Trinity Western University

Course Descriptions

Education

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      1. Preference for entry into 200 level Education courses is given to declared Education Program students, concentrations, and minors. Preference for entry into 300 and 400 level Education courses is given to students who have been officially accepted into the Education Program.
      2. To take a 300 or 400 level Education course, students must have a minimum cumulative GPA of 2.5.

    • EDUC 200 Principles of Teaching and Learning (3 sem. hrs.)

      The principles of teaching and learning in a classroom setting, including consideration of research results. The course includes consideration of past realities and current research findings. Topics include the nature and purpose of schooling; models of teaching and learning; pedagogy and learning styles; classroom planning and management; and current issues of education concerning inclusion and diversity. This course is guided by the assumption that one’s faith impacts one’s actions in meaningful and thoughtful ways.

      Prerequisite(s) or Co-requisites: EDUC 211; second year standing. (0-0; 3-0)


    • EDUC 203 Foundations of Education (3 sem. hrs.)

      A critical consideration of selected educational thinkers and the establishment and development of public schooling in British Columbia. An evaluation of prominent theoretical approaches to education and how they are rooted in certain worldview perspectives. An analysis of concepts such as teaching, training, indoctrination, tolerance, pluralism, multiculturalism, and relevance. An examination of important issues in education such as the nature and aims of schooling, views of knowledge and the curriculum, and moral and values education. The development of a personal theory of education.

      Prerequisite(s) or Co-requisites: EDUC 211; second year standing. (3-0; 0-0)


    • EDUC 211 Psychological Foundations of Teaching and Learning (3 sem. hrs.)

      An evaluation of psychological theories and research relating to learning and teaching, with a focus on developmental stages, learning theories, motivation, classroom management, evaluation, inter- and intra-individual differences, and needs of exceptional children.

      Cross-listed: PSYC 214

      Prerequisite(s): Student must have completed at least one semester. (3-0; 0-0).


    • EDUC 268 Introduction to Teaching English as a Second Language (3 sem. hrs.)

      The aims and purposes of ESL education. Biblical view of the person, knowledge, teaching, evaluation and their application to the ESL classroom. The major schools of psychology as they relate to ESL education and as they compare with a biblical view of the person.

      Cross-listed: LING 268.

      Prerequisite(s): None. (3-0 or 3-0)


    • EDUC 302, 303 Initial Classroom Experience (1, 1 sem. hr.)

      These initial classroom experience practica provide students with meaningful educational experiences in schools and classrooms. Students relate their studies in the university classroom to school settings. They become more confident in being in the classroom and interacting with students and teachers, and carry out activities that prepare them for more advanced practica. Pre-service teachers are involved in 25 hours of classroom experience, normally 2.5 hours a week for 10 weeks.

      NB: Pass/Fail courses.

      Prerequisite(s): Acceptance into School of Education, enrolment in a third or fourth year Education class for EDUC 302; EDUC 302 for EDUC 303.


    • EDUC 310 The Exceptional Child in the Regular Classroom (3 sem. hrs.)

      The study of the identification, etiology, diagnosis, and prognosis of students with exceptional learning needs such as learning and physical disabilities, visual and auditory impairments, behaviour disorders, intellectual delay, and giftedness.

      Cross-listed: PSYC 310.

      Prerequisite(s): EDUC 211 or PSYC 214; third year standing. (3-0 or 3-0)


    • EDUC 321 Curriculum Planning for the Classroom (3 sem. hrs.)

      The theory and process of curriculum development based on a faith-informed understanding, with diverse applications of classroom curriculum planning: definitions and aims of the curriculum; justifying the curriculum; current approaches to curriculum development; knowledge and curriculum content; curriculum integration; planning, constructing and implementing classroom units; evaluating and using curriculum resources; curriculum planning, implementation and evaluation beyond the classroom level.

      NB: Formerly EDUC 421.

      Prerequisite(s): EDUC 200 and third year standing, 2.5 GPA. (0-0; 3-0)


    • EDUC 345 Gender and Education (3 sem. Hrs.)

      This course explores the relationship of gender and education in the context of formalized schooling in Canada and around the world. By focusing on gender, this course considers the experiences of boys, girls, women, and men in their roles as students, classmates, teachers, and in positions of leadership. Students become familiar with gender as a sociological variable in schooling by exploring current sociological theories of education and current lived realities of girls and boys in schools. The course is guided by the assumption that one’s faith impacts one’s actions and attitudes in meaningful and thoughtful ways.

