Course Descriptions

Education

Vancouver Island University offers two teacher Education degree programs, leading to a Bachelor of Education. These programs are approved by the B.C. College of Teachers.

Note: For all Seminar and Field Experience courses (EDFE courses), students will be denied access to or withdrawn from the practicum placement if their preparation for their teaching assignment is considered unsatisfactory by the Dean.

Course offerings vary from year to year. Check Generate a Timetable for available course offerings.

EDEL 500 (3) Early Learning in BC

An examination of issues relative to teaching early learners in British Columbia with a focus on developmentally appropriate experiences and environments. It will include an overview of the foundational theories pertaining to developing early learning and primary practice. (3:0:0)

Prerequisite: BC Teaching Certificate.

EDEL 501 (3) Full Day Kindergarten

This course will examine issues related to teaching in a Full Day Kindergarten classroom in British Columbia. It will include an overview of the foundational theories pertaining to developing the Kindergarten environment, curriculum and assessment. (3:0:0)

Prerequisite: BC Teachers Certificate.

EDEL 502 (3) Applying Interventions for Vulnerable Children in a Play-Based Kindergarten Classroom

An examination of issues related to interventions for vulnerable children by using the Early Development Instrument recommended by Human Early Learning Partnership. Students will develop an understanding of reading challenges; an ability to assess, track, and teach literacy skills in Kindergarten; and a capacity to design an active classroom where interventions are inclusionary. (3:0:0)

Prerequisite: Bachelor of Education.

EDFE 313 (3) Field Experience & Professional Seminar

This course consists of a practicum and a seminar group. The practicum includes classroom observations plus the equivalent of a 4 week, 80%, language teaching assignment. The seminar examines issues directly related to planning and teaching, focusing on the development of reflective practice. EDFE 313 was formerly called EDFE 513; credit will not be granted for both courses. (0:1:0 —120)

Co-requisites: Enrolment in all DSTC course work.

EDFE 411 (3) Field Experience I

Field experience placement in a self-contained elementary classroom for a minimum of 25 full days. Regular seminars are a component of this course. (0:1:0 —150)

Prerequisite: Min. "C+" in all Year 3 Bachelor of Education coursework.

EDFE 421 (3) Field Experience II

Field experience placement in a self-contained elementary classroom for a minimum of 25 full days. Regular seminars are a component of this course. (0:1:0 —150)

Prerequisite: Min. "C+" in all Year 4 Term 1 Bachelor of Education coursework.

EDFE 511 (3) Field Experience III

Field experience placement in a self-contained elementary classroom for a minimum of 25 full days. Regular seminars are a component of this course. (0:1:0 —150)

Prerequisite: Min. "C+" in all Year 4 Bachelor of Education coursework.

EDFE 515 (2) Seminar & Field Experience: Post Baccalaureate Initial Practicum

Consists of up to 25 days working in the schools. Field experience placement is arranged by the Field Experience office. Regular seminars provide an opportunity to examine issues related to the planning, teaching, reflection on observations and teaching of lessons. (0:1:0 —150)

Prerequisite: Enrolment in the Post Baccalaureate Year 5 of the Teacher Education Degree program or permission of Dean.

EDFE 520 (3) Seminar & Field Experience

Consists of up to 40 days of work in schools. Placement is arranged by the Field Experience office. The April-May practicum consists of a 1-week phase-in with a 90% teaching assignment for the final 3 weeks. (0:1:0 —120)

Prerequisite: All Education coursework up to the end of Term 1, Year 5 with a minimum of "C+" in each course.

EDFE 521 (5) Field Experience IV

A summative major practicum. EDFE 521 may be attempted only once. (0:0:0 —240 for 8 weeks)

Prerequisite: Min. "C+" in all Year 5 Term 1 Bachelor of Education coursework.

EDFE 525 (6) Field Experience: Final Practicum

The practicum assignment consists of a 4 month (15 week) school placement during which students assume 100% of the teaching load for a set period of consecutive weeks. (0:0:0 —450)

Prerequisite: Completion of Education course work in the Bachelor of Education Program.

EDFE 610 (5) Seminar and Field Experience: Final Practicum

A summative major practicum. EDFE 610 may be attempted only once. (0:0:0 —240 for 8 weeks)

Prerequisite: All Education coursework to the start of the final term with a min. "C+" in each course.

