| Year | Course ID | Course |
|---|---|---|
| 2025-2026 | ECON 306 | History of Economic ThoughtAn investigation of the overlap of economic history and economic thought all the way from ancient Greeks philosophers, through medieval scholastics, to mercantilist businessmen, to Adam Smith and the classical economists of the Industrial Revolution, to macroeconomists emerging from the Great Depression, and into the Twenty-First century. Students examine the main economic questions and themes of these various periods including: What is the good life? Is business moral? How do selfish individuals promote societal good through markets? What is the proper role and scope of government? As an inquiry-based course, students will have considerable latitude to examine topics of particular interest to them in more detail. Course Credits: 3
NB: May not be offered every year.
|
| 2024-2025 | ECON 311 | Global Issues in BusinessThe focus of this course is on understanding the institutions (e.g. political, economic, and cultural) and the resources (e.g. natural, human, technology, and innovation) that are present within home and host countries that influence the decision making of business owners and managers as they consider going global with their product or service. Discussions centre around understanding culture, ethics, and global sustainability that relate to being a responsible and ethical global citizen. Course Credits: 3
Prerequisite(s): ECON 202. (3-0; 3-0)
NB: May not be offered every year.
Cross-listed: BUSI 311 |
| 2025-2026 | ECON 311 | Global Issues in BusinessThe focus of this course is on understanding the institutions (e.g. political, economic, and cultural) and the resources (e.g. natural, human, technology, and innovation) that are present within home and host countries that influence the decision making of business owners and managers as they consider going global with their product or service. Discussions centre around understanding culture, ethics, and global sustainability that relate to being a responsible and ethical global citizen. Course Credits: 3
NB: May not be offered every year.
|
| 2024-2025 | ECON 317 | Investment TheoryA study of financial markets and the various instruments traded on those markets, to include how these instruments are priced. Other topics explored include portfolio theory, market efficiency and equilibrium, asset analysis, asset allocation, and portfolio management. Course Credits: 3
Prerequisite(s): BUSI 342
Cross-listed: BUSI 317 |
| 2025-2026 | ECON 317 | Investment TheoryA study of financial markets and the various instruments traded on those markets, to include how these instruments are priced. Other topics explored include portfolio theory, market efficiency and equilibrium, asset analysis, asset allocation, and portfolio management. Course Credits: 3
|
| 2025-2026 | ECON 330 | Theory & Practice of DevelopmentA study of major theories or models of economic development and evaluation of practices and approaches to economic development by studying various cases from several different countries. Theories and practices of development are examined from a Christian perspective, with consideration of the influence of the human factor. Course Credits: 3
|
| 2024-2025 | ECON 330 | Theory and Practice of DevelopmentA study of major theories or models of economic development and evaluation of practices and approaches to economic development by studying various cases from several different countries. Theories and practices of development are examined from a Christian perspective, with consideration of the influence of the human factor. Course Credits: 3
Prerequisite(s): ECON 230.
|
| 2024-2025 | ECON 354 | Geography of the World EconomyThis course investigates the changing geographical patterns of global economic activity and the processes influencing the organization of economic space. It focuses on the spatial patterns of production and manufacturing; the distribution of goods and services; and the role of multinationals, global marketing strategies and outsourcing. It also investigates issues and challenges from global to local economies, including: population growth and development, poverty and unemployment, and environmental sustainability. Course Credits: 3
Prerequisite(s): GENV 111
GENV 354
NB: Offered every other year
|
| 2025-2026 | ECON 354 | Geography of the World EconomyThis course investigates the changing geographical patterns of global economic activity and the processes influencing the organization of economic space. It focuses on the spatial patterns of production and manufacturing; the distribution of goods and services; and the role of multinationals, global marketing strategies and outsourcing. It also investigates issues and challenges from global to local economies, including: population growth and development, poverty and unemployment, and environmental sustainability. Course Credits: 3
NB: Offered every other year.
|
| 2024-2025 | ECON 412 | International Economic CompetitivenessThis course studies the competitiveness of companies in different countries and regions given ever-changing economic conditions and policies. The course reviews factors that determine competitive advantage including: factor conditions, demand conditions, supporting industries, firm strategy, and government policy. Course Credits: 3
Prerequisite(s): ECON 202; third year standing.
