Four students sitting at a table studying on computers and laughing

Courses

A summary of each course to help with your selection.

Academic Year

Programs

Course ID

Course ID	Course
EDUC 210	EDUC 210 Teaching to Diversity Course Credits: 3 An exploration of student diversity in contemporary Canadian K-12 classrooms. The aim of this course is to provide pre-service teachers with an intersectional lens, to explore their social identities, worldviews, and beliefs to better understand the diverse students they will be teaching in the future. Some of the themes will include: disability awareness, children’s rights and welfare, gender, race, religious practices, refugees, English Language Learners, at-risk students, mental health and trauma-informed practice. NB: Pending approval from the BCTC.
EDUC 211	EDUC 211 Psychological Foundations of Teaching and Learning Course Credits: 3 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; 3-0).
EDUC 222	EDUC 222 Principles of Teaching and Learning Course Credits: 3 This course covers principles of teaching and learning in a classroom setting. 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): EDUC 211 and second-year standing NB: Students are involved in 12 hours of classroom observation.
EDUC 233	EDUC 233 Foundations of Education Course Credits: 3 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 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. This course centres on the development of a personal theory of education. Prerequisite(s): second year standing. (3-0; 3-0) Co-requisite(s): EDUC 211
EDUC 268	EDUC 268 Introduction to Teaching ESL Course Credits: 3 This introductory course investigates the English language itself (what we teach), the various ELT (English Language Teaching) methodologies and classroom techniques (how we teach), and the participants in the teaching/ learning process (the who of ELT). Cross-listed: LING 268 NB: LING 268 is a foundational course for further studies in the TESOL certificate program.
EDUC 302	EDUC 302 Initial Field Experience Course Credits: 1 These initial classroom experiences 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. (or 30 hours of classroom experience if the course happens for one to two weeks during the month of May. Requests for May practica are processed through the Dean's office.) Prerequisite(s): EDUC 211, 222, & 233, 6 credit hours of 100 level ENGL, confirmation into the School of Education, and a minimum 2.70 GPA. NB: Pass/Fail course. Must be enrolled in a third year EDUC class.
EDUC 303	EDUC 303 Initial Field Experience Course Credits: 1 These initial classroom experiences 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( or 30 hours of classroom experience if the course happens for one to two weeks during the month of May. Requests for May practica are processed through the Dean's office.). Prerequisite(s): EDUC 302, and a minimum 2.70 GPA. NB: Pass/Fail course. Must be enrolled in a third year EDUC class.
EDUC 310	EDUC 310 The Exceptional Child in the Regular Classroom Course Credits: 3 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 as related to classroom experiences in schools. Cross-listed: PSYC 310 Prerequisite(s): EDUC 211 or PSYC 214; third year standing.
EDUC 321	EDUC 321 Curriculum Planning for the Classroom Course Credits: 3 The theory and process of curriculum development based on a faith-informed understanding, with diverse applications of classroom curriculum planning. Topics include: 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 of successful teacher planning methods. Prerequisite(s): EDUC 211, 222, & 233, 6 semester hours of 100 level ENGL, confirmation into the School of Education, and a minimum 2.70 GPA. (3,0)

Resources