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2020 January Semester
Oct 14, 2019
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EDUC 101 - Introduction to Education
This course is intended to provide students with an understanding of the basic issues facing elementary and secondary teachers in Canadian schools. The topics to be covered include: social, emotional, cognitive and physical development, classroom management, social and economic issues, gender, multiculturalism, teacher characteristics, special needs, and reflective practice. It introduces students to the values, concepts, expectations, and responsibilities of classroom teachers. The course will also acquaint students with the British Columbia Teachers' Federation Guide to Professional Practice.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam

EDUC 176 - Mathematics and Aboriginal Culture
This course explores the use of mathematics within cultural contexts. The focus is primarily on Aboriginal perspectives, and the use of math as it pertains to daily life and traditional practices. Attention is given to classroom applications and hands-on learning.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam, Audio/Video

EDUC 187 - Science and Aboriginal Culture
This course is an exploration of how science is used and understood within cultural practice. The focus is primarily on the scientific method and Aboriginal ways of knowing, combining current scientific theory with cultural knowledge. Attention is given to classroom applications and hands-on learning.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam, Audio/Video

EDUC 201 - Education Theory and Practice
In this course, students will extend their understanding of contemporary educational issues. The course introduces theoretical models of curriculum and instruction, as well as provincial curricular guidelines. Students will reflect on practical aspects of teaching and learning, and they will identify their own beliefs and aims with respect to teaching. This course builds on and complements the topics addressed in EDUC 101.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam

EDUC 313 - Interpersonal Communication (Business and Career Education)
An introduction to basic interpersonal communication skills applicable to teaching across the grade levels. The course focuses on developmentally appropriate and effective communication in one-to-one, small-group, and whole-class contexts when listening, imparting information, giving instructions, and facilitating discussion. Other topics include: understanding diverse perspectives, establishing equitable discourse opportunities, reflective listening, negotiation, and problem-solving.
Credits: 1.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam

EDUC 315 - Curriculum & Instruction: II (Business and Career Education)
Curriculum and instruction methods for the senior years, including accessing, selecting, and developing curricular materials; and planning, instruction, and evaluation methods pertaining to the teachable subject areas.
Credits: 4.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam

EDUC 333 - Learning, Development, and Motivation
Human social, emotional, cognitive, linguistic, and physical development and learning across the life span. In particular, the emphasis is children's and adolescents' development during the school years and implications for teaching and learning. Topics will include: theories of development; age-related social, behavioral, and academic expectations; developmental diversity; social, cultural, and gender bases of identity; and the teacher's role in creating developmentally appropriate, nurturing environments for learning. Students will complete a term project relevant to their educational stream (Early Years or Senior Years).
Credits: 2.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam

EDUC 336 - Learning and Diversity: Inclusive Classrooms/Learning Disabilities
This course addresses individual differences and inclusion based on the premise that all students have individual differences in their experiences, skills, knowledge, perspectives and cultural beliefs. Curricular materials and instruction must be selected, designed, and adapted to include all learners. Additionally, it explores the theoretical bases of multicultural education policies and practices, learning disabilities; and strategies for assessment, instruction, and coordination of resources to support learners with learning disabilities across developmental levels. This course introduces the characteristics and educational implications of Fetal Alcohol Syndrome Disorder, Autism, ADHD, ESL, etc., and explores practical instructional approaches.
Credits: 4.000

Levels: Undergraduate
Schedule Types: Lecture

EDUC 340 - Curriculum Development Models
Practical approaches to the development and evaluation of curricula, placed within a theoretical framework. Topics will include: epistemological foundations of curriculum, curricular intergration and disciplinary, socio-cultural perspectives and equity, collaborative development, evaluative purposes and approaches, curricular leadership, and the teacher as researcher. This course perpares students for curriculum and instruction pedagogy courses in specific subject areas.
Credits: 2.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam

EDUC 341 - Principles of Inquiry-Based Instruction
This course embeds learning about theoretical foundations and practical applications of instructional psychology within the context of elementary and secondary school settings. The course is based on a model of professional inquiry to explore some of the contemporary theories that support student learning. It requires teacher candidates to explore inquiry-based learning within an adult context which leads student-based inquiry learning in their classrooms.
Credits: 2.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam

EDUC 342 - Social Dynamics of Classrooms
This course addresses the social dynamics of classrooms and introduces contemporary approaches to classroom management. Through a combination of lecture, discussion, small group activities, and case analysis, we will address the following central topics: foundations of classroom management, interpersonal relationships in classrooms, effective instruction to promote learning and motivation, classroom organization and management, and approaches to exceptional cases. Students will interrogate their own assumptions about the roles of teachers and students, and will develop practical strategies for classroom management and discipline.
Credits: 2.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam

EDUC 345 - Language and Literacy across the Curriculum
In this course, Senior Years students study the role of language as a medium of teaching and learning, and develop approaches to integrating spoken and written language across subject areas to enhance learning. The course includes a substantive focus on English as a Second Language/English as a Second Dialect. Other topics include the nature of language, classroom discourse, narrative, and journals, the construction of meaning, writing and cognition, and diverse oral and literate traditions. The course includes a focus on strategies for intergrating language within specific subject areas.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam, Lec/Lab/Tut Combination, Laboratory

EDUC 346 - Introduction to Aboriginal/Indigenous Education
This course introduces the diverse meanings of the term "Aboriginal/Indigenous education". The concepts of power, control, and culture help students to analyze contemporary issues surrounding Aboriginal/Indigenous education and Western education. Topics include historical analysis, current models, defining Aboriginal/Indigenous education, and contemporary issues. Students build their knowledge and understanding of Aboriginal/Indigenous approaches to education.
Credits: 2.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam

EDUC 351 - Curriculum and Instruction: Second Language (EY)
Curriculum and instruction methods for teaching a second language in the Early Years. The language offered may be French, or another provincially approved second language, such as a local First Nations language.
Credits: 2.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam, Lec/Lab/Tut Combination, Laboratory

EDUC 356 - Language and Literacy: Development (EY)
An introduction to the nature of language and literacy, and their development prior to and during the early years of schooling. The course will focus on the components of language and literacy development. Students will learn the curricular expectations for grades K to 5 for listening, speaking, reading, writing, and spelling, and will be introduced to instructional strategies for oral language and emergent/early literacy.
Credits: 2.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam

