Education, Faculty of Education

EDUC 100 (3) Controversial Issues in Education

Students will examine basic and fundamental questions about educational policy and practice by critically examining a variety of controversial issues including, but not limited to, issues of equality, community, and individual rights and freedoms. [3-0-0]

Prerequisite: Students must have one of a) 70% in English 12 or English 12 First Peoples; b) a 5 on the LPI; c) a passing grade in ENGL 009; d) or an acceptable equivalent. For a list of equivalency options consult the Current Students website at students.ok.ubc.ca/courses-money-enrolment/registration/first-year-english/ .

EDUC 104 (3) Introduction to Academic Pedagogy: An Aboriginal Perspective

Using an Aboriginal approach to the cycle of learning, this developmental course provides an opportunity for first-year students to learn essential skills needed for academic success. [3-0-0]

EDUC 160 (3) Mathematical Reasoning for Arts and Education

For Arts and prospective Education students who wish to gain a deeper understanding of mathematics. Using the approach of problem solving and logical reasoning throughout, topics are chosen from discrete mathematics, elementary number theory, probability and statistics, measurement and geometry, linear algebra, and applications. Credit will only be granted for one of MATH 160 or EDUC 160. Cannot be used for credit toward a B.Sc. or B.M.S. degree, or for the B.A. Major in Mathematics program. [3-0-0]

Prerequisite: Foundations of Mathematics 11 or Pre-calculus 11

Equivalency: MATH 160.

EDUC 300 (3) Inquiry in Education

An introduction to the distinctive manner in which core concepts and methods of scholarly inquiry are applied to education as a field of inquiry. Through a variety of hands-on learning activities, readings, seminars, discussions, and personal reflection students will explore the processes and products of inquiry. Restricted to students with at least third-year standing. [3-0-0]

EDUC 400 (3) Designing and Facilitating Effective Learning Experiences

Leverage evidence based principles, approaches, methods, and strategies to design and facilitate effective learning experiences. Restricted to students with at least third-year standing. [3-0-0]

EDUC 403 (6) Becoming a Scholar-Practitioner

The cultivation of knowledge and understanding regarding the interdisciplinary foundations of educational principles, policies and practices, all of which are examined through large group contexts, seminars and field experiences. Pass/Fail.

Prerequisite: Restricted to students in the Bachelor of Education Program

EDUC 436 (5) Developing Curricular Vision for a Democratic Society: Educational Purposes, Policies, and Practices, Part I

Examines the nature of curriculum focusing on the humanities and languages. Opportunities and challenges of developing curriculum for schooling are considered within contemporary political, legal, moral, administrative, and policy contexts. Pass/Fail.

Prerequisite: All of EDUC 431, EDUC 440.

EDUC 437 (5) Developing Curricular Vision for a Democratic Society: Educational Purposes, Policies, and Practices, Part 2

Invites students to consider ways of embodying interdisciplinary learning in an advanced democracy focusing on the disciplines of Science, Technology, Engineering, Arts, and Mathematics. The roles of inquiry, critical reflection, creativity and innovation in teaching and learning will be foregrounded. Pass/Fail.

Prerequisite: EDUC 441.

EDUC 438 (4) Educating for the Whole Person

Teaching and learning theory and practice relating to a holistic approach to well-being. Examining and interpreting the research on philosophical, psychological, physiological and political aspects of wellbeing. Pass/Fail.

Prerequisite: EDUC 441.

EDUC 440 (3) Field Experience: Literacies and Numeracies in Action

Foundational pedagogical knowledge and practice will be explored through school-based inquiry. With a focus on literacies and numeracies in action, teacher candidates will work with mentor teachers in weekly school visits and then complete a minor practicum. Mentor teachers will take the lead in planning and curriculum enactment while the teacher candidate observes, works with individuals or small groups, and conducts teaching responsibilities as deemed fitting. Pass/Fail.

Prerequisite: Restricted to students in the Bachelor of Education Program

Corequisite: All of EDUC 403, EDUC 431.

EDUC 441 (5) Field Experience: Formative Practicum

Working collaboratively in a school context, mentor teachers and teacher candidates co-plan, co-teach and co-assess. Insight into the significance of personal practical knowledge by engaging in dialogue, observation, and reflection concerning why the mentor teacher orients practices in particular ways, using specific strategies, resources, and lesson sequences. Pass/Fail.

Prerequisite: All of EDUC 440, EDUC 431.

Corequisite: EDUC 436.

EDUC 442 (5) Community Field Experience

Alternate field experience to broaden the teacher candidate's concept of educational spaces and opportunities. Pass/Fail.

