Course Descriptions

Education, Faculty of Education

EDUC: Education

EDUC 104 (3) Introduction to Academic Pedagogy: An Aboriginal Perspective
Using an Aboriginal approach to the cycle of learning, this developmental course provides an opportunity for first-year students to learn essential skills needed for academic success. [3-0-0]
EDUC 403 (6) Becoming a Scholar-Practitioner
The cultivation of knowledge and understanding regarding the interdisciplinary foundations of educational principles, policies and practices, all of which are examined through large group contexts, seminars and field experiences. Pass/Fail.
Prerequisite: Restricted to students in the Bachelor of Education Program
EDUC 405 (8) Concept Studies Module I: Culture of Education
Introduction to education through seminars and colloquia that provide foundational knowledge in the psychological, socio-cultural, philosophical, and historical underpinnings of education. Pass/Fail. [8-0-0]
Prerequisite: Admission to the B.Ed. program, ETEP or STEP.
EDUC 406 (6) Indigenous Language Teacher Education Module, Culture of Education
Integrated studies module consisting of the following seminars: The Developing Learner (2); Social and Cultural Issues in Education (2); Learning Difficulties (2). Introduction to education through seminars and colloquia that provide foundational knowledge in the psychological, socio-cultural, philosophical, and historical underpinnings of education. Pass/Fail. [6-0-0]
Prerequisite: Registration limited to students in the B.Ed. DSTC program.
EDUC 407 (8) Content Studies Module I: Developing Instructional Strategies
Development of instructional strategies. Content specialists who comprise the module team provide methodology in specified disciplines of the BC elementary curricula. Pass/Fail. [8-0-0]
Prerequisite: Admission to the B.Ed. program, ETEP.
EDUC 410 (4) Concept Studies Module II: Culture of the School
School operations including the legislative and administrative aspects of the school and the overall school culture. Seminar work in instructional design is provided to prepare students for their first practicum experience. Pass/Fail. [4-0-0]
Prerequisite: EDUC 405.
EDUC 411 (6) Content Studies Module II: Designing Learning Experiences
Design and development of appropriate materials, lessons, and units for instruction. Content specialists who comprise the module team provide methodology in specified disciplines of the British Columbia elementary curriculum. Pass/Fail. [6-0-0]
Prerequisite: EDUC 407.
EDUC 412 (4) Indigenous Language Teacher Education Module: Culture of the School
Integrated studies module consisting of the following seminars: Educational Policy and Administration (2); Instructional Design Planning and Evaluation (2). School operations, including the legislative and administrative aspects of the school and the overall school culture. Seminar work in instructional design is provided to prepare students for their practicum teaching experience. Pass/Fail. [4-0-0]
Prerequisite: Registration limited to students in the B.Ed. DSTC program.
EDUC 415 (7) Concept Studies Module III: Culture of the Classroom
Organization, classroom management, and the overall operations of teaching in heterogeneous and integrated classrooms. Pass/Fail. [7-0-0]
Prerequisite: EDUC 410.
EDUC 417 (8) Content Studies Module III: Integrating, Assessing, and Reporting
Integration of lessons and units across discipline areas of the British Columbia elementary curriculum. Instruction will provide students with strategies for assessing and reporting student achievement. Content specialists who comprise the module team provide methodology in specified disciplines of the British Columbia elementary curriculum. Pass/Fail. [8-0-0]
Prerequisite: EDUC 411.
EDUC 420 (2) Context Studies I: Learning Communities, the Attributes of Professional Practice
The attributes of professional practice explored through school observational experience. Students will become involved in classroom activities and familiarize themselves with sponsor teacher expectations. Reflections and documentation will be by assigned faculty supervisors. Students will spend one day per week for seven weeks on school visits. Pass/Fail.
Prerequisite: Admission to the B.Ed. program, ETEP.
EDUC 421 (5) Context Studies II: Learning Communities, Professional Practice in the School Community
Professional practice in the school community explored through school observation and practice teaching experience. Observations and reflections lead up to a four-week practicum experience which is assessed by faculty supervisors. This course is observation and four weeks of practice teaching. Pass/Fail.
Prerequisite: EDUC 420.
