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Post-secondary Leadership and Learning


Master of Education - MEd Interdisciplinary (4 course program)




One year (4 consecutive terms)


Graduate Program Administrator:
Shelley Enderton

Academic Coordinators:
Dr. Shelleyann Scott

Program Overview

Leaders, managers, and administrators are pivotal to creating environments that are supportive to quality learning, student experience, and retention and satisfaction – that is, to institutional reputation for quality learning.  This program is designed to provide exposure to evidence-based foundation; personal reflection, analysis and action planning opportunities; and pragmatic solution-oriented learning experiences and tasks that will facilitate learners’ development of the requisite knowledge, skills, and attributes/attitudes to promote successful leadership and learning within post-secondary contexts.

Program Details

Courses in this program are offered fully online. Courses are held in both an asynchronous environment (D2L) and a synchronous (real-time) environment (Zoom) which allows instructors to virtually meet and talk with students and experience a live exchange of ideas, hear class presentations and do group work with access to a whiteboard. For additional information regarding online delivery, refer to the eLearn website.

At the end of this program students will have:

  • explored theories, research, and practical applications that will influence their understanding of the origin and context of post-secondary institutions and will shape their leadership beliefs and actions with their colleagues, academics, professional staff, technical experts, and students.
  • explored a range of leadership theories, models and approaches for more effective leadership for learning within the post-secondary sector.
  • acquired an understanding of both the importance and strategies for optimal teaching, learning, assessment, as well as the importance and approaches to building relationships with students.
  • An evidence-based understanding and set of strategies to facilitate adult learners’ learning, the need for continual enhancement of curriculum content and designs, teaching, learning, and assessment as well as the implications of and opportunities presented by technology for the 21st learner and post-secondary teaching instructor.

This program will be of interest to aspiring and incumbent post-secondary managers/leaders, service personnel, library and technology experts, instructors and curriculum leaders who work with students, provide service, lead and/or design curriculum and earning experiences within the post-secondary sector. Post-secondary institutions may include: colleges, institutes, universities, and varied post-secondary learning organizations and academies, such as: police academies, professional accreditation organizations, private universities/colleges, polytechnics, institutes of technology or the arts, and others.

A registration package will be sent to new students after they have been admitted. Registration for the summer term will be available in late winter. Fall and Winter registration opens in the spring. Your Graduate Program Administrator will send more information about registration to you.

Fee details are available on the Faculty of Graduate Studies website.

The University of Calgary offers multiple ways to meet the cost of your education. Please refer to the Awards, Scholarships and Bursaries page to learn more about options available to students. For additional information, please contact Student Financial Support.

A written statement of intent (suggested length: 300 words) indicating the applicant's reasons for pursuing a graduate program in Graduate Programs in Education. The statement should address the following:

  • Please identify your reasons for applying to this graduate program.
  • Please outline the particular topics or questions that you plan to pursue in your specialization.
  • In what way is this program related to your desired career path or employment objectives?

Two references are required for students applying to the Graduate Certificate (Step 1). References will be asked to complete an online reference form. No hard copy documents will be accepted.

  • Graduate Diploma (Step 2) applicants are not required to submit references.
  • Master of Education - Educational Research Topic (Step 3) applicants are not required to submit references.

Applicants to the Master of Education - Educational Research Topic (Step 3): the minimum admission requirements for the final step of the MEd Interdisciplinary degree program also include completion of steps 1 and 2, the Graduate Certificate AND the Graduate Diploma in Education.

Relevant Prior Learning Considerations:

In exceptional circumstances, individuals who do not meet formal academic requirements but who have significant life achievements may be considered for admission to the program. The candidates must provide the relevant graduate program with evidence demonstrating a potential to undertake successfully the proposed program of studies.

Such candidates are advised to make early contact with Graduate Programs in Education, and supply additional supporting documents as part of their application package, such as:

a) Evidence of personal continuing education/training.

b) Results in these continuing education efforts.

c) Experience in a field related to the aspired degree.

d) Evidence of successful management of people, resources, finances, situations.

e) Increasing or varying responsible positions in organizations related to the aspired degree.

f) Work-related products, e.g. reports, programs of learning or training, handbooks, videos, manuals, workshops, seminars.

g) Evidence of personal growth in knowledge, understanding, management skills, and intellectual resources.

h) Evidence of innovation.

i) Evidence of leadership, coordination.

Admission to all graduate programs is highly competitive due to limited enrollment capacities. Meeting the minimum requirements does not guarantee admission.

All graduate programs are governed by the Faculty of Graduate Studies. In the case of any conflict, regulations of the Faculty of Graduate Studies Calendar take precedence over material on this website. Please consult the Faculty of Graduate Studies Calendar for University of Calgary graduate admission requirements.

Offers of admission are valid only for the term to which applications are made. Graduate Programs in Education will not grant deferrals of admission. Students unable to take up an offer will be required to submit a new application.

Program Schedule & Course Descriptions

  • Program begins each Summer term (refer to the Academic Schedule for specific dates)
  • Outlines are normally available 1-2 weeks prior to the start of term in D2L
  • 3 units per course

Term 1 - Summer

Origins of Post-secondary Education

This course provides an historical foundation to contemporary post-secondary education contexts. Themes explored include seminal historical, political, philosophical, and cultural dimensions which shaped current leadership and teaching practices. Understanding the past provides students with the knowledge necessary to work within, and potentially shape, contemporary and future post-secondary organizations.

Registration info:
EDER 619.65 L04 (50432)

Term 2 - Fall

Post-secondary Learners and their Development

This course examines the post-secondary “student experience” related to “what matters most”. It explores the people and structures that facilitate students’ development along with strategies to enhance student success, satisfaction, and retention.
Potential themes include: Student engagement theory, student development, ethnic, racial, cognitive development theory; student resistance theory; generational theory; understanding learners and their expectations; EDI and accommodations (e.g., Indigenous empowerment and reconciliation (exploring the TRC calls to action), immigrants/refugees, linguistic diversity, special needs, etc.).

Registration info:
EDER 619.63 L03 (75271)

Term 3 - Winter

Teaching and Learning in Post-secondary

This course examines the research/practice related to optimal teaching, learning, and assessment in post-secondary. It examines T&L from students, teaching educators, and leaders/administrators’ perspectives. Additionally, T&L and assessment are examined from a range of stakeholders’ lenses. Varied post-secondary institutions are considered to identify how varied mandates may influence T&L.

Registration info:
EDER 619.08 L01 (11078)

Term 4 - Spring

Leading in Post-secondary

This includes formal and informal leadership and encompasses student, library, technology, international, and other support services that impact the student experience. It explores the challenges and underpinning theories of academic (instructional) and service leadership “from the middle” with the view to solving problems and designing sound, pragmatic action.

Registration info:
EDER 619.64

Have Questions? Connect with Us


Graduate Program Administrator (GPA)

Dr. Shelleyann Scott

Academic Program Coordinator

Dr. Shelleyann Scott

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