EDUC 357 - Language and Literacy: Reading and Writing (EY)
This course examines the theoretical models of reading, spelling, and writing processes during the early years. It also includes practical skills and experience in assessing reading, writing, and spelling, planning instruction in these areas, using curricular and other resources, and adapting instruction for diverse learners.
Credits: 4.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam, Lec/Lab/Tut Combination, Laboratory

EDUC 358 - Language and Literacy: Reading, Writing, and Inquiry Content
This course provides current models of early years reading and writing as well as content inquiry processes. It also includes assessment tools for reading, writing, and spelling. Students experience planning instruction in these areas. Adaptions and extensions in instruction and assessment across diverse learners are explored and shared.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture

EDUC 360 - Curriculum and Instruction: Introduction (SY)
Curriculum and instruction methods for the Senior Years, including accessing, selecting, and developing curricular materials; and planning instruction, and evaluation methods pertaining to the teachable subject areas.
Credits: 4.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam

EDUC 361 - Curriculum and Instruction: II (Humanities and Social Sciences)
Curriculum and instruction methods for the Senior Years, including accessing, selecting, and developing curricular materials; and planning instruction, and evaluation methods pertaining to the teachable subject areas.
Credits: 4.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam

EDUC 366 - Curriculum and Instruction: Social Studies (EY)
The theory and practice of social studies education in the early years, including objectives, teaching and assessment approaches, curricular models, and resources/materials. Students will examine the nature and purpose of social studies, and will become familiarized with the BC social studies curriculum for the early years, as well as with accessing, selecting, and developing curricular materials. The course will emphasize strategies for thematic instruction, and integration of social studies themes across the curriculum.
Credits: 2.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam

EDUC 370 - Numeracy across the Curriculum (SY)
An exploration of the role of numeracy in society and across disciplines. This course includes strategies for fostering quantitative literacy across Senior Years subject areas.
Credits: 0.000 OR 3.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam, Lec/Lab/Tut Combination, Laboratory

EDUC 372 - Curriculum & Instruction: II (Math, Computers, and Sciences)
Curriculum and instruction methods for the Senior Years, including accessing, selecting, and developing curricular materials; and planning, instruction, and evaluation methods pertaining to the teachable subject areas.
Credits: 4.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam

EDUC 376 - Numeracy: Math Concepts (EY)
This course prepares prospective teachers to teach early years mathematics by 1) improving their knowledge of mathematics, 2) introducing them to the development of numeracy in young children, 3) familiarizing them with the BC mathematics curriculum for the early years; and 4) building connections between mathematical knowledge, development, curricular guidelines, and instructional strategies.
Credits: 0.000 TO 2.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam, Tutorial

EDUC 377 - Numeracy: Instructional Strategies (EY)
Topics include accessing, selecting, and developing curricular materials; and planning, instruction, and evaluation methods pertaining to early years mathematics. Instructional strategies will emphasize problem solving, learning with manipulatives, mathematical language, group work, and other process-oriented approaches, as well as choosing and using resources such as math manipulatives and Montessori materials, print materials, computer software, videos, and calculators. Students also will explore ways to integrate numeracy across the curriculum, such as through thematic instruction.
Credits: 2.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam

EDUC 380 - Foundations of Education
Introduction to the historical, philosophical, psychological, and sociological foundations of education. Students will reflect on their beliefs about education and teaching, including their assumptions about gender, culture, race, and social class. This course will include an emphasis on the historical roots of present educational institutions and approaches, and change processes in education as applied to the contemporary Canadian social and educational contexts.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam

EDUC 387 - Curriculum and Instruction: Science (EY)
Students will be introduced to the theory and practice of teaching children science, and to the BC curriculum. The course addresses curriculum and instruction methods for the early years, including accessing, selecting, and developing curricular materials and activities; and planning, instruction, and evaluation methods pertaining to early years science. Students also will explore ways to integrate science across the curriculum, such as through thematic instruction.
Credits: 2.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam

EDUC 390 - Classroom Practice and Seminar I
Three-week-equivalent practicum, comprising observations and supervised practical experience in a school, along with weekly seminars with team members addressing ongoing practice issues such as: practical skills, case management, reflection, problem-solving, accessing resources, professional issues, teacher research, and portfolio development. Graded on a Pass/Fail basis.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Practicum

EDUC 391 - Classroom Practice and Seminar II
Three-week-equivalent supervised practical experience in a school, along with weekly seminars with team members addressing ongoing practice issues such as: practical skills, case management, reflection, problem-solving, accessing resources, professional issues, teacher research, and portfolio development. Graded on a Pass/Fail basis.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam, Practicum

EDUC 392 - Classroom Practice and Seminar: First Nations Language and Culture
This three-week equivalent practicum provides teacher candidates enrolled in the Education Diploma in a First Nations Language and Culture program (Elementary Years) with supervised practical experience in a school classroom setting that offers, as part of its mandate, instruction in a First Nations Language and Culture. As part of the practicum experience, weekly seminars address ongoing practical issues confronting teachers of First Nations languages and cultures including pedagogy, classroom management, reflection, learning resources, and professional concerns. This course is graded on a Pass/Fail basis.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Practicum, Seminar

EDUC 396 - Reflective Seminar
In this course, students reflect on their experiences in Aboriginal Language and Culture classrooms and compare those teaching contexts with curriculum and instruction expectations in corss-curricular classrooms. The course reviews theoretical models of curriculum and instruction and provincial curricular guidelines across the elementary curriculum.

Prerequisite: An Education Diploma in a First Nations Language and Culture, or equivalent.


