional Growth; the Cognition of Learning Glen McCabe, PhD (Manitoba)

Clinical Psychological Practice; Diversity and Cross-Cultural Therapy; Aboriginal Traditional Healing Barbara McMillan, PhD (Manitoba)*

Science Education; Development of Scientific Concepts; Science Curricula in the Early Years Robert Mizzi, Ph.D. (York)

Autoethnography; Educational Policy, Politics and Professionalism; Equity and Diversity Studies; International/Foreign Educators; Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Issues in Education and Community

Francine Morin, PhD (North Dakota)*

Arts Education; Teacher Professional Development; Curriculum Development and Change Nathalie Piquemal, PhD (Alberta)*

Aboriginal and Cross-Cultural Education; Research Ethics; Anthropology and Philosophy of Education Lilian Pozzer-Ardenghi, Ph.D (Victoria)

Science Education; Multimodalities in Teaching and Learning; Sociocultural Studies Robert Renaud, PhD (Western Ontario)

Program Evaluation; Test Construction; Quantitative Methods Clea Schmidt, PhD (Toronto)*

Second/Additional Language Education; Immigrant Education; English for Academic Purposes Policy and Programming; Critical Pedagogy and Research; and Diversifying the Teaching Force

Wayne Serebrin, PhD (Indiana)*

Inquiry Curriculum; Early Literature; Children’s Knowing and Representing Knowledge in Multiple Ways Karen Smith, PhD (Manitoba)*

English Language Arts Senior Years; Language and Literacy Across the Content Area; New Literacies Grace Ukasoanya, Ph.D. (Michigan)

Psychosocial Disability Research and Issues of inclusion; Participation and Empowerment Among Diverse Populations

Dawn Wallin, PhD (Saskatchewan)*

Rural Education; Women in Leadership; Educational Administration John Wiens, PhD (Simon Fraser)*

Education Policy/Education Reform; Education and Democracy; Educational Leadership Jonathan Young, PhD (Toronto)*

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APPENDIX B

Doctoral Program Area: Educational Administration Faculty Members, Specific Admission Requirements,

and

Core and Elective Coursework

PROGRAM AREA: EDUCATIONAL ADMINISTRATION (no intake September 2016) Faculty Members

(Members who can serve as advisors are identified with an asterisk*) Jerome Cranston, Ph.D. (Manitoba)

Robert Mizzi, Ph.D. (York)

Dawn Wallin, Ph.D. (Saskatchewan)* John Wiens, Ph.D. (Simon Fraser)* Jonathan Young, Ph.D. (Toronto)* Intent of the Program Area

The goal of the doctoral program in Educational Administration is to prepare educational professionals for work in university research and teaching, and to support their work in educational leadership locally, nationally and internationally. The program is designed to provide an in-depth and theoretical understanding of educational administration as both a moral and a technical activity, and to develop research expertise in the area. The expectation is that students will participate in the scholarly debates in educational administration through their writing and through conference participation and presentation.

Admission Requirements

Individuals applying to the Faculty-based Ph.D. in Education must possess: a. an earned Master’s degree from a recognized institution;

b. a minimum grade point average of 3.0 in the last 60 credit hours, as of date of application; c. appropriate academic background (see next page);

d. appropriate research capability as evidenced by one of: i. thesis from a recognized institution;

ii. major research paper equivalent to a thesis from a recognized institution; iii. independently completed research article published in a refereed journal; or iv. a research product equivalent to one of the i. to iii. categories in “d.” e. appropriate occupational experience, such as:

i. teaching in schools or non-school settings; ii. post-secondary teaching;

iii. practice in school counselling, psychology, or a similar helping profession; iv. educational administration;

v. administrative experience in a government department; or vi. experience equivalent to one of the i. to v. categories in “e”; and

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The program is open to a limited number of students. Prospective students should meet with the chairperson of the Educational Administration group to determine whether their academic backgrounds are

related to the program of study and appropriate to their research interests. Students who do not have some formal course background in educational administration or its foundational disciplines will be required to complete up to 12 credit hours of additional coursework at the graduate level. In these cases, the additional coursework may be taken either before admission into the program or as part of the student’s Ph.D. program, and will normally include EDUA 7050 Theoretical Perspectives in Educational Administration.

