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Year Course ID Course
2025-2026 EDUC 495

Critical Issues, Values & Class Management

A consideration and analysis of selected critical concerns in education that link and interact with broad issues in culture and society. The course emphasizes how Christian conceptions of justice, leadership and discipline affect approaches to educational issues, including controversial issues, the implications of legal decisions, classroom organization and technology in the classroom. This course examines leadership approaches and models appropriate to the K-12 classroom. A range of discipline approaches and models are introduced, discussed and critiqued. The nature of issues and problems confronting children and youth today are examined in order to gain an understanding of classroom life.

Course Credits: 3
2024-2025 EDUC 495

Critical Issues, Values and Class Management

A consideration and analysis of selected critical concerns in education that link and interact with broad issues in culture and society. The course emphasizes how Christian conceptions of justice, leadership and discipline affect approaches to educational issues, including controversial issues, the implications of legal decisions, classroom organization and technology in the classroom. This course examines leadership approaches and models appropriate to the K-12 classroom. A range of discipline approaches and models are introduced, discussed and critiqued. The nature of issues and problems confronting children and youth today are examined in order to gain an understanding of classroom life.

Course Credits: 3
Prerequisite(s): EDUC 321, minimum 90 semester hours, and a minimum 2.70 GPA.
2024-2025 EDUC 496

Indigenous Perspective in Education

A study of Indigenous culture and worldview, the history of Indigenous education in Canada, current social, economic, political, and ethical issues affecting Indigenous education, and the current structure and status of Indigenous education in British Columbia, with an emphasis on indigenous language preservation and education. Understanding and integrating Indigenous learning, epistemologies and pedagogical approaches, literature and learning resources is the key focus of inquiry, supporting the consideration of teaching and learning in diverse classrooms that include Indigenous students, as well as, teaching and learning in Indigenous schools.

Course Credits: 3
Prerequisite(s): EDUC 321, minimum 90 semester hours, and a minimum 2.70 GPA. (3,0)
2025-2026 EDUC 496

Indigenous Perspective in Education

A study of Indigenous culture and worldview, the history of Indigenous education in Canada, current social, economic, political, and ethical issues affecting Indigenous education, and the current structure and status of Indigenous education in British Columbia, with an emphasis on indigenous language preservation and education. Understanding and integrating Indigenous learning, epistemologies and pedagogical approaches, literature and learning resources is the key focus of inquiry, supporting the consideration of teaching and learning in diverse classrooms that include Indigenous students, as well as, teaching and learning in Indigenous schools.

Course Credits: 3
2025-2026 EDUC 501

Foundations in TESOL I

This course is designed to equip participants with an understanding of foundational aspects of Teaching English to Speakers of Other Languages (TESOL), including key areas of linguistics, second language acquisition, and learner differences, as well as a consideration of worldview assumptions implied by various theoretical frameworks. Attention is also given to bilingualism and multilingualism as well as contexts of learning such as English as a Second or Additional Language (ESL/EAL), English as a Foreign Language (EFL) and English for purposes of International Communication (EPIC) to develop an awareness of TESOL as a holistic and contextually embedded endeavour.

Course Credits: 2
2025-2026 EDUC 502

Essentials of Practice in TESOL

This course explores key elements of effective teaching in TESOL contexts. Topics include lesson planning, classroom interaction, task design, and strategic use of texts along with types of feedback and error correction. The course also includes attention to external standards such as the Common European Framework (CEFR) and Canadian Language Benchmarks (CLB). Students will interact with varied teaching and learning materials, develop classroom management skills, and consider the implication of worldview perspectives for classroom practices. The course aims to equip future TESOL educators with practical knowledge and skills for creating effective and engaging classroom experiences.

Course Credits: 2
2025-2026 EDUC 503

Cross-cultural Interaction in TESOL

This course focuses on building cross-cultural awareness, strategies, and skills to relate to others and work effectively in culturally diverse situations. As part of this process, participants complete the research-based Cultural Intelligence (CQ) assessment and engage in debriefing. Class interaction includes applications of CQ insights to professionalism in a variety of TESOL contexts such as unilingual and multilingual classes, K-12 settings, tutoring, international schools, universities, and classes in business and corporate environments. Consideration is also given to the role of personal strengths and faith/spiritual values in navigating cultural differences. This course is designed to facilitate effective cross-cultural communication and professionalism.

