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Year Course ID Course
2026-2027 ECON 230

Introduction to International Development

This course provides an introduction to the field of international development through an overview of the many issues and challenges relating to economic disparity among people of various nations. Students engage in the exploration of responses to these situations. The course is open to students from all disciplines.

Course Credits: 3
2026-2027 ECON 275

Business Statistics

This course considers statistical tools and knowledge necessary for success in business endeavours. Topics include: descriptive statistics, probability (with discrete and continuous distributions), hypothesis testing, regression, and ANOVA. Students learn theory behind the methods, and primarily use spreadsheets as tools for solving advanced problems.

Course Credits: 3
Prerequisite(s): BUSI/ECON 176 or instructor's consent
Cross-listed: BUSI 275
2026-2027 ECON 301

Managerial Economics

The main principles and techniques of price theory and its practical applications. Major topics include price, production and distribution theories, the theory of the firm, risk and uncertainty, game theory, and transaction costs. New developments and/or approaches to microeconomics analysis.

Course Credits: 3
Prerequisite(s): ECON 202
Cross-listed: BUSI 301
2026-2027 ECON 302

Intermediate Macroeconomics for Managerial Decision-Making

The main concepts and methods usually used by economists to explain macroeconomic variables: inflation, unemployment, consumption, investment, foreign trade, monetary and fiscal policies, and economic growth. Classical and Keynesian macroeconomic models are studied and compared in terms of economic statics and dynamics.

Course Credits: 3
Prerequisite(s): ECON 202
NB: May not be offered every year.
Cross-listed: BUSI 302
2026-2027 ECON 304

Financial Markets & Institutions

The study of the role of money, monetary policy, and financial institutions in the Canadian and U.S. economies. Major topics include interest rates, decision-makers, financial asset prices, risk management, banking and financial institutions, and central banks and monetary policy.

Course Credits: 3
Prerequisite(s): ECON 202
Cross-listed: BUSI 304
2026-2027 ECON 306

History of Economic Thought

An investigation of the overlap of economic history and economic thought all the way from ancient Greeks philosophers, through medieval scholastics, to mercantilist businessmen, to Adam Smith and the classical economists of the Industrial Revolution, to macroeconomists emerging from the Great Depression, and into the Twenty-First century. Students examine the main economic questions and themes of these various periods including: What is the good life? Is business moral? How do selfish individuals promote societal good through markets? What is the proper role and scope of government? As an inquiry-based course, students will have considerable latitude to examine topics of particular interest to them in more detail.

Course Credits: 3
Prerequisite(s): ECON 202
NB: May not be offered every year.
Cross-listed: HIST 306
2026-2027 ECON 311

Global Issues in Business

The focus of this course is on understanding the institutions (e.g. political, economic, and cultural) and the resources (e.g. natural, human, technology, and innovation) that are present within home and host countries that influence the decision making of business owners and managers as they consider going global with their product or service. Discussions centre around understanding culture, ethics, and global sustainability that relate to being a responsible and ethical global citizen.

Course Credits: 3
Prerequisite(s): Second-year standing
NB: May not be offered every year.
Cross-listed: BUSI 311
2026-2027 ECON 317

Investment Theory

A study of financial markets and the various instruments traded on those markets, to include how these instruments are priced. Other topics explored include portfolio theory, market efficiency and equilibrium, asset analysis, asset allocation, and portfolio management.

Course Credits: 3
Prerequisite(s): BUSI 342
Cross-listed: BUSI 317
2026-2027 ECON 330

Theory & Practice of Development

A study of major theories or models of economic development and evaluation of practices and approaches to economic development by studying various cases from several different countries. Theories and practices of development are examined from a Christian perspective, with consideration of the influence of the human factor.

Course Credits: 3
Prerequisite(s): ECON 230
2026-2027 ECON 354

Geography of the World Economy

This course investigates the changing geographical patterns of global economic activity and the processes influencing the organization of economic space. It focuses on the spatial patterns of production and manufacturing; the distribution of goods and services; and the role of multinationals, global marketing strategies and outsourcing. It also investigates issues and challenges from global to local economies, including: population growth and development, poverty and unemployment, and environmental sustainability.

Course Credits: 3
Prerequisite(s): GENV 111
GENV 354
NB: Offered every other year.
2026-2027 ECON 412

International Economic Competitiveness

This course studies the competitiveness of companies in different countries and regions given ever-changing economic conditions and policies. The course reviews factors that determine competitive advantage including: factor conditions, demand conditions, supporting industries, firm strategy, and government policy.