      Prerequisite(s): third year standing, 2.5 GPA.


    • EDUC 350 Elementary School Human Kinetics (3 sem. hrs.)

      Teaching methodology and curriculum materials in elementary physical education. Introduction to the areas of games, gymnastics, and rhythmic movement with school children.

      Cross-listed: HKIN 350.

      Prerequisite(s): Second year standing. (3-0 or 3-0)


    • EDUC 365 Social Issues in Education (3 sem. hrs.)

      An introduction to the sociology of education as an analysis of the role of education in society. In particular, the course explores societal trends affecting Canadian education; interpretive paradigms and related research studies; group dynamics in education; religious, social, and economic factors and issues in (Canadian) education. The course is guided by the assumption that one’s faith impacts one’s actions in meaningful and thoughtful ways.

      Cross-listed: SOCI 365.

      Prerequisite(s): EDUC 200 or SOCI 101; third year standing. (3-0 or 3-0)


    • EDUC 400 Classroom Leadership and Management (2 sem. hrs.)

      A study of classroom organization and management leadership approaches and models appropriate to the classroom. Study includes the philosophical foundations and integration of these models. The nature of issues and problems confronting children are examined in order to gain an understanding of the context of classroom organization. This course is a foundation for guided application in the professional year through workshops and practicum mentoring.

      Prerequisite(s): EDUC 200 and fourth year standing; 2.50 GPA. (2-0 or 2-0)


    • EDUC 401 Assessment and Evaluation for Learning (3 sem. hr.)

      A consideration of models of student assessment that contribute to effective and meaningful student learning. Assessment of learning, for learning, and as learning. Topics include underlying perspectives on student assessment, including faith informed perspectives; linking assessment to curriculum and learning, grading practices and guidelines, sampling student performance, keeping records, communicating the results of assessment, interpreting and using the results of large-scale testing.

      NB: Pass/Fail course.

      Prerequisite(s) or Co-requisite: EDUC 321 and fourth year standing; 2.5 GPA. Concurrently taking a practicum course: EDUC 303, EDUC 402, or EDUC 403. (3-0; 0-0)


    • EDUC 402, 403 Initial Classroom Experience (1, 1 sem. hr.)

      These initial classroom experience practica provide students with meaningful educational experiences in schools and classrooms. Students relate their studies in the university classroom to school settings. They become more confident in being in the classroom and interacting with students and teachers, and carry out activities that help prepare them for more advanced practica.

      NB: Pass/Fail courses.

      Prerequisite(s): EDUC 303 for EDUC 402; EDUC 402 for EDUC 403; enrolment in a third or fourth year Education class.


    • EDUC 412 Strategies for the Exceptional Child (4 sem. hrs.)

      This course builds upon the information presented in introductory courses to special education. It is intended for pre-professional Education students, professional teachers, and those in psychology, social services, and nursing, and is designed to provide information and strategies for: assessing the needs of students, developing intervention techniques, and utilizing the resources of various professionals to meet the diverse needs of exceptional students and exceptional families. Enrolment in this class includes a practicum in a special needs setting.

      NB: Not offered every year. See Dean of Education.

      Cross-listed: PSYC 412.

      Prerequisite(s): EDUC 310 or PSYC 310; third year standing or professional teaching experience and permission of instructor. (0-0; 3-0)


    • EDUC 430 Foundations and Principles of Music Education (3 sem. hrs.)

      An introduction to the historical, philosophical, sociological, and psychological foundations of music education. Topics include program development, teaching methods, administration, supervision, and evaluation.

      NB: Not offered every year. See Music Department chair.

      Cross-listed: MUSI 430.

      Prerequisite(s): MUSI 131, 132; 225, 226; third or fourth year standing. (3-0 or 3-0)


    • EDUC 451, 452 Classroom Teaching: Theory and Practice (7 plus 8 sem. hrs.)

      This course is designed to help prospective teachers reflect on factors that make classrooms and schools effective communities for learning. Students recognize, develop, and practice the relevant strategies and skills required for effective teaching and learning, and reflect on their teaching and its effects on student growth and learning. Eight weeks is classroom practica; six weeks focuses on a process of deliberation and reflective action that interrelates theory and practice.