Course Credits: 1
2025-2026 EDUC 504

Evaluating Statistics & Research

This course prepares students to evaluate and critique statistics and research methods in Education and Counselling Psychology, including learning about the use and misuse of basic quantitative and qualitative analytical techniques in research and in program evaluation. The course also introduces ethical issues in research and conducting critical reviews of the literature.

Course Credits: 3
2024-2025 EDUC 504

Evaluating Statistics and Research

This course prepares students to evaluate and critique statistics and research methods in Education and Counselling Psychology, including learning about the use and misuse of basic quantitative and qualitative analytical techniques in research and in program evaluation. The course also introduces ethical issues in research and conducting critical reviews of the literature.

Course Credits: 3
2025-2026 EDUC 505

Understanding & Teaching Grammar

This course explores grammar as a foundation for meaning and examines its role in achieving broader communication goals. It provides guidance on instructional strategies, effective pedagogy, and assessment techniques to help language teachers meet diverse learner needs. Participants will engage in micro-teaching sessions across various proficiency levels to apply their knowledge in practical ways and develop skills to teach grammar effectively in diverse classroom environments.

Course Credits: 1
2025-2026 EDUC 506

Teaching Reading, Writing & Vocabulary

This course focuses on effective strategies for selecting and presenting vocabulary as well as developing reading and writing skills. It provides an overview of beginner, fluent, and extensive reading practices, along with an overview of practices to support beginner writing, fluent writing and process writing. Students will engage in micro-teaching sessions across various proficiency levels. The course aims to equip participants with the tools and techniques necessary to develop learners' literacy skills in diverse educational settings.

Course Credits: 2
2025-2026 EDUC 507

Teaching Listening & Speaking

This course focuses on developing essential skills in listening comprehension, speaking, and pronunciation. It covers listening activities using various texts and tasks, addresses speaking goals and challenges, and explores basic features of effective speaking activities. It also addresses fundamental elements of pronunciation and effective instructional techniques. Participants will engage in microteaching sessions across various proficiency levels and first language backgrounds to apply their knowledge. The course aims to equip participants with the tools and strategies needed to develop learners' oral communication skills in diverse classroom settings.

Course Credits: 2
2025-2026 EDUC 508

Methodologies in TESOL

This course provides an overview of foundational and contemporary language teaching methodologies. Along with early methods, it explores frameworks such as communicative language teaching (CLT), content-based instruction (CBI), the Sheltered Instruction Observation Protocol (SIOP), and task-based language instruction, comparing them across a set of guiding questions and principles. The course equips participants with awareness and understanding of choices available to support language learning in different ways for different purposes while also inviting participants to consider (mis)alignments with their thinking to facilitate awareness of their own beliefs about teaching and learning.

Course Credits: 2
2025-2026 EDUC 509

Digital Literacy & Technology in TESOL

This course explores the integration of digital literacies and technologies in language learning settings. It covers the use of digital tools in the classroom, focusing on teaching various aspects of language through technology. It also addresses the unique challenges of online teaching and learning along with strategies for effectiveness. The course aims to equip participants with the skills and knowledge necessary to leverage digital technologies for enhanced teaching and learning experiences in both physical and virtual classrooms.

Course Credits: 1
2025-2026 EDUC 510

Practicum in TESOL I: K-12

This practicum option provides an immersive experience teaching English in an international K-12 setting. The course begins with an introduction to the culture of the host country and an overview of the practicum structure which includes 10 hours of classroom observation, 4 hours of teaching assistance, and 20 hours of direct teaching. Before departure, participants attend a preparation session focused on understanding and navigating the transition to their new teaching environment. Throughout the practicum, they participate in monthly online professional development seminars and coaching sessions designed to provide ongoing support and facilitate success in their practicum setting.

