Skip to main content

Join us at Laurier

Becoming a Golden Hawk means more than just cheering on our (really good) varsity teams – it means being a student who cares about your community, who works hard in the classroom, and who takes advantage of all the learning opportunities that can happen outside the classroom, too.

Most Master of Education (MEd) course work will be offered as a combination of face-to-face and online components. Course configuration will depend on the content being taught and the instructor. Courses may offer up to 50% of classes online.

The program requires the completion of eight half-credit courses. All of the MEd core required courses will be offered in the late afternoon or early evening to accommodate traditional full-time work schedules.

Below are the core courses and a sample of the electives offered in the MEd program.


EU501: Investigating the Relationship Between Theory and Practice (0.5 Credit)

This course explores the ways that theory transacts and informs personal learning, professional practices, policy, and research. Students are expected to generate personal and professional lines of inquiry that will inform their current and future professional practices in educational (broadly defined) contexts.

EU502: Interpreting Research in Education (0.5 Credit)

In this course, participants develop the capacity to be informed consumers of educational research. Participants will discuss and analyze research from quantitative, qualitative and mixed-methods designs in order to make evidence-based decisions relating to the application of research to specific contexts. In addition, participants develop and refine their scholarly writing and apply the basics of APA writing conventions (e.g., in-text citations, references) to their written assignments.

EU503: Learning Theories (0.5 Credit)

Prerequisites: EU501, EU502

This course involves analysis and application of learning theories from psychological, socio- cultural, and physiological disciplines to educational settings for children, adolescents, and young adults. Participants will examine their students' learning from biological, behavioural, cognitive and socio-cultural lenses to gain insights into origins and concomitants of students' educational experiences and achievement.

EU504: Quantitative Research Methods (0.5 Credit)

One of EU504 or EU505 is required for MEd Interdisciplinary Focus.  
Prerequisites: EU501, EU502

This course provides an introduction to quantitative research designs and statistical principles used in educational research, including survey techniques, correlational designs and experimental methods for investigating causal relations. Topics related to the general linear model are addressed, including simple and multiple regression, analysis of variance, confidence intervals and tests of significance. Decision making with respect to reliability and validity, violation of assumptions, and related issues are considered in the context of examples in educational research.

EU505: Qualitative Research Methods (0.5 Credit)

One of EU504 or EU505 is required for MEd Interdisciplinary Focus.  
Prerequisites: EU501, EU502

This course examines the assumptions, design, and use of a range of methodologies associated with qualitative research in education, including participant observation, asking questions (e.g., interviews, focus groups, surveys), and document review (e.g., content analysis). Critical review and discussion of issues inherent in reviewing, conducting, and reporting qualitative research are a major component of the course.

EU535: Mental Health Fundamentals for Educational Leaders (0.5 Credit)

Required for MEd Student Affairs Field. 

This class explores theories and research that inform social conceptions of mental health and illness within various different educational contexts, including K-12 settings and higher education. Students will investigate processes of defining mental health and mental illness, responding to mental health needs, and consider the implications of such from the perspective of students and education professionals. Historical, cultural and Indigenous perspectives of mental health will also be considered. This course is designed for individuals who are not intending to become mental health professionals; its purpose is to assist educators in their efforts to support mental health in an educational setting.

EU540: Contemporary Issues in Student Affairs in Higher Education (0.5 Credit)

Required for MEd Student Affairs Field. 

Contextualized within an historical overview of Student Affairs in Higher Education, this course explores theoretical, conceptual, and practical issues that have impacted the field from the era of in loco parentis: a focus on service provision; the emergence of student development theory and application; student affairs/academic partnership imperative; learning reconsidered; and student engagement and success. The course examines the impact and unveils ways in which Student Affairs professionals foster a holistic personal and academic approach to student learning, development and success. The diverse array of contemporary Student Affairs components will be critically examined, analyzed, and assessed.

EU541: Developing Leadership in Student Affairs (0.5 Credit)

Required for MEd Student Affairs Field. 

This course explores leadership models, approaches, roles, and responsibilities for student affairs professionals in higher education. Student affairs professionals will learn to engage in strategic and purposeful planning by examining Student Affairs components such as student life and engagement, conduct and judicial affairs, career development and services, resident life and education, athletics and recreation, diversity and equity, social media and digital citizenship, and accessibility and accommodation. Furthermore, the course will provide an overview of university bi-cameral governance to develop an understanding of how student affairs components are developed, approved, and implemented successfully in higher education contexts.

EU598: Capstone Seminar (0.5 Credit)

The Capstone course is the required culminating course of the Master of Education degree program. Using the lens of the four program objectives, this course requires participants to integrate knowledge developed throughout the courses taken in the program. Students will engage in presentations relevant to individual lines of inquiry and formulate a defining narrative linking program learning to objectives.

Students in the Students Affairs field will complete this capstone seminar through case study analyses and by preparing a functional area report based on practical experience in a student affairs area of specialization (e.g., Indigenous student life, gendered violence prevention and support, community service learning, co-curricular activities, digital citizenship and e-learning).


The following list includes samples of the elective courses offered through the Faculty of Education.

EU514: Leadership in Educational Contexts (0.5 Credit)

Whether in the classroom or in other educational contexts, effective practice hinges on leadership. This course examines intellectual traditions that have influenced education. It also encourages creative thinking about current and future issues in educational leadership, policy, and organizations.

EU515: Educational Organizations: Culture and Change (0.5 Credit)

This course considers how the culture of educational organizations is developed and changed. An examination of how policy, resources, research and leadership link with educational culture is provided.

EU530: Integrating Technology, Pedagogy and Content (0.5 Credit)

This course addresses theories of learning as they relate to teaching and learning in a digital age. Participants ask and answer questions around how technology is changing learning and instruction, how to integrate technology in effective pedagogy, and how technology can enhance learning in particular content areas. Critical examination of current and emerging learning technologies is conducted using examples in the field and through evaluation of existing and future research. This examination includes measurement and application of Technological Pedagogical Content Knowledge and the impact of digital technologies on self-regulated learning, higher order thinking, and collaborative knowledge construction.

Contact Us:

Carolyn FitzGerald, Graduate Coordinator

T: 519.884.0710 x4198

Ursula Wolfe, Coordinator, Graduate Program Administration

T: 519.884.0710 x3616

Faculty and Staff


We see you are accessing our website on IE8. We recommend you view in Chrome, Safari, Firefox or IE9+ instead.