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Year Course ID Course
2025-2026 EDUC 211

Psychological Foundations of Teaching and Learning

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.

Course Credits: 3
Prerequisite(s): Student must have completed at least one semester. (3-0; 3-0).
Cross-listed: PSYC 214
2024-2025 EDUC 222

Principles of Teaching and Learning

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. 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.
2025-2026 EDUC 222

Principles of Teaching and Learning

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. 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 with minimum grade of B-; minimum 24 semester hours. Declared Education concentration.
2024-2025 EDUC 233

Foundations of Education

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.

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 Education

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.

Course Credits: 3
Prerequisite(s): EDUC 222 with minimum grade of B-; and minimum 24 semester hours.
2024-2025 EDUC 268

Introduction to Teaching ESL

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).

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 ESL

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).

Course Credits: 3
NB: LING 268 is a foundational course for further studies in the TESOL certificate program.
Cross-listed: LING 268
2024-2025 EDUC 302

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. 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 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. 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.
2024-2025 EDUC 303

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. 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 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. 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.
2024-2025 EDUC 310

The Exceptional Child in the Regular Classroom

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.

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 Classroom

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.

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
2024-2025 EDUC 321

Curriculum Planning for the Classroom

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.

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)
2025-2026 EDUC 321

Curriculum Planning for the Classroom

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.

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)
2024-2025 EDUC 345

Gender and Education

An 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
2025-2026 EDUC 345

Gender and Education

An 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 Kinetics

Teaching 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 Kinetics

Teaching 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
2024-2025 EDUC 353

Environmental Education: Curriculum and Pedagogy

This 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.
2025-2026 EDUC 353

Environmental Education: Curriculum and Pedagogy

This 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.
2024-2025 EDUC 355

K-12 English Language Teaching

For 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.
2025-2026 EDUC 355

K-12 English Language Teaching

For 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.
2024-2025 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
Prerequisite(s): Minimum 60 semester hours (3,0)
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
Prerequisite(s): Minimum 60 semester hours (3,0)
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 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)
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
2025-2026 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, 403.
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
Prerequisite(s): EDUC 303; minimum 90 semester hours; and a minimum 2.70 GPA. (3,0)
EDUC 401 OR EDUC 411
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
Prerequisite(s): EDUC 402; minimum 90 semester hours; and a minimum 2.70 GPA. (3,0)
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
2025-2026 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, 403.
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
Prerequisite(s): EDUC 310; minimum 90 semester hours; and a minimum 2.70 GPA.
NB: Offered in the spring.
Cross-listed: PSYC 412
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 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.
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 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
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 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:
Prerequisite(s): Admission to the Professional Year Program and approval of the program coordinator.
NB: Eligibility for this course is at the discretion of the program coordinator. Teacher candidates may only complete one supplemental practicum.
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 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.
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
2025-2026 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
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.