Courses

4 credits
This is an innovative field practice course designed to allow students to apply the knowledge, skills and attitudes required to become an effective educator of young children. Students have repeated opportunities to practice observation and documentation techniques, prepare the learning environment, develop relationships with children, and guide behavior with the mentorship of early childhood educators and a practicum instructor. Students integrate theoretical knowledge, use reflective practice and demonstrate professional conduct. Prerequisite: Admission to the Early Childhood Education Program Corequisite: ECED 1320, ECED 1350
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4 credits
Building on the goals of ECED 1200: Practicum 1, students integrate their knowledge and skills while participating as a team member in child care programs. Students take on additional responsibilities related to curriculum planning, managing a program, and responsibility for documentation with the mentorship of an early childhood educator and a practicum instructor. Students introduce a project to a group of young children, observe and record children's learning, and make the learning visible to the children, families, educators, and community. Prerequisite: Admission to the Early Childhood Education Program; ECED 1200
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3 credits
This course is designed to demonstrate the positive influential effects of developmentally appropriate practice and a positive environment on children's behavior. Students are instructed in how to support children's social and emotional development through an examination of the significance of play, interpreting children's behavior, and individualizing interactions with children. To practice direct and indirect guidance strategies, students focus on the development of meaningful relationships and positive self-esteem for young children. Prerequisite: Admission to the Early Childhood Education Program or permission from course instructor Corequisites: ECED 1200, ECED 1350 if admitted to the Early Childhood Education program
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3 credits
Holistic health and wellness principles to support children's development is the focus of this course. An emphasis is placed on strategies to promote children's understanding of good health and nutritional habits. Students explore the health and safety of children by examining health related agencies, health regulations, and children with exceptionalities. Additional topics include personal wellness, childhood illness, and hospitalization. Prerequisite: Admission to the Early Childhood Education Program or permission from course instructor
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3 credits
Effective interdependent relationships are essential to the work of early childhood educators. Self-awareness, and an ongoing commitment to become a competent communicator are fundamental to the development of positive relationships. An emphasis on personal reflection offers students the opportunity to learn and use interpersonal communication skills effectively. Students examine the qualities of ethical, constructive, and respectful communication. Prerequisite: Admission to the Early Childhood Education Program or permission from course instructor Note: Students cannot receive credit for more than one of EDCS 1540, HUMS 1540 or ECED 1340
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3 credits
An exploration of art media and authentic materials develops student's competence and creativity prior to implementing activities with children. Emphasis on the preparation of the learning environment, both physical and social, routines, and the role of the educator to develop, implement, evaluate, and document appropriate educational experiences for children. The British Columbia Early Learning Framework and pedagogical narrations are introduced.
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3 credits
Students examine the principles to develop, implement and evaluate a play-based program with key concepts in language and literacy and music and movement across the curriculum. Students learn theory and gain practical knowledge to plan activities in which young children can explore sound, movement, music, books, stories, drama, and beginning literacy, within the context of the whole program for children. Corequisite: ECED 1300
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3 credits
Building upon the knowledge and skills acquired in ECED 1340: Communications, students examine the essentials of professional interdependent relationships. Topics include leadership, effective communication, and problem-solving skills. Students practice assertive communication, intercultural awareness, and teambuilding. Prerequisite: Admission to the Early Childhood Education Program; ECED 1340. Note: Students cannot receive credit for more than one of HUMS 2530 or ECED 1440.