EDFE 611 (3) Field Experience: Special Practicum III

Consists of two weeks of pre-assessment/planning, a one-week phase in to 100% teaching responsibilities for the final 5 weeks. Available only when an acceptable placement can be arranged by the Field Experience office. EDFE 611 may only be attempted once. (0:0:0 —210 for 8 weeks)

Prerequisite: EDFE 612; approval of the VIU Faculty of Education Appeals Committee and the Field Experience Coordinator; completion of all Teacher Education program course requirements except the final practicum with min. "B-" grade point average; completion of all baccalaureate degree requirements for the second degree with min. "B-" grade point average based on the most recent 60 credits attempted.

EDFE 612 (3) Field Experience: Final Practicum Seminar

An examination of personal and professional requirements for successful teaching. Students are required to demonstrate an understanding of and capacity for assuming the teaching responsibilities at the assigned grade level for final practicum. (0:7:0 for 6 weeks)

Prerequisite: Approval of the VIU Faculty of Education Appeals Committee and the Field Experience coordinator; completion of all Teacher Education program course requirements except the final practicum with min. "B-" grade point average; completion of all baccalaureate degree requirements for the second degree with min. "B-" grade point average based on the most recent 60 credits attempted.

EDFE 613 (3) Field Experience VII: Final Practicum

Final field experience placement. Where possible, the level/type of placement requested by student teachers will be accommodated. There is an eight-week practicum period in November - December requiring the student teacher to assume approximately 100% teacher responsibility. (0:0:0 —180 for 8 weeks)

Prerequisite: All education course work to the start of final term with a min. "C+" in each course.

EDPB 501 (3) Introduction to the Visual Arts in Education

An introduction to the nature and content of the visual arts in education. Includes active participation in artistic processes and instructional strategies relating to arts education. (3:0:0)

Prerequisite: Enrolment in Year 5 (Post Baccalaureate) of Bachelor of Education Degree program or permission of instructor.

EDPB 503 (3) Child and Youth Development: Educational Implications

An exploration of theories of cognitive, social, emotional, and physical development from early childhood through to adolescence, within the context of creating healthy and productive learning environments for all students. (3:0:0)

Prerequisite: Enrolment in Year 5 of Teacher Education Post Baccalaureate Degree program or permission of instructor.

EDPB 505 (3) Methods: Language Arts/English Parts I & II

An introduction and study of the theory, curriculum, and methods in Language Arts/English with an emphasis on selection and application of materials and resources for the teaching of reading and oral and written expression. (3:0:0)

Prerequisite: Enrolment in Year 5 of Teacher Education Degree program or permission of instructor.

EDPB 506 (3) Mathematics Methods

An introduction to and overview of mathematics curriculum and instructional methodology. (3:0:0)

Prerequisite: Enrolment in Year 5 of Teacher Education Post Baccalaureate Degree program.

EDPB 507 (3) Science Methods

An introduction to science curriculum and instruction. The focus is on critical analysis of foundational issues, effective planning, experiencing methods of instruction, selection and adaptation of learning resources, and "hands-on" teaching experiences. (3:0:0)

Prerequisite: Enrolment in Year 5 of Teacher Education Post-Baccalaureate Degree program.

EDPB 508 (3) Social Studies Methods

An introduction to social studies curriculum and instruction. The focus is on dealing with issues related to equity in our society (e.g. multiculturalism, racism, gender) developing a global perspectiive and incorporating skills of critical thinking and cooperative learning in planning for social studies instruction. (3:0:0)

Prerequisite: Enrolment in Year 5 of Teacher Education Degree program or permission of instructor.

EDPB 509 (3) Physical Education Methods

Introduction to methodology for teaching developmentally appropriate physical activities. Organization and management of physical education and principles of motor learning, growth and development as a basis for program/activity planning are investigated. (3:0:0)

Prerequisite: Enrolment in Year 5 of Teacher Education Degree program or permission of instructor.

EDPB 512 (3) Secondary Teaching Specialties

Students will inquire into "promising practices" in their specialty area and explore pedagogical tensions and possibilities related to their teaching practice. Students will engage in research, collaboration, discussion, and critical reflection with the aim of further developing their expertise about teaching, learning, and literacy at the secondary level. EDPB 512 was formerly called EDTE 523; credit will not be granted for both courses. (3:0:0)

Prerequisite: Enrolment in the Post-Baccalaureate Degree Program.

