| Year | Course ID | Course |
|---|---|---|
| 2024-2025 | EDUC 310 | The Exceptional Child in the Regular ClassroomThe study of the identification, etiology, diagnosis, and prognosis of students with exceptional learning needs such as learning and physical disabilities, visual and auditory impairments, behaviour disorders, intellectual delay, and giftedness as related to classroom experiences in schools. Course Credits: 3
Prerequisite(s): EDUC 211 or PSYC 214 with a minimum grade of B-; third-year standing. (3-0)
Cross-listed: PSYC 310 |
| 2024-2025 | EDUC 321 | Curriculum Planning for the ClassroomThe theory and process of curriculum development based on a faith-informed understanding, with diverse applications of classroom curriculum planning. Topics include: definitions and aims of the curriculum; justifying the curriculum; current approaches to curriculum development; knowledge and curriculum content; curriculum integration; planning, constructing and implementing classroom units; evaluating and using curriculum resources; curriculum planning, implementation and evaluation of successful teacher planning methods. Course Credits: 3
Prerequisite(s): EDUC 211, 222, 233 with a minimum grade of B- in each course; 6 semester hours of 100-level ENGL; confirmation into the School of Education; and a minimum 2.70 GPA. (3-0)
|
| 2024-2025 | EDUC 345 | Gender and EducationAn introduction to gender and education as a method of inquiry into the role of education in society. In particular, the course explores the relationship of gender and education in the context of formalized schooling, both in Canada and around the world. By focusing on gender, this course considers the experiences of people in their roles of students, classmates, teachers, and in positions of leadership. For people of faith, students will become familiar with gender as a sociological variable (i.e. cultural) in schooling by exploring current sociological theories of education and current lived realities of girls and boys in schools. Course Credits: 3
Prerequisite(s): Minimum 60 semester hours. (3,0)
Cross-listed: GNDR 345 |
| 2024-2025 | EDUC 350 | Elementary School Human KineticsTeaching methodology and curriculum for physical education instruction. An introduction to lesson planning, active living, movement skills, and safety, fair play and leadership as it applies to students in a school physical education program. Course Credits: 3
Prerequisite(s): HKIN 191 or EDUC 211, and third-year standing. (3-0)
Cross-listed: HKIN 350 |
| 2024-2025 | EDUC 353 | Environmental Education: Curriculum and PedagogyThis introductory environmental education course explores environmental learning approaches to be used in schools and field-based/outdoor educational settings. Using environmental learning approaches in class and in the field, students will develop reflexive and inquisitive thinking along with problem-solving approaches, develop communication, team-building and collaborative working skills, and develop skills and knowledge of forest, flora, and fauna. The course will examine environmental issues and learning approached from a local perspective and with respect to First Peoples Principles of Learning. (3-0) Course Credits: 3
Prerequisite(s): Minimum 60 semester hours, and a minimum 2.7 GPA.
|
| 2024-2025 | EDUC 355 | K-12 English Language TeachingFor students in the School of Education, this Teaching English as an additional language (TEAL) course focuses on methods of K-12 English Language Learner (ELL) instruction with specific attention to the interdisciplinary and intersectional nature of ELL teaching. The course includes frameworks and techniques derived from psychology, sociology and performance disciplines, including art, music and human kinetics. Course Credits: 3
Prerequisite(s): Minimum grade of B- in each of EDUC 211, 222, 233; 6 sem. hrs. of 100-level ENGL; confirmation into the School oF Education, and a minimum of 2.7 GPA.
|
| 2024-2025 | EDUC 365 | Social Issues in EducationThis course is an introduction to the sociology of education as an analysis of the role of education in society. In particular, the course will explore societal trends affecting the institutions and practices of education; interpretative paradigms and related research studies; group dynamics in education; religious, social, and economic factors and issues in Canadian education. Course Credits: 3
Prerequisite(s): Minimum 60 semester hours (3,0)
|
| 2024-2025 | EDUC 373 | Media and Technologies in EducationAn 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 LearningA 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 ExperienceThese initial field experiences provide students with meaningful educational experiences in schools and classrooms. Students relate their studies in the university classroom to school settings. 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 ExperienceThese initial field experiences provide students with meaningful educational experiences in schools and classrooms. Students relate their studies in the university classroom to school settings. 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 AssessmentAn exploration of early childhood theories, philosophical perspectives, effective practices, curriculum and assessment and an overall understanding of what it means to effectively support and nurture early learners. The vital role of a well prepared early learning educator and the importance of learning through play, emergent curriculum and authentic assessment methods will be thoroughly examined. Content addresses the entire spectrum of a child's growth and development within the context of place, families and communities: linguistic, socio-cultural, emotional, physical, spiritual, and cognitive development. Course Credits: 3
Prerequisite(s): EDUC 321; minimum 90 semester hours; and a minimum 2.70 GPA. (3,0)
EDUC 402
|
| 2024-2025 | EDUC 412 | Strategies for the Exceptional ChildThis 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 PlaceThis 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 EducationAn 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 YearsThis 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)
|
| 2024-2025 | EDUC 451 | Classroom Teaching: Theory and PracticeThis 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 PracticeThis 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 PracticumThis 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.
