Education, Faculty of Education

EDUC_O 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_O 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_O 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_O 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_O 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_O 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_O 405 (8) Concept Studies Module I: Culture of Education

Introduction to education through seminars and colloquia that provide foundational knowledge in the psychological, socio-cultural, philosophical, and historical underpinnings of education. Pass/Fail. [8-0-0] Prerequisite: Admission to the B.Ed. program, ETEP or STEP.

EDUC_O 406 (6) Indigenous Language Teacher Education Module, Culture of Education

Integrated studies module consisting of the following seminars: The Developing Learner (2); Social and Cultural Issues in Education (2); Learning Difficulties (2). Introduction to education through seminars and colloquia that provide foundational knowledge in the psychological, socio-cultural, philosophical, and historical underpinnings of education. Pass/Fail. [6-0-0] Prerequisite: Registration limited to students in the B.Ed. DSTC program.

EDUC_O 407 (8) Content Studies Module I: Developing Instructional Strategies

Development of instructional strategies. Content specialists who comprise the module team provide methodology in specified disciplines of the BC elementary curricula. Pass/Fail. [8-0-0] Prerequisite: Admission to the B.Ed. program, ETEP.

EDUC_O 410 (4) Concept Studies Module II: Culture of the School

School operations including the legislative and administrative aspects of the school and the overall school culture. Seminar work in instructional design is provided to prepare students for their first practicum experience. Pass/Fail. [4-0-0] Prerequisite: EDUC 405.

EDUC_O 411 (6) Content Studies Module II: Designing Learning Experiences

Design and development of appropriate materials, lessons, and units for instruction. Content specialists who comprise the module team provide methodology in specified disciplines of the British Columbia elementary curriculum. Pass/Fail. [6-0-0] Prerequisite: EDUC 407.

EDUC_O 415 (7) Concept Studies Module III: Culture of the Classroom

Organization, classroom management, and the overall operations of teaching in heterogeneous and integrated classrooms. Pass/Fail. [7-0-0] Prerequisite: EDUC 410.

EDUC_O 417 (8) Content Studies Module III: Integrating, Assessing, and Reporting

Integration of lessons and units across discipline areas of the British Columbia elementary curriculum. Instruction will provide students with strategies for assessing and reporting student achievement. Content specialists who comprise the module team provide methodology in specified disciplines of the British Columbia elementary curriculum. Pass/Fail. [8-0-0] Prerequisite: EDUC 411.

EDUC_O 420 (2) Context Studies I: Learning Communities, the Attributes of Professional Practice

The attributes of professional practice explored through school observational experience. Students will become involved in classroom activities and familiarize themselves with sponsor teacher expectations. Reflections and documentation will be by assigned faculty supervisors. Students will spend one day per week for seven weeks on school visits. Pass/Fail. Prerequisite: Admission to the B.Ed. program, ETEP.

EDUC_O 422 (10) Context Studies: Learning Communities Practicum

Becoming a practicing professional is explored in this practice teaching experience. An eight-week practice teaching experience will take place in an Aboriginal language context. The practicum follows one week of conferring and preparing with sponsor teachers and supervisors. Pass/Fail. Prerequisite: Registration limited to students in the B.Ed. DSTC program.

EDUC_O 427 (3) Learning Communities Seminar: Secondary Education

Comprised of professional seminars and periods of school observation and classroom participation. The seminar focuses on professional practice. The first four meetings of the seminar are pre-observational and pertain to the roles and responsibilities of the practicing professional. Pass/Fail. Prerequisite: Admission to the B.Ed. program, STEP.

EDUC_O 430 (4) Guided Reflective Inquiry Project

Guided independent research project in reflective practice. Examination of a question or issue of pedagogical interest that arose in previous studies, readings, or field experiences. Students conduct independent research and present their findings. This is a condensed course offered within a four-week period. Pass/Fail. [4-0-0] Prerequisite: ETEP students: EDUC 425. STEP students: one of EDUC 428, 429.

EDUC_O 431 (6) Developing a Pedagogical Stance

Foundational pedagogical knowledge and practice explored through seminars, colloquia and site-based learning where teacher candidates develop their practice and understandings related to diversity, literacies, numeracy and learning theories. Pass/Fail. Prerequisite: EDUC 403.

EDUC_O 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_O 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_O 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_O 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_O 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_O 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_O 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_O 447 (3) The Adolescent in the Classroom

Contemporary theory and research in dealing with adolescent intelligence, development, and the dynamics of interpersonal behaviour during adolescence. Peer group and school life; identity formation and identity crises; cognitive abilities during adolescence; behaviour management issues for the secondary teacher; contributing factors to schooling success and schooling failure; causes and consequences of adolescent employment and of dropping out of school. Pass/Fail. [3-0-0] Prerequisite: Admission to the B.Ed. program, STEP.

EDUC_O 450 (3) Policy and Organization: School, Community, and Society

Provides an overview of organizational, administrative, and legal concepts related to the work of the teacher in BC schools, and opportunities to discuss educational issues in a supportive setting. Pass/Fail. [3-0-0] Prerequisite: Admission to the B.Ed. program, STEP.

EDUC_O 453 (3) Information Communication Technology for Secondary Teachers

Provides knowledge and skills to incorporate a variety of information and instructional technologies into teaching practice. Introduces educational technologies and instructional learning resources. Technological literacy is emphasized through explorations in computer applications, utilization of digital technologies (computers, video, and telecommunications), and implementation of traditional educational media. Pass/Fail. [3-0-0] Prerequisite: Admission to the B.Ed. program, STEP.