Credits: 2.000

Levels: Undergraduate
Schedule Types: Self-Directed, Final Exam, Seminar

EDUC 406 - Curriculum and Instruction: Fine Arts (EY)
Introduction to the role of music, visual arts, dance, and drama in teaching and learning during the early years. The course includes a focus on appreciating the arts of our diverse communities and understanding children's expressive development, as well as practical approaches to teaching these arts, using tools for art-making, and providing contexts for the performance arts. Strategies for incorporating music, imagery, and performance across the curriculum will be emphasized.
Credits: 0.000 TO 3.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam, Tutorial

EDUC 407 - Curriculum and Instruction: Fine Arts/Physical and Health Education (EY)
This course is an introduction to the role of music, visual arts, dance, drama, and physical and health education in teaching and learning during the elementary years. It includes a focus on appreciating the arts of our diverse communities and understanding children’s expressive development. It also considers practical approaches to teaching fine arts and physical and health education. Additionally, it provides the foundational and instructional basis for planning and implementing physical and health education programs in the elementary years.
Credits: 4.000

Levels: Undergraduate
Schedule Types: Lecture

EDUC 413 - Counselling Skills (EY & SY)
This course is an introduction to the role of the classroom teacher related to collegial work with counsellors, support personnel, school-based teams, and families. Topics include working with parents, working with school-based teams, understanding the role of the school counsellor, communicating with teaching assistants, accessing resources, and teaching Career Education K-12.
Credits: 2.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam

EDUC 414 - Curriculum and Instruction: III (Business and Career Education)
Curriculum and instruction methods for the senior years, including accessing, selecting, and developing curricular materials; and planning, instructional, and evaluation methods pertaining to the teachable subject areas.
Credits: 5.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam

EDUC 421 - Classroom Assessment Practices
A critical examination of the purposes, utility, and limitations of classroom assessment and evaluation. Students will learn to select appropriate assessment processes and instruments to evaluate the academic, social, and emotional abilities/needs of the children/ adolescents in their classrooms and to plan and evaluate instruction. They will learn to design and interpret assessment processes and instruments, and to implement a fair grading system. The course will include a focus on authentic assessment, portfolios, standardized testing, curriculum-based assessment, conferencing, and reporting.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam

EDUC 431 - Educational Technology
This course is intended to provide students with the understanding and skills needed to effectively integrate computer based technology in an educational setting. The topics to be covered focus on the use of technology in a school setting and include operations and concepts, professional practice, and technology issues (OS and DOS Platforms). It introduces students to the values, concepts, expectations, and responsibilities of classroon teachers with respect to technology and issues arising from its use.
Credits: 0.000 OR 3.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam, Lec/Lab/Tut Combination, Laboratory, Tutorial

EDUC 435 - Learning and Diversity: Inclusive Classrooms
This course addresses individual differences and inclusion based on the premise that all students have individual differences in their experiences, skills, knowledge, perspectives, and cultural beliefs; and that curricular materials and instruction must be selected, designed, and adapted to include all learners. Within this wider philosophical framework, particular focuses of the course will include: history of special education and contemporary approaches; working with students with physical, intellectual, or emotional/behavioral challenges or talents; individualized education plans; assessment; the team approach; and accommodating social, cultural, and linguistic diversity.
Credits: 2.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam

EDUC 436 - Learning and Diversity: Learning Disabilities
This course explores the theoretical bases of learning disabilities; and strategies for assessment, instruction, and coordination of resources to support learners with LD across the developmental levels. Characteristics and educational implications of Fetal Alcohol Syndrome/Effects also will be introduced, and practical instructional approaches explored.
Credits: 2.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam

EDUC 441 - Innovative Community-Based Approaches to Responsive Education (EY)
This integrated course focuses on community-based and locally-based project development. Children's fiction, non-fiction and other materials are used across academic subjects and developmental areas to plan classroom projects, produce a professional portfolio, and explore the role of the classroom teacher in collegial work.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture

EDUC 446 - Aboriginal/Indigenous Education: Epistemology
This course is an introduction to Aboriginal/Indigenous epistemology. Central to this study are the thinking and listening processes of orality. Oral history stories provide a unique way to know and to understand the world. Topics include Aboriginal/Indigenous epistemology, Aboriginal/Indigenous education meta-theory, orality, Aboriginal/Indigenous spirituality and education, and Aboriginal/Indigenous curricula, and phenomenology.
Credits: 2.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam

EDUC 456 - Language and Literacy: Across the Curriculum (EY)
In this course, students will study the role of language as a medium of teaching and learning in the early years, and develop approaches to integrating spoken and written language across subject areas such as language arts, math, music, science, and social studies. The course includes a substantive focus on English as a Second Language/English as a Second Dialect. Other topics include: classroom discourse, construction of meaning, narratives and journals, writing and cognition, and diverse oral traditions. The course includes a practical focus on learning to use effective instructional language, designing thematic instruction, creating literacy-rich classroom environments, providing diverse routes to learning, and managing student discussion in whole-class and small-group contexts.
Credits: 2.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam

EDUC 460 - Curriculum and Instruction: III (Humanities Social Sciences)
Curriculum and instruction methods for the senior years, including accessing, selecting, and developing curricular materials; and planning, instruction, and evaluation methods pertaining to the teachable subject areas.
Credits: 5.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam

EDUC 471 - Curriculum and Instruction: III (Math, Computers, and Sciences)
Curriculum and instruction methods for the senior years, including accessing, selecting, and developing curricular materials; and planning, instruction, and evaluation methods pertaining to the teachable subject areas.
Credits: 5.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam

EDUC 489 - Curriculum and Instruction: IV Physical Education (EY)
Foundational and instructional basis for planning and implementing physical education programs in the early years.
Credits: 2.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam

EDUC 490 - Classroom Practice and Seminar III
Four weeks supervised practicum in a school, along with weekly seminars with team members addressing ongoing practice issues such as: practical skills, case management, reflection, problem-solving, accessing resources, professional issues, teacher research, and portfolio development. Graded on a Pass/Fail basis.
Credits: 4.000

Levels: Undergraduate
Schedule Types: Lecture, Practicum, Seminar

EDUC 491 - Classroom Practice and Seminar IV
This course is a full-time, ten-week supervised practicum in a school. It includes weekly seminars with team members that address ongoing practice issues such as practical skills, case management, reflection, problem-solving, accessing resources, professional issues, teacher research, and portfolio development. This course is graded on a Pass/Fail basis.
Credits: 6.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Practicum

EDUC 500 - Teacher Leadership
This course is based on the premise that all teachers can engage in teacher leadership through formal or informal roles to influence social conditions and instructional effectiveness within and beyond their classrooms. Students prepare for leadership opportunities by exploring strategies for goal setting, enhancing communication and trust, motivating and energizing colleagues, and implementing change for improved teacher and student achievement. There is an emphasis on how to build communities of practice or professional learning communities in school contexts.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam, Audio/Video, Seminar, World Wide Web