EDPB 513 (3) Principles of Teaching & Learning I

Introduction to principles and instructional strategies related to planning for and managing an effective learning environment. EDPB 513 was formerly called EDPB 511; credit will not be granted for both courses. (3:0:0)

Prerequisite: Enrolment in Year 5 (Post Baccalaureate) Degree Program.

EDPB 514 (3) Principles of Teaching & Learning II

A continuation of Principles of Teaching & Learning I, with further investigation of principles and instructional strategies related to planning for and managing an effective learning environment. EDPB 514 was formerly called EDPB 511; credit will not be granted for both courses. (3:0:0)

Prerequisite: EDPB 513.

EDPB 530 (2) Instructional Design: Application of Educational Technology, Part I

An introduction to pedagogical perspectives for teaching and learning using technology. Technical skills required for the design and use of custom, technology-enhanced curriculum are developed and applied. Topics include various strategies for the integration of educational technologies. EDPB 530 was formerly called EDTE 611; credit will not be granted for both courses. (0:0:2)

Prerequisite: Year 5 enrolment (PB Program), or permission of instructor.

EDPB 531 (2) Instructional Design: Application of Educational Technology, Part II

An introduction to pedagogical perspectives for teaching and learning using technology. Technical skills required for the design and use of custom, technology-enhanced curriculum are developed and applied. Topics include various strategies for the integration of educational technologies. EDPB 531 was formerly called EDTE 611; credit will not be granted for both courses. (0:0:2)

Prerequisite: Year 5 enrolment (PB Program), or permission of instructor.

EDPB 600 (3) Planning and Professional Development: E-Portfolio

Reflection on planning issues relevant to the final practicum placement. Links theory and course work with the practical consideration of planning for the specific teaching/learning situation. As well, students present their self-directed personal and professional development via electronic portfolio upon successful completion of the final practicum. EDPB 600 was formerly called EDTE 610; credit will not be granted for both courses. (3:0:0)

Prerequisite: EDTE 611, EDPB 513 & EDPB 514

EDPB 614 (3) The Inclusive Classroom: Social Justice Issues in the Classroom

An exposé of social justice issues in an educational context. Students will acquire initial understanding of the complex nature of discrimination, including its different manifestations in recent and contemporary society. Students are required to develop appropriate anti-oppression teaching strategies and material. EDPB 614 was formerly called EDTE 614; credit will not be granted for both courses. (6:0:0 for 6 weeks)

Prerequisite: Min. "C+" in EDPB 503 and credit for EDTE 613 or permission of the instructor.

EDPD 582 (3) Special Topics: Investigation of Practice

An overview of the principles, processes, strategies and resources for differentiating instruction to support the diverse student needs in today's classrooms. The course will provide an opportunity for students to explore a variety of strategies and to develop practical plans for implementation. (45:0:0 for 1 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 583 (3) Social, Emotional and Behavioural Needs: Foundations and Exemplary Practices

Exploration of issues regarding students with behavioural challenges. This course will include an investigation of critical issues related to supporting students with social, emotional and behavioural needs, as well as a survey of best practice models. EDPD 583 was formerly called EDPD 581; credit will not be granted for both courses. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty Post Degree Diploma program and/or permission of the instructor.

EDPD 584 (3) Assistive Technology: Foundations & Exemplary Practices

New pedagogical perspectives for engaging teaching and learning of students with exceptionalities using assistive technology will be explored. The students will develop strategies for the application of educational and assistive technologies, as well as the technical skills required to be confident in the design and application of custom, technology-enhanced curriculum. EDPD 584 was formerly called EDPD 581; credit will not be granted for both courses. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty Post Degree Diploma program and/or permission of the instructor.

