ITAI: Introduction to Academic Integrity

The Introduction to Academic Integrity course illustrates academic integrity and plagiarism in real-life scenarios. A clear sense of academic honesty and responsibility is fundamental to good scholarship, and the integrity of university academic work and the degrees conferred by the university is dependent upon the honesty and soundness of the teacher-student learning relationship and of the evaluation process. Therefore, all students must understand the meaning and consequences of cheating, plagiarism, and other academic offences. The Introduction to Academic Integrity course serves as a helpful, interactive companion to the academic integrity policy and procedures outlined in the Student Policies & Procedures, which contains the policies and procedures that guide academic life at Royal Roads and support our mission as a university.
Course Credits: 0.0


Prepares students for a successful launch into their learning journey by creating an opportunity for students to meet and get to know one another in a virtual setting. Offers a fully-online introduction to the applicable program within the School of Education and Technology. Provides overview of the program and course options and introduces students to the RRU technology platforms. LRNTLNK completion is a mandatory requirement (pre-requisite) for progression to any consequent course in a School of Education and Technology program.
Course Credits: 0.0

EDLM501: Leadership for Learning: From Theory to Practice

Focuses on the leaders' capacity to influence change and support growth in student learning. Introduces systems and change theories and related processes that enhance effective school improvement. Examines the role of school culture, professional learning, and inclusive leadership in supporting effective change. Considers how to inspire and lead innovation to support student achievement and school-wide success. Prerequisite: LRNTLNK Corequisite: EDLM505
Course Credits: 3.0

EDLM505: Leading for Social Justice

Explores social justice concerns in a school leadership context, in particular around inclusion and with regards to the recommendations of the Truth and Reconciliation Commission of Canada and Indigenization of the curriculum. Examines and unpacks critical pedagogy concepts and other theoretical models which can guide transformative action for school leaders as they address these emerging issues. Examines hurdles and opportunities in the design of transformative action within schools. Prerequisite: LRNTLNK Corequisite: EDLM501
Course Credits: 3.0

EDLM510: Research for School Improvement

Introduces the research concepts and methods that are most relevant to school improvement. Examines different approaches to both quantitative and qualitative research, their theoretical underpinnings and practical applications, as well as intellectual property and copyright issues. Explores the concept of research literacy and the process of translating research results into action-oriented strategies that support school improvement.
Course Credits: 3.0

EDLM525: Developing Leadership Capacity Through Reflective Practice

Helps emerging leaders deepen their understanding of their own leadership capacity through the development, presentation, and review of a professional portfolio that includes relevant assignments, products, and artifacts from their program of study. Addresses the role of reflective practice in the development of the portfolio, promoting self-initiated changes in perspectives and actions related to school leadership. Focuses on enhancing self-understanding about beliefs, values and practices through the development of a critically reflective orientation towards teaching, leadership, and learning. Examines the nature, models, and theories of reflection and reflective practice. Explores the use of reflective tools such as journals, personal narratives, and peer coaching to facilitate and enhance reflection on leadership practice. Prerequisites: LRNTLNK; EDLM501; EDLM505; EDLM510; EDLM540; EDLM550; EDLM560; EDLM570; EDLM580.
Course Credits: 3.0

EDLM540: Building and Managing the School Communities: School Culture and Communication

Examines the interpersonal dynamics of the learning environment with a focus on identifying the shared and disputed norms in the learning community as well as a diversity of needs and interests of students and stakeholders. Applies systems and change theories to managing complexity and resolving conflict as well as working inclusively to promote growth and improvement. Examines issues of governance and the role of law in educational administration.
Course Credits: 3.0

EDLM550: Communication in School Leadership

Examines current practices for communicating information about student learning both within the school community and to the community at large and considers the potential impacts of changing these practices. Develops interpersonal communication strategies to interact effectively with individuals or in group and team settings. Explores the role of communication in building a supportive community including parents, community members and senior administrators.
Course Credits: 3.0

EDLM560: Leading Technological Integration in Schools

Introduces the range of student service options required in technology-mediated learning environments and the challenges involved in their provision. Considers the needs of students, and the role of staff and faculty professional development programs in supporting students. Examines the impact of introducing e-learning into a traditional institution as well as the role of electronic learning networks in supporting school improvement.
Course Credits: 3.0

EDLM570: Curriculum, Instruction, and Assessment

Introduces the concept of assessment as, for, and of learning with an emphasis on aligning curriculum with assessment. Distinguishes between large-scale assessment and assessment for learning. Explores the cultural constructs impacting curriculum and assessment. Examines current thinking about authentic assessment and assessment strategies, as well as the challenges inherent in interpreting and communicating evaluation evidence.
Course Credits: 3.0

EDLM580: Supervising, Coaching, and Mentoring for Professional Learning

Addresses the topic of supervision of instructional practices from the perspective of performance-based assessment. Distinguishes between performance-based supervision and evaluation. Considers the impact of supervision on the learning community.
Course Credits: 3.0

EDLM610: Leading and Sustaining Collaborative Inquiry Processes

Prepares leaders to plan and implement school-wide or district-related, systematic inquiry processes that support school improvement. Emphasizes the role that leadership plays in supporting collaborative action research that engages staff, students and community members. Examines strategies, based on theory and practice, for making collaborative inquiry sustainable. This is a capstone project that builds on the research principles, techniques and approaches introduced in earlier courses in the program. Program Prerequisites: LRNTLNK; EDLM501; EDLM505; EDLM510; EDLM540; EDLM550; EDLM560; EDLM570; EDLM580; EDLM525.
Course Credits: 6.0

LRNT600: Advanced Research: Thesis Proposal

Helps students to transition from knowledge consumers to knowledge producers. Focuses on the research process with particular emphasis on creating effective research questions, analyzing and synthesizing literature, developing evidence-based arguments, selecting a research method to analyze primary data, and developing a thorough research proposal for primary research. Enables students to focus on an area of personal interest. Directs the student through each stage in the development of the research proposal for a primary research study. Prerequisites: For MA in Learning and Technology: LRNTLNK; LRNT 521; LRNT522; LRNT523; LRNT524; LRNT525; LRNT526 For MA in Higher Education Administration and Leadership: LRNTLNK; HEAL501, HEAL510, HEAL550, and HEAL520, HEAL530, HEAL540 or HEAL525, HEAL535, HEAL545 For MA in Educational Leadership and Management: LRNTLNK; EDLM501, EDLM505, EDLM510, EDLM540, EDLM550, EDLM560.
Course Credits: 3.0

LRNT690: Thesis

Revises and implements the thesis proposal developed in the Advanced Research: Thesis Proposal course (LRNT 600). A thesis constitutes a systematic study of a significant problem, issue, or phenomenon. Demonstrates the ability to analyze existing research, collate or collect data and apply it in the context of an existing problem, issue, or opportunity. The result is a synthesis of theoretical and empirical information and/or recommendations for further action. Identifies a problem or issue, states the research question, identifies major assumptions, explains the significance for the undertaking, grounds the research in relevant literature, sets forth the methods of gathering information, analyzes the data and offers a conclusion or recommendation based on the data and theoretical framing. Appropriate quality standards such as validity, reliability, or authenticity must be consistent with the selected research tradition and evident in tool development and data collection. The finished thesis evidences critical and independent thinking, subject expertise, appropriate organization and format and thorough documentation. The thesis should involve approximately 400 hours of student effort. Prerequisite: LRNT600
Course Credits: 12.0