Course Credits: 2
2025-2026 EDUC 511

Practicum in TESOL I: Adults

This practicum option provides an opportunity to teach adult language learners in Canada, with placements typically occurring in community-based LINC classrooms. The course begins with a 10-hour Canadian Language Benchmarks (CLB) Bootcamp and introduction to Portfolio-based Language Assessment (PBLA), laying the foundation for specialization in these key areas of LINC programs. The practicum consists of 15 hours of observations, 2 hours of teaching assistance, and 10 hours of teaching. Students will also participate in 3 hours of online professional development seminars to support their work with adult learners in TESOL settings in Canada.

Course Credits: 2
2024-2025 EDUC 512

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, professional teachers, and those in psychology, social services, and nursing, and is designed to provide information and strategies for: assessing the needs of students, developing intervention techniques, and utilizing the resources of various professionals to meet the diverse needs of exceptional students and exceptional families. Enrolment in this class includes a practicum in a special needs setting.

Course Credits: 3
2025-2026 EDUC 512

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, professional teachers, and those in psychology, social services, and nursing, and is designed to provide information and strategies for: assessing the needs of students, developing intervention techniques, and utilizing the resources of various professionals to meet the diverse needs of exceptional students and exceptional families. Enrolment in this class includes a practicum in a special needs setting.

Course Credits: 3
2025-2026 EDUC 513

Current Issues & the Exceptional Child

This is the foundational course that covers current trends and issues which transcend any particular category of diversity. In particular, the course critically examines the current educational practice of full inclusion and lays the foundation for critically evaluating how content of subsequent courses might lead to more inclusive learning communities. This is the introductory course that brings together each new cohort in the master's program and so one important focus is the establishment of a cooperative learning community. This course also lays the groundwork for future work toward either a major project or thesis by introducing the basic elements of each as they relate to this program.

Course Credits: 3
2024-2025 EDUC 513

Current Issues and the Exceptional Child

This is the foundational course that covers current trends and issues which transcend any particular category of diversity. In particular, the course critically examines the current educational practice of full inclusion and lays the foundation for critically evaluating how content of subsequent courses might lead to more inclusive learning communities. This is the introductory course that brings together each new cohort in the master's program and so one important focus is the establishment of a cooperative learning community. This course also lays the groundwork for future work toward either a major project or thesis by introducing the basic elements of each as they relate to this program.

Course Credits: 3
2024-2025 EDUC 514

Assessment of Students with Learning Needs - Level B Assessment

The understanding, administration, scoring and interpretation of Level B (APA) tests for students with special learning needs, including tests of word reading, passage comprehension, arithmetic, spelling, and receptive vocabulary. This course covers the practical understanding and use of assessment devices and techniques. Students discuss recent litigation issues about assessment and learn to read and understand Level C reports (school psychologists, speech-language pathologists, etc.).

Course Credits: 3
2025-2026 EDUC 514

Assessment of Students with Learning Needs: Level B Assessment

The understanding, administration, scoring and interpretation of Level B (APA) tests for students with special learning needs, including tests of word reading, passage comprehension, arithmetic, spelling, and receptive vocabulary. This course covers the practical understanding and use of assessment devices and techniques. Students discuss recent litigation issues about assessment and learn to read and understand Level C reports (school psychologists, speech-language pathologists, etc.).

Course Credits: 3
2025-2026 EDUC 515

Lab: Field Based Assessments & IEP Development

In the authentic ecology of their professional placements, students focus on students with exceptional learning needs and apply the principles of assessment learned in the previous course segment to gather assessment data of various forms, including basic achievement and diagnostic tests. Based on these assessments (including formal tests as appropriate) students then apply the data in developing model Individualized Education Plans (IEPs). As members of the cooperative student cohort, students vet these data and plans among peers in the course.

Course Credits: 2
2024-2025 EDUC 515

Lab: Field Based Assessments and IEP Development

In the authentic ecology of their professional placements, students focus on students with exceptional learning needs and apply the principles of assessment learned in the previous course segment to gather assessment data of various forms, including basic achievement and diagnostic tests. Based on these assessments (including formal tests as appropriate) students then apply the data in developing model Individualized Education Plans (IEPs). As members of the cooperative student cohort, students vet these data and plans among peers in the course.