Course Credits: 3
Prerequisite(s): ECON 202; third-year standing
NB: May not be offered every year.
Cross-listed: BUSI 412
2026-2027 EDAP 101

Introduction to Inclusive Education in Canada

This course is the first course of the Education Assistant Program and will lay a foundation to the entire certificate, introducing students to the history of Inclusive Education in Canada, a theology of disability from the Christian Worldview and First People Principles of Learning, the Ministry of Education designations and funding, different support models, understanding the roles and responsibilities of Education Assistants as well as school cultures.

Course Credits: 3
2026-2027 EDAP 102

Diversity in the 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 EDAP 103

Childhood & Adolescent Development

Change and development are central parts of the human experience and this course is designed to foster an understanding in the process of human development. The content of the course is organized chronologically, beginning from preconception to infancy, early childhood, middle childhood, early, middle and late adolescence. The topics to be covered include the dimensions of human development such as the physical, cognitive, emotional, and social, academic, moral, and spiritual aspects.

Course Credits: 3
2026-2027 EDAP 104

Interpersonal Skills for Education Assistants

This course is designed to equip education assistants with essential communication and relationship-building competencies required to excel in their roles. The topics emphasize the significance of strong interpersonal skills in creating a supportive and inclusive learning environment for all students. Students will learn effective communication techniques, develop active listening skills, and enhance their abilities to collaborate with teachers, students, parents, and other education professionals. The importance of the Educational Assistant’s personal self-care, growth and development is also emphasized.

Course Credits: 3
2026-2027 EDAP 105

EA Practicum 1

This course equips students as education assistants in the school system by combining theoretical concepts with hands-on experience. Students learn to observe and understand the dynamics between education assistants, classroom teachers, and students with exceptionalities. Emphasis is placed on developing competencies for education assistants within the classroom where essential skills such as observation and documentation, guiding and nurturing students, and fostering collaboration with teachers and other staff members are learned. Practicum seminars will offer students guidance and assistance during their field practice while Professional Development Plans will track students’ progress towards their practicum goals.

Course Credits: 2
2026-2027 EDAP 201

Social & Emotional Learning

This course focuses on the design of positive behaviour supports that enhance and motivate student behaviour in the classroom and various school settings. It emphasizes that behaviour is a form of communication and that the key to behaviour support is understanding what students are trying to say with their behaviour. The goal of this approach is less on managing student’s behaviour but helping them to build strong social and emotional skills which will lead to more prosocial behaviour.

Course Credits: 3
2026-2027 EDAP 202

Health Matters in the Classroom

This course will focus on the physical and mental health needs of students in K-12 classrooms and the role of the Education Assistant in supporting them. The importance of the physical, mental health and well-being of the Education Assistants will also be explored.

Course Credits: 3
2026-2027 EDAP 203

Augmentative & Alternative Communication

This course is an introduction to assistive technology and how it may support diverse learners in the classroom. Different components of various technologies, related to the needs of the users are explored. Ethical and technological issues that emerge when supporting children who use assistive technology, in K-12 classrooms, are also examined.

Course Credits: 3
2026-2027 EDAP 204

Autism Spectrum Disorder

This course provides information on Autism Spectrum Disorder, including its causes, diagnosis, prevalence, and characteristics as well as effective, evidence-based strategies and approaches that education assistants can utilize to maximize support for students with ASD.

Course Credits: 3
2026-2027 EDAP 205

EA Practicum 2

This final practicum builds upon the preparation of students for their roles as education assistants in the school system by combining theoretical knowledge with hands-on experience. The focus is on developing specific competencies for education assistants within the classroom setting, with an emphasis on augmentative communication and curriculum modification and adaptation skills. More advanced skills, including data gathering, writing, guiding, and caring, as well as enhancing collaboration abilities will be practiced. Seminars that offer valuable support and guidance during their field practice will also be attended. An individualized Professional Development Plan is created tracking students’ progress towards achieving their practicum goals. Students will be observed and given feedback and guidance from an EDAP faculty member.

Course Credits: 4
2026-2027 EDUC 210

Teaching to Diversity

An exploration of student diversity in contemporary Canadian K-12 classrooms. The aim of this course is to provide pre-service teachers with an intersectional lens, to explore their social identities, worldviews, and beliefs to better understand the diverse students they will be teaching in the future. Some of the themes will include: disability awareness, children’s rights and welfare, gender, race, religious practices, refugees, English Language Learners, at-risk students, mental health and trauma-informed practice.

