Code
Course Credits
EDUC 200 EDUC 200 - Principles of Teaching & Learning

The principles of teaching and learning in a classroom setting, including consideration of research results. The course includes consideration of past realities and current research findings. 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.NB: Students are involved in 12 hours of classroom observation, normally two hours per week for six weeks.Prerequisite(s) or Co-requisites: EDUC 211; second year standing. (0-0; 3-0)

3.00
EDUC 203 EDUC 203 - 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 analysis of concepts such as teaching, training, indoctrination, tolerance, pluralism, multiculturalism, and relevance. 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. The development of a personal theory of education.NB: Offered only in the Spring.Prerequisite(s) or Co-requisites: EDUC 211; second year standing. (3-0; 0-0)

3.00
EDUC 211 EDUC 211 - Psych Foundn 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.Cross-listed: PSYC 214.Prerequisite(s): Student must have completed at least one semester. (3-0; 0-0).

3.00
EDUC 268 EDUC 268 - Introduction to Teaching ESL

The aims and purposes of ESL education. Biblical view of the person, knowledge, teaching, evaluation and their application to the ESL classroom. The major schools of psychology as they relate to ESL education and as they compare with a biblical view of the person.Cross-listed: LING 268.Prerequisite(s): None. (3-0 or 3-0)

3.00
EDUC 302 EDUC 302 - Initial Classroom Experience

These initial classroom experience practica 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.NB: Pass/Fail courses.Prerequisite(s): Acceptance into School of Education, enrolment in a third or fourth year Education class for EDUC 302; EDUC 302 for EDUC 303.

1.00
EDUC 303 EDUC 303 - Initial Classroom Experience

These initial classroom experience practica 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.NB: Pass/Fail courses.Prerequisite(s): Acceptance into School of Education, enrolment in a third or fourth year Education class for EDUC 302; EDUC 302 for EDUC 303.

1.00
EDUC 310 EDUC 310 - The Exceptional Child in Reg. Class

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.Cross-listed: PSYC 310.Prerequisite(s): EDUC 211 or PSYC 214; third year standing. (3-0 or 3-0)

3.00
EDUC 321 EDUC 321 - Curriculum Planning for the Classrm

The theory and process of curriculum development based on a faith-informed understanding, with diverse applications of classroom curriculum planning: 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 beyond the classroom level.NB: Formerly EDUC 421.Prerequisite(s): EDUC 200 and third year standing, 2.5 GPA. (0-0; 3-0)

3.00
EDUC 365 EDUC 365 - Social Issues in Education

An introduction to the sociology of education as an analysis of the role of education in society. In particular, the course explores societal trends affecting Canadian education; interpretive paradigms and related research studies; group dynamics in education; religious, social, and economic factors and issues in (Canadian) education. The course is guided by the assumption that one's faith impacts one's actions in meaningful and thoughtful ways.Prerequisite(s): EDUC 200 or SOCI 101; third year standing. (3-0 or 3-0)

3.00
EDUC 400 EDUC 400 - Classroom Management/Leadership

A study of classroom organization and management leadership approaches and models appropriate to the classroom. Study includes the philosophical foundations and integration of these models. The nature of issues and problems confronting children are examined in order to gain an understanding of the context of classroom organization. This course is a foundation for guided application in the professional year through workshops and practicum mentoring.NB: Offered only in the Fall.Prerequisite(s): EDUC 200 and fourth year standing; 2.50 GPA. (2-0 or 2-0)

2.00
EDUC 401 EDUC 401 - Assessm't & 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.Prerequisite(s) or Co-requisite: EDUC 321 and fourth year standing; 2.5 GPA. Concurrently taking a practicum course: EDUC 303, EDUC 402, or EDUC 403. (3-0; 0-0)

3.00
EDUC 402 EDUC 402 - Initial Classroom Experience

These initial classroom experience practica 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 help prepare them for more advanced practica.NB: Pass/Fail courses.Prerequisite(s): EDUC 303 for EDUC 402; EDUC 402 for EDUC 403; enrolment in a third or fourth year Education class.

1.00
EDUC 403 EDUC 403 - Initial Classroom Experience

These initial classroom experience practica 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 help prepare them for more advanced practica.NB: Pass/Fail courses.Prerequisite(s): EDUC 303 for EDUC 402; EDUC 402 for EDUC 403; enrolment in a third or fourth year Education class.

1.00
EDUC 412 EDUC 412 - Strategies for the Except'l Child

This course builds upon the information presented in introductory courses to special 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.Offered in the spring.Cross-listed: PSYC 412.Prerequisite(s): EDUC 310 or PSYC 310; third year standing or professional teaching experience and permission of instructor. (0-0; 3-0)

4.00
EDUC 451 EDUC 451 - Classrm 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.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. Pass/Fail courses.Prerequisite(s): Acceptance into the Professional Year of the Teacher Education Program.

7.00
EDUC 452 EDUC 452 - Classrm 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.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. Pass/Fail courses.Prerequisite(s): Acceptance into the Professional Year of the Teacher Education Program.

8.00
EDUC 453 EDUC 453 - Extended Practicum

This course 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.NB: Students may not take other courses when taking EDUC 453 except required curriculum and pedagogy courses. Pass/Fail course.Prerequisite(s): EDUC 451 and 452.

