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Year Course ID Course
2025-2026 EDUC 365

Social Issues in Education

This 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
2025-2026 EDUC 373

Media & Technologies in Education

An overview of educational media and technologies in the classroom. Students will engage this course as collaborators, content creators, and tinkerers, working together for a discerning praxis of educational media and technologies.

Course Credits: 3
2024-2025 EDUC 373

Media and Technologies in Education

An overview of educational media and technologies in the classroom. Students will engage this course as collaborators, content creators, and tinkerers, working together for a discerning praxis of educational media and technologies.

Course Credits: 3
Prerequisite(s): Minimum 60 semester hours. (3,0)
2025-2026 EDUC 401

Assessment & Evaluation for Learning

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.

Course Credits: 3
2024-2025 EDUC 401

Assessment and Evaluation for Learning

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.

Course Credits: 3
Prerequisite(s): EDUC 321; minimum 90 semester hours; and a minimum 2.70 GPA. (3,0)
EDUC 402
2024-2025 EDUC 402

Initial Field Experience

These initial field experiences provide students with meaningful educational experiences in schools and classrooms. Students relate their studies in the university classroom to school settings. Throughout the course and school visits, students become more confident in being in the classroom, interacting with students and teachers, and in carrying out activities that prepare them for more advanced practica. Pre-service teachers are involved in 25 hours of classroom experience, normally 3-4 hours a week for 8 weeks in a K-12 school.

Course Credits: 1
Prerequisite(s): EDUC 303; minimum 90 semester hours; and a minimum 2.70 GPA. (3,0)
EDUC 401 OR EDUC 411
2025-2026 EDUC 402

Initial Field Experience

These initial field experiences provide students with meaningful educational experiences in schools and classrooms. Students relate their studies in the university classroom to school settings. Throughout the course and school visits, students become more confident in being in the classroom, interacting with students and teachers, and in carrying out activities that prepare them for more advanced practica. Pre-service teachers are involved in 25 hours of classroom experience, normally 3-4 hours a week for 8 weeks in a K-12 school.

Course Credits: 1
2024-2025 EDUC 403

Initial Field Experience

These initial field experiences provide students with meaningful educational experiences in schools and classrooms. Students relate their studies in the university classroom to school settings. Throughout the course and school visits, students become more confident in being in the classroom, interacting with students and teachers, and in carrying out activities that prepare them for more advanced practica. Pre-service teachers are involved in 25 hours of classroom experience, normally 3-4 hours a week for 8 weeks in a K-12 school.

Course Credits: 1
Prerequisite(s): EDUC 402; minimum 90 semester hours; and a minimum 2.70 GPA. (3,0)
2025-2026 EDUC 403

Initial Field Experience

These initial field experiences provide students with meaningful educational experiences in schools and classrooms. Students relate their studies in the university classroom to school settings. Throughout the course and school visits, students become more confident in being in the classroom, interacting with students and teachers, and in carrying out activities that prepare them for more advanced practica. Pre-service teachers are involved in 25 hours of classroom experience, normally 3-4 hours a week for 8 weeks in a K-12 school.

Course Credits: 1
2025-2026 EDUC 411

Early Learning Curriculum & Assessment

An exploration of early childhood theories, philosophical perspectives, effective practices, curriculum and assessment and an overall understanding of what it means to effectively support and nurture early learners. The vital role of a well prepared early learning educator and the importance of learning through play, emergent curriculum and authentic assessment methods will be thoroughly examined. Content addresses the entire spectrum of a child's growth and development within the context of place, families and communities: linguistic, socio-cultural, emotional, physical, spiritual, and cognitive development.

Course Credits: 3
2024-2025 EDUC 411

Early Learning Curriculum and Assessment

An exploration of early childhood theories, philosophical perspectives, effective practices, curriculum and assessment and an overall understanding of what it means to effectively support and nurture early learners. The vital role of a well prepared early learning educator and the importance of learning through play, emergent curriculum and authentic assessment methods will be thoroughly examined. Content addresses the entire spectrum of a child's growth and development within the context of place, families and communities: linguistic, socio-cultural, emotional, physical, spiritual, and cognitive development.