      NB: 7 sem. hrs. theory; 8 sem. hrs. practica. Students may not take other courses when taking EDUC 451, 452 except required curriculum and pedagogy courses. Pass/Fail courses.

      Prerequisite(s): Acceptance into the Professional Year of the Teacher Education Program.


    • EDUC 453 Extended Practicum (15 sem. hrs.)

      This course is a 14-week semester including eight weeks of full immersion, three to four weeks partial immersion, and two weeks of seminars. Pre-service teachers will relate principles and theories from conceptual frameworks to actual practice in classrooms and schools. School placement will normally be appropriate to the grade levels and subject specialties which the student expects to teach after the program’s completion.

      NB: Students may not take other courses when taking EDUC 453 except required curriculum and pedagogy courses. Pass/Fail course.

      Prerequisite(s): EDUC 451 and 452.


    • EDUC 455 Curriculum and Pedagogy: K–8 Language Arts (3 sem. hrs.)

      An overview of the development of language and literacy in children and the teaching of language arts in the elementary school including topics such as: the nature of the reading and writing process; becoming members of a literature culture; and components and organization of effective reading and writing programs. The course will be guided by the assumption that literature, literacy, and faith intersect in powerful, personal ways.

      Prerequisite(s) or Co-requisites: EDUC 321; fourth year standing, 2.50 GPA..(3-0 or 3-0)


    • EDUC 456 Curriculum and Pedagogy: K–8 Mathematics (2 sem. hrs.)

      The components of an effective elementary school mathematics program: goals of mathematics teaching and learning, recent curriculum trends, function and use of instructional materials, teaching strategies and learning activities, problem solving strategies and skills, and evaluation procedures.

      Corequisite(s): EDUC 451 and 452.


    • EDUC 457 Curriculum and Pedagogy: K–8 Social Studies (2 sem. hrs.)

      A survey and evaluation of recent trends, teaching strategies, learning approaches, and resources in elementary and middle social studies. Participants engage in constructing their own understanding of the rationales, goals, and strategies appropriate for social studies instruction. Additionally, course participants practice selecting and analyzing current social studies resources and instructional methods, and design and create effective and engaging teaching materials.

      Prerequisite(s): EDUC 451 and 452.


    • EDUC 458 Curriculum and Pedagogy: K–7 Science (1 sem. hrs.)

      A survey of research in science education, goals of science education; current curricula and resources; planning an elementary-level program; children’s science learning; teaching strategies for diverse learners; teaching for inquiry and critical thinking; planning and implementing hands-on activities.

      Prerequisite(s): EDUC 451 and 452.


    • EDUC 459 Curriculum and Pedagogy: Strategies for Teaching Reading and Writing at the Primary Level (1 sem. hr.)

      An extension of EDUC 455 as applied to the primary grades (K-2), especially with respect to developing reading and writing proficiency. Theories and models of reading and writing processes. Diagnosing individual strengths and weaknesses in reading and writing development. Planning, organizing, implementing, and assessing a balanced literacy program. Evaluating and choosing resources. Developing learning activities.

      Prerequisite(s): EDUC 451 and 452; EDUC 455.


    • EDUC 460 Curriculum and Pedagogy: Strategies for Teaching Reading and Writing at the Intermediate Level (1 sem. hr.)

      An extension of EDUC 455 as applied to the intermediate and middle grades (3-8), especially with respect to developing reading and writing proficiency and the study of literature. Models and practices of reading and writing instruction are introduced and explored. The role of text structure and grammar are examined. Selecting and teaching a range of genres, especially works written for older children, are included. Planning, organizing, implementing, developing, and assessing a balanced language arts program that targets writing acquisition and reading/writing connections are stressed.

      Prerequisite(s): EDUC 451 and 452; EDUC 455.


    • EDUC 465 Teaching and Learning in the Middle and Senior Years (3 sem. hrs.)

      The nature of learning and appropriate teaching strategies for students in the middle and senior years. Current trends and recent research as a basis for learning and teaching strategies, for organizing and planning curriculum, and for structuring classrooms and schools. Specific topics include characteristics of 10 to 18-year-olds and the implications for learning; curriculum integration; building student-teacher, teacher-parent, and student-student partnerships; evaluation and assessment in the middle and senior years; personal and career planning; and the role of "exploratories."

