An introduction to Indigenous education in Canada and BC. There will be a critical examination of historical and contemporary issues in education and an exploration of culturally based Indigenous education grounded in Indigenous philosophies. Prerequisite: 60 units. Breadth-Humanities.

Introduces the nature and goals of Indigenous Studies as an academic discipline that emphasizes cultures and homelands of First Peoples. Students with credit for FNST 101 may not take this course for further credit. Breadth-Humanities/Social Sciences.

What counts as literacy and whose literacies are valued? What does this mean for the organization of societies, and for teaching and learning? How is literacy implicated in projects of social ordering, colonialism, oppression and empowerment? This course explores these questions through case studies, histories, policies and place-based investigations of literacy education across the life course and inside and outside formal schooling. Prerequisite: 60 units including three units in EDUC courses. Breadth-Humanities.

This course focuses on innovative approaches to literacy instruction in adult learning and out-of-school settings. Topics to be explored include voice and agency, engagement, assessment and meeting the needs of diverse learners through storytelling, writing, dance, drama, music, visual and digital arts. This course is appropriate for people with an interest in literacy education who may or may not have experience facilitating literacy learning. This is a required course for the certificate in literacy instruction. Prerequisite: 60 units including 3 in EDUC. Students may be required to successfully complete a criminal records check. Writing.

The literacy practicum is the vehicle through which students in the Certificate in Literacy Instruction implement and evaluate the model of adult literacy instruction developed in EDUC 342. Implementation may occur in a variety of contexts and institutions with adults; the literacy practicum will be supervised and may involve supervised teaching, curriculum developments, or research field work. Prerequisite: A grade of C+ or higher in EDUC 342 and permission of the instructor. Students must successfully complete a criminal records check.

This course introduces students to a variety of digital media communication technologies and techniques, including image and sound capturing and manipulation, Internet-based publishing and research, digitizing, editing and archiving. Design and management tasks involved in communicating using digital media are also introduced, including audio and video editing and processing, data integrity management, file structuring and packaging, and work presentation. Prerequisite: Nine CMNS units with a minimum grade of C-. CMNS 220 recommended.

Social functions of the school; education and socialization; social, political, economic and cultural influences on the institutions and practices of education. May be applied towards the certificate in liberal arts.

Provides opportunities for prospective educators to begin their development as reflective practitioners. Through readings, classroom activities and discussions, and interactions with students and practicing teachers, students will be exposed to various educational issues and questions. They will be given time to explore their own values and beliefs about education and teaching. Time may be spent observing in a selection of educational settings, and there may be opportunities to work with learners individually, and in small and large groups. Students enrolled in or with credit for EDUC 401, 402, 403 or holding a teaching certificate may not take this course for credit.

A survey of assessment methods that contribute to improving teaching and learning, and for making judgments and decisions about qualities of teaching, the classroom environment, and student achievement and growth. Topics include: goal and task analysis, validity and reliability, observing and assessing classroom processes and environments, self-report methods, assessing student achievement, published tests of achievement and aptitude, marking and reporting. Prerequisite: EDUC 220.

This is a basic course in adult education for students from all disciplines, of particular interest to those working (or preparing to work) with older adults. The goal is to assist students to develop more effective strategies for meeting the needs of an aging population through education. Prerequisite: 60 units.

An examination of the impact of social diversity on schooling in Canada exploring contemporary issues and perspectives on diversity education as they relate to cultural, ethnic, racial, linguistic, religious, economic, and gender differences. Prerequisite: 60 units.

Focuses on developing approaches for multicultural and anti-racist teaching. Topics include: diversity of race, language and culture among learners; identifying the operation of racism, prejudice and discrimination in classrooms and schools; becoming familiar with a variety of approaches such as: co-operative learning, culturally appropriate assessment, and community involvement to counteract and prevent negative classroom and school dynamics; identifying bias in curriculum resources; and locating entry points in selected curriculum areas (e.g. language arts, social studies, art, music, etc.) for integrating approaches which employ a range of multicultural/anti-racist curriculum resources. Prerequisite: EDUC 100, or EDUC 230, or EDUC 240, or EDUC 250, or EDUC 401/402 or Corequisite: EDUC 403.

A study of conceptual and historic foundations of learning disabilities and an introduction to the methodologies of diagnosis and of learning disabilities. Prerequisite: PSYC 250 or corequisite of EDUC 315 or 473. Students may be required to successfully complete a Criminal Record Check.

