Select the Course Number to get further detail on the course. Select the desired Schedule Type to find available classes for the course.
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 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 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 - Inclusive Education: Success for All
This course focuses on inclusive teaching strategies across curricula, assessment, and classroom management. This course addresses inclusion based on the premise that all students have individual differences and that health within classrooms depends on celebrating differences. Students’ differences include, but are not limited to, experiences, skills, knowledge, perspectives and cultural beliefs. Inclusive educators consider pedagogical components and strategies when selecting, designing and adapting their classroom and learning activities to include all learners. Graded on a PASS/FAIL basis.
Credits: 3.000 OR 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 - Aboriginal and Indigenous Education
This course provides teacher candidates with an opportunity to develop a deep understanding of the Truth and Reconciliation Commission (TRC) Calls to Action. Teacher candidates build their knowledge by embedding cultural and Indigenous and Aboriginal perspectives, and develop an understanding of oral history and the Indigenous perspectives on historical and current issues. They explore, design and examine pedagogical strategies to support learners in the classroom. Graded on a PASS/FAIL basis.
Credits: 2.000 OR 3.000
Levels: Undergraduate
Schedule Types: Lecture, Self-Directed, Final Exam, Audio/Video
EDUC 351 - Curriculum and Instruction: Second Language
This course provides Elementary teacher candidates with curricular, instructional and assessment methods for teaching a second language. The second language offered may be French, or another provincially approved second language, such as a local Indigenous language. Teacher candidates are provided with an opportunity to develop a deep understanding of second language acquisition and development; research-informed pedagogical content knowledge; and ways to personalize classroom learning. Graded on a PASS/FAIL basis.
Credits: 2.000 OR 3.000
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: Secondary Humanities
This course investigates curriculum and instruction methods in English language arts and social studies in Grades 8-12. The first part of the course focuses on language and literacy with emphasis on strategies for thematic instruction, cross-curricular teaching, Canadian texts, and First Peoples’ Principles across the curriculum. The second part promotes English language arts and social studies across the secondary humanities curriculum by promoting the use of Indigenous and non-Indigenous texts to explore social justice themes, First Nations history and pedagogy. Graded on a PASS/FAIL basis.
Credits: 3.000 TO 6.000
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 and Instruction: Mathematics and Science
This course is intended for Secondary teacher candidates with a Mathematics and Science specialization. Teacher candidates integrate subject-specific pedagogies, theories, practices, professional ethics and safety protocols. Themes include experiential and reflexive learning; First Peoples’ Principles; and cross-curricular teaching and learning using Applied Design Skills and Technologies (ADST). Graded on a PASS/FAIL basis.
Credits: 0.000 TO 6.000
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 - Observational Practicum
This course provides Teacher candidates with the skill sets required to better understand the complexities of teaching and learning. Teacher candidates participate in an observational practicum in K-12 classrooms and alternative education settings. Mentors guide discussions addressing ongoing practice issues to provide teacher candidates opportunities to reflect on and problem-solve real life and case study issues. This course helps teacher candidates assess current resources, address professional issues and experience the role of teacher as researcher. Graded on a PASS/FAIL basis.
Credits: 3.000
Levels: Undergraduate
Schedule Types: Lecture, Practicum
EDUC 391 - Experiential Practicum
This course provides teacher candidates with the skill sets needed to participate in an experiential practicum. During their time in classrooms, teacher candidates participate in self-reflection, planning, teaching, assessing and reflecting on students' learning. Immersion in reflective practices includes participating in groups to provide ongoing mutual support and guidance as they participate in inquiry and problem-solving. 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. The course is graded on a PASS/FAIL basis.
Credits: 3.000
Levels: Undergraduate
Schedule Types: Practicum, Seminar
EDUC 393 - Foundations of Education
This course introduces the historical, philosophical, sociological and ethical foundations of education. Teacher candidates connect the BC Teachers’ Council code of practice standards to curriculum policies in public and independent schools in British Columbia and Canada in general. Teacher candidates practice and discuss critical reasoning and ethical decision-making in the professional context. Graded on a PASS/FAIL basis.
Credits: 3.000
Levels: Undergraduate
Schedule Types: Lecture, Final Exam
EDUC 394 - Pedagogy, Curriculum and Teaching - Theory in Context
This course provides teacher candidates with an introduction to and development of a skill set to fluently engage with BC's curriculum. Teacher candidates develop an understanding of curriculum content and competency integration, and of the importance of differentiated instruction that enables student success. Teacher candidates also integrate the cycle of assessment and evaluation to inform instruction with ways to keep students at the center of the learning. Finally, teacher candidates examine the role of teachers as researchers, learners and leaders of learning. Graded on a PASS/FAIL basis.
Credits: 3.000
Levels: Undergraduate
Schedule Types: Lecture, Final Exam
EDUC 397 - Curriculum and Instruction in the Humanities K-7 using ADST
This course prepares Elementary teacher candidates for the teaching of humanities. It emphasizes literacy, spoken and written language across subject areas, and social studies pedagogy, while integrating theory and practice with critical reflection. Other focuses include the development of Applied Design Skills and Technologies (ADST) and First Nations’ pedagogical knowledge, along with the assessment and evaluation of diverse learners. Graded on a PASS/FAIL basis.
Credits: 3.000
Levels: Undergraduate
Schedule Types: Lecture, Final Exam
EDUC 398 - Curriculum and Instruction in Math and Science using ADST
Quantitative and scientific literacy are essential competencies for teacher candidates in order to educate students for the world and the future. This course focuses on literacy areas while developing and refining the skills and mindsets required for logical reasoning, analytical thought, problem solving, creative thinking, and ethical decision-making. These competencies are based on the collection, analysis and effective communication of data, in addition to problem solving in situational contexts. Graded on a PASS/FAIL basis.
Credits: 3.000
Levels: Undergraduate
Schedule Types: Lecture, Final Exam
EDUC 399 - Integrating ADST as a Pedagogical Stance
This course provides teacher candidates with opportunities to explore, inquire about and understand the value of experiential learning for their students. Teacher candidates begin to develop their own pedagogical stances, recognizing the importance of hands-on learning. As expressed in the BC Ministry of Education’s curriculum - Applied Design, Skills and Technologies (ADST), experiential learning provides opportunities for students to build on their own natural curiosity, inventiveness, and desire to create and work in practical ways. Graded on a PASS/FAIL basis.
Credits: 3.000
Levels: Undergraduate
Schedule Types: Lecture, Final Exam
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