Master of Adult Education
When I began the Master of Adult Education (M.Ad.Ed.) program offered at St. Francis Xavier University I did not understand exactly what I was getting myself into. Knowing that I wanted an academic program that would challenge me in ways I had yet to experience in life, I had hoped that this program would be an opportunity to do just that while providing me with a credential to support professional growth and advancement. Beginning my journey in the winter of 2017, as part of the recently revamped 3-year cohort model, I found myself stretched in many ways throughout the program.
Elements of myself as a practitioner, educator, and professional that I formed or further developed while in the M.Ad.Ed. program, include: an appreciation of the philosophical understandings I have of the world in which I live; language to articulate the epistemological views I hold; a greater understanding of self, formed through critical reflection; and a growth of knowledge in the areas of: informal learning, community development, leadership, and place. As one of the most rewarding and purposeful endeavours I have participated in to-date, working towards the completion of the M.Ad.Ed. credential was challenging but wholly worthwhile.
My Academic Work
In an attempt craft the strongest work I am capable of, both in professional practice and in academics, I often look to the work from those who have come before me to to identify what elements are present in the highest quality work. As I completed each section of the work required in this academic program, I often found myself looking for available examples from previous students of what a final submission might look like in each step of the process.
To support students that come after me, and in-line with the auto-ethnography I completed, I decided to make public all of my submissions for the M.Ad.Ed. program. Believing that personal experiences, including my own, are often representative of a larger group experience, my aim is to provide examples of work completed as part of the M.Ad.Ed. to aid future students as they complete their program.
Below I offer all of the documents I submitted during my M.Ad.Ed program—these are provided as submitted, without advisor feedback or corrections integrated (unless otherwise noted), and for reference only.
Although I have chosen to not include the grades received for individual academic components I am willing to share that I am a 85%+/A+/4.0 student. All submissions below reflect this level of academic achievement.
No part of any document found below can be used in works by other scholars without the appropriate citations/references made, or individual permissions granted by me.
The following documents were submitted to St.FX along with the required forms as an application for acceptance into the M.Ad.Ed. program:
- Statement of Purpose
- Curriculum Vitae (January 20, 2017)
- Missing: Reference Letters (confidential)
All major work completed while in on-campus in Antigonish, Nova Scotia during the Winter of 2017 for the mandatory Foundations Institute:
- In-Class Presentation on Non-formal Learning
- Final Submission
- learning plan,
- critical annotations, and
- review of history of adult education
My portfolio was much larger than it should have been. This was the most difficult part of this program for me.
As the portion of this program that I felt was most daunting going into it became the most thoroughly enjoyable part of the process for myself.
Not included below is the incremental work completed on a weekly basis as part of the online Moodle title, Learning to Love Research. Additionally, as my research didn’t require ethics approval there is no Research Ethics Board (REB) documentation included.
- Learning to Love Research Moodle
- Research Project
AE530–Reflective Learning Evaluation
Rather than completing a more creative product for my final project, I selected to take a more traditional route and wrote a 25-page reflective account of the learning i experienced over the 3-year program period.
AE601–Synthesizing Oral Examination
The final requirement of my program was a synthesizing oral exam in front of my advisor, an external reviewer, and my peers. In addition to the presentation, and Q&A period, I was required to submit a slide deck.
While I successfully completed all of the work that this program required, and did not opt to compile a formal thesis from my efforts, I found myself wanting to extend my learning and engagement with my research. The following reflects work completed post-program which connects to my Master of Adult Education research efforts.
- Thesis—While not formally recognized as a thesis, I complied my literature and research project into a single volume, with some additional text added. I wanted a single representation of my academic work that I could share with others, and something I could print a copy of for myself as a reminder of the 3-years worth of work I invested.