EDPD 585 (3) Collaborative Planning for Student Success

Students will engage in an exploration of communication and interpersonal skills needed to positively interact in emotional situations. These skills support problem solving, conflict resolution, and collaborative planning required to support teams working with special needs students. Roles and responsibilities of team members will also be explored. EDPD 585 was formerly called EDPD 582; credit will not be granted for both courses. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 586 (3) Gifted Learners: Investigation of Practice

An overview of the characteristics and needs of gifted learners. Best practices are discussed within a model for planning an effective educational program. Teaching strategies encompassing the essential components of a supportive program are explored. Participants will develop a student plan and practice strategies beneficial for gifted learners. EDPD 586 was formerly called EDPD 582; credit will not be granted for both courses. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 587 (6) Developing Functional Curricula: Investigation of Practice

An overview of the characteristics and needs of low incidence learners. Best practices and a range of teaching strategies that encompass the essential components of a supportive program are presented. Participants will develop a student plan and practice strategies known to be beneficial for those requiring a modified curriculum. (18:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 588 (3) Fetal Alcohol Spectrum Disorders: Investigation of Practice

An overview of the characteristics and needs of students with FASD. Best practices and a range of teaching strategies that encompass the essential components of a supportive program are presented. Participants will develop a student plan and practice strategies known to be beneficial for students with FASD. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 589 (3) Autism Spectrum Disorders: Investigation of Practice

An overview of the characteristics and needs of students with ASDs. Best practices and a range of teaching strategies that encompass the essential components of a supportive program are presented. Participants will develop a student plan and practice strategies known to be beneficial for students with ASD. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 590 (3) Conference Related Special Project

A variable content course focusing on the design, implementation and analysis of an application in the curricular area or specialty under study. Full attendance of a workshop/conference or presentation on a topic related to special education is required and must be pre-approved by faculty supervisor prior to attending. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 591 (3) Literacy/Numeracy: Foundations & Exemplary Practices

A survey of foundations and exemplary practices in literacy and numeracy development for students with learning exceptionalities. An exploration of best practice in the areas of math and reading in special education, as well as learning theories and strategies that best match the needs of students with exceptional learning profiles. EDPD 591 was formerly called EDPD 581; credit will not be granted for both courses. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 592 (6) Norm and Criterion Referenced Assessment and Intervention

An overview of principles of norm and criterion referenced assesment, including the administration and interpretation of Level B testing and planning for interventions. EDPD 592 was formerly called EDTE 619; credit will not be granted for both courses. (7:2:0 for 20 weeks)

Prerequisite: Second year standing in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 593 (3) Differentiating Curriculum in the Inclusive Classroom: Investigation of Practice

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 594 (3) Learning Disabilities: Investigation of Practice (Effective Jul 2013)

An overview of the characteristics and needs of LD learners. Best practices are discussed within a model for planning effective educational programs. Teaching strategies encompassing the essential components of a supportive program are explored. Participants will develop a student plan and practice strategies beneficial for students with learning disabilities. (40:0:0 for 5 weeks)

Prerequisite: Admission to SETS and/or permission of the instructor.

EDTE 300 (3) Principles of Teaching and Learning I

An investigation of the foundational aspects of teaching practice. Students will examine professional qualities of an educator; the need for personal/professional growth; the importance of understanding learners and elements of classroom management, planning, and teaching; and assessment of student learning. Observation in classroom settings is a component of this course. (3:0:0)

Prerequisite: Enrolment in year 3 of the Bachelor of Education Degree Program.

EDTE 301 (3) Principles of Teaching and Learning II

A continuation of EDTE 300. Students will examine professional qualities of an educator; the need for personal/professional growth; the importance of understanding learners and elements of classroom management, planning, and teaching; and assessment of student learning. Observation in classroom settings is a component of this course. (3:0:0)

Prerequisite: Min. "C+" in each of EDTE 300 and EDTE 311.

EDTE 311 (3) Human Development: Child Development and Education

A study of theories of child development with a focus on understanding relationships between child development from early childhood to adolescence and principles of teaching and learning. (3:0:0)

Prerequisite: Enrolment in Year 3 of the Teacher Education Degree program or permission of instructor.

EDTE 400 (6) Principles of Teaching and Learning III

A continued investigation of the foundational aspects of teaching practice and teacher professionalism. Students will develop professional qualities; investigate educational issues; explore curriculum methodologies including classroom management; and examine and practice effective planning, teaching, and assessment of student learning. This course will be taught collaboratively from a Language Arts and Math perspective. (6:0:0)

Prerequisite: Min. "C+" in each of EDTE 300, EDTE 301, EDTE 311, and EDTE 430.

EDTE 401 (6) Principles of Teaching and Learning IV

A continuation of EDTE 400. Students will develop professional qualities; investigate educational issues; explore curriculum methodologies including classroom management; and examine and practice effective planning, teaching, and assessment of student learning. This course will be taught collaboratively from a Language Arts and Math perspective. (6:0:0)

Prerequisite: Min. "C+" in each of EDTE 400, EDTE 419, EDTE 429, and EDTE 431.