Designed for prospective and beginning teachers to learn more about theory, research, and practice in teaching English as an additional language (EAL) in today's multilingual classrooms. Exploring an integrated approach working with learners to develop language skills through designing and delivering curriculum, instruction and assessment. Prerequisite: 60 units plus one of the following: six units of EDUC course work; or completion of EDUC 401/402; or admission to the Certificate in Teaching ESL program, or co-requisite EDUC 403.

Designed for prospective and beginning teachers to learn more about theory and research in language acquisition, sociocultural understandings of language development and thought, bilingualism and cognition, linguistic multicompetence. Exploring the implications of research and theory for the teaching and learning of EAL in classroom contexts. Prerequisite: 60 units including 6 units in Education courses.

An Introduction to the study of literature within the wider cultural field, with a focus on contemporary issues across genres and media. Students with credit for ENGL 105W may not take this course for further credit. Writing/Breadth-Humanities.

An introduction to reading and writing from a rhetorical perspective. The course treats reading and writing as activities that take place in particular circumstances and situations, in contrast to the traditional emphasis on decontextualized, formal features of texts. It prepares students for reading and writing challenges they are likely to encounter within and beyond the classroom. Prerequisite: 12 units. Students with credit for ENGL 199 may not take this course for further credit. Writing.

Students will engage in theoretically informed practice of writing in various non-academic genres. Emphasis will be placed on the kinds of writing that students are likely to use after graduation. Prerequisite: 30 units or two 200-division English courses. Recommended: One of English 199, 199W, or 214. This course may be repeated for credit if a different topic is taught, though students who obtained credit for English 371 prior to Summer 2015 may not take this couse for further credit.

This course includes an examination of the development of contemporary understanding and practice of health promotion. Students will be given the opportunity to explore theories and models designed to explain health related behaviors and the determinants of health. Strategies for behavioral change and development of socio-environmental approaches will be discussed in the context of an aging Canadian population. Prerequisite: 60 units. Recommended: GERO 300.

Exploration of the characteristic ways in which humanities, with their emphasis on textuality and the history of ideas, presents important philosophical concepts and intellectual problems. Based upon an interdisciplinary selection of texts drawn from history, philosophy, literature and the arts. May be repeated for credit when a different topic is taught. Prerequisite: 45 units. Breadth-Humanities.

Examines the relationship between language use and social structure. Considers how social factors such as gender, class, age, and ethnicity may be reflected in language use, as well as "big picture" topics that include multilingualism, dialect variation, language policy and linguistic stereotypes. Encourages students to think critically about the social dimensions of language. Open to all students. Breadth-Social Sciences.

An introduction to the tools of reasoning used in everyday life and in science. The overall aim of the course is to understand what makes good reasoning good, what makes bad reasoning bad, and how to do more of the former and less of the latter. Topics include: construction, analysis, and evaluation of arguments; logic and probability; updating beliefs and making decisions; designing experiments; interpreting statistics; identifying fallacies and biases. Open to all students. Students with credit for PHIL XX1 may not take this course for further credit. Q/Breadth-Social Sci/Sciences.

Relates contemporary knowledge from psychology to current social problems. Provides relevant information from studies pertaining to problems such as attitude development, prejudice, race relations, addiction, behaviour technology, and family pathology. Course can be repeated for credit. See psychology department website for course description. Students may not take this course for further credit if similar topics are covered. Breadth-Social Sciences.

This course examines how the organization of control (formal and informal) affects both individuals and society. It will investigate how control takes form, how it functions, the ideologies supporting it, and the resistance it produces. We will ask the following questions: who are the agents of social control; who or what do they control; and how do they control? Prerequisite: SA 101 or 150 or 201W.

Introduces the challenges and opportunities for developing sustainable communities and a sustainable world, through the framework of the Sustainable Development Goals (SDGs) and alternative perspectives around sustainability (e.g. Indigenous, just sustainabilities etc.). Students will also learn from the practical experience of diverse experts and sustainability professionals. Conventional approaches to sustainable development will be critiqued to ensure considerations for equity and social justice. Highlights will be showcased from the Global North and Global South. Students with credit for REM 281 may not take this course for further credit. Breadth-Social Sciences.

Examines from interdisciplinary and international perspectives how development is gendered and creates differential impacts, meanings and processes for women and men around the world. Prerequisite: 15 units. Students with credit for GSWS 310 (or WS 310) Special Topic: Women and Development or GSWS 301 (or WS 301) Special Topic: Gender and Development or GSWS 309 (or WS 309) under the title Gender and Development may not take this course for further credit.