NB: May not be offered every year
Cross-listed: BUSI 412 |
| 2025-2026 | ECON 412 | International Economic CompetitivenessThis course studies the competitiveness of companies in different countries and regions given ever-changing economic conditions and policies. The course reviews factors that determine competitive advantage including: factor conditions, demand conditions, supporting industries, firm strategy, and government policy. Course Credits: 3
NB: May not be offered every year.
|
| 2024-2025 | ECON 480 | Leadership in the Global ContextThis course addresses issues faced by leaders working in settings throughout the globe. Students examine approaches to leadership and develop an understanding of the important role culture plays in multi-cultural organizational contexts. Cross-cultural communication, cultural intelligence, and individual and organizational behaviour in various cultures is studied. Particular attention is given to the servant leadership approach and how to develop the mindset of an effective leader in both non-governmental and for-profit organizational contexts. Course Credits: 3
Prerequisite(s): Third year standing
Cross-listed: BUSI 480 |
| 2025-2026 | ECON 480 | Leadership in the Global ContextThis course addresses issues faced by leaders working in settings throughout the globe. Students examine approaches to leadership and develop an understanding of the important role culture plays in multi-cultural organizational contexts. Cross-cultural communication, cultural intelligence, and individual and organizational behaviour in various cultures is studied. Particular attention is given to the servant leadership approach and how to develop the mindset of an effective leader in both non-governmental and for-profit organizational contexts. Course Credits: 3
|
| 2025-2026 | EDAP 101 | Introduction to Inclusive Education in CanadaThis course is the first course of the Education Assistant Program and will lay a foundation to the entire certificate, introducing students to the history of Inclusive Education in Canada, a theology of disability from the Christian Worldview and First People Principles of Learning, the Ministry of Education designations and funding, different support models, understanding the roles and responsibilities of Education Assistants as well as school cultures. Course Credits: 3
|
| 2025-2026 | EDAP 102 | Diversity in the ClassroomThe 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. Course Credits: 3
|
| 2025-2026 | EDAP 103 | Childhood & Adolescent DevelopmentChange and development are central parts of the human experience and this course is designed to foster an understanding in the process of human development. The content of the course is organized chronologically, beginning from preconception to infancy, early childhood, middle childhood, early, middle and late adolescence. The topics to be covered include the dimensions of human development such as the physical, cognitive, emotional, and social, academic, moral, and spiritual aspects. Course Credits: 3
|
| 2025-2026 | EDAP 104 | Interpersonal Skills for Education AssistantsThis course is designed to equip education assistants with essential communication and relationship-building competencies required to excel in their roles. The topics emphasize the significance of strong interpersonal skills in creating a supportive and inclusive learning environment for all students. Students will learn effective communication techniques, develop active listening skills, and enhance their abilities to collaborate with teachers, students, parents, and other education professionals. The importance of the Educational Assistant’s personal self-care, growth and development is also emphasized. Course Credits: 3
|
| 2025-2026 | EDAP 105 | EA Practicum IThis course equips students as education assistants in the school system by combining theoretical concepts with hands-on experience. Students learn to observe and understand the dynamics between education assistants, classroom teachers, and students with exceptionalities. Emphasis is placed on developing competencies for education assistants within the classroom where essential skills such as observation and documentation, guiding and nurturing students, and fostering collaboration with teachers and other staff members are learned. Practicum seminars will offer students guidance and assistance during their field practice while Professional Development Plans will track students’ progress towards their practicum goals. Course Credits: 2
|
| 2025-2026 | EDAP 201 | Social & Emotional LearningThis course focuses on the design of positive behaviour supports that enhance and motivate student behaviour in the classroom and various school settings. It emphasizes that behaviour is a form of communication and that the key to behaviour support is understanding what students are trying to say with their behaviour. The goal of this approach is less on managing student’s behaviour but helping them to build strong social and emotional skills which will lead to more prosocial behaviour. Course Credits: 3
|