EDTE 417 (3) Curriculum and Instruction: Visual Arts

A study of curriculum and strategies for teaching art at the elementary level. (0:0:3)

Prerequisite: Min. "C+" in each of EDTE 400, EDTE 419, EDTE 429, and EDTE 431.

EDTE 419 (3) Curriculum and Instruction: Social Studies

A study of the Social Studies curriculum and instruction at the elementary level. (3:0:0)

Prerequisite: Min. "C+" in each of EDTE 300, EDTE 301, EDTE 311, and EDTE 430.

EDTE 425 (3) Curriculum and Instruction: Physical Education in the Elementary School

An introduction to elementary school physical education curriculum and instruction. (3:0:0)

Prerequisite: Min. "C+" in EDTE 418.

EDTE 427 (3) Curriculum and Instruction: Science

A study of Science curriculum and instruction at the elementary level. (3:0:0)

Prerequisite: Min. "C+" in each of EDTE 400, EDTE 419, EDTE 429, and EDTE 431.

EDTE 428 (3) Instructional Design: Special Planning Seminar

Links preceding course work including prevailing theoretical constructs for curriculum and instruction, analysis of strategies and resources with field experience. Reflection on individual growth as a teacher/learner and preparation for practicum experiences. (1:0:0 for 6 weeks)

Prerequisite: Completion of all Year 4 Bachelor of Education course work.

Co-requisites: EDFE 411 or EDFE 421.

EDTE 429 (3) Curriculum and Instruction: Performing Arts

A study of curriculum and strategies for teaching drama, dance, and music at the elementary level. Credit will only be granted for one of EDPB 501 or EDTE 429. (3:0:0)

Prerequisite: Min. "C+" in each of EDTE 300, EDTE 301, EDTE 311, and EDTE 430.

EDTE 430 (3) Issues in Aboriginal Education

An exploration of the role of aboriginal education in society and the experiences of aboriginal learners at the elementary level. (3:0:0)

Prerequisite: Third-year standing in the Bachelor of Education program.

EDTE 431 (3) Instructional Design: Application of Educational Technology

An introduction to the pedagogical perspectives for teaching and learning using technology. Technical skills required for the design and use of custom, technology-enhanced curriculum are developed and applied. Topics include various strategies for the integration of educational technologies. Credit will only be granted for one of EDTE 611 or EDTE 431. (3:0:0)

Prerequisite: Min. "C+" in each of EDTE 300, EDTE 301, EDTE 311, and EDTE 430.

EDTE 500 (6) Principles of Teaching and Learning V

An investigation of the foundational aspects of teaching and professionalism with a focus on connecting theory and practice. Students will exercise discernment as they make decisions about best practice in particular teaching contexts. This course will be taught collaboratively from a Science and Social Studies perspective. (6:0:0)

Prerequisite: Min. "C+" in all Year 4 Bachelor of Education coursework.

EDTE 501 (6) Principles of Teaching and Learning VI

A continued investigation of the foundational aspects of teaching and professionalism with a focus on connecting theory and practice. Students will exercise discernment as they make decisions about best practice in particular teaching contexts. This course will be taught collaboratively from a Science and Social Studies perspective. (6:0:0)

Prerequisite: Min. "C+" in all Year 5 Term 1 Bachelor of Education coursework.

EDTE 519 (3) Foundations of Education in British Columbia

An introduction to structure and process of the BC School System; teacher-administration relationships; emerging trends and controversial issues in school organization and practice; value problems in the profession; school law/policy and legal requirements; public and professional relationships; professional ethics. EDTE 519 was formerly called ED-B 430; credit will not be granted for both courses. (3:0:0)

Prerequisite: Completion of year 4 coursework with a min. "C+" average.

EDTE 520 (3) Curriculum and Instruction: Language Arts

A study of Language Arts curriculum and instruction at the elementary level. Credit will only be granted for one of EDTE 324, EDTE 426 or EDTE 520. (3:0:0)

Prerequisite: Min. "C+" in all Year 3 Bachelor of Education coursework.