|
| 2024-2025 | EDUC 455 | Curriculum and Pedagogy: K-7 Language ArtsAn overview of the development of language and literacy in children and the teaching of language arts in the elementary school including topics such as: the nature of the reading and writing process; becoming members of a literature culture; and components and organization of effective reading and writing programs. The course will be guided by the assumption that literature, literacy, and faith intersect in powerful, personal ways. Course Credits: 3
Prerequisite(s): EDUC 321, and a minimum 90 semester hours
|
| 2024-2025 | EDUC 456 | Curriculum and Pedagogy: K-7 MathematicsThe components of an effective elementary school mathematics program: goals of mathematics teaching and learning, recent curriculum trends, function and use of instructional materials, teaching strategies and learning activities, problem solving strategies and skills, and evaluation procedures. This course is part of the PYP (Professional Year Program) Course Credits: 2
Prerequisite(s): Acceptance into the Professional Year Program.
EDUC 451, EDUC 452
|
| 2024-2025 | EDUC 457 | Curriculum and Pedagogy: K-7 Social StudiesA survey and evaluation of recent trends, teaching strategies, learning approaches, and resources in elementary and middle social studies. Participants engage in constructing their own understanding of the rationales, goals, and strategies appropriate for social studies instruction. Additionally, course participants practice selecting and analyzing current social studies resources and instructional methods, and design and create effective and engaging teaching materials. This course is part of the PYP (Professional Year Program) Course Credits: 2
Prerequisite(s): EDUC 451 and 452; acceptance into the Professional Year Program.
|
| 2024-2025 | EDUC 458 | Curriculum and Pedagogy: K-7 ScienceA survey of research in science education, goals of science education; current curricula and resources; planning an elementary-level program; children's science learning; teaching strategies for diverse learners; teaching for inquiry and critical thinking; planning and implementing hands-on activities. Course Credits: 2
Prerequisite(s): EDUC 451 and 452; acceptance into the Professional Year Program.
|
| 2024-2025 | EDUC 459 | Curriculum and Pedagogy: Strategies for Teaching Reading and Writing at the Primary LevelAn extension of EDUC 455 as applied to the primary grades (K-2), especially with respect to developing reading and writing proficiency. Theories and models of reading and writing processes. Diagnosing individual strengths and weaknesses in reading and writing development. Planning, organizing, implementing, and assessing a balanced literacy program. Evaluating and choosing resources. Developing learning activities. Course Credits: 1
Prerequisite(s): EDUC 455; acceptance into the Professional Year Program.
EDUC 451, EDUC 452
|
| 2024-2025 | EDUC 460 | Curriculum and Pedagogy: Strategies for Teaching Reading and Writing at the Intermediate LevelAn extension of EDUC 455 as applied to the intermediate and middle grades (3-8), especially with respect to developing reading and writing proficiency and the study of literature. Models and practices of reading and writing instruction are introduced and explored. The role of text structure and grammar are examined. Selecting and teaching a range of genres, especially works written for older children, are included. Planning, organizing, implementing, developing, and assessing a balanced language arts program that targets writing acquisition and reading/writing connections are stressed. This course is part of the PYP (Professional Year Program) Course Credits: 1
Prerequisite(s): EDUC 455; acceptance into the Professional Year Program.