Program Area Coursework

1. Coursework to be taken by all Educational Administration doctoral students: EDUC 7060 (3): Advanced Seminar in Educational Administration I EDUC 7070 (3): Advanced Seminar in Educational Administration II EDUA 7090 (3): Seminar in Administrative Problems in Education EDUC 7030 (3): Doctoral Tutorial in Education

2. Other coursework in Educational Administration as determined by the students’ Advisory Committee (up to 12 credits)

3. 6 credit hours in a Support Area (to be determined by the student’s Advisory Committee)

4. 6 credit hours of Research Methods (to be determined by the student’s Advisory Committee). This will typically be at the 7000 level.

NOTE: EDUA 5800 Introduction to Educational Research (3) or equivalent course is a pre-requisite or concurrent course to most Education 7000 level research courses. Applicants without this course will be required to take the course as an Occasional Student (O) and pay the appropriate course fee. This will be in addition to PhD course requirements. 5. Doctoral Candidacy Examination (GRAD 8010)

6. Doctoral Tutorial (EDUC 7030) 7. Doctoral Thesis (GRAD 8000)

Note: normally

- twenty-four credit hours must be taken in the Program**, but more credit hours may be required in cases where specific deficiencies in a student's background have been identified;

- 12 credit hours must be taken in the Program area as outlined in #1 above;

- all students in a Program area must take a minimum of 9 credit hours of core coursework [which includes EDUC 7030];

- a minimum of 12 credit hours must be taken in the Faculty of Education;

- a minimum of 6 credit hours normally must be taken outside of the Faculty of Education of the University of Manitoba; and

- a minimum of 18 credit hours must be taken at the 7000 level.

**Courses taken beyond the maximum of 24 credit hours must be designated as Auxiliary or Occasional Student. A rationale for ‘fit’ of Auxiliary courses into the program is required.

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APPENDIX C

Doctoral Program Area: Language and Literacy Faculty Members, Specific Admission Requirements,

and

PROGRAM AREA: LANGUAGE AND LITERACY (no intake September 2016) Faculty Members

(Members who can serve as advisors are identified with an asterisk*) Gregory Bryan, Ph.D. (British Columbia)

Michelle Honeyford, Ph.D. (Indiana)* Wayne Serebrin, Ph.D. (Indiana)* Karen Smith, Ph.D. (Manitoba)* Intent of the Program Area

The goals of the area of specialization in Language and Literacy are to provide an in-depth doctoral study in curriculum development in the areas of reading education, composition instruction, rhetoric, response to literature, and teaching English as a Second Language. The objectives are also to develop research expertise in planning and carrying out systematic study in literacy development. The objectives are to give students a broad view of the area of language arts/literacy education (pre-school to post-secondary) in their coursework while providing them with specific work in one of the fields of language and literacy (reading, composition, rhetoric, literary

response, or teaching English as a Second Language) at one of the four levels (early years, middle years, senior years, or post-secondary) in their doctoral tutorial and thesis. The goal is to educate professionals who will be prepared to become university researchers, instructors, consultants, and professors of language arts. The objectives are not meant to train candidates to be developmental specialists, clinicians, or resource teachers.

Admissions Requirements

b. a minimum grade point average of 3.0 in the last 60 credit hours, as of date of application; c. appropriate academic background as defined by the program area (see next page); d. appropriate research capability as evidenced by one of:

i. thesis from a recognized institution;

ii. major research paper equivalent to a thesis from a recognized institution; iii. independently completed research article published in a refereed journal; or iv. a research product equivalent to one of the i. to iii. categories in “d” e. appropriate occupational experience, such as:

v. administrative experience in a government department; or vi. experience equivalent to one of the i. to v. categories in “e”; and

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f. proficiency in the English language (at levels required by the Faculty of Graduate Studies).

