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 provide an opportunity to do just that while providing me with a credential to support professional growth and advancement. Since I began this journey, beginning in the winter of 2017 as part of the recently revamped 3-year cohort model, I have found myself stretched in many ways.
Elements of myself as a practitioner, educator, and professional that I have formed or developed since I began 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 undertake to-date, working towards the completion of the M.Ad.Ed. credential has been 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 high quality work. As I complete each section of the work required in this academic program I often find myself looking for available examples from previous students of what a final submission might look like.
While often times my advisors are able to provide me with student examples they also offer caveats—”this submission isn’t a stellar example,” or, “what I sent you has a number of elements missing.” Although examples are helpful in many respects, without the necessary context or specific comments regarding what they lack examples can be misleading and misrepresentative.
In an attempt to support any students that come after me, and in line with the auto-ethnography I am completing as part of this program, I have chosen 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., along with the necessary context and comments, to support the work of future students.
Below I offer all of the documents I have submitted for my M.Ad.Ed program—these are provided as submitted, without advisor feedback or corrections integrated, 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
- Advisor Comments on Final Submission
- Final Grading Sheet for the Foundations Institute
My portfolio was must larger than it should have been. This was the most difficult part of this program for me.
- Portfolio Outline
- Web Portfolio: stfx.kevinvanlierop.com/portfolio
- Portfolio Comments
- Grade Comments
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.
- Reading List Categories
- (Initial) Reading List
- Final Submission
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.
- Research Project
- Coming (early) Fall 2019
AE530–Reflective Learning Evaluation
Coming (late) Fall 2019
AE601–Synthesizing Oral Examination
Coming Spring 2020