EDUC 501 - Action Research in Schools and Classrooms
This course introduces action research as a strategy for learning about teaching and learning processes and improving classroom practice, often in collaboration with other educators. Course topics include the value of action research, action research processes, examples of action research projects from a variety of schools and classrooms, and keys to planning and reporting successful action research projects. An outcome of the course is that teachers will acquire the skills and tools of action research to implement and adapt innovations in specific educational contexts.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam, Seminar, World Wide Web

EDUC 502 - Interpretation and Application of Educational Research
This course exposes teachers to both quantitative and qualitative educational research. Students are expected to read and interpret research in the literature. Successful students may plan to apply existing research knowledge in classrooms and schools or to develop new knowledge related to implementation of innovations in their own settings.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam, Seminar

EDUC 504 - Instructional Leadership for Cooperating Teachers
This course is open to classroom teachers who have sponsored an extended practicum for a UNBC B.Ed. student. The course consists of an orientation workshop, the practicum itself, and a final weekend seminar to reflect on the mentorship experiences in light of the instructional leadership literature.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam, Seminar

EDUC 521 - Classroom Assessment Practices
This course examines the relationships between the purposes and practices of classroom-based assessment and evaluation. Teachers will consider the roles of formative and summative assessment, including dynamic assessment, curriculum-based assessment, portfolios, conferencing, and standardized testing; and the implications of such practices for grading, instructional approaches, school achievement, and planning for diverse students. Emphasis on the practical component allows exploration of effective assessment practices and interpretation of assessment results, as well as responses to current trends in educational evaluation.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam, Seminar

EDUC 523 - Teaching for Social Responsibility
This course explores the implications of improved social responsibility as a school or district improvement goal, and assists teachers in developing classroom and school wide strategies to achieve that goal. Course topics include personal planning curricula, social dynamics, and strategies for improving communication, relationships, and community identity in classrooms and schools.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam, Seminar

EDUC 528 - Numeracy Strategies for Struggling Learners
This course is an overview of diagnostic and remedial strategies for mathematics. Students will be provided with an overview of individualised assessment, including formal standardised instruments, informal tests, and classroom- based tools and instruction on remedial strategies specific to math errors and deficiencies. There will also be a field application in the form of a brief math clinic in which the students will work in a semi-supervised setting with one remedial math child out of which a final report will be produced.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam, Seminar

EDUC 531 - Applications of Educational Technology
This course introduces students to the various computer programs available to practising teachers with a particular emphasis on construction of web-based resources. As well, it examines the role of computer technology as a teaching and learning resource in contemporary educational environments.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam, Laboratory

EDUC 533 - Human Development: Implications for Education
Contemporary theories of human development are examined along with their implications for teaching and counseling children, adolescents, and adults. The course invites teachers to identify the theories that guide their own practice and make plans to implement espoused theories more consistently.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam, Seminar

EDUC 534 - Achievement Motivation
This course addresses current literature on achievement motivation, grounded in practical classroom and school-based examples. The examination is practice oriented and teachers focus on shaping inferences from the literature for local application. A central issue is how teachers can understand and foster students' motivation for school learning.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam, Seminar

EDUC 535 - Learning & Diversity: Inclusive Classrooms
This course addresses individual differences and inclusion based on the premises that all students have individual differences in their experiences, skills, knowledge, perspectives, and cultural beliefs; and that the curricular materials and instruction must be selected, designed, and adapted to include all learners. Within this wider philosophical framework, particular focus of the course will include: history of special education and contemporary approaches; working with students with physical, intellectual, emotional/behavioural challenges or talents; individualized education plans; assessment; the team approach; and accommodating social, cultural, and linguistic diversity.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam, Seminar

EDUC 541 - Principles of Instruction
This course provides an examination of current instructional trends and strategies and the opportunities and challenges in their implementation. Teachers will be encouraged to identify, reflect on, and expand their curriculum planning tools and instructional repertoires.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam, Seminar

EDUC 546 - First Nations Education
This course reviews the diverse meanings of First Nations or Aboriginal education. The concepts of power, control, and culture will help teachers analyze current practice. Topics include: historical analysis, contemporary issues, and promising practices for increasing Aboriginal school success. Teachers will build their knowledge and understanding of Aboriginal approaches to education.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam, Seminar

EDUC 551 - Mathematics Education
This course provides a critical examination of current practices and emerging trends in K-12 mathematics curriculum planning and instruction. Teachers may elect to focus on either the elementary or secondary level of the curriculum.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam, Seminar

EDUC 552 - Science Education
This course provides a critical examination of current practices and emerging trends in K-12 science curriculum planning and instruction. Teachers may elect to focus on either the elementary or secondary level of the curriculum.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam, Laboratory, Seminar

EDUC 553 - Social Studies Education
This course provides a critical examination of current practices and emerging trends in K-12 social studies curriculum planning and instruction. Teachers may elect to focus on either the elementary or secondary level of the curriculum.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam, Seminar

EDUC 554 - Literacy Strategies for Struggling Learners
This course introduces participants to the diagnostic assessment of reading problems and the planning, development and use of instructional strategies that address struggling readers' identified needs. The course will involve a practicum component that includes the diagnostic assessment of struggling readers and the subsequent planning, instruction, and reporting of the assessment and intervention. The course is intended for teachers wishing to further develop their diagnostic literary assessments, planning, and instructional repertoires in classroom settings.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam, Seminar, World Wide Web

EDUC 558 - Language Arts Education
This course provides a critical examination of current practices and emerging trends in K-12 language arts curriculum planning and instruction, including aspects of language, literacy, and literature. Topics will include the writing process, reader response, and children's or young adult literature as welll as current approaches to teaching reading. Teachers may elect to focus on either the elementary or secondary level of the curriculum.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam, Seminar

EDUC 559 - Second Language Instruction
This course provides a critical examination of current practices and emerging trends in K-12 second language curriculum planning and instruction. The language offered may be French or another provinicially approved second language, such as a First Nations language. Teachers may elect to focus on either the elementary or secondary level of the curriculum.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam, Seminar

EDUC 570 - Montessori Theory
This course is designed to provide a comprehensive overview of the Montessori preschool years (ages 3-6). It includes lectures and seminars on Montessori educational theory, philosophy, and preschool curriculum. The course is required of students who are not Montessori 3-6 certified.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam, Seminar