| 2025-2026 | EDAP 202 | Health Matters in the ClassroomThis course will focus on the physical and mental health needs of students in K-12 classrooms and the role of the Education Assistant in supporting them. The importance of the physical, mental health and well-being of the Education Assistants will also be explored. Course Credits: 3
|
| 2025-2026 | EDAP 203 | Alternative & Augmentative CommunicationThis course is an introduction to assistive technology and how it may support diverse learners in the classroom. Different components of various technologies, related to the needs of the users are explored. Ethical and technological issues that emerge when supporting children who use assistive technology, in K-12 classrooms, are also examined. Course Credits: 3
|
| 2025-2026 | EDAP 204 | Autism Spectrum DisorderThis course provides information on Autism Spectrum Disorder, including its causes, diagnosis, prevalence, and characteristics as well as effective, evidence-based strategies and approaches that education assistants can utilize to maximize support for students with ASD. Course Credits: 3
|
| 2025-2026 | EDAP 205 | EA Practicum IIThis final practicum builds upon the preparation of students for their roles as education assistants in the school system by combining theoretical knowledge with hands-on experience. The focus is on developing specific competencies for education assistants within the classroom setting, with an emphasis on augmentative communication and curriculum modification and adaptation skills. More advanced skills, including data gathering, writing, guiding, and caring, as well as enhancing collaboration abilities will be practiced. Seminars that offer valuable support and guidance during their field practice will also be attended. An individualized Professional Development Plan is created tracking students’ progress towards achieving their practicum goals. Students will be observed and given feedback and guidance from an EDAP faculty member. Course Credits: 4
|
| 2024-2025 | EDUC 210 | Teaching to DiversityAn 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. Course Credits: 3
|
| 2025-2026 | EDUC 210 | Teaching to DiversityAn 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. Course Credits: 3
|
| 2025-2026 | EDUC 211 | Psychological Foundations of Teaching & LearningAn 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. Course Credits: 3
|
| 2024-2025 | EDUC 211 | Psychological Foundations of Teaching and LearningAn 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. Course Credits: 3
Prerequisite(s): Student must have completed at least one semester. (3-0; 3-0).
Cross-listed: PSYC 214 |
| 2025-2026 | EDUC 222 | Principles of Teaching & LearningThis 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. This course requires an experiential learning component, which is typically 12 hours of classroom observation in a K-12 school. Course Credits: 3
|
| 2024-2025 | EDUC 222 | Principles of Teaching and LearningThis 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. This course requires an experiential learning component, which is typically 12 hours of classroom observation in a K-12 school. Course Credits: 3
Prerequisite(s): EDUC 211, minimum 24 semester hours. For students who did not complete grades 10 -12 in North America, IELTS or TOEFL scores are required as verification of English language proficiency. Required IELTS scores: 7 on speaking bands, and 6.5 on other bands. Required TOEFL scores: total score of 100, with the following minimum subtest scores: 25 on reading, listening, and writing, and 27 on speaking
NB: Students are involved in 12 hours of classroom observation.
|
| 2024-2025 | EDUC 233 | Foundations of EducationA 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. Course Credits: 3
Prerequisite(s): EDUC 222 with a minimum grade of B-, and second-year standing. (3-0)
|
| 2025-2026 | EDUC 233 | Foundations of EducationA 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. Course Credits: 3
|
| 2024-2025 | EDUC 268 | Introduction to Teaching ESLThis 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). Course Credits: 3
NB: LING 268 is a foundational course for further studies in the TESOL certificate program.
Cross-listed: LING 268 |
| 2025-2026 | EDUC 268 | Introduction to Teaching ESLThis 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). Course Credits: 3
NB: LING 268 is a foundational course for further studies in the TESOL certificate program.
|
| 2024-2025 | EDUC 302 | Initial Field ExperienceThese initial field 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). Course Credits: 1
Prerequisite(s): EDUC 211, 222, 233 with a minimum grade of B- in each course; 6 credit hours of 100-level ENGL; confirmation into the School of Education; and a minimum 2.70 GPA.
|
| 2025-2026 | EDUC 302 | Initial Field ExperienceThese initial field 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). Course Credits: 1
|
| 2024-2025 | EDUC 303 | Initial Field ExperienceThese initial field 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 8 weeks in a K-12 school. Course Credits: 1
Prerequisite(s): EDUC 302, and a minimum 2.70 GPA.