Prerequisite: EDUC 441.

EDUC 444 (15) Field Experience: Final Practicum/Internship

Extended immersion in a school community, co-planning/co-teaching/co-assessing with mentors and other colleagues and, with demonstrated competency, assume the lead in planning and curricular enactment with the support of mentor teachers. Pass/Fail.

Prerequisite: EDUC 438, 6 credits of electives or equivalent approved by the Faculty of Education.

EDUC 462 (1-12) d Special Topics in Education

With the consent of the Faculty of Education, this course may be taken by upgrading or continuing students who wish to undertake further studies in special areas of curricula. Pass/Fail.

EDUC 500 (3) Research Methodology in Education Part I

An introductory course examining various issues, methods and techniques used in educational research. Consideration is given to research strategies and techniques and the selection of research questions appropriate to a range of issues facing educators.

EDUC 501 (3) Research Methodology in Education Part II

Seminar examining specific issues, methods, and techniques used in educational research. Consideration is given to individual student's research interests. Research strategies and techniques and the selection of research questions appropriate to thesis topics will guide the course design.

Prerequisite: EDUC 500 recommended.

EDUC 517 (3-6) d Contemporary Issues in Education

Examination of a range of issues impacting education in provincial, national, and global perspectives. Socio/cultural issues, politics and educational policy, violence and safety, impact of technology on teaching and learning, and preparation of educators in a changing culture.

EDUC 521 (3) Readings and Discourse in Education

Provides an opportunity to undertake inquiry into literature of specialized areas/disciplines, narrowing the focus of readings and discourse in development of the thesis or project. Explores the importance of a theoretical framework to guide/support inquiry.

EDUC 524 (3) Language Teaching and Learning

Intended for a broad cross-section of educators with varying experiences in language teaching and learning, this course conceptualizes additional and official language acquisition from multiple angles in child, adolescent, and adult contexts. Key issues, concepts, and theoretical perspectives are evaluated and explored with emphasis on current empirical research.

EDUC 526 (3) Education and Diversity

Overview of current diversity theory and practice. Focuses on the social construction of differences, the theoretical underpinnings of diversity, and oppression theory/practice in a Canadian and world educational context with an emphasis on language, culture, and society.

EDUC 527 (3) Global Education, Citizenship, and Cross-Cultural Conceptions of Teaching and Learning

Enables learners to explore the inherent values, assumptions, and ideologies that inform the spectrum of global educations and cross-cultural conceptions of teaching and learning, and examines understandings of these complex and contested notions.

EDUC 528 (3) Theory and Practice in Inclusive Education

An inquiry-oriented course designed for educators interested in inclusive aspects of special education. Participants will explore pedagogical, attitudinal, and systemic barriers to inclusion. Related theory and research-based inclusive approaches will serve as resources for individual and group inquiries.

EDUC 529 (3) Building Communities: Education Beyond the Classroom

The intent of this course is to explore the systemic factors of education in conjunction with its communities and other organizations so that the student will be well versed, practically and theoretically, to engage in education as a "whole."

EDUC 534 (3) Coyote Stories: Pedagogy and Praxis

Examines how respective Indigenous traditional knowledge stories and storytelling practices inform organic theoretical frameworks, pedagogy, and praxis in place-based schooling, community, and peoples' transforming projects. Credit will be granted for only one of EDUC 534 and EDUC 562 when the subject matter is of the same nature.

EDUC 560 (3-6) d Directed Studies in Education

EDUC 562 (3-9) d Special Topics in Education

EDUC 598 (3) M.Ed. Seminar with Project

Building on coursework completed during the master's program, this course supports students in the development of their M.Ed. exit projects. It provides scaffolding for the conceptualization, development, and completion of projects that will meet or exceed the requirements for both graduate programs and teacher qualification standards. Pass/Fail.

EDUC 599 (6) Senior Seminar with Thesis

Pass/Fail.

EDUC 600 (3) Research Seminar I: Project Fundamentals

Examining inquiry frameworks as a mode of investigation. Issues, methods and techniques used in educational research. Consideration is given to research strategies and techniques and the selection of research questions appropriate to a range of issues facing scholar-practitioners.

EDUC 601 (3) Research Seminar II: Design

Designed to help students prepare the components of their research proposal. Research tools and techniques commonly used for researching leadership and organizational improvement practices, including research ethics will guide the course design.

EDUC 698 (6) Dissertation Seminar

Building on coursework completed during the Ed.D. program, this course supports students in the development of their Practice-Based Dissertationand provides scaffolding for the conceptualization, development, and completion of projects that will meet or exceed the requirements for the Ed.D. graduate program.