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5 credits
This is an advanced practicum course designed to give students opportunities to apply their skills and knowledge of the role of the educator in a community child care program under the supervision of a practicum instructor and a designated sponsor educator. Students take on a leadership role to design and implement curriculum, in addition to having more opportunities for reflection and the practice of ethical decision-making. Students introduce a project to a group of young children, observe and record children's learning, and make the learning visible to the children, families, educators, and community. Prerequisite: Completion of ECED 1200, ECED 1300, ECED 1320, ECED 1350, ECED 1340, ECED 1360 Corequisite: ECED 2350
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3 credits
This course surveys the historical foundations of Early Childhood Education through an examination of the theories and practices of important philosophers and educators. A discussion of philosophy and play lays the groundwork for students to examine values and beliefs with the purpose of articulating a personal philosophy to guide their practice. In-depth projects, reflective practice, and a variety of curriculum models are essential to this course. Prerequisite: Completion of ECED 1200, ECED 1300, ECED 1320, ECED 1350, ECED 1340, ECED 1360 Corequisite: ECED 2200
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3 credits
A strong, reciprocal and respectful relationship between families and educators is a critical component of quality early childhood education programs. The impact of personal experiences on professional interactions are examined within the context of understanding diverse family structures and contemporary issues. Interpersonal communication strategies for building relationships, problem –solving, and conflict resolution with families are explored, and a variety of strategies to share information with families are reviewed. Prerequisite: Completion of ECED 1200, ECED 1300, ECED 1320, ECED 1350, ECED 1340, ECED 1360 or with permission from the course instructor Exclusion: HUMS 1560
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3 credits
Students examine the aspects involved in the administration and supervision of early childhood programs. Topics include organizational structure, policies, procedures, and budget preparation, licensing regulations, staff relations, personnel management, and leadership. Students apply course content to design a comprehensive educational program for young children. Prerequisite: Completion of ECED 1200, ECED 1300, ECED 1320, ECED 1350, ECED 1340, ECED 1360 or with permission from the course instructor
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5 credits
Field experience provides opportunities for both planned and spontaneous programming for children who require extra support due to a variety of exceptionalities. An in-depth investigation of inclusive practice is the guiding factors throughout the experience. Students demonstrate advanced skill acquisition, professional practice, reflective skills and integration of theory into practice, with expectations for increased complexity over each week in practicum. Prerequisite: Completion of the Early Childhood Education Certificate Corequisite: ECED 3350 Exclusion: ECED 2300
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3 credits
Contemporary theory and research are combined to critically examine the complexities of developmental differences in individual children. Practical applications of developmental theory in providing for the social, emotional, physical and intellectual needs of young children are explored. Students develop an inclusive and respectful understanding of the individual differences between children. Furthermore, students explore a multi-disciplinary approach in the exemplary care and education of children. Strategies of support families are investigated. Prerequisite: Completion of Early Childhood Education Certificate/Diploma or ECE Program Coordinator approval Exclusion: ECED 2310
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3 credits
Students are exposed to the Canadian perspective of inclusion and the supported child care development program in British Columbia. Individual educational plans are discussed from a theoretical perspective, with an emphasis on development, implementation, and evaluation. In addition, observation and assessment techniques, report writing, and case conferencing with a variety of community professionals are explored. Finally, a range of local, provincial and national support services are researched and disseminated. Prerequisite: Completion of the Early Childhood Education Certificate Corequisite: ECED 3300, ECED 3310 Exclusion: ECED 2550
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4 credits
Field experience implements opportunities for planned and spontaneous programming and to foster respectful interactions with infants and toddlers. Students reflect upon previous experiences, assimilate new knowledge, theory and research, and apply it to their practice with infants and toddlers. Students demonstrate advanced professional competencies, knowledge and reflective skills. Students formulate an action based research question related to the sensorial and/or social environment to support their program planning. Students use pedagogical narrations to disseminate research outcomes with children, families, educators and class members. Prerequisite: Completion of the ECE certificate/diploma Corequisite: ECED 3410 and 3450 Exclusion: 2400
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3 credits
The development of infants and toddlers is examined with a particular emphasis on best practices related to physical care, emotional needs, health, and nutrition. Through critical reflection upon foundational and contemporary research, students explore pan-Canadian and cross cultural perspectives of infant and toddler care and development. Students are familiarized with local and provincial agencies that support child development. Prerequisite: Completion of Early Childhood Education certificate/diploma or ECE Program Coordinator approval Corequisite: ECED 3400 and 3450 Note: Students cannot receive credit for both EDEC 3410 and ECED 2410
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3 credits
Best practices for infants and toddlers in group care that are enriching, developmentally appropriate, and based on the principles of caregiving are the focus of study. Students have the opportunity to critically reflect on research related to philosophy and pedagogy of infant and toddler care and education. The educator's role in establishing a welcoming physical environment, active learning, warm supportive child-adult interactions, schedules and caregiving routines that meet the needs of infants and toddlers, educator and parent partnerships, and pedagogical narrations are explored. Prerequisite: Completion of the Early Childhood Education certificate/diploma. Corequisite: ECED 3410 and ECED 3400. Note: Students cannot receive credit for both ECED 3450 and ECED 2450.
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3 credits
Students develop a basic understanding of economic principles, which allows for and encourages informed discussion of media-covered issues. Topics include contrasting macroeconomics and microeconomics; gross domestic product; economic growth and business cycles; unemployment and inflation; aggregate supply and demand; scarcity, opportunity costs, globalization and trade; law of supply and demand; accounting versus economic profits; money and exchange rates; government choices, markets, efficiency, and equity; monopoly and competition; externalities, public goods, and free riders. Note: Students will not receive credit for ECON 1220 unless it has been completed prior to earning a grade of C- or better in either ECON 1900 or ECON 1950. Students will receive credit for one of ECON 1220 and ECON 1221.