EDUC 571 - Montessori Curriculum and Instruction: Language
This course prepares the student to implement an integrated approach to language literacy and cultural studies consistent with Montessori pedagogy. Demonstration, lecture presentations, small group discussion, and supervised practice with materials are utilized.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam, Seminar

EDUC 572 - Montessori In Context (Child Development)
Students examine Maria Montessori's philosophical beliefs. The integration of philosophy, current research in the area of child development, and content pedagogy is the focus of this component of the program. Lecture presentations, small group discussion, and independent and small group research projects are utilized.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam, Seminar, World Wide Web

EDUC 573 - Montessori Curriculum and Instruction - Scientific Literacy
This course focuses on the development and refinement of knowledge and skills necessary for full implementation of the Montessori approach to Cosmic Education and the elementary cultural studies curriculum. The course provides a constructivist approach to the integration of Cosmic Education, Science and Practical Life/Technology. Through hands on experience, research, small group projects, lecture, and demonstration students develop and refine competency in scientific literacy.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam, Seminar

EDUC 574 - Montessori Curriculum and Instruction - Mathematics Education
This course is designed to prepare the student to present the Montessori mathematics curriculum and facilitate the development of mathematics in a Montessori Elementary class (ages 6-12). Demonstration, lecture presentations, and supervised practice with didactic materials provide links between Montessori pedagogy and mathematical concepts.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam, Seminar

EDUC 575 - Montessori Integrated Cultural Studies and Field Study Planning
In this course, students research, design, and demonstrate appropriate materials and activities that reflect an integration of history, geography, the sciences, and creative arts. Topics include the scope and importance of movement, nutrition and physical exercise for the development of the whole child and an understanding of an integrated and interdisciplinary approach to education and an ability to apply Montessori principles in preparation for a field study and portfolio. Lecture, demonstration, field trips, discussion, participation in physical activities, and individual research projects are utilized.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam, Seminar

EDUC 576 - Montessori Integrated Cultural Studies Field Study
The function of the Field Study/Practicum Phase is to provide for the student a supervised teaching/learning experience and a period of observation, internalization, and further study, to bring together the theory and practice of Montessori Education.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam, Seminar

EDUC 577 - Montessori Portfolio
This course is the culmination of the Montessori Education Program and results in the production of a print-based or electronic portfolio. Students provide artifacts from their coursework and professional experience that demonstrate a definite understanding of the Montessori theory and practice. The media include video, audio, student assessment, and any related evidence.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Final Exam, Seminar

EDUC 580 - Visual Arts Across the Curriculum
This course provides an exploration of the role of the visual arts (drawing, painting, sculpture, mixed media) for teaching and learning in the K-12 curriculum. Strategies for incorporating the visual arts as means of expressing learning in subject areas across the curriculum will be emphasized. Teachers may elect to focus on either the elementary or secondary level of the curriculum.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam, Laboratory, Seminar

EDUC 581 - Performing Arts Across the Curriculum
This course provides an exploration of the role of the performing arts (music, dance, and drama) for teaching and learning in the K-12 curriculum. Strategies for incorporating the peforming arts as means of expressing learning in subject areas across the curriculum will be emphasized. Teachers may elect to focus on either the elementary or secondary level of the curriculum.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam, Laboratory, Seminar

EDUC 592 - Special Topics
Topics to be determined by the special interests of students and the availability of faculty members to teach those topics. Special topics courses at this level will emphasize the analysis and improvement of classroom practice in light of current literature. There is no limit to the number of special topics courses that can be taken as credit toward a Post-Baccalaureate Diploma.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam, Seminar

EDUC 593 - Directed Readings
This course provides an opportunity for students to study an educational topic relevant to their program. Directed readings courses at this level will emphasize the analysis and improvement of classroom practice in light of current literature. The delivery of directed readings courses is subject to the availability of instructors.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Self-Directed

EDUC 594 - Self-Directed Professional Development
This course provides practicing teachers with current views of effective professional development in light of movements toward standards and accountability. Students will engage in a comprehensive analysis of their practice to date and build a professional portfolio to reflect their achievements . An outcome of the course will be the construction of a portfolio and professional growth plan that builds on past successes and strengths and addresses areas identified as underdeveloped.
Credits: 3.000

Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam, Seminar, World Wide Web

EDUC 601 - Educational Research Design and Methodology
An introduction to quantitative and qualitative paradigms of educational inquiry, the formulation of research questions, the consideration of ethical issues, the principal types and methods of educational research, the preparation of research proposals, and the reporting of research results. Students will be encouraged and assisted to utilize this course to develop either a thesis or project proposal that will satisfy the research requirements of the MEd degree program.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture, Self-Directed, Final Exam, World Wide Web

EDUC 602 - Quantitative Research Design and Data Analysis
(Lecture/Lab) This course is an introduction to the descriptive and inferential univariate statistics commonly used to quantitatively analyze social sciences research data. Topics include graphing, central tendency and dispersion measures, standard scores, data cleaning, hypothesis testing, correlation, simple linear regression, nonparametric statistics, and an introduction to ANOVA, including factorial ANOVA, with multiple comparisons. Research methodology is integrated throughout the course. The student is given instruction in common word processing and spreadsheet programs for the purpose of statistical analysis and reporting.
Credits: 0.000 OR 4.000

Levels: Graduate, Doctoral
Schedule Types: Lecture, Self-Directed, Final Exam, Audio/Video, Lec/Lab/Tut Combination, Laboratory, World Wide Web

EDUC 603 - Advanced Quantitative Data Analysis
(Lecture/Lab) This course provides an examination of a variety of advanced (generally multivariate) methods of quantitatively analyzing social science research data. Selected topics include: introductory matrix algebra, a review and an extension of ANOVA techniques introduced in EDUC 602-4 including ANCOVA, MANOVA, and MANCOVA, multiple linear, and logistic regression, and factor analysis. Additional methodological and/or analytic topics are included in accord with the expressed research interests and needs of students. The student is given instruction in one or more common statistical programs.
Credits: 4.000

Levels: Graduate
Schedule Types: Lecture, Final Exam, Lec/Lab/Tut Combination, Laboratory

EDUC 606 - Leading For Change
This course reviews contemporary management and organizational theory emphasizing the role that leaders can play in facilitating and managing change. Other areas of focus include developing a learning organization, organizational responsiveness, processes of organizational change and improvement, strategic planning, and program evaluation. By highlighting the accountability policy trends in BC and Canadian schools, this course emphasizes the links between theory and practice.
Credits: 3.000

