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Courses

A summary of each course to help with your selection.

Academic Year

Programs

Course ID

Course ID	Course
EDUC 413	EDUC 413 Relational Learning with Stó:lo Peoples and Place Course Credits: 1 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. 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.
EDUC 430	EDUC 430 Foundations and Principles of Music Education Course Credits: 3 An introduction to the historical, philosophical, sociological, and psychological foundations of music education. Topics include program development, teaching methods, administration, supervision, and evaluation. Cross-listed: MUSI 430 Prerequisite(s): MUSI 131, 132; 225, 226; third or fourth year standing. NB: Not offered every year See music department chair.
EDUC 435	EDUC 435 Teaching and Learning in the Middle Years Course Credits: 3 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.. Prerequisite(s): EDUC 321, and a minimum 90 semester hours (3,0)
EDUC 451	EDUC 451 Classroom Teaching: Theory and Practice Course Credits: 7 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. Prerequisite(s): Acceptance into the Professional Year Program. Co-requisite(s): 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.
EDUC 452	EDUC 452 Classroom Teaching: Theory and Practice Course Credits: 8 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. Prerequisite(s): Acceptance into the Professional Year Program. Co-requisite(s): EDUC 451
EDUC 453	EDUC 453 Extended Practicum Course Credits: 15 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. 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.
EDUC 455	EDUC 455 Curriculum and Pedagogy: K-7 Language Arts Course Credits: 3 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): EDUC 321, and a minimum 90 semester hours Co-requisite(s):
EDUC 456	EDUC 456 Curriculum and Pedagogy: K-7 Mathematics Course Credits: 2 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) Prerequisite(s): Acceptance into the Professional Year Program. Co-requisite(s): EDUC 451, EDUC 452
EDUC 457	EDUC 457 Curriculum and Pedagogy: K-7 Social Studies Course Credits: 2 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. This course is part of the PYP (Professional Year Program) Prerequisite(s): EDUC 451 and 452; acceptance into the Professional Year Program.

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