EDUC 422 (10) Context Studies: Learning Communities Practicum
Becoming a practicing professional is explored in this practice teaching experience. An eight-week practice teaching experience will take place in an Aboriginal language context. The practicum follows one week of conferring and preparing with sponsor teachers and supervisors. Pass/Fail.
Prerequisite: Registration limited to students in the B.Ed. DSTC program.
EDUC 424 (2) Context Studies III: Learning Communities, Professional Practice in the Classroom
Through classroom activities, students learn sponsor teacher expectations, and acquire resources necessary to teach and manage classroom activities in preparation for the following term's practicum experience. Pass/Fail.
Prerequisite: EDUC 421.
EDUC 425 (10) Context Studies IV: Learning Communities, Becoming a Practicing Professional
Becoming a practicing professional is explored in this practice teaching experience. An eight-week practice teaching experience follows one week of conferring and preparing with sponsor teachers and supervisors. Pass/Fail.
Prerequisite: EDUC 424.
EDUC 426 (3) Practicum Classroom Instruction
Explores the practical realities of the practicum classroom that enable the development of a positive classroom environment. Topics include: teachers? mental set; student/teacher relationships; rules and procedures; disciplinary interventions; lesson design for active learning. [3-0-0]
Prerequisite: Admission to the B.Ed. program, STEP.
EDUC 427 (3) Learning Communities Seminar: Secondary Education
Comprised of professional seminars and periods of school observation and classroom participation. The seminar focuses on professional practice. The first four meetings of the seminar are pre-observational and pertain to the roles and responsibilities of the practicing professional. Pass/Fail.
Prerequisite: Admission to the B.Ed. program, STEP.
EDUC 428 (15) Learning Communities Practicum: Secondary Education
Week one is spent in assigned schools in preparation for the 12-week practicum experience. Teaching load begins at 10%, progressing to 80% by week five. Teaching load is reduced to 50% in week 12 so students can reflect and confer with their supervisor. Pass/Fail.
Prerequisite: EDUC 427.
EDUC 429 (18) Learning Communities Practicum: Secondary Education
Week one is spent with supervisors in assigned schools in preparation for the 12-week practicum experience. Teaching load begins at 10%, progressing to 80% by week 5. Teaching load is reduced to 50% in week 12 so students can reflect and confer with their supervisor. Pass/Fail.
Prerequisite: EDUC 427.
EDUC 430 (4) Guided Reflective Inquiry Project
Guided independent research project in reflective practice. Examination of a question or issue of pedagogical interest that arose in previous studies, readings, or field experiences. Students conduct independent research and present their findings. This is a condensed course offered within a four-week period. Pass/Fail. [4-0-0]
Prerequisite: ETEP students: EDUC 425. STEP students: one of EDUC 428, 429.
EDUC 431 (6) Developing a Pedagogical Stance
Foundational pedagogical knowledge and practice explored through seminars, colloquia and site-based learning where teacher candidates develop their practice and understandings related to diversity, literacies, numeracy and learning theories. Pass/Fail.
Prerequisite: .
EDUC 432 (3) Assessment for Learning in the Secondary Classroom
Assessment approaches, methods, and strategies and their applications to teaching practice in the secondary classroom. Assessment as part of the learning process and related decision-making when doing instructional planning. Pass/Fail. [3-0-0]
Prerequisite: Admission to the B.Ed. program, STEP.
EDUC 434 (3) Physical Education in the Secondary Classroom
Examines theory and practice of the British Columbia 8-12 physical education curricula. Teaching to enhance development of physical literacy skills and concepts and develop practical applications in school settings. Planning units, lessons, and activities related to teaching physical education. Pass/Fail. [3-0-0]
Prerequisite: Admission to Physical Education specialty of the STEP.
EDUC 436 (5) Developing Curricular Vision for a Democratic Society: Educational Purposes, Policies, and Practices, Part I
Examines the nature of curriculum focusing on the humanities and languages. Opportunities and challenges of developing curriculum for schooling are considered within contemporary political, legal, moral, administrative, and policy contexts. Pass/Fail.
Prerequisite: .
EDUC 437 (5) Developing Curricular Vision for a Democratic Society: Educational Purposes, Policies, and Practices, Part 2
Invites students to consider ways of embodying interdisciplinary learning in an advanced democracy focusing on the disciplines of Science, Technology, Engineering, Arts, and Mathematics. The roles of inquiry, critical reflection, creativity and innovation in teaching and learning will be foregrounded. Pass/Fail.