Levels: Graduate
Schedule Types: Self-Directed, Final Exam, Audio/Video, Seminar, World Wide Web

EDUC 609 - Aboriginal/Indigenous Learners: History, Culture, and Ways of Knowing
This course explores the difficult history Aboriginal/Indigenous people have with Western education. It also explores Indigenous ways of knowing, contemporary educational theory, and instructional practices in relation to the needs and resources of Aboriginal/Indigenous students in rural and urban northern communities. Students are encouraged to examine achievement data and to explore cultural assumptions around definitions of Aboriginal/Indigenous student success. Students consider the cultural relevance of teaching resources, assessment tools, and school improvement interventions. Issues of Aboriginal/Indigenous access, retention, and participation in education systems are emphasized, along with the need for rebuilding trust among educational institutions and Aboriginal/Indigenous communities.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture, Final Exam, World Wide Web

EDUC 610 - Qualitative Analysis in Education
(Lecture/Lab) This course provides an introduction to the conceptual underpinnings of qualitative research and to qualitative data analysis methods, including case studies, discourse analysis, grounded theory, action research, phenomenology, narrative inquiry and ethnography. The course includes a lab in which students learn hand coding and analysis and are introduced to the use of qualitative analysis software.
Credits: 0.000 OR 4.000

Levels: Graduate
Schedule Types: Lecture, Self-Directed, Final Exam, Audio/Video, Lec/Lab/Tut Combination, Laboratory, World Wide Web

EDUC 611 - Advanced Topics in Qualitative Research
This course is an exploration of epistemological issues in qualitative research, including ethics, researcher role, reflexivity, voice, and interpretation. The course includes in-depth study and application of one or more of the qualitative approaches to analysis introduced in EDUC 610-4.
Credits: 3.000

Levels: Graduate
Schedule Types: Seminar

EDUC 613 - Interpersonal Counselling Skills
This course explores the theory and practice of interpersonal communication and helping skills in counselling. It provides opportunity within the classroom setting to practice and receive feedback on basic helping and communication skills.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture, Self-Directed

EDUC 615 - The School Principalship
This course explores the skills, knowledge and personal attributes central to effective school leadership in British Columbia. It emphasizes the legal and policy context for schools by examining school law (legal duties and responsibilities), collective bargaining and school finance; and it explores effective interpersonal and supervisory skills in the workplace. Examples from the field experiences and the instructor permit opportunities for developing personal praxis.
Credits: 3.000

Levels: Graduate
Schedule Types: Self-Directed, Final Exam, Audio/Video, Seminar, World Wide Web

EDUC 616 - Policy and Politics in Public Education
This course examines the politics of education at the local, provincial and national levels by considering the governance structures, patterns or trends in education and political influences on educational decision makers. Emphasis is placed on the policy process. Both the theory and practice of policy development are explored including agenda setting, stakeholder influence, bureaucratic systems, policy design, implementation and evaluation, and the principles and processes of inclusive decision-making.
Credits: 3.000

Levels: Graduate
Schedule Types: Final Exam, Audio/Video, Seminar, World Wide Web

EDUC 617 - Leading for Learning: Teacher Leadership and Principal Preparation
This course provides an overview of the skills, knowledge, and personal attributes central to effective teacher leadership and principal leadership in schools in British Columbia. It features a current emphasis on distributed leadership and on various kinds of influence within schools that function as sustainable learning communities. The course explores collegial relationships as a background for instructional improvement and invites identification of personal leadership goals as well as plans for implementation.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture, Self-Directed, Final Exam, World Wide Web

EDUC 618 - Family Counselling
This course is an introduction to classic and postmodern theories of family counselling including Bowen, Structural, Strategic, and Experiential Family Therapies. Application of theory to practice is included.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture, Self-Directed, Final Exam

EDUC 619 - Counselling for Aboriginal/Indigenous Peoples
This course examines the place of counselling in the holistic context of Aboriginal/Indigenous approaches to health and healing. In particular, it examines the counselling processes that are inherent in traditional healing practices such as the sweat lodge, concentric circle, talking circle and vision quest.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture

EDUC 620 - Educational Assessment and Evaluation
(Lecture/Lab) This course provides training in the practices of item and instrument construction coupled with an introduction to classical test theory and item response modelling (IRM). Construction of selection and open-ended item formats are dealt with for achievement, performance assessment, and affective measures. Evaluation of items and instruments is accomplished using classical item analysis, reliability and validity, and a brief introduction to item response models. The course includes a survey of commercial psychoeducational measures, particularly individual aptitude and achievment tests. Instruction in the use of specialized software for test construction, classical item analysis and IRM is part of the course.
Credits: 4.000

Levels: Graduate
Schedule Types: Lecture, Final Exam, Lec/Lab/Tut Combination, Laboratory

EDUC 621 - Classroom Assessment Practices
In this course, we will examine the relationships between and purposes of classroom-based assessment and evaluation. We will consider roles of formative and summative assessment, including dynamic assessment, curriculum-based assessment, portfolios, conferencing, and standardized testing; and the implications of such practices for grading, instructional approaches, school achievement, and planning for diverse students. The course includes a practical component so that students will explore effective assessment practices and how to interpret assessment results, as well as how to evaluate current trends in educational evaluation.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture, World Wide Web

EDUC 622 - Psychoeducational Assessment
This course provides an overview of individualized assessment, including formal standardized instruments, informal tests, and classroom-based tools and instruction on the administration and interpretation of Level B tests. There is also a field application involving the design, administration, and interpretation of an individual assessment for learning.
Credits: 4.000

Levels: Graduate
Schedule Types: Lecture, Self-Directed, Final Exam, World Wide Web

EDUC 626 - Inclusive Education: Learning for All
This course presents "inclusive education" as a transition toward the predominance of a "success for all" educational philosophy. Components of inclusion include but are not limited to integration of exceptional students and examination of achievement data for minority groups. Issues of quality and equity of educational opportunity for all genders, orientations, cultures, religions, and socioeconomic groups are also explored. Connections are made to current instructional concepts such as culturally relevant practice and differentiated instruction. Students are expected to apply course content to develop action inquiry projects designed to improve equity in their own professional settings.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture, Self-Directed, Final Exam, Audio/Video, World Wide Web