EDUC_O 456 (3) Special Needs in Secondary Education

Focuses on working with adolescent students who have special needs associated with learning difficulties. Current learning theories and related research, cognitive and neurological aspects of learning processes, and social and cultural factors that may influence learning opportunities will be examined. Strategies for individualized instruction and instructional support from assistive technologies will be explored. Pass/Fail. [3-0-0] Prerequisite: Admission to the B.Ed. program, STEP.

EDUC_O 459 (3) ESL in Secondary Education

Provides knowledge and skills to teach content specialization to students for whom English is an alternate language. Communicative language method used to focus on general second language acquisition. Educational discipline as cultural artifact, language of education in cultural context, role of teacher in integrating language and culture. Pass/Fail. [3-0-0] Prerequisite: Admission to the B.Ed. program, STEP.

EDUC_O 462 (1-12) 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_O 474 (3) Methods in Aboriginal Language Education

Examines theory and practice of teaching a language. Instructional strategies, evaluation requirements and processes, curriculum planning, classroom management, and other factors related to teaching a language in a classroom setting. Pass/Fail. [3-0-0] Prerequisite: Registration limited to students in the B.Ed. DSTC program.

EDUC_O 480 (3) Curriculum Instruction: Secondary Mathematics

Examines theory and practice of the Provincial 8-12 mathematics curricula. Teaching to enhance development of numeracy skills and concepts, and practical applications in higher education and workplaces. Integrative understandings/connections between math and art, music, design, and structure used to motivate students and encourage mathematical explorations. Pass/Fail. [3-0-0] Prerequisite: Admission to Math-Science Education specialty of the STEP.

EDUC_O 482 (3) Curriculum Instruction: Secondary Science

Examines theory and practice of the provincial 8-12 science curricula. Teaching to enhance development of scientific literacy skills and concepts, and practical applications in higher education and workplaces. Contemporary research in science education. Planning units, lessons, and activities related to teaching science. Pass/Fail. [3-0-0] Prerequisite: Admission to the Math-Science Education specialty of the STEP.

EDUC_O 488 (3) Curriculum and Instruction: French Immersion

Examines theory and practice of teaching in a French immersion setting. Teaching of subjects in the French language. Instructional strategies, evaluation requirements and processes, curriculum planning. Communication with parents, and other factors significant to French immersion programs. Pass/Fail. [3-0-0] Prerequisite: Admission to the French Education specialty of the STEP.

EDUC_O 491 (3) Curriculum and Instruction: French as a Second Language

Examines theory and practice as applied to the BC Provincial 8-12 French Curriculum. Teaching to enhance skills in the French language, including components in grammar, composition, literature, and culture. Instructional and evaluation strategies, planning and development of units, lessons, and activities. Pass/Fail. [3-0-0] Prerequisite: Admission to the French Education specialty of the STEP.

EDUC_O 493 (3) Curriculum and Instruction: Middle School Education, Philosophy, Structure, and Methods

Foundation methods unique to middle school teaching and learning. Collaborative/team investigations of important issues addressing middle schools. Practical and theoretical overview of teaching methods appropriate to the social and academic developmental needs of early adolescents. Middle school philosophy and values, interactive learning, interdisciplinary teaching, advisory methods, and resource assessment. Pass/Fail. [3-0-0] Prerequisite: Admission to the Middle School Education specialty of the STEP.

EDUC_O 494 (3) Curriculum and Instruction: Middle School Education, Integrated Methods

Integrated strategies for translating middle school pedagogy and methods to curriculum content areas. Specific instructional methods in content areas combined with the interdisciplinary and integrated approach that is unique to middle school. Team teaching, guest speakers, field trips, and visits to content areas methods classes from within the STEP. Pass/Fail. [3-0-0] Prerequisite: Admission to the Middle School Education specialty of the STEP.

EDUC_O 495 (3) Curriculum and Instruction, Humanities: English

Introduction to the theory and methodology of teaching English to secondary students. The course examines teaching strategies and classroom practices as they relate to oral/written/visual communication. Course emphasis will be on the practical application of curricular guidelines and theoretical ideas explored in class. Pass/Fail. [3-0-0]

EDUC_O 496 (3) Curriculum and Instruction, Humanities: Social Studies

Introduction to the theory and methodology of teaching social studies to secondary students. The course will provide students with the knowledge, understandings, and dispositions to take an active role in discussion of the political, economic, environmental, and social challenges facing their communities and the world through the disciplines of history, geography, and other social sciences. Pass/Fail. [3-0-0]

EDUC_O 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_O 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_O 502 (3) Teacher as Researcher

Aims to broaden and enhance educators' research literacy skills and ability to read a range of empirical peer-reviewed findings that hold potential to shape their engagement in their coursework and their applied practice

EDUC_O 517 (3-6) 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_O 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_O 522 (3) Foundations of Language and Literacy Development: Research to Practice

Inquiry-based course critically examining the role of literacy in learning and cognition across educational contexts. Theories of reading development and the science of reading will inform framework for applying research to practice.

EDUC_O 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_O 526 (3) Teaching and Learning through an EDI Lens

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_O 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_O 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_O 529 (3) Community-Engaged Research

The intent of this course is to explore the systemic factors of education in conjunction with its communities and other organizations so that students will be well versed, practically and theoretically, to flexibly engage varied stakeholders in education.

EDUC_O 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_O 540 (3) Navigating Educational Controversy: Values, Policy, and Ethics

Examination of fundamental educational questions and their bearing on contemporary debates over the nature, scope, policy and practice of teaching and learning.

EDUC_O 560 (3-6) Directed Studies in Education

EDUC_O 562 (3-9) Special Topics in Education

EDUC_O 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_O 599 (6) Senior Seminar with Thesis

Pass/Fail.

EDUC_O 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_O 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_O 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.