- Yearly Graduate Student Report
- Individual Study Form
- Referee Form
- Program sheet (if admitted prior to Fall 2013)
- Program sheet (admitted Fall 2013 onward)
- EDEL 900 Registration Form
- EDEL 900 Capping Experience-Sharing Document
- EDEL 599 Capstone Exercise Sharing
- Changes to MEd Program (effective Sept 2013)
- Elementary Graduate Student Handbook 2016-17
- Grievances and Appeals Process
- Graduate Program Manual (FGSR)
- Faculty Graduate Policy
- Academic Integrity Handbook for Graduate Students
- Disclosure Services-Helping Individuals at Risk
- University Calendar
- Bear Tracks
- U of A Information for Prospective Graduate Students
- Graduate Students' Association
Program requirements for students admitted Fall (Sept) 2013 and onwards:
Students will no longer be required to complete a capping project (EDEL 900) as part of their MEd course-based program.
- 3 credits – Research course (eg EDEL 567 or equivalent approved by advisor)
- 3 credits – Curriculum course (eg EDEL 561 or equivalent approved by advisor)
- 24 credits – taken from EDEL, EDES or other 500-level courses from other departments
(when you are completing your final course you must register in *EDEL 599 “Capstone Exercise”—0 credit)
EDEL 599 Capstone Exercise (*0-credit) The required capping exercise for the course-based MEd program will consist of a presentation based on one piece of work that students select from their course assignments completed during the MEd program. The piece of work and type of presentation is chosen in consultation with their advisor according to departmental guidelines. Students will register in this course in the final term of their coursework.
The capstone experience for the 30-credit course-based M.Ed. program will consist of a presentation of one piece of work that the student selects from his/her course assignments completed during the M.Ed. program. The criteria for the selection of the piece of work are based on its importance to the student’s growth as an educator in the M.Ed. program. Reasons for the selection may include but are not limited to the following:
- a piece of work that the student felt most intellectually challenged by or learned something that changed his or her view on a topic of interest;
- a piece of work that had the most profound influence on the student’s practice or,
- a piece of work that provided the most opportunity for creativity and/or alternative representation of knowledge, skill and attitude gained in the program.
- a piece of work was given a very high grade (B+ and above) by the instructor;
In consultation with the advisor, the student will prepare and make a presentation and discuss the selected piece of work in relation to questions selected from the following:
- Why was this piece of work chosen and how does it relate to the student's practice, program, and new understandings?
- What are the student’s future professional plans? In what ways has the students’ M.Ed. program influenced these plans?
- What are the student’s future professional learning needs and goals?
- What are some of the gaps in the student’s learning? How might the student address these gaps in view of his or her learning in the M.Ed. program?
- What new questions is the student considering at the end of the program?
- What are the student’s plans to disseminate these new learnings with his/her professional learning community?
- How has the student’s professional practice changed as a result of coursework and experiences in the M. Ed.?
- What was the highlight of the student’s program?
- What has the student learned about him/herself as a professional?
The presentation is attended by at least one faculty member and can be made at a brown bag seminar, a poster fair, a symposium, an exhibit, a performance, or a shared on-line experience involving a voice thread, movie or other form of representation of professionally relevant knowledge and skills.
Contact your academic advisor before you start making arrangements.
Here are some samples from MEd students who have given us permission to share:
Capping Course Registration
Effective September 2013: Students will no longer be required to complete a capping project (EDEL 900) as part of their MEd course-based program. Please contact your advisor if you wish to complete a capping paper.
The Capping Course is EDEL 900. You must be finished your MEd program within the term in which you register in EDEL 900. The capping course is considered to be the capstone in the course-based program so you will complete it near the end of your course work. You cannot register in EDEL 900 by web; you must contact your advisor and the Chair's office to assist with registration. You must complete EDEL 900 in the semester that you register in the Capping Course.
MEd Capping Course Requirement
Course Objectives and Content:
EDEL 900 Directed Research Paper course is an optional capstone in the course-based MEd program offered by the Elementary Education. Capping papers are scholarly in nature, approximately 5000 words in length, and are related to an area of study and practice. A successful must demonstrate skills of inquiry, reflection, and critique of scholarly literature.
Directed Research Project course is the required 3-credit Capping Course for the Elementary Education course-based MEd program. The capping course must be completed in the semester in which you are registered in it.