The program is open to a limited number of students. The program is designed to educate students who can ultimately work in college or university settings. Prospective students should meet with one of the affiliated faculty members to determine whether their academic backgrounds are related to the program of study and appropriate to the research interests. Students are expected to have some formal course background in language and literacy education at the time of admission. Depending on the background, a student may be required to complete up to 12 credit hours of additional coursework at the graduate level. In these cases, the additional coursework may be taken either before admission into the program or as part of the student’s Ph.D. program.

1. Coursework to be taken by all Language and Literacy doctoral students (12 credit hours): Nine credit hours from

EDUC 7100 (3): Reading Education EDUC 7090 (3): Language Arts Curriculum EDUC 7080 (3): Language and Rhetoric Education

EDUC 7130 (3): Language and Identity in Second Language Contexts Plus EDUC 7030 (3): Doctoral Tutorial in Education

2. Other coursework in Language and Literacy or TESL as determined by the student’s Advisory Committee (up to 12 credits)

3. Six credit hours in Support Area (to be determined by the student’s Advisory Committee)

4. Six credit hours of Research Methodology (to be determined by the student’s Advisory Committee) NOTE: EDUA 5800 Introduction to Educational Research (3) or equivalent course is a pre-requisite or concurrent course to most Education 7000 level research courses. Applicants without this course will be required to take the course as an Occasional Student (O) and pay the appropriate course fee. This will be in addition to PhD course requirements. 5. Doctoral Candidacy Examination (GRAD 8010)

6. Doctoral Tutorial (EDUC 7030) 7. Doctoral Thesis (GRAD 8000)

Note: normally

- twenty-four credit hours must be taken in the Program**;

- 12 credit hours must be taken in the Program area as outlined in #1 above; - a minimum of 12 credit hours must be taken in the Faculty of Education;

- a minimum of 6 credit hours normally must be taken outside of the Faculty of Education, University of Manitoba; and

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APPENDIX D

Doctoral Program Area: Mathematics Education Faculty Members, Specific Admission Requirements,

and

PROGRAM AREA: MATHEMATICS EDUCATION (no intake until further notice) Faculty Members

(Members who can serve as advisors are identified with an asterisk*) Thomas Falkenberg, Ph.D. (Berlin/Simon Fraser)*

Martha Koch, Ph.D. (Ottawa) Ralph Mason, Ph.D. (Alberta)* Intent of the Program Area

The first concern of the doctoral program in mathematics education is to provide students who meet the admission requirements specified below with a thorough background in general curriculum, the history of mathematics curricula, recent and current thrusts in mathematics curriculum design and implementation, cross- disciplinary integration, diagnosis and remedy, and the impact of calculators, computers, and high-stakes testing on mathematics curricula and practices. The second concern is to enable students to focus intensively on matters of particular interest to them. Graduates are prepared for college and university teaching and position as mathematics consultants.

a. an earned Master’s degree from a recognized institution;

b. a minimum grade point average of 3.0 in the last 60 credit hours, as at date of application; c. appropriate academic background (see next page);

ii. major research paper equivalent to a thesis from a recognized institution; iii. independently completed research article published in a refereed journal; or iv. a research product equivalent to one of the i. to iii. categories in “d.” e. appropriate occupational experience in educational settings, such as:

v. administrative experience in a government department; or vi. experience equivalent to one of the i. to v. categories in “e” and

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1. Coursework to be taken by all Mathematics Education doctoral students EDUC 7030 (3) Doctoral Tutorial in Education

EDUC 7040 (6) Current Issues in Mathematics Education

2. Coursework (or equivalent) to be taken by all Mathematics Education doctoral students either in previous academic programs or as part of the doctoral program

EDUB 5720 (3) Theory of Teaching Mathematics (Elementary) EDUB 7420 (3) Study of Teaching