Course Credits: 3
Prerequisite(s): EDUC 321; minimum 90 semester hours; and a minimum 2.70 GPA. (3,0)
EDUC 402
2024-2025 EDUC 412

Strategies for the Exceptional Child

This course builds upon the information presented in introductory courses to inclusive education. It is intended for pre-professional Education students 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 25 hour practicum in a special needs setting.

Course Credits: 4
Prerequisite(s): EDUC 310; minimum 90 semester hours; and a minimum 2.70 GPA.
NB: Offered in the spring.
Cross-listed: PSYC 412
2025-2026 EDUC 412

Strategies for the Exceptional Child

This course builds upon the information presented in introductory courses to inclusive education. It is intended for pre-professional Education students 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 25 hour practicum in a special needs setting.

Course Credits: 4
NB: Offered in the spring.
2025-2026 EDUC 413

Relational Learning with Stó:lo Peoples & Place

This initial immersive field experience will take place off campus over a weekend in a community situated on the ancestral, traditional, unceded territory of the Stó:lo peoples. Focus of inquiry will center on relationality and the importance of critical self-reflection in education by interrogating worldview beliefs, teacher identity and bias, deconstruction of colonialism, and issues of social justice. Localized Indigenous wisdom and knowledge in collaboration with Stó:lo elders and knowledge keepers will inform all aspects of learning what it means to be an educator and to educate. Moreover, the course will be an in-depth exploration of what it entails to act justly and truthfully as an educator who wants to be a partner in reconciliation, engage in reciprocity, and build respectful relations with members of local Indigenous communities.

Course Credits: 1
NB: Pending approval from the BCTC.
2024-2025 EDUC 413

Relational Learning with Stó:lo Peoples and Place

This initial immersive field experience will take place off campus over a weekend in a community situated on the ancestral, traditional, unceded territory of the Stó:lo peoples. Focus of inquiry will center on relationality and the importance of critical self-reflection in education by interrogating worldview beliefs, teacher identity and bias, deconstruction of colonialism, and issues of social justice. Localized Indigenous wisdom and knowledge in collaboration with Stó:lo elders and knowledge keepers will inform all aspects of learning what it means to be an educator and to educate. Moreover, the course will be an in-depth exploration of what it entails to act justly and truthfully as an educator who wants to be a partner in reconciliation, engage in reciprocity, and build respectful relations with members of local Indigenous communities.

Course Credits: 1
Prerequisite(s): EDUC 211, 222, 233; 6 credit hours of 100 level ENGL; confirmation into the School of Education, and a minimum 2.7 GPA.
NB: Pending approval from the BCTC.
2025-2026 EDUC 430

Foundations & Principles of Music Education

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

Course Credits: 3
NB: Not offered every year See music department chair.
2024-2025 EDUC 430

Foundations and Principles of Music Education

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

Course Credits: 3
Prerequisite(s): MUSI 131, 132; 225, 226; third or fourth year standing.
NB: Not offered every year See music department chair.
Cross-listed: MUSI 430
2025-2026 EDUC 435

Teaching & Learning in the Middle Years

This course focusses on understanding the needs of young adolescents, which involve identity formation, agency, self-discovery, and relationships. Signature pedagogies for middle school learners as well as current trends and recent research, for organizing and planning curriculum, transitions, and for structuring classrooms as learner centred spaces of intentional design are core content areas. Specific topics include characteristics of 10- to 14-year-olds and the implications for learning; curriculum integration through inquiry; building student-teacher, teacher-parent, and student-student partnerships; evaluation and assessment in the middle years; and balanced literacy and numeracy methodologies..

Course Credits: 3
2024-2025 EDUC 435

Teaching and Learning in the Middle Years

This course focusses on understanding the needs of young adolescents, which involve identity formation, agency, self-discovery, and relationships. Signature pedagogies for middle school learners as well as current trends and recent research, for organizing and planning curriculum, transitions, and for structuring classrooms as learner centred spaces of intentional design are core content areas. Specific topics include characteristics of 10- to 14-year-olds and the implications for learning; curriculum integration through inquiry; building student-teacher, teacher-parent, and student-student partnerships; evaluation and assessment in the middle years; and balanced literacy and numeracy methodologies..