Prerequisite: .
EDUC 438 (4) Educating for the Whole Person
Teaching and learning theory and practice relating to a holistic approach to well-being. Examining and interpreting the research on philosophical, psychological, physiological and political aspects of wellbeing. Pass/Fail.
Prerequisite: .
EDUC 440 (3) Field Experience: Literacies and Numeracies in Action
Foundational pedagogical knowledge and practice will be explored through school-based inquiry. With a focus on literacies and numeracies in action, teacher candidates will work with mentor teachers in weekly school visits and then complete a minor practicum. Mentor teachers will take the lead in planning and curriculum enactment while the teacher candidate observes, works with individuals or small groups, and conducts teaching responsibilities as deemed fitting. Pass/Fail.
Prerequisite: Restricted to students in the Bachelor of Education Program
Corequisite: All of EDUC 403, EDUC 431.
EDUC 441 (5) Field Experience: Formative Practicum
Working collaboratively in a school context, mentor teachers and teacher candidates co-plan, co-teach and co-assess. Insight into the significance of personal practical knowledge by engaging in dialogue, observation, and reflection concerning why the mentor teacher orients practices in particular ways, using specific strategies, resources, and lesson sequences. Pass/Fail.
Prerequisite: .
Corequisite: EDUC 436.
EDUC 442 (5) Community Field Experience
Alternate field experience to broaden the teacher candidate?s concept of educational spaces and opportunities. Pass/Fail.
Prerequisite: .
EDUC 444 (15) Field Experience: Final Practicum/Internship
Extended immersion in a school community, co-planning/co-teaching/co-assessing with mentors and other colleagues and, with demonstrated competency, assume the lead in planning and curricular enactment with the support of mentor teachers. Pass/Fail.
Prerequisite: EDUC 438, 6 credits of electives or equivalent approved by the Faculty of Education.
EDUC 447 (3) The Adolescent in the Classroom
Contemporary theory and research in dealing with adolescent intelligence, development, and the dynamics of interpersonal behaviour during adolescence. Peer group and school life; identity formation and identity crises; cognitive abilities during adolescence; behaviour management issues for the secondary teacher; contributing factors to schooling success and schooling failure; causes and consequences of adolescent employment and of dropping out of school. Pass/Fail. [3-0-0]
Prerequisite: Admission to the B.Ed. program, STEP.
EDUC 450 (3) Policy and Organization: School, Community, and Society
Provides an overview of organizational, administrative, and legal concepts related to the work of the teacher in BC schools, and opportunities to discuss educational issues in a supportive setting. Pass/Fail. [3-0-0]
Prerequisite: Admission to the B.Ed. program, STEP.
EDUC 453 (3) Information Communication Technology for Secondary Teachers
Provides knowledge and skills to incorporate a variety of information and instructional technologies into teaching practice. Introduces educational technologies and instructional learning resources. Technological literacy is emphasized through explorations in computer applications, utilization of digital technologies (computers, video, and telecommunications), and implementation of traditional educational media. Pass/Fail. [3-0-0]
Prerequisite: Admission to the B.Ed. program, STEP.
EDUC 456 (3) Special Needs in Secondary Education
Focuses on working with adolescent students who have special needs associated with learning difficulties. Current learning theories and related research, cognitive and neurological aspects of learning processes, and social and cultural factors that may influence learning opportunities will be examined. Strategies for individualized instruction and instructional support from assistive technologies will be explored. Pass/Fail. [3-0-0]
Prerequisite: Admission to the B.Ed. program, STEP.
EDUC 459 (3) ESL in Secondary Education
Provides knowledge and skills to teach content specialization to students for whom English is an alternate language. Communicative language method used to focus on general second language acquisition. Educational discipline as cultural artifact, "language" of education in cultural context, role of teacher in integrating language and culture. Pass/Fail. [3-0-0]
Prerequisite: Admission to the B.Ed. program, STEP.
EDUC 462 (1-12) d Special Topics in Education
With the consent of the Faculty of Education, this course may be taken by upgrading or continuing students who wish to undertake further studies in special areas of curricula. Pass/Fail.
