Examines theoretical discussions on social media and their impact on studies of human interactions and introduces current methodological debates in fields such as digital methods, digital humanities and ’big data’. Presents a variety of contemporary tools and techniques to help students navigate and analyse the emerging data landscape and to equip students with basic skills managing analytical tools, data sampling, basic statistics, network analysis, and data visualisation. Immerses students in the latest discussions on methodological development to take advantage of ‘digital trace data’ and computational tools.
Author: Willem
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. MAISCON completion is a mandatory requirement (pre-requisite) for progression to any consequent course in the Master of Arts in Interdisciplinary Studies program. This mini-course can be completed in approximately 45-60 minutes.
MAISCON: MAIS Connect
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 Master of Arts in Interdisciplinary Studies. Provides overview of the program and course options and introduces students to the RRU technology platforms. MAISCON completion is a mandatory requirement (pre-requisite) for progression to any consequent course in the Master of Arts in Interdisciplinary Studies program.
GBLD536: Planetary Health
This course provides you with a critical journey engaging planetary health leadership from transdisciplinary, (for example integral), health equity, Indigenizing perspectives and approaches. The units provide you with an overview of the current realities and the systemic relationships, drivers, and impacts propelling planetary health movements. You will apply case studies, examining complexities and engaging global challenges in different fields of planetary health. You will develop the capacities to convene ethical spaces, centering Indigenous, together with Western science in Two-Eyed Seeing. Your foundational reflexivity and integration will be cultivated through land based and community dialogue in class conversations.
GBLD537: Artificial Intelligence: Global Leadership for the Fourth Industrial Revolution
The course places the use and development of artificial intelligence (AI) in a social, political, and global context. Integrating theories, empirical research, and diverse perspectives, the course focuses on key challenges that the adoption and adaptation of AI pose to global leadership in the fourth industrial revolution. The main scope of the course is to build understanding of how ethics, technology, and culture play into social development, adaptation, and change, while considering inequities and asymmetrical relations. The course proposes hands-on innovative approaches to understanding these challenges and finding solutions that are operationally sound in local to global contexts, systems thinking oriented, ethically and politically aware, and culturally sensitive.
Guidelines for Transferring Graduate-Level Credits from Other Universities into the MAIS program
Below are the guidelines for having your external credit transfers considered as part of the MAIS program.
- Students can apply for external transfer credits once admitted to the MAIS program by contacting the MAIS program office via @RRU-CoIS-Admin RRU-CoIS-Admin@RoyalRoads.ca
- Approval for external transfer credits is required from both the MAIS academic program head and the associate registrar
- The external transfer credit application process begins with a request form to be send to the MAIS program office, where the official transcripts will be added. The request form must include relevant course outline, which should detail the learning objectives, topics covered, reading lists and course assignments
- During the program application phase, applicants may include proposed transfer credits as part of their program schedule. However, the application for external transfer credit can only be submitted after admission to the program. Therefore, if the transfer credit application is not approved, a revised program schedule must be created
- Courses considered for external credit transfer must align with the overall academic goal of the MAIS program
- Transfer credits will be transferred as unspecified foundational/introductory (500-level) courses, regardless of the level in their original program. Note, this will impact the number of foundational-level courses you are able to takes as part of your MAIS program
- External transfer credits may not exceed the maximum allowed, as outlined in the academic regulations
- Only Master’s-level courses offered for academic credit are eligible
- Only courses completed with a grade of B or higher are eligible for transfer credit (see academic regulations for details)
- Courses completed more than seven years ago will be evaluated for currency by the academic program head and associate registrar
- External transfer credits will not affect the MAIS program GPA, and course titles will not be transcripted
If you have further questions, please contact your MAIS program advisor.
ADVC612: Group and Team Coaching
Extends the fundamental principles and knowledge of coaching into the context of coaching work teams. Emphasizes the development of core knowledge, skills, and competencies related to team coaching, and distinguishes team coaching from other forms of help such as group coaching, facilitation, and team building. The course culminates in the creation of an individualized model of team coaching, enabling students to more effectively and competently coach work teams in organizations. The course requires significant participation in both individual and team assignments.
ADVC630: Somatic Coaching
Offers existing personal and professional coaches a practical approach for deepening and enhancing the quality and impact of their coaching relationships by integrating the wisdom of the whole body – somatic presence and awareness. Emphasis is placed on a blend of theory and the science behind a somatic and presence-based approach to coaching. By integrating a variety of practices, students will develop their own unique somatic orientation to their coaching approach. Additionally, students will learn ways to develop the skills, capacity, and quality of full-body presence within themselves, furthering their own professional growth and development.
ADVC635: Creating Coaching Cultures
Building upon your experience as a professional coach, you will develop a comprehensive understanding of the complexities related to integrating coaching as a cornerstone of organizational culture. You will learn how to align coaching with strategic initiatives in order to maximize knowledge sharing, build capacity and increase organizational performance. Using applied, practical methods, you will explore the challenges of implementing a coaching culture within an organizational context and identify opportunities to drive organizational change.
ADVC660: The Psychology of Coaching
Considers how psychology can enrich Coaching and Coaching practice. Explores a series of proven coaching techniques and interventions drawn from various schools of psychology. Provides students with evidence based perspectives through which to observe and understand their coaching practice. Students will benefit from opportunities to apply these with the aim of deepening and broadening their practice. Seminars will be led by the student teams.