An advanced study in the reading and writing of literary nonfiction, known as the “fourth genre”: topics may include biography, memoir, spiritual autobiography, and/or other personal nonfiction genres.

This is a graduate TESL course designed specifically for students wishing to work with K-12 English Language Learners. Based in a Christian worldview perspective, the focus is on historical and contemporary understandings of language, principles, techniques, and methods for diverse K-12 populations, with particular attention to understanding and facilitating learners’ capacity to effectively appropriate the language of schooling.

The traditional inclusive education categories of behavioural needs or mental illness are examined. Included are the concerns of students with diagnoses such as anxiety and depression according to the Diagnostic and Statistical Manual for Mental Disorder Fifth Edition (DSM-5), as well as students with behaviour disorders. Also included are the behavioural concerns of students with autism, intellectual disabilities, and attentional difficulties. The British Columbia Ministry of Education criteria for designation in the Behavioural Needs or Mental Illness categories are addressed.

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.

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.

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.

An introduction to global business practices. A survey of governmental and corporate practices of major economic systems—Japan, Europe, Pacific Rim, Rhine countries, etc. Different cultural meanings of concepts such as globalization, world class, nimble organizations, empowerment, and teams are explored. The class provides the students with experiential as well as classroom learning to provide a better grasp of the differences in cultures and the adaptation of business concepts.

Exploration of topics such as the significance of culture, migration, social class, race, language, and ethnicity for human health and well-being. This course builds on multicultural counselling and diversity awareness principles infused throughout the master’s program. Both theory and interventions for addressing bicultural identity development, advocacy, acculturation stress, and barriers to help-seeking and counselling effectiveness. Critical appropriation of professional literature, competencies models, and intersections with other aspects of diversity are emphasized.

Examination of paradigms and developments in professional ethics. This course builds on the 184 professional ethics training infused throughout the curriculum, including topics in legal issues, family therapy, professional psychology and counselling, consultation, and client advocacy. International developments are addressed in professional mobility and regulations, competency standards, and multicultural contexts of professional standards. Emphasis is placed on fostering student proficiency in navigating licensure requirements and fostering accountability in professional practice.

This course is designed to provide students with a foundation in the theory and practice of assessment, diagnosis and interventions with couples and older adults. Consideration of presenting problems will be informed by understanding of lifespan human development. Both individual- and systems- focused interventions will be examined. An advocacy focus on culturally competent perspectives, collaboration with larger systems, and the impact of sociocultural issues on couples and older adults is maintained.