Course Credits: 2
2024-2025 EDUC 516

Students with Diverse Cognitive Needs

This course builds upon the information presented in introductory courses to inclusive education and, in conjunction with other courses in the program, examines in depth the unique learning characteristics and needs of persons who are on either end of the continuum of cognitive abilities, and those with at least average intellectual ability but who demonstrate learning disabilities. Also examined is the evolving discourse on neurodiversity and the challenges of students who fit the evolving description of those on the Autism Spectrum of Disorders (ASD) or Pervasive Developmental Disability Not Otherwise Specified (PDD-NOS). Given the wide range of challenges (behavioural, communication, social) they are critically examined in other courses; it is intended that there be continuity and overlap in the content of the various courses in the overall program.

Course Credits: 3
2025-2026 EDUC 516

Students with Diverse Cognitive Needs

This course builds upon the information presented in introductory courses to inclusive education and, in conjunction with other courses in the program, examines in depth the unique learning characteristics and needs of persons who are on either end of the continuum of cognitive abilities, and those with at least average intellectual ability but who demonstrate learning disabilities. Also examined is the evolving discourse on neurodiversity and the challenges of students who fit the evolving description of those on the Autism Spectrum of Disorders (ASD) or Pervasive Developmental Disability Not Otherwise Specified (PDD-NOS). Given the wide range of challenges (behavioural, communication, social) they are critically examined in other courses; it is intended that there be continuity and overlap in the content of the various courses in the overall program.

Course Credits: 3
2025-2026 EDUC 517

Diverse Emotional & Behavioural Needs

The traditional inclusive education categories of behavioural needs or mental illness are examined. Included are the concerns of students with diagnoses such as anxiety and depression according to the Diagnostic and Statistical Manual for Mental Disorder Fifth Edition (DSM-5), as well as students with behaviour disorders. Also included are the behavioural concerns of students with autism, intellectual disabilities, and attentional difficulties. The British Columbia Ministry of Education criteria for designation in the Behavioural Needs or Mental Illness categories are addressed. The course includes a critical review of literature, building on students’ extant knowledge and professional experience and an examination of current best practice in the areas addressed. Classroom intervention strategies are studied and are critically evaluated.

Course Credits: 3
2024-2025 EDUC 517

Diverse Emotional and Behavioural Needs

The traditional inclusive education categories of behavioural needs or mental illness are examined. Included are the concerns of students with diagnoses such as anxiety and depression according to the Diagnostic and Statistical Manual for Mental Disorder Fifth Edition (DSM-5), as well as students with behaviour disorders. Also included are the behavioural concerns of students with autism, intellectual disabilities, and attentional difficulties. The British Columbia Ministry of Education criteria for designation in the Behavioural Needs or Mental Illness categories are addressed. The course includes a critical review of literature, building on students’ extant knowledge and professional experience and an examination of current best practice in the areas addressed. Classroom intervention strategies are studied and are critically evaluated.

Course Credits: 3
2024-2025 EDUC 518

Students with Diverse Sensory Needs

This course deals with students who have visual or auditory deficits, ranging from mild to profound in regard to hearing and partially sighted to blind in regard to vision. In addition to sensory components, the course addresses students with unique physical challenges and those who may have multiple disabilities or for whom the foregoing may have a cause and effect relationship to disorders of communication. Unique characteristics and learning needs of other low- incidence exceptionalities are also addressed.

Course Credits: 3
2025-2026 EDUC 518

Students with Diverse Sensory Needs

This course deals with students who have visual or auditory deficits, ranging from mild to profound in regard to hearing and partially sighted to blind in regard to vision. In addition to sensory components, the course addresses students with unique physical challenges and those who may have multiple disabilities or for whom the foregoing may have a cause and effect relationship to disorders of communication. Unique characteristics and learning needs of other low- incidence exceptionalities are also addressed.

Course Credits: 3
2024-2025 EDUC 519

Special Topics in Diversity

An examination of special topics or issues in diversity in education that are not considered in depth in other courses. This course is preparatory for commencement of the Knowledge Transition Project (EDUC 697).