Capping projects are inquiries that include a critical investigation of the pertinent scholarly literature. They may involve various scholarly pursuits in keeping with the following purposes:
- to demonstrate skills of inquiry, reflection, and critique of scholarly literature;
- to reflect on learning from the graduate experience.
A capping project may be a critical literature review; a scholarly paper related to an area of study and practice; the development of a professional resource; an article that will be submitted for publication; or an arts-based exhibition, composition or performance. Projects falling into these categories should relate to work started in previous courses and developed to a point where you can proceed with the capping exercise without having to start data and resource gathering anew. The capping project may not involve any form of data collection or final product that would require an ethics review.
The capping project is a written document of approximately 20 pages excluding references and appendices, or an arts-based equivalent that must include a written component, that is an original, individually-produced product that builds upon, but is distinct from, the products of other courses completed in a student’s graduate program. The scope and magnitude of the capping project, as well as the effort and time required of the student, will be the same as expected in a 3-credit graduate-level course. The final written document or component must be formatted as indicated in the Capping Project Guidelines. Arts-based elements must be appropriately documented so that they can be submitted in digital form.
All capping-project written components must include appropriate references to the scholarly and professional literature. It is expected that the final version will be technically competent, with few errors or problems related to organization and coherence, clarity of prose, spelling, grammar, punctuation, attention to detail, or APA style and format.
EDEL 900 is designated as CR/Fail.
Guidelines for the Preparation of the Capping Project
The scope and magnitude of the capping project, as well as the effort and time required of the student, will be the same as expected in 3-credit graduate –level course.
When the product is a written document, the following guidelines apply and should be discussed with the instructor:
- the document should be approximately 20 pages (5000 words) in length (excluding references and appendices), prepared as double-spaced text using Times New Roman (12 pitch) font or equivalent;
- the preliminary pages of the document will include a title page, abstract, and a table of contents;
- the document will follow the appropriate academic format and style, include references, and comply with APA guidelines.
Students are required to submit one copy to the EDEL 900 instructor.
When the instructor considers the paper to be complete and of an appropriate standard, he/she will authorize the student to submit the capping project to the Department. The student will save the document as a pdf with the file name: (Instructions ) Lastname_Firstname_course completed (eg. smith_joseph_Winter2012)
Sharing Component of Capping Course Paper
The Sharing Component of the Capping paper is intended to provide an opportunity to contribute to the educational community through presentation of and dialogue about aspects of the written component of the Capping paper. The nature and conditions of completion of this component will be agreed upon by the advisor and student. The sharing component may be completed in many ways, for example:
- staff at school;
- other colleagues (ie: other school staff, Superintendent);
- inservice session;
- conference session/presentation;
- published paper;
- guest lecture, presentation to University class;
- special presentation for University colleagues.
Upon completion of the Sharing Component of the Capping Experience the Sharing Component signature page should be dated and signed by the student, advisor and a participant in the Sharing Component. This page will be placed in the student's file.
Capping paper templates for forms
Capping preparation and registration
- Becoming a Culturally Responsive Educator: My Journey by Satinder Dhillon
- The Role of the Teacher-Librarian in Promoting Digital Literacy by Andrea Langelaar
- The Middle School Library in Moodle: Providing Online Support for an Information Literacy Period by Lindsay Ross
- En Route to a Dual Language School Library by Robin Sacker-van Gessel
- Plagiarism: What's a teacher-librarian to do? by Janice Sundar
- Supporting Preschool Learners in School Libraries by Janene Cornwallis-Bate
- Virtual School Libraries: Meeting the Information Needs of Learners by Ronda Heit
- Teacher-Librarians as Technology Leaders: The Evolving Role by Carol Tonhauser
- Developing a Culture of Inquiry in Elementary Education Schools: The Role of the Teacher Librarian by Elizabeth Prevost
- The Virtual School Libr@ry Website: A Necessity for Today's School Library by Joanie Proske
- Developing a Culture of Reading in Middle School: What Teacher-Librarians Can Do by Nancy Schroeder
- Creativity in the Learning Commons: Supporting the Development of Student Creativity through the School Library Program by Geoff Orme
- Teacher-Librarians and Teachers Using Information Technology Through Collaboration by May Crompton
- How Can Involving Student in Their Learning Assessments Be Embedded Into The Inquiry Process? by Arlis Folkerts