EDUC 451, EDUC 452
|
| 2024-2025 | EDUC 465 | Teaching and Learning in Secondary SchoolThe nature of learning and appropriate teaching strategies for students in high schools. Current trends and recent research as a basis for learning and teaching strategies, for organizing and planning curriculum, and for structuring classrooms and schools. Specific topics include characteristics of 14- to 18-year-olds and the implications for learning; curriculum integration; building student-teacher, teacher-parent, and student-student partnerships; evaluation and assessment; personal and career planning; and evidence-informed practice in the senior years. Course Credits: 3
Prerequisite(s): EDUC 321; and a minimum 90 semester hours.
|
| 2024-2025 | EDUC 468 | Curriculum and Pedagogy: Teaching French as a Second LanguageThis course facilitates teachers and pre-service teachers to teach French as an additional language. It is designed to integrate theory and application in order to enhance successful additional language learning. Special attention is given to teaching French in Grades K-7, but higher class levels are also addressed. Course Credits: 2
Prerequisite(s): Teacher Certification or EDUC 321.
NB: Offered in May on Saturdays so it is available to practicing teachers.
|
| 2024-2025 | EDUC 471 | Curriculum and Pedagogy: An Introduction to Teaching the Humanities Grades 8-12An overview of curriculum organization and principles of teaching and learning in Social Studies and English at the secondary level. The connection with the Humanities is understood as a key ingredient in Education, but so is the integration of the Humanities in all other subjects in the curriculum. The course is guided by the view that the areas of the Humanities and faith intersect in powerful and personal ways. All Professional Year secondary students are required to take EDUC 471. This course is part of the PYP (Professional Year Program) Course Credits: 2
Prerequisite(s): EDUC 465, acceptance into the Professional Year Program.
EDUC 451, EDUC 452
|
| 2024-2025 | EDUC 472 | Curriculum and Pedagogy: An Introduction to Teaching the Natural and Mathematical Sciences Grades 8-12Curriculum organization and principles of teaching the natural and mathematical sciences; developing a basic understanding of the aims, content and pedagogy in secondary math and science; evaluation of selected science and math resources; developing curriculum, instruction and assessment for a unit plan; promotion of science literacy and numeracy (math literacy); teaching strategies for diverse learners; teaching for inquiry, problem-based learning, critical thinking and responsible citizenship. All Professional Year secondary students are required to take EDUC 472. This course is part of the PYP (Professional Year Program) Course Credits: 2
Prerequisite(s): Acceptance into the Professional Year Program
EDUC 451, EDUC 452
|
| 2024-2025 | EDUC 475 | Advanced Teaching and Learning Praxis in Major Teachable Subject Grades 8-12A mentorship by master teachers in the field in a student's main area of secondary subject specialization. Students use a guide and assignment rubrics to research effective teaching and learning strategies in their main subject area. They discuss their findings with their subject mentor and, possibly, other teachers in the school. Students also attend seminars with the course coordinator, and present an overview and evaluation of their findings in a culminating session. This course is part of the PYP (Professional Year Program) Course Credits: 3
Prerequisite(s): EDUC 451, 452 and 465; acceptance into the Professional Year Program.
|
| 2024-2025 | EDUC 490 | Special Topics and Issues in EducationAn examination of special topics or issues in education that are not considered in depth in other education courses. Requests are processed through the Dean's office. Course Credits: 3
Prerequisite(s): Minimum 90 semester hours.
NB: Not offered every year. See the Dean of Education
|
| 2024-2025 | EDUC 495 | Critical Issues, Values and Class ManagementA 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 EducationA 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)
|
| 2024-2025 | EDUC 504 | Evaluating Statistics and ResearchThis 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 512 | Strategies for the Exceptional ChildThis 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
|
| 2024-2025 | EDUC 513 | Current Issues and the Exceptional ChildThis 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 AssessmentThe 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
|
| 2024-2025 | EDUC 515 | Lab: Field Based Assessments and IEP DevelopmentIn 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 NeedsThis 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
|
| 2024-2025 | EDUC 517 | Diverse Emotional and Behavioural NeedsThe 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 NeedsThis 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 DiversityAn 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 MethodsThis 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
|
| 2024-2025 | EDUC 599 | Ethical Issues in DiversityThis 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 DesignThis 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 StatisticsThis 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 ExamEvery 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.
|
| 2024-2025 | EDUC 690 | Major ProjectA 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 ProjectThe 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.
|
| 2024-2025 | EDUC 698 | Thesis IStudents are required to complete a thesis (6 sem. hrs.) that passes an examiner external to the University with expertise in the particular area of the thesis. The thesis must be defended orally before an examination committee. Students may choose their area of research with help from the program director and other faculty. This may occur at any time after their first semester in the program. Course Credits: 3
Prerequisite(s): EDUC 601, (602), and permission
|
How can we help?
Frequently Searched Items
-
ADMISSIONS
-
PROGRAMS
-
RESOURCES
Return to Academic Calendar