EDUC 474 (3) Methods in Aboriginal Language Education
Examines theory and practice of teaching a language. Instructional strategies, evaluation requirements and processes, curriculum planning, classroom management, and other factors related to teaching a language in a classroom setting. Pass/Fail. [3-0-0]
Prerequisite: Registration limited to students in the B.Ed. DSTC program.
EDUC 480 (3) Curriculum Instruction: Secondary Mathematics
Examines theory and practice of the Provincial 8-12 mathematics curricula. Teaching to enhance development of numeracy skills and concepts, and practical applications in higher education and workplaces. Integrative understandings/connections between math and art, music, design, and structure used to motivate students and encourage mathematical explorations. Pass/Fail. [3-0-0]
Prerequisite: Admission to Math-Science Education specialty of the STEP.
EDUC 482 (3) Curriculum Instruction: Secondary Science
Examines theory and practice of the provincial 8-12 science curricula. Teaching to enhance development of scientific literacy skills and concepts, and practical applications in higher education and workplaces. Contemporary research in science education. Planning units, lessons, and activities related to teaching science. Pass/Fail. [3-0-0]
Prerequisite: Admission to the Math-Science Education specialty of the STEP.
EDUC 484 (3) Curriculum and Instruction: Technology Education I
Prepares students to teach technology (trades), in combination with EDUC 486. Investigates automotive technology, carpentry and joinery, and drafting and design as currently set out by BC's Ministry of Education in the provincially-prescribed curriculum (Integrated Research Package [IRP]) for Technology Education 11 and 12. Pass/Fail. [3-0-0]
Prerequisite: Admission to the Trades Technology Education specialty of STEP.
EDUC 486 (3) Curriculum and Instruction: Technology Education II
Prepares students to teach technology (trades), in combination with EDUC 484. Investigates electronics, industrial design, and metalwork as currently set out by BC's Ministry of Education in the provincially-prescribed curriculum (Integrated Research Package [IRP]) for Technology Education 11 and 12. Pass/Fail. [3-0-0]
Prerequisite: Admission to the Trades Technology Education specialty of STEP.
EDUC 488 (3) Curriculum and Instruction: French Immersion
Examines theory and practice of teaching in a French immersion setting. Teaching of subjects in the French language. Instructional strategies, evaluation requirements and processes, curriculum planning. Communication with parents, and other factors significant to French immersion programs. Pass/Fail. [3-0-0]
Prerequisite: Admission to the French Education specialty of the STEP.
EDUC 491 (3) Curriculum and Instruction: French as a Second Language
Examines theory and practice as applied to the BC Provincial 8-12 French Curriculum. Teaching to enhance skills in the French language, including components in grammar, composition, literature, and culture. Instructional and evaluation strategies, planning and development of units, lessons, and activities. Pass/Fail. [3-0-0]
Prerequisite: Admission to the French Education specialty of the STEP.
EDUC 493 (3) Curriculum and Instruction: Middle School Education, Philosophy, Structure, and Methods
Foundation methods unique to middle school teaching and learning. Collaborative/team investigations of important issues addressing middle schools. Practical and theoretical overview of teaching methods appropriate to the social and academic developmental needs of early adolescents. Middle school philosophy and values, interactive learning, interdisciplinary teaching, advisory methods, and resource assessment. Pass/Fail. [3-0-0]
Prerequisite: Admission to the Middle School Education specialty of the STEP.
EDUC 494 (3) Curriculum and Instruction: Middle School Education, Integrated Methods
Integrated strategies for translating middle school pedagogy and methods to curriculum content areas. Specific instructional methods in content areas combined with the interdisciplinary and integrated approach that is unique to middle school. Team teaching, guest speakers, field trips, and visits to content areas methods classes from within the STEP. Pass/Fail. [3-0-0]
Prerequisite: Admission to the Middle School Education specialty of the STEP.