Course Credits: 3
2026-2027 EDUC 211

Psychological Foundations of Teaching & Learning

An evaluation of psychological theories and research relating to learning and teaching, with a focus on: developmental stages, learning theories, motivation, classroom management, evaluation, inter- and intra-individual differences, and needs of exceptional children.

Course Credits: 3
Prerequisite(s): Student must have completed at least one semester
Cross-listed: PSYC 214
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.
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.
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
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.
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.
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
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
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
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
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
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
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.
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.
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
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.
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.
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
2026-2027 EDUC 412

Strategies for the Exceptional Child

This course builds upon the information presented in introductory courses to inclusive education. It is intended for pre-professional Education students and those in psychology, social services, and nursing, and is designed to provide information and strategies for: assessing the needs of students, developing intervention techniques, and utilizing the resources of various professionals to meet the diverse needs of exceptional students and exceptional families. Enrolment in this class includes a 25 hour practicum in a special needs setting.

Course Credits: 4
Prerequisite(s): EDUC 310; minimum 90 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.
Cross-listed: PSYC 412
2026-2027 EDUC 413

Relational Learning with Stó:lo Peoples & Place

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

Course Credits: 1
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.
2026-2027 EDUC 430

Foundations & Principles of Music Education

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

Course Credits: 3
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
2026-2027 EDUC 435

Teaching & Learning in the Middle Years

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

Course Credits: 3
Prerequisite(s): EDUC 321, and a minimum 90 sem. hrs.
2026-2027 EDUC 450

Supplemental Practicum

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

Course Credits:
Prerequisite(s): Admission to the Professional Year Program and approval of the program coordinator
NB: Eligibility for this course is at the discretion of the program coordinator. Teacher candidates may only complete one supplemental practicum.
2026-2027 EDUC 451

Classroom Teaching: Theory & Practice

This course is designed to help prospective teachers reflect on factors that make classrooms and schools effective communities for learning. Students recognize, develop, and practice the relevant strategies and skills required for effective teaching and learning, and reflect on their teaching and its effects on student growth and learning. Eight weeks is classroom practica; six weeks focuses on a process of deliberation and reflective action that interrelates theory and practice.

Course Credits: 7
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.
2026-2027 EDUC 452

Classroom Teaching: Theory & Practice

This course is designed to help prospective teachers reflect on factors that make classrooms and schools effective communities for learning. Students recognize, develop, and practice the relevant strategies and skills required for effective teaching and learning, and reflect on their teaching and its effects on student growth and learning. Eight weeks is classroom practica; six weeks focuses on a process of deliberation and reflective action that interrelates theory and practice.

Course Credits: 8
Prerequisite(s): Acceptance into the Professional Year Program
EDUC 451
2026-2027 EDUC 453

Extended Practicum

This course, part of the PYP (Professional Year Program) is a 14-week semester including eight weeks of full immersion, three to four weeks partial immersion, and two weeks of seminars. Pre-service teachers will relate principles and theories from conceptual frameworks to actual practice in classrooms and schools. School placement will normally be appropriate to the grade levels and subject specialties which the student expects to teach after the program's completion.

Course Credits: 15
Prerequisite(s): EDUC 451 and 452. Acceptance into the Professional Year Program
NB: Students may not take other courses when taking EDUC 453 except required curriculum and pedagogy courses. Pass/Fail course.
2026-2027 EDUC 455

Curriculum & Pedagogy: K-7 Language Arts

An overview of the development of language and literacy in children and the teaching of language arts in the elementary school including topics such as: the nature of the reading and writing process; becoming members of a literature culture; and components and organization of effective reading and writing programs. The course will be guided by the assumption that literature, literacy, and faith intersect in powerful, personal ways.

Course Credits: 3
Prerequisite(s): EDUC 321, and a minimum 90 sem. hrs.
2026-2027 EDUC 456

Curriculum & Pedagogy: K-7 Mathematics

The components of an effective elementary school mathematics program: goals of mathematics teaching and learning, recent curriculum trends, function and use of instructional materials, teaching strategies and learning activities, problem solving strategies and skills, and evaluation procedures. This course is part of the PYP (Professional Year Program)

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