Change the world, one student at a time. In an always-on world, learning should never stop. Be equiped with the pedagogy of today and the future , in person and online, with an emphasis on communication, collaboration, critical thinking and creativity!
This Bachelor’s of Education programme is designed to help teachers and other professionals or future professionals working within limited resource communities deepen their practice, connect with stakeholders, and prepare to design and deliver high quality instruction or education programs. The courses and modules within this programme include content reflective of the latest research within the field of education and the course delivery is aligned with best practices in androgogy (adult learning). It provides rigorous preparation for teachers or community healthcare providers working in communities and offers a solid background for anyone interested in Masters or Ph.D level work in the future.
The course of study is designed to provide a strong foundation in education including theory and practice, but with a particular emphasis on applied practice. All courses include a focus on applying research and theory within limited resource contexts. Assessments are designed to be project-based and practice-focused. The goal is for participants in this programme to actively learn as they create and produce a portfolio of projects and artifacts that not only document their learning, but can be used in their professional context.
The professional context and background of students are honoured as integral to the success of this programme. In particular, several courses are specifically aligned to Cambodian teacher training programmes (especially PTCC) to allow for seamless transfer of credit for past learning.
The Bachelor of Education is led by Professor Jennifer McMahon.
Dr Jennifer is the Director of Learning at the Livonia Central School District. She holds a Doctorate of Education (Ed.D) in K-12 School Leadership from University of Rochester, Rochester, NY USA. Dr. McMahon is a school district administrator with experience teaching students from pre-school through adult learners. She has a strong background in teaching literacy, elementary education, and adult learning design (androgogy). Her research interests include comparative education, toxic stress and the role of education to mitigate these factors, and teaching and learning in limited resource communities. She is also dedicated to empowering others through education and focuses on teacher leadership and coaching.
The Bachelor of Education is supported by Dr Craig Hansen
Dr Craig is the President of the University of Applied Research & Development. Craig’s areas of interest include community transformation, alternative education, educational technology and preparing graduates for success in the creative industries.
Dr Ting Huang
Ting is the Assistant Professor College of William and Mary PhD, University of Rochester. She is working in the Department of Curriculum and Instruction at College of William and Mary. Ting does research on Online education, foreign language education, video pedagogue, new literacies, reading, diversity, and classical Chinese.
Casey Whittel has been an instructional leader at both the elementary and high school levels within the public school setting in New York State for over 13 years. He was also a teacher for 10 years for students ranging from 6-20 years old. He has been an adjunct professor at SUNY Geneseo and was elected to the Board of Education for the Geneseo School District.
Dr. Joy Pansari
Dr. Joy Pansari (Creator of EDsay) is an educational leader and consultant evaluator residing in Rochester, NY. (Doctorate of Educational Leadership, University of Rochester). She has leveraged her experiences and qualifications to continuous improvements in program implementation and educational outcomes for over 3,000 students annually in public, private, and not-for-profit educational settings. Additionally, her interests in improving academic outcomes for students include increasing opportunities that build equity through social justice, increasing social-emotional capacity, and family-school-community engagement.
Dr. Stephen Kendall-Jones
Following several years as an air-navigator in the Royal Air Force, Stephen graduated in Business Management (First-class honours) and followed a corporate career, culminating at executive level. Making a life-changing decision to become a teacher, he was appointed as Principal of the largest middle school in New Zealand within only 8 years. During these years, he earned his Masters in Maths Education and his Doctorate (PhD) through research on how policymakers viewed education as ideologically problematic by using policy-based evidence instead of making evidence-based policy.
Eve is an instructional designer with expertise in educational research and community development. Eve has a strong track record of leading multi-stakeholder partnerships for new program implementation (including STEM education, Career and Technology education (CTE), youth leadership, arts and design, and sustainable school campuses). Eve believes that all young people deserve engaging educational opportunities with clear pathways towards meaningful work.
Dr. Shannon H Doak
Dr. Shannon H. Doak is an experienced educator and leader in international schools and abroad, He has taught various grade levels at every division. He is an expert in blended learning, eLearning, and making professional development more effective. He holds an Ed.D. and a Masters in Educational Technology, a degree certificate in school technology coordination, and a Bachelor of Education in Elementary Education. He has been at the forefront of changing the digital and educational landscape of the schools he has worked for. He is continually looking for ways technology can improve teaching and learning. Dr Shannon’s book can be accessed here and is a regular poster on Twitter.
Dr. Sabrina Nudo
Dr. Sabrina Nudo is Director of Academics and Assessment K-12 at Eugenio Maria de Hostos Charter School and holds an EdD in Educational Leadership (University of Rochester). Sabrina’s work focuses on curriculum, instruction, assessment, and professional development. She has over 25 years experience teaching foreign language in grades 3-12 and seven years as a school administrator. “It is an honor for me to teach, support, and inspire future teachers best practices inside and outside the classroom“, says Sabrina.
Janne works as an Acceptance and Commitment Therapy counsellor and workshop leader, where she challenges her clients and students to look differently at their thoughts and emotions. Through meditation, creative techniques and humour, she helps her clients and students to make structural changes in their thinking patterns allowing them to better their overall wellbeing and their outlook on life.