EDUB 7470 (3) Seminar in Mathematics Education

EDUB 7490 (3) Theory of Teaching Mathematics (Secondary) 3. Support Area(s) Coursework:

6 credit hours as determined by the Advisory Committee 4. Research Methods/Analysis Coursework:

NOTE: EDUA 5800 Introduction to Educational Research (3) or equivalent course is a pre-requisite or concurrent course to most Education 7000 level research courses. Applicants without this course will be required to take the course as an Occasional Student (O) and pay the appropriate course fee. This will be in addition to PhD course requirements. 6 credit hours as determined by the Advisory Committee

5. Doctoral Candidacy Examination (GRAD 8010) 6. Doctoral Tutorial (EDUC 7030)

7. Doctoral Thesis (GRAD 8000)

Note: normally

- twenty-four credit hours must be taken in the Program** from 1 and 2 above; - 12 credit hours must be taken in the Program area from 1 and 2 above;

- all students in a Program area must take a minimum of 9 credit hours of core coursework (which includes EDUC 7030);

- a minimum of 6 credit hours normally must be taken outside of the Faculty of Education of the University of Manitoba; and

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APPENDIX E

Doctoral Program Area: Science Education Faculty Members, Specific Admission Requirements, and

Core and Elective Coursework PROGRAM AREA: SCIENCE EDUCATION (no intake until further notice) Faculty Members:

(Members who can serve as advisors are identified with an asterisk*) Richard Hechter, Ph.D. (North Dakota)

Barbara McMillan, Ph.D. (Manitoba)* Lilian Pozzer-Ardenghi, Ph.D. Victoria)

Intent of the Program Area

The Science Education group provides a program of doctoral study, specialization in curriculum development in the areas of general science, as well as in chemistry, physics and biology education. The areas of expertise of the Affiliated Faculty are: science curriculum development, nature of science and scientific literacy, history and philosophy of science and science education, contextual science methods, constructivist principles in science education, technology and science education, and personal, practical knowledge and reflective practice in science education. The main objectives are to give students a broad view of their coursework while providing them with specific work in one of the areas of expertise mentioned above in their doctoral tutorial and in their thesis. The goal is to prepare education professionals for university research, teaching positions or consultant positions in science education.

a. an earned Master’s degree from a recognized institution;

ii. major research paper equivalent to a thesis from a recognized institution; iii. independently completed research article published in a refereed journal; or iv. a research product equivalent to one of the i. to iii. categories in “d” e. appropriate occupational experience in educational settings, such as:

v. administrative experience in a government department; or vi. experience equivalent to one of the i. to v. categories in "e"; and

f. proficiency in the English language (at levels required by the Faculty of Graduate Studies).

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1. Course work to be taken by all Science Education doctoral students: EDUC 7030 (3) Doctoral Tutorial in Science Education

EDUC 7110 (3) Doctoral Seminar in Science Education EDUC 7120 (3) Current Issues in Science Education

2. Course work (or equivalent) to be taken by all Science Education doctoral students either in previous academic programs or as part of the doctoral program. Students must choose three of the following: EDUB 7360 (3) Topics in Curriculum: Mathematics and Natural Sciences I

EDUB 7370 (3) Topics in Curriculum: Mathematics and Natural Sciences II EDUB 7420 (3) Study of Teaching

EDUB 7500 (3) Seminar in Science Education

EDUB 7550 (3) Historical and contemporary Approaches to Curriculum EDUB 7560 (3) Theory and Practice of Curriculum Design and Development 3. Support Area(s) Course work

6 credit hours; determined by Advisory Committee and administered on an individual basis. 4. Research Methods/Analysis Coursework:

NOTE: EDUA 5800 Introduction to Educational Research (3) or equivalent course is a pre-requisite or concurrent course to most Education 7000 level research courses. Applicants without this course will be required to take the course as an Occasional Student (O) and pay the appropriate course fee. This will be in addition to PhD course requirements. 6 credit hours; determined by the Advisory Committee and dependent on what is needed to bring the student up to acceptable level of competence.