15.00
EDUC 455 EDUC 455 - Curr & Pedagogy: K-7 Lang 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.Prerequisite(s) or Co-requisites: EDUC 321; fourth year standing, 2.50 GPA..(3-0 or 3-0)

3.00
EDUC 456 EDUC 456 - Curr & 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.Corequisite(s): EDUC 451 and 452.

2.00
EDUC 457 EDUC 457 - Curr & Pedagogy: K-7 Social Studies

A 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.Prerequisite(s): EDUC 451 and 452.

2.00
EDUC 458 EDUC 458 - Curriculum & Pedagogy: K-7 Science

A 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.Prerequisite(s): EDUC 451 and 452.

2.00
EDUC 459 EDUC 459 - Lang Arts Strategies at Primary Lev

An 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.Prerequisite(s): EDUC 451 and 452; EDUC 455.

1.00
EDUC 460 EDUC 460 - Lang Arts Strategies at IntermedLvl

An 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.Prerequisite(s): EDUC 451 and 452; EDUC 455.

1.00
EDUC 465 EDUC 465 - Teach&Learn in Middle/Senior Years

The nature of learning and appropriate teaching strategies for students in the middle and senior years. 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 10 to 18-year-olds and the implications for learning; curriculum integration; building student-teacher, teacher-parent, and student-student partnerships; evaluation and assessment in the middle and senior years; personal and career planning; and the role of exploratories.Prerequisite(s) or Co-requisite: EDUC 321. (3-0; 3-0).

3.00
EDUC 471 EDUC 471 - C&P: Intro to Teaching Humanities

An 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 person ways. All Professional Year secondary students are required to take EDUC 471.Co-requisite: EDUC 451, 452.Prerequisite(s): EDUC 465.

2.00
EDUC 472 EDUC 472 - C&P: Intro to Teaching Sciences

Curriculum 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.Prerequisite(s): EDUC 451,452

2.00
EDUC 475 EDUC 475 - Teach & Learn in Major Subject 8-12

A 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.Co-requisite(s): EDUC 451 and 452.

3.00
EDUC 495 EDUC 495 - Critical Issues in Educ. & Culture

A consideration and analysis of selected critical concerns in education that link and interact with broad issues in culture and society. The course emphasizes how worldview thinking across various disciplines affects societal approaches to questions such as religion and multiculturalism in the schools, the influence of technology on education, and plurality and choice in schooling. An overarching theme of the course is the application of a biblical conception of justice to such issues.NB: Taken concurrently with EDUC 496 to fulfil Education IDIS core requirements.Prerequisite(s): EDUC 203; fourth year standing; minimum cumulative GPA of 2.5. (3-0; 0-0)

2.00
EDUC 496 EDUC 496 - Indigenous Perspectives in Educ.

A study of indigenous culture and its meaning(s), 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. A focus on understanding and using indigenous learning, epistemologies, and pedagogical approaches, literature and learning resources. Consideration of teaching and learning in diverse classrooms that include indigenous students, as well as teaching and learning in an indigenous school.NB: Taken concurrently with EDUC 495 to fulfil Education IDIS core requirements. Offered only in the Fall.Prerequisite(s): 2.5 GPA, fourth year standing. (3-0 or 3-0)

2.00
EDUC 504 EDUC 504 - Evaluating Statistics and Research

If teaching is to be done well, it must be based on sound psychological principles; educators must be willing to think critically about educational theory and to continually assess those theories in relation to the effectiveness of their own teaching. Congruent with the search for and application of sound psychological principles is the metaphor of teacher as researcher. This course will enable beginning graduate students to intelligently read and critically evaluate published scholarly research by becoming familiar with parametric statistical constructs, measures of certain tendency, variability, and measures of relationship. In order to be research scholars and establish their own research agenda graduate students will need to become increasingly familiar with research design and statistical analyses and this is addressed in subsequent courses. This course introduces these areas and in conjunction with EDUC 513 begins to lay the foundations for future Major Project or Thesis work.This course prepares students to evaluate and critique statistics and research methods in Education and Counselling Psychology, including learning about the use and misuse of basic quantitative and qualitative analytical techniques in research and in program evaluation. The course also introduces ethical issues in research and conducting critical reviews of the literature.

3.00
EDUC 517 EDUC 517 - Diverse Emotional/Behavioural Needs

Traditional categories of Attention Deficit Disorder (ADD) and ADHD as well as Emotional Disorders and Behaviour Disorders (ED/BD) are examined. In context, the issues pertaining to students with PDD-NOS are once again addressed, as many of the interventions transcend categorical boundaries. The course is a critical review of the literature, building on students’ extant knowledge and professional experience examining current best practice in each of the areas. Classroom intervention strategies are studied and critically evaluated and experts in the various areas are consulted to give perspective and lend authenticity to the information and suggestions. Authentic assessment data is utilized to collaboratively develop Individualized Education Plans (IEPs) and graduate students work collaboratively to develop intervention strategies for implementation of those IEPs.

3.00
EDUC 518 EDUC 518 - Students with Diverse Sensory Needs

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

3.00
EDUC 599 EDUC 599 - Ethical Issues in Diversity

This course serves as a capstone course in the Master of Arts in Educational Studies - Special 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.

3.00