Questions Related to Program and Structure

Are MEd degrees from the University of Lethbridge recognized for further study or employment?
How well is the MEd program aligned with the University of Lethbridge’s Mandate and Strategic
Plan?
How well do the MEd curricula meet disciplinary standards of quality?
How well do the MEd curricula meet institutional standards of quality?
How well does the MEd learning environment meet institutional standards of quality?
How well does the MEd learning environment meet disciplinary standards of quality?
How does our program structure and course requirements compare with other MEd programs?
What percentage of courses are taught by tenure-stream faculty?
What are the benefits, issues or concerns regarding the use of part-time instructors teaching in the
MEd program?
When part-time instructors are also employers or professional supervisors of students enrolled in
the MEd program, how are effectively are conflict of interest issues dealt with?
Is there collaboration among faculty members in developing and implementing programs?
Are there common standards or expectations regarding academic standards or rigor across all our
programs?
Do we have the right balance of common vision and faculty autonomy in developing and teaching
our MEd programs and courses?

Is the current program model working? Does it need to be changed? If so, how?
What impact has dropping the common core had on our program quality and workload issues?
Should we maintain the common core? To what extent are/should these courses be similar?
What are strengths and weaknesses of our cohort model?
Have MEd cohort rotations been reviewed to address application/enrolment issues? What was the
outcome of that review?

Beyond sustainable enrollment, what is our optimum graduate student enrollment and locations of
cohorts? How can this be determined? What are the essential variables to consider?
Have new recruitment strategies been developed and implemented?
Are our recruitment processes effective?
Are application numbers for the MEd viable?
Is target of 200 MEd student applications being met? Is this target realistic?
Is the 15-20 student target for MEd cohort admissions being met?
Is the MEd program sufficiently resourced?

Continuing relationships and partnerships have been developed for our undergraduate program -
how can we replicate that for graduate studies core client groups?
Have we been able to maintain communication with our BEd graduates so that we can ladder them
into forms of graduate study?
How are we keeping abreast of the needs of our stakeholder groups? Can this be improved?
Have placement protocols for MEd students been reviewed? What was the outcome of that
review?
Has there been an increase in practicum placement sites for MEd Counselling students?

Can we improve how we track graduates on employment and professional licensing

outcomes; develop ways to generate higher response rates the exit survey.
Can we improve how we track student progress through program (especially for thesis and
project route students)?

We current have no international students in program? Is this an issue?

Questions about Students and Achievement
How does student achievement align with the objectives of the MEd program?
Are students satisfied with the level of preparation the received to meet the competencies
associated with their school designation (PPCSLA, TQS)?
How has students’ involvement in the MEd program impacted their professional
aspirations/opportunities?
How does student achievement align with the University of Lethbridge Strategic Plan?
 Completion rates
 Satisfaction with quality of education
 Satisfaction with quality of teaching
 Student diversity
 On-campus experience
 Opportunities for experiential learning
How does student achievement align with the University of Lethbridge Academic Plan?
How does the MEd program impact student knowledge?
How does the MEd program impact students’ personal development?
Is academic counselling meeting students’ needs/expectations?
Is career counselling meeting students’ needs/expectations?

How do we make an increased emphasis on thesis route viable for both students and instructors?
What is a reasonable course load and timeline for MEd thesis?
Are thesis students getting the support they need to complete their program?
How many students are interested in taking a thesis when they start their programs? What is the
percentage that take up a thesis? What is the percentage that complete a thesis? What are the
barriers to taking up and completing a thesis?
Do we have adequate preparation for thesis bound students in regard to their research – research
methodology (quantitative/qualitative); research experiences/critique; and support for thesis work?
To what degree are our courses research-based?
Are cohorts functioning effectively to support collaborative learning?
What happens to students who fall out of program sequence? How many fall out of sequence? Are
they able to complete?

Do students feel that they have adequate choice both within courses and in regard to accredited
and other electives to meet their interests?
Is workload in the program manageable for students?
How do students view the quality of the program content?
How do students view the quality of instruction in their program?
How do students view the quality of online and face-to-face courses?
Do students feel they have appropriate supports for online teaching?
How do students view the internship component of their program? Does it bring value to their
learning from their studies in the classroom environment?
Are students satisfied with their practicum/internship experiences (focus on quantity of work, credit
value received and time frames)?
Are students satisfied with the number of credits they are receiving for the work that they have
done in program?
 Does time commitment per course (online, face-to-face) reflect balance and equitable expectations
from instructors?

Questions Related to Faculty and Workload

How do faculty view the MEd program (identifying strengths and weaknesses)?
What is faculty’s sense of ownership of the MEd Program?
How do Faculty feel regarding their level of involvement/opportunity in the MEd program? (Focus
on new faculty).
How does involvement in the MEd program impact faculty members’ scholarship?
How does involvement in the MEd program impact faculty members’ teaching?
How does involvement in the MEd program impact faculty members’ workload?
How do faculty perceive the level of reward/recognition for supervising thesis and project
students?
Does the research and scholarly activity of faculty members enrich and have broad relevance to
teaching and learning in the MEd program?
What are the workload issues related to the MEd program?
Do faculty feel that they have adequate mentorship with respect to teaching at the Masters level?
Are we able to recruit and retain qualified faculty for teaching in the MEd program?
How does supervision of the MEd internship/practicum impact faculty teaching load?
What challenges and issues are present when faculty teach in both the MEd and BEd programs?
How do faculty view the quality of online and face-to-face courses?
Do faculty feel they have appropriate supports for online teaching?
Do faculty feel they have adequate support with respect to teaching at the Master’s level?