Course Credits: 3
Prerequisite(s): EDUC 321, and a minimum 90 semester hours (3,0)
2025-2026 EDUC 450

Supplemental Practicum

EDUC 450 is a supplemental practicum in a K-12 BC classroom. It provides teacher candidates with additional classroom experience in teaching and learning through an individualized learning plan. The individualized learning plan addresses the unresolved documented concerns in the first attempt of EDUC 451/452 or EDUC 453. This supplemental practicum is a pre-requisite for a second attempt of EDUC 451/452 or EDUC 453 where a withdrawal has occurred due to aforementioned concerns.

Course Credits:
NB: Eligibility for this course is at the discretion of the program coordinator. Teacher candidates may only complete one supplemental practicum.
2025-2026 EDUC 451

Classroom Teaching: Theory & Practice

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.

Course Credits: 7
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.
2024-2025 EDUC 451

Classroom Teaching: Theory and Practice

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.

Course Credits: 7
Prerequisite(s): Acceptance into the Professional Year Program.
EDUC 452
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.
2025-2026 EDUC 452

Classroom Teaching: Theory & Practice

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.

Course Credits: 8
2024-2025 EDUC 452

Classroom Teaching: Theory and Practice

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.

Course Credits: 8
Prerequisite(s): Acceptance into the Professional Year Program.
EDUC 451
2024-2025 EDUC 453

Extended Practicum

This course, part of the PYP (Professional Year Program) 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.

Course Credits: 15
Prerequisite(s): EDUC 451 and 452. Acceptance into the Professional Year Program.
NB: Students may not take other courses when taking EDUC 453 except required curriculum and pedagogy courses. Pass/Fail course.
2025-2026 EDUC 453

Extended Practicum

This course, part of the PYP (Professional Year Program) 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.

Course Credits: 15
NB: Students may not take other courses when taking EDUC 453 except required curriculum and pedagogy courses. Pass/Fail course.
2025-2026 EDUC 455

Curriculum & Pedagogy: K-7 Language Arts

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.

Course Credits: 3
2024-2025 EDUC 455

Curriculum and Pedagogy: K-7 Language Arts

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.

Course Credits: 3
Prerequisite(s): EDUC 321, and a minimum 90 semester hours
2025-2026 EDUC 456

Curriculum & Pedagogy: K-7 Mathematics

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. This course is part of the PYP (Professional Year Program)

Course Credits: 2
2024-2025 EDUC 456

Curriculum and Pedagogy: K-7 Mathematics

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. This course is part of the PYP (Professional Year Program)

Course Credits: 2
Prerequisite(s): Acceptance into the Professional Year Program.
EDUC 451, EDUC 452
2025-2026 EDUC 457

Curriculum & Pedagogy: K-7 Social Studies

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. This course is part of the PYP (Professional Year Program)

Course Credits: 2
2024-2025 EDUC 457

Curriculum and Pedagogy: K-7 Social Studies

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. This course is part of the PYP (Professional Year Program)

Course Credits: 2
Prerequisite(s): EDUC 451 and 452; acceptance into the Professional Year Program.
2025-2026 EDUC 458

Curriculum & Pedagogy: K-7 Science

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.

Course Credits: 2
2024-2025 EDUC 458

Curriculum and Pedagogy: K-7 Science

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.

Course Credits: 2
Prerequisite(s): EDUC 451 and 452; acceptance into the Professional Year Program.
2025-2026 EDUC 459

Curriculum & Pedagogy: Strategies for Teaching Reading & Writing at the Primary Level

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.

Course Credits: 1
2024-2025 EDUC 459

Curriculum and Pedagogy: Strategies for Teaching Reading and Writing at the Primary Level

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.