Course Credits: 3
2025-2026 EDUC 519

Special Topics in Diversity

An examination of special topics or issues in diversity in education that are not considered in depth in other courses. This course is preparatory for commencement of the Knowledge Transition Project (EDUC 697).

Course Credits: 3
2024-2025 EDUC 520

K-12 English Language Teaching Methods

This is a graduate TESL course designed specifically for students wishing to work with K-12 English Language Learners. Based in a Christian worldview perspective, the focus is on historical and contemporary understandings of language, principles, techniques, and methods for diverse K-12 populations, with particular attention to understanding and facilitating learners’ capacity to effectively appropriate the language of schooling. Specific attention is given to the intersectional and interdisciplinary nature of teaching English Language learners with concepts and frameworks from associated disciplines, such as sociology, anthropology, indigenous studies, psychology, and performance disciplines, including art, music and human kinetics.

Course Credits: 3
2025-2026 EDUC 520

K-12 English Language Teaching Methods

This is a graduate TESL course designed specifically for students wishing to work with K-12 English Language Learners. Based in a Christian worldview perspective, the focus is on historical and contemporary understandings of language, principles, techniques, and methods for diverse K-12 populations, with particular attention to understanding and facilitating learners’ capacity to effectively appropriate the language of schooling. Specific attention is given to the intersectional and interdisciplinary nature of teaching English Language learners with concepts and frameworks from associated disciplines, such as sociology, anthropology, indigenous studies, psychology, and performance disciplines, including art, music and human kinetics.

Course Credits: 3
2025-2026 EDUC 524

Evaluating Educational Research

This course prepares students to evaluate and critique statistics and research methods in Education, including learning about the use and misuse of basic quantitative and qualitative analytical techniques in research and in program evaluation. The course also introduces ethical issues in research and conducting critical reviews of the literature.

Course Credits: 6
2025-2026 EDUC 527

Educating Students with Diverse Needs

The traditional categories of Emotional Disorders and Behaviour Disorders (ED/BD) are examined. Included are the ED/BD concerns of students with DSM 5 diagnoses such as AD/HD, anxiety, and depression, as well as the ED/BD concerns of students with autism, intellectual disabilities and those identified with behavioural concerns. The course includes a critical review of literature, building on students’ extant knowledge and professional experience and an examination of current best practice in the areas addressed. Classroom intervention strategies are studied and critically evaluated.

Course Credits: 6
2025-2026 EDUC 529

Indigeneity & the Diverse Classroom

An examination of indigenous culture, worldview, and issues of diversity in education. The course includes a critical review of current social, economic, political, and ethical issues affecting indigenous and diverse classrooms. Understanding and integrating Indigenous epistemologies, pedagogical approaches, and learning resources, are necessary for diverse classrooms.

Course Credits: 6
2025-2026 EDUC 530

Language Learning in the Classroom

An examination of K-12 English Language Learners within the diverse classroom. The course focuses on understandings of language, principles, techniques, and methods for diverse K-12 populations, with particular attention to understanding and facilitating learners’ capacity to effectively appropriate the language of schooling.

Course Credits: 6
2025-2026 EDUC 534

Assessment of Diverse Students

This course covers the practical understanding and use of assessment devices and techniques for a diverse classroom. Students discuss issues about assessment and learn to read and understand assessment reports for diverse learners.

Course Credits: 6
2024-2025 EDUC 599

Ethical Issues in Diversity

This course serves as the capstone course in the Master of Arts in Educational Studies - Inclusive Education program. It reviews the current state of the field and addresses numerous ethical and moral issues such as the inherent value of life and of euthanasia. In addition, social role valorization is explored in the context of persons with special learning needs as well as related issues of diversity in culture and gender.

Course Credits: 3
2025-2026 EDUC 599

Ethical Issues in Diversity

This course serves as the capstone course in the Master of Arts in Educational Studies - Inclusive Education program. It reviews the current state of the field and addresses numerous ethical and moral issues such as the inherent value of life and of euthanasia. In addition, social role valorization is explored in the context of persons with special learning needs as well as related issues of diversity in culture and gender.