5. Doctoral Candidacy Examination (GRAD 8010) 6. Doctoral Tutorial (EDUC 7030)

Note: normally

- twenty-four credit hours must be taken in the program** from 1 and 2 above; - 12 credit hours must be taken in the Program area;

- all students in a Program area must take a minimum of 9 credit hours of core coursework (which includes EDUC 7030);

- a minimum of 6 credit hours must normally be taken outside the Faculty of Education at the University of Manitoba; and

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APPENDIX F

Ad Hoc Doctoral Program Area

Faculty Members, Specific Admission Requirements, and

Application to the Education Ph.D. ad hoc route is limited, with intake scheduled only once annually. Students are reminded to check the Faculty of Education's web site for detailed information and application deadline date: www.umanitoba.ca/education

PROGRAM AREA: Ad Hoc (intake for September 2016) Applicants who wish to be considered for this program area must contact a potential advisor from Appendix A and this is recommended at least three months prior to the application deadline as applicants must submit in addition to a-h (of application procedures, p. 2-3 of the PhD Supplementary Regulations), a proposed advisory committee, the proposed research focus and program of studies and associated resource requirements.

Faculty Members

For a list of Faculty members and their individual specializations, see Appendix A; Faculty members who can serve as advisors are identified with an asterisk*.

Intent of the Program Area

The ad hoc route for the Ph.D. in Education allows doctoral programs to be established in areas where no existing program exists. Typically, the advisor is not already affiliated with a specific program area, but who is a member of the Doctoral Faculty in Education. The ad hoc route may be used to set up either small, one-time only cohort programs; or individualized ones. Information about potential cohorts will be announced on the Faculty of Education web site at www.umanitoba.ca/education. Applicants interested in an individualized program must contact a potential advisor in an appropriate program area (see Appendix A) for consideration and assistance with the application and it is recommended that this be done at least three months prior to the deadline.

ii. major research paper equivalent to a thesis from a recognized institution; iii. independently completed research article published in a refereed journal; or iv. a research product equivalent to one of the i. to iii. categories in “d”

v.

e. appropriate occupational experience in educational settings, such as: i. teaching in schools or non-school settings;

ii. post-secondary teaching;

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v. administrative experience in a government department; or vi. experience equivalent to one of the i. to v. categories in “e”

f. proficiency in the English language (at levels required by the Faculty of Graduate Studies); and g. a letter of support from the proposed advisor outlining:

i. proposed advisory committee members who have agreed to serve on his/her committee; ii. the proposed research focus and program of studies associated resource requirements;

iii. the necessary forms “Faculty of Graduate Studies – Ph.D. Program of Study & Appointments of Advisory Committee” can be obtained online

www.umanitoba.ca/faculties/graduate_studies/forms, and iv. Ph.D. Program Approval form available from proposed advisor. Program Area Course Work

In the ad hoc route, the application will contain the description of specific courses and the rationale for these. Programs must contain:

1. Core Work - at least nine credit hours in the core area; and EDUC 7030 Doctoral Tutorial in Education (3) 2. Support Area – six credit hours as determined by the student's Advisory Committee

3. Research Methods – six credit hours as determined by the student's Advisory Committee

NOTE: EDUA 5800 Introduction to Educational Research (3) or equivalent course is a pre-requisite or concurrent course to most Education 7000 level research courses. Applicants without this course will be required to take the course as an Occasional Student (O) and pay the appropriate course fee. This will be in addition to PhD course requirements. 4. Doctoral Candidacy Examination (GRAD 8010)

Note: normally

- twenty-four credit hours must be taken in the program**;

- 12 credit hours must be taken in the Program area as outlined in #1 above;

- all students in a Program area must take a minimum of 9 credit hours of core coursework including EDUC 7030;

- a minimum of 6 credit hours must normally be taken outside the Faculty of Education at the University of Manitoba; and