Course Credits: 1
Prerequisite(s): EDUC 455; acceptance into the Professional Year Program.
EDUC 451, EDUC 452
2025-2026 EDUC 460

Curriculum & Pedagogy: Strategies for Teaching Reading & Writing at the Intermediate Level

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. This course is part of the PYP (Professional Year Program)

Course Credits: 1
2024-2025 EDUC 460

Curriculum and Pedagogy: Strategies for Teaching Reading and Writing at the Intermediate Level

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. This course is part of the PYP (Professional Year Program)

Course Credits: 1
Prerequisite(s): EDUC 455; acceptance into the Professional Year Program.
EDUC 451, EDUC 452
2025-2026 EDUC 465

Teaching & Learning in Secondary School

The nature of learning and appropriate teaching strategies for students in high schools. 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 14- to 18-year-olds and the implications for learning; curriculum integration; building student-teacher, teacher-parent, and student-student partnerships; evaluation and assessment; personal and career planning; and evidence-informed practice in the senior years.

Course Credits: 3
2024-2025 EDUC 465

Teaching and Learning in Secondary School

The nature of learning and appropriate teaching strategies for students in high schools. 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 14- to 18-year-olds and the implications for learning; curriculum integration; building student-teacher, teacher-parent, and student-student partnerships; evaluation and assessment; personal and career planning; and evidence-informed practice in the senior years.

Course Credits: 3
Prerequisite(s): EDUC 321; and a minimum 90 semester hours.
2025-2026 EDUC 468

Curriculum & Pedagogy: Teaching French as a Second Language

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.

Course Credits: 2
NB: Offered in May on Saturdays so it is available to practicing teachers.
2024-2025 EDUC 468

Curriculum and Pedagogy: Teaching French as a Second Language

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.

Course Credits: 2
Prerequisite(s): Teacher Certification or EDUC 321.
NB: Offered in May on Saturdays so it is available to practicing teachers.
2025-2026 EDUC 471

Curriculum & Pedagogy: An Introduction to Teaching the Humanities Grades 8-12

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 personal ways. All Professional Year secondary students are required to take EDUC 471. This course is part of the PYP (Professional Year Program)

Course Credits: 2
2024-2025 EDUC 471

Curriculum and Pedagogy: An Introduction to Teaching the Humanities Grades 8-12

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 personal ways. All Professional Year secondary students are required to take EDUC 471. This course is part of the PYP (Professional Year Program)

Course Credits: 2
Prerequisite(s): EDUC 465, acceptance into the Professional Year Program.
EDUC 451, EDUC 452
2025-2026 EDUC 472

Curriculum & Pedagogy: An Introduction to Teaching the Natural & Mathematical Sciences Grades 8-12

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. This course is part of the PYP (Professional Year Program)

Course Credits: 2
2024-2025 EDUC 472

Curriculum and Pedagogy: An Introduction to Teaching the Natural and Mathematical Sciences Grades 8-12

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. This course is part of the PYP (Professional Year Program)

Course Credits: 2
Prerequisite(s): Acceptance into the Professional Year Program
EDUC 451, EDUC 452
2025-2026 EDUC 475

Advanced Teaching & Learning Praxis in Major Teachable Subject Grades 8-12

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. This course is part of the PYP (Professional Year Program)

Course Credits: 3
2024-2025 EDUC 475

Advanced Teaching and Learning Praxis in Major Teachable Subject Grades 8-12

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. This course is part of the PYP (Professional Year Program)

Course Credits: 3
Prerequisite(s): EDUC 451, 452 and 465; acceptance into the Professional Year Program.
2025-2026 EDUC 490

Special Topics & Issues in Education

An examination of special topics or issues in education that are not considered in depth in other education courses. Requests are processed through the Dean's office.

Course Credits: 3
NB: Not offered every year. See the Dean of Education.
2024-2025 EDUC 490

Special Topics and Issues in Education

An examination of special topics or issues in education that are not considered in depth in other education courses. Requests are processed through the Dean's office.

Course Credits: 3
Prerequisite(s): Minimum 90 semester hours.
NB: Not offered every year. See the Dean of Education