      Prerequisite(s) or Co-requisite: EDUC 321. (3-0; 3-0).


    • EDUC 468 Curriculum and Pedagogy: Teaching French as a Second Language (2 sem. hrs.)

      This course facilitates teachers and pre-service teachers to teach French as an additional language. It is designed to integrate theory and application in order to enhance successful additional language learning. Special attention is given to teaching French in Grades K–7, but higher class levels are also addressed.

      NB: Offered in May on Saturdays so it is available to practicing teachers.

      Prerequisite(s): Teacher Certification or EDUC 321.


    • EDUC 471 Curriculum and Pedagogy: An Introduction to Teaching the Humanities Grades 8–12 (2 sem. hrs.)

      An overview of curriculum organization and principles of teaching and learning in Social Studies and English at the secondary level. The connection with the Humanities is understood as a key ingredient in Education, but so is the integration of the Humanities in all other subjects in the curriculum. The course is guided by the view that the areas of the Humanities and faith intersect in powerful and person ways. All Professional Year secondary students are required to take EDUC 471.

      Prerequisite(s): EDUC 451, 452; EDUC 465.


    • EDUC 472 Curriculum and Pedagogy: An Introduction to Teaching the Natural and Mathematical Sciences Grades 8–12 (2 sem. hrs.)

      Curriculum organization and principles of teaching the natural and mathematical sciences; developing a basic understanding of the aims, content and pedagogy in secondary math and science; evaluation of selected science and math resources; developing curriculum, instruction and assessment for a unit plan; promotion of science literacy and numeracy (math literacy); teaching strategies for diverse learners; teaching for inquiry, problem-based learning, critical thinking and responsible citizenship. All Professional Year secondary students are required to take EDUC 472.

      Prerequisite(s): EDUC 451,452


    • EDUC 475 Advanced Teaching and Learning Praxis In Major Teachable Subject Grades 8–12 (3 sem. hrs.)

      A mentorship by master teachers in the field in a student’s main area of secondary subject specialization. Students use a guide and assignment rubrics to research effective teaching and learning strategies in their main subject area. They discuss their findings with their subject mentor and, possibly, other teachers in the school. Students also attend seminars with the course coordinator, and present an overview and evaluation of their findings in a culminating session.

      Prerequisite(s): EDUC 451 and 452.


    • EDUC 490 Special Topics and Issues in Education (3 sem. hrs.)

      An examination of special topics or issues in education that are not considered in depth in other education courses.

      NB: Not offered every year. See the Dean of Education.

      Prerequisite(s): 12 sem. hrs. of education courses or consent of the instructor. Specific prerequisites may be required for certain topics or issues. (3-0 or 3-0)


    • EDUC 495 Critical Issues in Education and Culture (2 sem. hrs.)

      A consideration and analysis of selected critical concerns in education that link and interact with broad issues in culture and society. The course emphasizes how worldview thinking across various disciplines affects societal approaches to questions such as religion and multiculturalism in the schools, the influence of technology on education, and plurality and choice in schooling. An overarching theme of the course is the application of a biblical conception of justice to such issues.

      NB: Approved alternative to IDIS 400 and required for all Education students.

      Cross-listed: IDIS 495. Taken concurrently with EDUC 496 to fulfil Education IDIS core requirements.

      Prerequisite(s): EDUC 203; fourth year standing; minimum cumulative GPA of 2.5. (3-0; 0-0)


    • EDUC 496 Issues in Indigenous Education (2 sem. hrs.)

      A study of indigenous culture and its meaning(s), the history of indigenous education in Canada, current social, economic, political, and ethical issues affecting indigenous education, and the current structure and status of indigenous education in British Columbia. A focus on understanding and using indigenous learning, epistemologies, and pedagogical approaches, literature and learning resources. Consideration of teaching and learning in diverse classrooms that include indigenous students, as well as teaching and learning in an indigenous school.

      NB: Taken concurrently with EDUC 495 to fulfil Education IDIS core requirements.

      Prerequisite(s): 2.5 GPA, fourth year standing. (3-0 or 3-0)

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This page contains official TWU academic program information.