|
| 2025-2026 | EDUC 303 | Initial Field ExperienceThese initial field 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 8 weeks in a K-12 school. Course Credits: 1
|
| 2024-2025 | EDUC 310 | The Exceptional Child in the Regular ClassroomThe 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. Course Credits: 3
Prerequisite(s): EDUC 211 or PSYC 214 with a minimum grade of B-; third-year standing. (3-0)
Cross-listed: PSYC 310 |
| 2025-2026 | EDUC 310 | The Exceptional Child in the Regular ClassroomThe 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. Course Credits: 3
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| 2024-2025 | EDUC 321 | Curriculum Planning for the ClassroomThe 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. Course Credits: 3
Prerequisite(s): EDUC 211, 222, 233 with a minimum grade of B- in each course; 6 semester hours of 100-level ENGL; confirmation into the School of Education; and a minimum 2.70 GPA. (3-0)
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| 2025-2026 | EDUC 321 | Curriculum Planning for the ClassroomThe 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. Course Credits: 3
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| 2025-2026 | EDUC 345 | Gender & EducationAn introduction to gender and education as a method of inquiry into the role of education in society. In particular, the course explores the relationship of gender and education in the context of formalized schooling, both in Canada and around the world. By focusing on gender, this course considers the experiences of people in their roles of students, classmates, teachers, and in positions of leadership. For people of faith, students will become familiar with gender as a sociological variable (i.e. cultural) in schooling by exploring current sociological theories of education and current lived realities of girls and boys in schools. Course Credits: 3
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| 2024-2025 | EDUC 345 | Gender and EducationAn introduction to gender and education as a method of inquiry into the role of education in society. In particular, the course explores the relationship of gender and education in the context of formalized schooling, both in Canada and around the world. By focusing on gender, this course considers the experiences of people in their roles of students, classmates, teachers, and in positions of leadership. For people of faith, students will become familiar with gender as a sociological variable (i.e. cultural) in schooling by exploring current sociological theories of education and current lived realities of girls and boys in schools. Course Credits: 3
Prerequisite(s): Minimum 60 semester hours. (3,0)
Cross-listed: GNDR 345 |
| 2024-2025 | EDUC 350 | Elementary School Human KineticsTeaching methodology and curriculum for physical education instruction. An introduction to lesson planning, active living, movement skills, and safety, fair play and leadership as it applies to students in a school physical education program. Course Credits: 3
Prerequisite(s): HKIN 191 or EDUC 211, and third-year standing. (3-0)
Cross-listed: HKIN 350 |
| 2025-2026 | EDUC 350 | Elementary School Human KineticsTeaching methodology and curriculum for physical education instruction. An introduction to lesson planning, active living, movement skills, and safety, fair play and leadership as it applies to students in a school physical education program. Course Credits: 3
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| 2025-2026 | EDUC 353 | Environmental Education: Curriculum & PedagogyThis introductory environmental education course explores environmental learning approaches to be used in schools and field-based/outdoor educational settings. Using environmental learning approaches in class and in the field, students will develop reflexive and inquisitive thinking along with problem-solving approaches, develop communication, team-building and collaborative working skills, and develop skills and knowledge of forest, flora, and fauna. The course will examine environmental issues and learning approached from a local perspective and with respect to First Peoples Principles of Learning. (3-0) Course Credits: 3
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| 2024-2025 | EDUC 353 | Environmental Education: Curriculum and PedagogyThis introductory environmental education course explores environmental learning approaches to be used in schools and field-based/outdoor educational settings. Using environmental learning approaches in class and in the field, students will develop reflexive and inquisitive thinking along with problem-solving approaches, develop communication, team-building and collaborative working skills, and develop skills and knowledge of forest, flora, and fauna. The course will examine environmental issues and learning approached from a local perspective and with respect to First Peoples Principles of Learning. (3-0) Course Credits: 3
Prerequisite(s): Minimum 60 semester hours, and a minimum 2.7 GPA.
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| 2024-2025 | EDUC 355 | K-12 English Language TeachingFor students in the School of Education, this Teaching English as an additional language (TEAL) course focuses on methods of K-12 English Language Learner (ELL) instruction with specific attention to the interdisciplinary and intersectional nature of ELL teaching. The course includes frameworks and techniques derived from psychology, sociology and performance disciplines, including art, music and human kinetics. Course Credits: 3
Prerequisite(s): Minimum grade of B- in each of EDUC 211, 222, 233; 6 sem. hrs. of 100-level ENGL; confirmation into the School oF Education, and a minimum of 2.7 GPA.
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| 2025-2026 | EDUC 355 | K-12 English Language TeachingFor students in the School of Education, this Teaching English as an additional language (TEAL) course focuses on methods of K-12 English Language Learner (ELL) instruction with specific attention to the interdisciplinary and intersectional nature of ELL teaching. The course includes frameworks and techniques derived from psychology, sociology and performance disciplines, including art, music and human kinetics. Course Credits: 3
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| 2024-2025 | EDUC 365 | Social Issues in EducationThis course is an introduction to the sociology of education as an analysis of the role of education in society. In particular, the course will explore societal trends affecting the institutions and practices of education; interpretative paradigms and related research studies; group dynamics in education; religious, social, and economic factors and issues in Canadian education. Course Credits: 3
Prerequisite(s): Minimum 60 semester hours (3,0)
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