EDUC 631 - Educational Applications of Computer Technology
This course examines the role of computer technology as a teaching and learning resource in contempory educational environments. It will also include a review of generic and subject-specific criteria that may be used to evaluate educational software. The course will allow and assist students to examine a variety of computer applications that are relevant to particular aspects of education; for example, curriculum development, instructional design, counselling, evaluation.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture

EDUC 632 - Language and Development: Implications for Education
An exploration of theories of language development across the lifespan, drawn from Linguistics, Psycholinguistics, Sociolinguistics, and Educational Psychology. Links between language development, and cognition, learning, and social development, and their educational implications will be addressed.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture, Self-Directed, Audio/Video, World Wide Web

EDUC 633 - Human Development: Implications for Education
Contemporary theories of human development are examined along with their implications for teaching and counselling children, adolescents, and adults.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture, Self-Directed, Final Exam, World Wide Web

EDUC 634 - Achievement Motivation
Current theories of achievement motivation, grounded in practical classroom examples. Our examination will be research oriented, ranging from a micro level of analysis (e.g., individual case studies) to a macro level of analysis (e.g., school structures). A central issue is how teachers and counsellors can understand and foster students' motivation for school learning.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture, Final Exam, World Wide Web

EDUC 635 - Educating Exceptional Students
An examination of the nature and characteristics of exceptional students and a review of current theory and research concerned with accommodating their special needs in a variety of educational environments; for example, counselling or instructional environments.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture, World Wide Web

EDUC 636 - Language and Learning Disabilities
In this course, we will review current theoretical and research literature on language-based learning disabilities, including disabilities of oral language, reading, and written expression, and their implications for students' learning. Strategies for assessment, planning, teaching, and intervention for preschool, school-aged, and adult learners will be addressed.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture, World Wide Web

EDUC 637 - Interventions for Literacy Disorders
This course provides an overview of diagnostic and remedial strategies for literacy disorders. Students are provided with an overview of individualised assessment, including informal tests, and classroom-based tools and instruction on remedial strategies specific to literacy errors and deficiencies. There is also a field application, in which students work in a supervised setting with one child exhibiting a literacy disorder, out of which a final report is produced.
Credits: 3.000

Levels: Graduate
Schedule Types: Self-Directed, Final Exam, World Wide Web

EDUC 638 - Mathematic Disorders and Remediation
This course provides an overview of diagnostic and remedial strategies for mathematics. Students are provided with an overview of individualised assessment, including formal standardised instruments, informal tests, and classroom-based tools and instruction on remedial strategies specific to mathematics errors and deficiencies. There is also a field application, in the form of a brief mathematics clinic in which students work in a supervised setting with one remedial mathematics child, out of which a final report is produced.
Credits: 3.000

Levels: Graduate
Schedule Types: Self-Directed, Final Exam, World Wide Web

EDUC 639 - School-Based Teams, Consultants, and Families
This course is an overview of the strategies, policies, and procedures related to school-based team meetings. Included is a review of the professional literature, a description of the roles and responsibilities of team members such as teachers, administrators, parents, students, and families, and an analysis of the techniques used in school-based team meetings.
Credits: 3.000

Levels: Graduate
Schedule Types: Self-Directed, Final Exam, World Wide Web

EDUC 640 - Focus on a Selected Disability
This course examines a specific special need, with topics determined by the interests of students and the availability of faculty members to teach them. For example, it may focus in depth on educational aspects of a specific disability or range of isabilities, such as FASD, Autism Spectrum Disorder, hearing disability and deafness, or visual impairment. This course may be taken up to two times but with a different disability focus each time.
Credits: 3.000

Levels: Graduate
Schedule Types: Self-Directed, Final Exam, World Wide Web

EDUC 641 - Principles of Instruction
An examination of models of instruction with particular emphasis on models of contemporary teaching and learning. Students will be encouraged to identify and reflect on their own models of instruction for teaching and counselling.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture

EDUC 642 - Personal and Career Planning for Students with Special Needs
This course is an evaluative survey of theories and practices employed to facilitate career decision making for students with special needs.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture, Laboratory, Seminar, World Wide Web

EDUC 644 - Educational Programs: Development, Implementation and Evaluation
A study of program planning within curriculum guidelines. The course will address the changing roles, resources and responsibilities of educators within the context of change in educational institutions.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture

EDUC 645 - Discourse in Classrooms
An examination of the theory and the practice of facilitating learning across school disciplines through classroom discourse. Students will consider theories of meaning and how students and educators structure language to achieve multiple purposes, and the social and academic implications of these patterns of language use. The relationship of classroom discourse to cross-disciplinary materials, instructional strategies, and evaluation procedures will be discussed.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture, Final Exam, World Wide Web

EDUC 648 - Oral Traditions and Literacy Development
A critical examination of theory, research, and current teaching practices in oral and written language development. Teaching that builds upon oral language experiences and oral cultural traditions will be emphasized. Topics will include emergent literacy of young children, literacy development in cultures with strong oral traditions, and approaches to adult literacy. Parallels and divergences across these topics will be explored.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture

EDUC 649 - Elementary Language, Literacy, and Literature
A critical examination of theory, research, and current teaching practices in language, literacy, and literature in elementary schools. Topics will include the writing process, reader response and children's literature, and a critical examination of current research on teaching reading.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture

EDUC 650 - Secondary Language, Literacy, and Literature
A critical examination of theory, research, and current teaching practices in language, literacy, and literature in secondary schools.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture

EDUC 651 - Mathematics Education
A critical examination of theory and research associated with current practices and emerging trends in curriculum development and instruction in mathematics. Students may elect to focus upon either the elementary or secondary level of the curriculum.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture

EDUC 652 - Science Education
A critical examination of theory and research associated with current practices and emerging trends in curriculum development and instruction in general science. Students may elect to focus upon either the elementary or secondary level of the curriculum.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture

EDUC 653 - Social Studies Education
A critical examination of theory and research associated with current practices and emerging trends in curriculum development and instruction in social studies. Students may elect to focus upon either the elementary or secondary level of the curriculum.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture

EDUC 655 - Collaboration, Communication and Community: Leaders as Community Builders
This course examines the need for collaboration and communication as tools for managing the social and cultural complex environment of schools and communities. Areas of focus include the principles of effective communication and inclusive decision-making, the principles of diversity and inclusion, media and public relations, and the application of new technologies to promote dialogue.
Credits: 3.000