She is passionate about mental health in Cambodia, building best practices to support local communities across a wide spectrum of issues while remaining sensitive to cultural and societal challenges. She is a counsellor with expertise in stress management, self-care and teambuilding workshops. In the past she provided stress management workshops to various NGO’s based in Siem Reap such as the AHC, JWOC and WRC.
Nicole (MSEd) is the Coordinator of Elementary Student Services Livonia Central School and District NYS School District Leader Professional Certification & NYS Building Leader Certification, University of Rochester, Rochester, NY. Nicole McGarry is a versatile and dedicated leader with a focus on meeting the individual needs of students. She is active in supporting and encouraging teachers through continuing education and staff development. Nicole is passionate about special education and working to best support students with disabilities, families and educators. She is well versed as a Co-Teaching trainer and Restorative Justice implementer.
Teacher and Teacher Leader Academy Advisor, Wat Chork Primary School. Mr. Thorn is a Cambodian teacher mentor and advisor for the Teacher Leader Academy in Siem Reap, Cambodia. His research areas of interest include SEL in the Cambodian context, as well as student perceptions during remote learning. He will serve as the cultural advisor and mentor for this Bachelor’s programme in education.
This innovative programme is a three-year, 360 credit international Bachelor Degree for professional educators
Who is this programme for?
This program is designed for education professionals wishing to enhance their academic achievement, skills and obtain bachelor level degree within their area of expertise in order to launch their professional career or gain promotion or enter research in their chosen field. Designed for teaching professionals looking for a flexible way to continue their academic studies while working.
The programmes consist of taught modules on topics relating to education, teaching, leadership management and research dissertations that will be relevant to your own place of work.
Course designers, course contributors, and course leaders for this program are drawn from universities, K-12 school systems, NGOs, and a wide variety of contexts. In order to be a course designer, contributor, or leader, a doctoral degree or Master’s degree is required. Community facilitators are bilingual members of the learning community who will help facilitate conversations and explain concepts that may not easily translate to another language. Community facilitators may be participant-facilitators or other bilingual members of the learning community. An earned Masters or doctorate is not required for this role. English mentors are English-speaking volunteers who will assist with coaching individual students in English and provide support for editing and revision before publishing.
This is a programme designed to empower.
All courses will explore what research-supported practices and theory might look like within limited resource environments.
There is an emphasis on applied practice, so there will be many opportunities for authentic project-based learning.
There is a strong focus on preparing educators for research: this includes self-discovery, action research and future graduate work. Research techniques will be introduced and practiced in a way that is natural and not intimidating.
Social and Emotional Learning and wellness strategies will be woven throughout the courses. These will be applied personally and with students or community members.
This is a programme that is intended to build upon the expertise and background of participants. While this is a programme designed to educate, there is also an intent to contribute to the global education community through original research and public-facing demonstrations of learning through blog posts, articles, and projects.
Community facilitators will provide bilingual support and English mentors will provide personalized assistance with editing and revision tasks.
How is this programme delivered?
This course is offered as a module-based programme over three years through lectures and resource materials which are available 24/7 to the learner. There will be one workshop per semester where the students will undertake teamwork, case studies, lectures and/or site visits.
Assessments will be a blend of online, project, team, individual assignments and final examinations and students will be instructed in these online methods at the start of the course.
Typically lectures occur on line one evening per week for approximately one hour pre-recorded or live. There are opportunities to ask questions and interact similar to a real classroom experience or alternatively the live recordings can be accessed for repeat viewing at any time.
Participants require a broadband or regular mobile-data (4G or better) service to access the material and participate in the course.
Elementary & High School Educator
Education Policy Analyst
Primary, Intermediate or Secondary School Teacher
Courses are grouped into Modules, to enable students to batch their learning according to their work commitments, study schedule, family requirements and financial capacity (not all students can afford to enrol into an entire Bachelor course).
Some modules include courses across years, for example, two courses from year one and one course from year two, as is appropriate. Additionally, some modules contain more courses than other modules. This is due to the style of assessments, type of topics and point value of the courses.
|M1||4EDS||Education & Society||1||WTMCQ||20|
|4LLL||Life Long Learning||1||AAACS||20|
|4CTL||Communication for Teaching & Learning||1||RPP||20|
|M2||4ETL||Educational Technology for Teaching & Learning||1||VG||20|
|4PTP||Pedagogy – Theory & Practice||1||WTMCQ||20|
|M3||5ATS||Assessment – Theory & Strategy||2||AAACS||20|
|5PHE||Philosophy in Education||2||VG||20|
|M4||5ETH||Ethics in Education||2||WPE||20|
|5CMS||Classroom Management Strategies and Social Emotional Learning||2||WTMCQ||20|
|M5||6CDN||Career Development & Educational Networking||3||RPP||20|
|6EEF||Elementary Education Fundamentals||3||VG||20|
|6PWS||Pathways: Early Childhood, Elementary & Secondary education||3||WPE||20|
|M6||6UBD||Understanding by Design||3||WTMCQ||20|
|6RED||Reflections on Education: minor dissertations||3||RPP||20|
To ensure a range of assessment strategies are used across modules (see the next section) an abbreviation is used to show the balance.
- Written tests – WT
- Multiple choice quizzes – MCQ
- Analysis and application assignments – AAA
- Case study investigations – CS
- Research projects – RP
- Presentations – P
- Video recorded submissions – V
- Groupwork – G
- Work Based Projects/assignments WP
- Exam – E
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