EDTE 522 (3) Introduction to the Performing Arts in Education

An introduction to the performing arts in Education. Includes an emphasis on integration of the performing arts with other curricular areas. (3:0:0)

Prerequisite: Enrolment of year 5 of Teacher Education Degree program or permission of instructor.

EDTE 523 (3) Methods: Language Acquisition

A study of the various theories of language acquisition and their application to teaching a second language or to teaching second language learners in the classroom setting. Students are required to demonstrate competence in a language other than English to the level of a beginning (conversational) language learner. (3:0:0)

Prerequisite: Min. "C+" in each of EDPB 503, EDPB 511, and EDPB 505.

EDTE 530 (3) Curriculum and Instruction: Mathematics

A study of Mathematics curriculum and instruction at the elementary level. Credit will only be granted for one of EDTE 313, EDTE 415 or EDTE 530. (3:0:0)

Prerequisite: Min. "C+" in all Year 3 Bachelor of Education coursework.

EDTE 531 (3) Social Justice Issues in Education

An exposé of social justice issues in an educational context. Students will acquire initial understanding of the complex nature of discrimination, including its different manifestations in recent and comtemporary society. Students are required to develop appropriate anti-oppression teaching strategies and material. Credit will only be granted for one of EDTE 614 or EDTE 531. (3:0:0)

Prerequisite: Min. "C+" in all Year 4 Bachelor of Education coursework.

EDTE 532 (3) Special Educational Needs in the Classroom

A study of low- and high-incidence special needs in the integrated classroom at the elementary level. The course content will outline current research in the field of exceptionalities and its relationship to the goals and methods of education in BC. Credit will only be granted for one of EDTE 618 or EDTE 532. (0:3:0)

Prerequisite: Min. "C+" in all Year 5, Term 1 Bachelor of Education coursework.

EDTE 533 (3) Curriculum and Instruction: Second Language Acquisition

A study of theories of second language acquisition (SLA) and their applications to teaching a second language or to teaching second language learners at the elementary level. Credit will only be granted for one of EDTE 325 or EDTE 533. (3:0:0)

Prerequisite: Min. "C+" in all Year 4 Bachelor of Education coursework.

EDTE 538 (3) Instructional Design: Special Planning Seminar

Links preceding course work including prevailing throretical constructs for curriculum and instructions analysis of strategies and resources with field experience. Reflection on individual growth as a teacher/learner and preparation for practicum experiences. (1:0:0 for 6 weeks)

Prerequisite: Completion of all Year 5 Bachelor of Education course work

Co-requisites: EDFE 511 or EDFE 521.

EDTE 611 (4) Instructional Design: Application of Educational Technology (Ends Aug 2012)

Prerequisite: Year 5 enrolment (PB Program), Year 6 enrolment (CC Program), or permission of instructor.

EDTE 612 (2) Methods: Language Acquisition Part II

A continuation of EDTE 523. A further examination of second language acquisition. Although proficiency in a second language is not necessary, students are expected to create materials in a second language. (2:0:0)

Prerequisite: Min "C+" in EDTE 523.

EDTE 613 (3) Instructional Design: Evaluating and Reporting

An examination of formative assessment strategies leading to summative evaluation and formal reporting. (3:0:0)

Co-requisites: EDPB 511.

EDTE 614 (2) Instructional Design: Planning for Inclusive Education

An exposé of social justice issues in an educational context. Students will acquire initial understanding of the complex nature of discrimination, including its different manifestations in recent and comtemporary society. Students are required to develop appropriate anti-oppression teaching strategies and material. (2:0:0)

Prerequisite: Min. "C+" in EDTE 515 or EDPB 503, and credit for EDTE 567 or EDTE 527, or permission of instructor.

EDTE 615 (3) The Inclusive Classroom: The Special Needs Learner

A study of low- to high-incidence special needs presented in integrated primary to secondary classrooms with an inclusive philosophy. This course includes an exploration of theories of cognitive, social and emotional development, and assessment and intervention methods that support exceptional learners. (6:0:0 for 6 weeks)

Prerequisite: Min. "C+" in EDPB 503.

EDTE 617 (1) Cross Curriculum Workshop

Reflection on planning issues relevant to practicum placements. Links preceding course work including prevailing theoretical constructs for curriculum and instruction, analysis of strategies and resources intended to support learning coupled with the practical considerations of managing the specific teaching/learning situation of the practicum placement with the preparation of plans for teaching assignments in that placement. Credit will only be granted for one of EDTE 612 or EDTE 617. (0:1:0)

Prerequisite: Co-Requisite: A final practicum course.