Levels: Graduate
Schedule Types: Self-Directed, Final Exam, Audio/Video, Seminar, World Wide Web

EDUC 656 - Instructional Leadership
This course explores the principles and practices of designing curriculum and instructional systems, while also exploring the role of instructional leaders in creating a positive culture that enhances both teacher and student learning. The course is also useful to the future school principal interested in models of supervision and its relationship to instructional planning and implementation. Other topics include adult development, reflective practice and professional growth models.
Credits: 3.000

Levels: Graduate
Schedule Types: Self-Directed, Final Exam, Audio/Video, Seminar, World Wide Web

EDUC 690 - Health and Human Sciences: Interdisciplinary Seminar
An interdisciplinary analysis and discussion of topics of common interest to graduate students in the Faculty of Arts, Social and Health Sciences.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture

EDUC 691 - Education Programs: Interdisciplinary Seminar
This course is an interdisciplinary analysis and discussion of topics of common interest to students enrolled in the Master of Education Program in Counselling or Curriculum and Instruction specializations.
Credits: 3.000

Levels: Graduate
Schedule Types: Seminar

EDUC 692 - Special Topics
Topics are determined by the special interests of students and the availability of faculty members to teach those topics. This course may be retaken any number of times, provided all topics are distinct.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture, Self-Directed, Final Exam, Audio/Video

EDUC 693 - Directed Reading
Independent study under the direction of a faculty member. This course provides an opportunity for students to study an educational topic relevant to their program if additional study is either desirable or necessary to correct possible deficiencies in their preparation for graduate study.
Credits: 3.000

Levels: Graduate
Schedule Types: Self-Directed

EDUC 711 - Counselling Theory
This course is an examination of the theoretical foundations of counselling. Topics reviewed include analytic, behavioral, cognitive, existential, person-centred, gestalt, feminist, and postmodern therapies.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture, Self-Directed, Final Exam, Audio/Video

EDUC 712 - Counselling Practice
This course is an integrative exploration of information on counselling skills, strategies, techniques, and client issues required for effective practice. It includes an overview of current versions of Brief Therapy (Solution-Focused), Narrative Therapy, and Cognitive Behavioural Therapy. Individual clinical supervision of video-recorded sessions is a major component of this course.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture

EDUC 714 - Group Counselling Processes
This course addresses the theory and practice of group counselling. Opportunities are provided to participate in and conduct group sessions.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture

EDUC 715 - Career Counselling
This course in an evaluative survey of the counselling theories and practices employed to facilitate career decision making in schools and community agency settings.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture, Self-Directed, Final Exam

EDUC 716 - Clinical Counselling
This course is an examination of specific areas of clinical counselling such as behaviour disorders, mental subnormality, learning disabilities, mood disorders, anxiety disorders, and personality disorders.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture, Self-Directed, Audio/Video

EDUC 717 - Ethics in Counselling
This course examines ethical and legal issues found in counselling practice with individuals, couples, families, and groups. It also presents an ethical decision-making process and model for application to counselling practice dilemmas. Students become familiar with counselling codes of ethics.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture, Self-Directed, Final Exam

EDUC 719 - Counselling Practicum
This course includes a practicum placement in at least one school, agency or institutional setting; scheduled seminars; and individual supervision. Students are required to complete 150 hours of direct client contact time at their practicum. This course is restricted to MEd Counselling students.
Credits: 6.000

Levels: Graduate
Schedule Types: Lecture, Self-Directed, Practicum

EDUC 721 - Individual Assessment of Aptitudes and Achievement
A survey of psychoeducational measures, particularly the administration, scoring and interpretation of individual aptitude and achievement tests.
Credits: 3.000

Levels: Graduate, Doctoral
Schedule Types: Lecture

EDUC 740 - Curriculum Development and Evaluation
A review of theories of curriculum development and evaluation with strong emphasis on the linkages to educational foundations and teaching practices.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture, Self-Directed

EDUC 780 - Foundations of Education
This course will take an historical approach and consider shifts in philosophical, political, sociological, psychological, and epistemological perspectives as well as related shifts in models of education.
Credits: 3.000

Levels: Graduate
Schedule Types: Lecture, Final Exam, Audio/Video

EDUC 795 - Research Seminar
A seminar focused on supporting students' ongoing work on their theses or projects. In particular, the course will identify and explain the various tasks that are typically involved in the development of a thesis or project; for example, design, implementation, analysis, interpretation and writing. Cooperative problem solving will be employed to assist students to develop their theses or project plans.
Credits: 3.000

Levels: Graduate
Schedule Types: Self-Directed, Seminar, World Wide Web

EDUC 796 - Portfolio
The portfolio route requires the successful completion of a professional portfolio that demonstrates a candidate's knowledge of education research, theory, and practice in his/her field of study (Special Education). This course enhances and reinforces a student's knowledge of educational research, theory, and practice as well as their interrelationship as evidenced by selected artifacts and accompanying rationales.
Credits: 3.000

Levels: Graduate
Schedule Types: Self-Directed, World Wide Web

EDUC 797 - Comprehensive Examination
The comprehensive pattern of study requires the successful completion of a comprehensive examination that evaluates a candidate's knowledge of education theory and practice in his/her field of study (Counselling or Curriculum and Instruction). This program pattern is designed to enhance and reinforce a student's knowledge of both educational theory and practice as well as their interrelationship.
Credits: 3.000

Levels: Graduate
Schedule Types: Comprehensive Examination, World Wide Web

EDUC 798 - MEd Project
Students are asked to develop theoretically defensible innovations in educational practice. These may include innovative curricula, instructional strategies, or counselling practices. The efficacy of the innovations must be evaluated and the results reported as a part of a formal report of the project. The completed project report must be submitted to the student's supervisory committee for evaluation.
Credits: 6.000

Levels: Graduate
Schedule Types: Lecture, Masters Project

EDUC 799 - MEd Thesis
Students are asked to evaluate educational theory and practice, identify a significant question and implement a research strategy that addresses the question. The completed thesis must be submitted to the student's supervisory committee for evaluation.
Credits: 9.000

Levels: Graduate
Schedule Types: Masters Thesis


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