EDUC 495 (3) Curriculum and Instruction, Humanities: English
Introduction to the theory and methodology of teaching English to secondary students. The course examines teaching strategies and classroom practices as they relate to oral/written/visual communication. Course emphasis will be on the practical application of curricular guidelines and theoretical ideas explored in class. Pass/Fail. [3-0-0]
EDUC 496 (3) Curriculum and Instruction, Humanities: Social Studies
Introduction to the theory and methodology of teaching social studies to secondary students. The course will provide students with the knowledge, understandings, and dispositions to take an active role in discussion of the political, economic, environmental, and social challenges facing their communities and the world through the disciplines of history, geography, and other social sciences. Pass/Fail. [3-0-0]
EDUC 500 (3) Research Methodology in Education Part I
An introductory course examining various issues, methods and techniques used in educational research. Consideration is given to research strategies and techniques and the selection of research questions appropriate to a range of issues facing educators.
EDUC 501 (3) Research Methodology in Education Part II
Seminar examining specific issues, methods, and techniques used in educational research. Consideration is given to individual student?s research interests. Research strategies and techniques and the selection of research questions appropriate to thesis topics will guide the course design.
Prerequisite: EDUC 500 recommended.
EDUC 511 (3) Educational Drama and Critical Thinking
Exploration of educational drama as a site for the development of critical thinking. Through a range of participatory and experiential endeavours, students will explore the possibilities for the development of critical thinking on the part of both teachers and students in the elementary classroom setting. OUC equivalent: EDUC 511.
Prerequisite: Permission of the Faculty of Education.
EDUC 517 (3/6) d Contemporary Issues in Education
Examination of a range of issues impacting education in provincial, national, and global perspectives. Socio/cultural issues, politics and educational policy, violence and safety, impact of technology on teaching and learning, and preparation of educators in a changing culture.
EDUC 521 (3) Readings and Discourse in Education
Provides an opportunity to undertake inquiry into literature of specialized areas/disciplines, narrowing the focus of readings and discourse in development of the thesis or project. Explores the importance of a theoretical framework to guide/support inquiry.
EDUC 523 (3) Assessment for Learning
Examines the issues, theories, and practices of classroom assessment. Independent research by the students will identify and explore the role of assessment in education, and provide opportunities to develop curriculum materials using specific and innovative assessment approaches.
EDUC 524 (3) Language Teaching and Learning
Intended for a broad cross-section of educators with varying experiences in language teaching and learning, this course conceptualizes additional and official language acquisition from multiple angles in child, adolescent, and adult contexts. Key issues, concepts, and theoretical perspectives are evaluated and explored with emphasis on current empirical research.
EDUC 526 (3) Education and Diversity
Overview of current diversity theory and practice. Focuses on the social construction of differences, the theoretical underpinnings of diversity, and oppression theory/practice in a Canadian and world educational context with an emphasis on language, culture, and society.
EDUC 527 (3) Global Education, Citizenship, and Cross-Cultural Conceptions of Teaching and Learning
Enables learners to explore the inherent values, assumptions, and ideologies that inform the spectrum of global educations and cross-cultural conceptions of teaching and learning, and examines understandings of these complex and contested notions.
EDUC 528 (3) Theory and Practice in Inclusive Education
An inquiry-oriented course designed for educators interested in inclusive aspects of special education. Participants will explore pedagogical, attitudinal, and systemic barriers to inclusion. Related theory and research-based inclusive approaches will serve as resources for individual and group inquiries.
EDUC 529 (3) Building Communities: Education Beyond the Classroom
The intent of this course is to explore the systemic factors of education in conjunction with its communities and other organizations so that the student will be well versed, practically and theoretically, to engage in education as a "whole."
EDUC 530 (3) Educating for Humanity: Citizenship through Service Learning
The theoretical and practical elements of service learning in relation to developing students' citizenship are explored. Activities include discussions of purposes, ethics, and issues related to service learning as well as an applied component.
EDUC 531 (3) Educational Governance
Power, influence, authority, and control in education. A review of conflict and interest groups in education based on recent actions and the influences of politics at local and provincial levels.
EDUC 560 (3/6) d Directed Studies in Education
EDUC 598 (3) M.Ed. Seminar with Project
Building on coursework completed during the master's program, this course supports students in the development of their M.Ed. exit projects. It provides scaffolding for the conceptualization, development, and completion of projects that will meet or exceed the requirements for both graduate programs and teacher qualification standards. Pass/Fail.
EDUC 599 (6) Senior Seminar with Thesis
Pass/Fail.

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