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Year Course ID Course
2025-2026 EDUC 222

Principles of Teaching & 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
2026-2027 EDUC 222

Principles of Teaching & 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 sem. hrs. Declared Education concentration.
NB: If required, students may repeat this course a maximum of one time. Subsequent attempts require the approval of the Dean of Education. Students who are unsuccessful in the field after a second attempt will be required to meet with an advisor to determine appropriate next steps.
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.
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
2026-2027 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 sem. hrs.
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.
2026-2027 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
2026-2027 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
NB: If required, students may repeat this course a maximum of one time. Subsequent attempts require the approval of the Dean of Education. Students who are unsuccessful in the field after a second attempt will be required to meet with an advisor to determine appropriate next steps.
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
2026-2027 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
NB: If required, students may repeat this course a maximum of one time. Subsequent attempts require the approval of the Dean of Education. Students who are unsuccessful in the field after a second attempt will be required to meet with an advisor to determine appropriate next steps.
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
2026-2027 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
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
2026-2027 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 sem. hrs. of 100-level ENGL; confirmation into the School of Education; and a minimum 2.70 GPA
2025-2026 EDUC 345

Gender & 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
2026-2027 EDUC 345

Gender & 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 sem. hrs.
Cross-listed: GNDR 345
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
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
2026-2027 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
Cross-listed: HKIN 350
2025-2026 EDUC 353

Environmental Education: Curriculum & 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
2026-2027 EDUC 353

Environmental Education: Curriculum & 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 sem. hrs. and a minimum 2.7 GPA
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.
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
2026-2027 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
2026-2027 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 sem. hrs.
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
2026-2027 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
Prerequisite(s): Minimum 60 sem. hrs.
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
2026-2027 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
Prerequisite(s): EDUC 321; minimum 90 sem. hrs.; and a minimum 2.70 GPA
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
2026-2027 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 sem. hrs.; and a minimum 2.70 GPA
NB: If required, students may repeat this course a maximum of one time. Subsequent attempts require the approval of the Dean of Education. Students who are unsuccessful in the field after a second attempt will be required to meet with an advisor to determine appropriate next steps.
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
2026-2027 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 sem. hrs.; and a minimum 2.70 GPA
NB: If required, students may repeat this course a maximum of one time. Subsequent attempts require the approval of the Dean of Education. Students who are unsuccessful in the field after a second attempt will be required to meet with an advisor to determine appropriate next steps.
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
2026-2027 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
Prerequisite(s): EDUC 321; minimum 90 sem. hrs.; and a minimum 2.70 GPA