EDTE 618 (4) Instructional Design: Special Educational Needs in the Classroom

A study of low- and high-incidence special needs in the integrated classroom at the intermediate and secondary levels. The course content will outline current research in the field of exceptionalities and its relationship to the goals and methods of education in BC. (8:0:0 for 6 weeks)

Prerequisite: Min. "C+" in EDTE 515.

EDTE 619 (3) Individual Assessment Using Level B Standardized Measures

An overview of principles of assessment, administration and interpretation of Level B testing, with an emphasis on achievement testing. (5:0:0 for 8 weeks)

Prerequisite: Enrolment in the Teacher Professional Upgrading Post Degree Diploma program, and one of EDTE 615, EDTE 618 or EDTE 620, and experience with standardized class evaluation measures and/or permission of instructor.

EDTE 620 (3) An Introduction to Special Education

An exploration of issues related to teaching students with diverse needs. Topics include the learning needs of students in the low- and high- incidence ranges, the roles and responsibilities of the special education teacher, provincial policies and procedures and models to support students in inclusive classrooms. Credit will only be granted for one of EDTE 532,EDTE 615,EDTE 618 or EDTE 620. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDUC 101 (3) Teaching: The Human Interaction

An introduction to the communication and interpersonal skills necessary to positively interact in one-on-one and group settings. These skills support personal exploration, problem solving, and developing the competencies to work effectively work with children, youth, and adults. (3:0:0)

Prerequisite: None.

EDUC 113T (3) Pathways to Learning

Support for Aboriginal learners in their transition to academic learning. The course addresses strategic, academic, cultural, and personal challenges students may face as they begin post-secondary learning through a two-week summer institute and monthly seminars during the academic terms. (0:2:0 for 32 weeks)

Prerequisite: Grade 10 and permission of coordinator.

EDUC 200 (3) FOUNDATIONS OF TEACHING AND LEARNING

An intensive introductory course to the DSTC program. Students explore the professional expectations of becoming a teacher and are exposed to the culture of schools. This course assists students by helping them understand and deal with past patterns of behaviour, set new goals and gain confidence in themselves as learners. (3:0:0)

Prerequisite: EDUC 100.

EDUC 201 (3) Intro to Visual & Performing Arts for Non-Specialists

An introduction to the nature and content of the arts in education. An opportunity to participate in artistic processes, to demonstrate the commonalities integral to the fine arts (art, dance, drama, music). An exploratory course for students with little or no background in the fine arts. Includes an introduction to strategies and methods relating to arts education within the classroom and to forms of artistic presentation and performance within the school setting. (0:1.5:1.5)

Prerequisite: None.

EDUC 202 (3) Teaching: Making an Informed Decision

An exploration of education and its relationship to society examining current and relevant questions such as cultural diversity, mass media, technology, societal changes, and ethical decision making. (3:0:0)

Prerequisite: None.

EDPD 582 (3) Special Topics: Investigation of Practice

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 583 (3) Social, Emotional and Behavioural Needs: Foundations and Exemplary Practices

Prerequisite: Enrolment in the Special Education Teacher Specialty Post Degree Diploma program and/or permission of the instructor.

EDPD 584 (3) Assistive Technology: Foundations & Exemplary Practices

Prerequisite: Enrolment in the Special Education Teacher Specialty Post Degree Diploma program and/or permission of the instructor.

EDPD 585 (3) Collaborative Planning for Student Success

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 586 (3) Gifted Learners: Investigation of Practice

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 587 (6) Developing Functional Curricula: Investigation of Practice

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 588 (3) Fetal Alcohol Spectrum Disorders: Investigation of Practice

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 589 (3) Autism Spectrum Disorders: Investigation of Practice

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 590 (3) Conference Related Special Project

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 591 (3) Literacy/Numeracy: Foundations & Exemplary Practices

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 592 (6) Norm and Criterion Referenced Assessment and Intervention

Prerequisite: Second year standing in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 593 (3) Differentiating Curriculum in the Inclusive Classroom: Investigation of Practice

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 594 (3) Learning Disabilities: Investigation of Practice (Effective Jul 2013)

Prerequisite: Admission to SETS and/or permission of the instructor.