Course Credits: 3
2024-2025 EDUC 601

Research Design

This seminar-style course provides training in quantitative, qualitative, and mixed-methods designs for conducting research in social sciences. It is an advanced level course that assumes competencies in statistics and social scientific research. Students are exposed to the methods and stages of basic research, applied research, and program evaluation. An emphasis is placed on educating students to critically reflect on the methods themselves - their philosophical underpinnings, promises and limitations. This course is designed to be interactive and entails a mix of lectures, discussion and classroom activity.

Course Credits: 3
2025-2026 EDUC 601

Research Design

This seminar-style course provides training in quantitative, qualitative, and mixed-methods designs for conducting research in social sciences. It is an advanced level course that assumes competencies in statistics and social scientific research. Students are exposed to the methods and stages of basic research, applied research, and program evaluation. An emphasis is placed on educating students to critically reflect on the methods themselves - their philosophical underpinnings, promises and limitations. This course is designed to be interactive and entails a mix of lectures, discussion and classroom activity.

Course Credits: 3
2024-2025 EDUC 602

Advanced Statistics

This course is an examination of common parametric and non-parametric statistical techniques used in psychology education and other social sciences research, and principles of accurate application and interpretation of those techniques (e.g., effect size; power; sample size; implications of violations of test assumptions). Topics focus on multiple regression, different models of analysis of variance and covariance, and also include categorical data analysis, meta- analysis, and an introduction to interpretation of multivariate statistics. An emphasis is placed on applied data analysis and accurate conceptualization, rather than statistical theory.

Course Credits: 3
2025-2026 EDUC 602

Advanced Statistics

This course is an examination of common parametric and non-parametric statistical techniques used in psychology education and other social sciences research, and principles of accurate application and interpretation of those techniques (e.g., effect size; power; sample size; implications of violations of test assumptions). Topics focus on multiple regression, different models of analysis of variance and covariance, and also include categorical data analysis, meta- analysis, and an introduction to interpretation of multivariate statistics. An emphasis is placed on applied data analysis and accurate conceptualization, rather than statistical theory.

Course Credits: 3
2024-2025 EDUC 603

Comprehensive Exam

Every non-thesis student in the MA in Educational Studies - Inclusive Education program is required to write a comprehensive examination. The comprehensive is a take-home written exam of 72 hours duration, typically scheduled from a Friday to a Monday. The exam consists of questions from the coursework integrating the professional practice of supporting diverse learners in education within case scenarios, and questions addressing the ethical and legal practice of the profession. Students co-create the exam syllabus from the beginning of the program so they can prepare for the exam as they complete the program requirements.

Course Credits: 3
Prerequisite(s): All course work must be completed before the comprehensive exam is written.
2025-2026 EDUC 603

Comprehensive Exam

Every non-thesis student in the MA in Educational Studies - Inclusive Education program is required to write a comprehensive examination. The comprehensive is a take-home written exam of 72 hours duration, typically scheduled from a Friday to a Monday. The exam consists of questions from the coursework integrating the professional practice of supporting diverse learners in education within case scenarios, and questions addressing the ethical and legal practice of the profession. Students co-create the exam syllabus from the beginning of the program so they can prepare for the exam as they complete the program requirements.

Course Credits: 3
2024-2025 EDUC 690

Major Project

A major project examines an applied issue from a leadership perspective and, preferably, from the participant's place of employment. The paper focuses on a combination of course content and on a quality presentation of content.

Course Credits: 4, 5
2025-2026 EDUC 690

Major Project

A major project examines an applied issue from a leadership perspective and, preferably, from the participant's place of employment. The paper focuses on a combination of course content and on a quality presentation of content.

Course Credits: 4, 5
2024-2025 EDUC 697

Major Project

The major project is a synthesis of research, theory, and practice. Students work under the supervision of an approved supervisor to design, implement and evaluate a project related to their professional field of interest. Such projects may involve an analysis of current educational policy, development of a curriculum product, or an in- depth analysis of extant literature on a particular topic related to the course of study. The main focus of the project is the integration of research and theoretical and practice perspectives to a particular practice, focus or problem.

Course Credits: 3
Prerequisite(s): EDUC 601, 603, and 599 or permission.