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3 credits
Students develop a basic understanding of economic principles, which allows for and encourages informed discussion of media-covered issues. Topics include contrasting macroeconomics and microeconomics; gross domestic product; economic growth and business cycles; unemployment and inflation; aggregate supply and demand; scarcity, opportunity costs, and trade; law of supply and demand; accounting versus economic profits; money and exchange rates; government choices, markets, efficiency, and equity; monopoly and competition; externalities, public goods, and free riders; and globalization and trade policy. Note: Students cannot get credit for more than one of ECON 1220. Students will not receive credit for ECON 1221 unless it has been completed prior to earning a grade of C- or better in either ECON 1900/ECON 1901 or ECON 1950/ECON 1951.
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3 credits
Students examine the interactions between individuals and firms in various types of markets. Topics include a definition of economics; demand and supply analysis; consumer theory; production and cost; market structure including perfect competition, monopoly, monopolistic competition, and oligopoly; market efficiency and market failure; resource markets; and international trade. Prerequisite: Foundations of Mathematics 11 or Pre-calculus Math 11 with a minimum B OR MATH 0510 or MATH 0530 or equivalent. Completion of one Foundations of Mathematics 12, or Pre-calculus 12 is highly recommended Note: Students cannot receive credit for both ECON 1900 and ECON 1901
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3 credits
Students examine a wide range of microeconomic concepts about markets and market behaviour and learn how to apply them to a variety of contemporary issues. Students develop a depth of knowledge in topics including demand and supply analysis, consumer theory, production and costs, market structure, market efficiency and market failure. Prerequisites: There are no prerequisites for the course, but Foundations of Mathematics 11 or Pre-calculus 11 with a minimum B or MATH 0523 or equivalent are recommended. Completion of one of Foundations of Mathematics 12 or Pre-calculus 12 recommended. Note: Students cannot get credit for more than one of ECON 1900, ECON 1901.
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3 credits
Students examine economic behavour at the aggregate level, and the measurement and determination of national income. Topics include an introduction to economics; measuring macroeconomic variables including gross domestic product, unemployment, and inflation; the Keynesian model; aggregate demand and supply; money and banking; the money market; fiscal policy; monetary policy and the central bank; exchange rates and the balance of payments; and economic growth. Prerequisite: Foundations of Mathematics 11 or Pre-calculus Math 11 with a minimum B or MATH 0510 or MATH 0530 or equivalent. Completion of one Foundations of Mathematics 12, or Pre-calculus 12 is highly recommended. Note: Students will only receive credit for one of ECON 1950 and ECON 1951.
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3 credits
Students examine how the economy behaves at the aggregate level and how national income is measured and determined. Topics include an overview of macroeconomics; measuring gross domestic product, inflation and unemployment; demand including the multiplier process; supply, business cycles, long-term growth; money, banking and monetary policy; inflation; interest rates; stagflation; deficits and fiscal policy; exchange rates and balance of payments; exchange rate policy; purchasing power and interest rate parity. Prerequisites: There are no prerequisites for the course, but Foundations of Mathematics 11 or Pre-calculus 11 with a minimum B ; or MATH 0523 or equivalent are recommended. Completion of one of Foundations of Mathematics 12 or Pre-calculus 12 highly recommended. Note: Students cannot get credit for more than one of ECON 1950, ECON 1951.
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3 credits
Students examine tourism, recreation and leisure from an economic perspective and take the viewpoint of both the demand side and the supply side of the economy. Topics include organizations and markets, market structure and pricing, the role of the external economic environment, cost-benefit analysis for projects, the economic impact of the tourism sector on development, the global impacts on the tourism, recreation and leisure sectors, and the economic assessment of environmental impacts of tourism and sustainability. Prerequisite: ECON 1220 or ECON 1900 and ECON 1950
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3 credits
Students are introduced to statistics with an emphasis on its applications in business and economics. Topics include descriptive statistics and numerical measures; an introduction to probability; discrete and continuous probability distributions; sampling and sampling distributions; interval estimations; and testing hypotheses and statistical inferences. Prerequisite: ECON 1220 or ECON 1900 and ECON 1950 Note:Students cannot receive credit for more than one of MATH 1200, STAT 1200, STAT 2000, ECON 2320, PSYC 2100, SOCI 2710, BIOL 3000, and SOCI 3710
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3 credits
Students study advanced statistical techniques and methods and their applications in business and economics. Topics include inferences about population variance, including hypothesis testing and confidence intervals; analysis of variance and experimental designs; simple and multiple regressions; time series analysis and forecasting; statistical quality control; and decision analysis. Students are required to apply statistical techniques using Excel and/or Minitab. Prerequisite: ECON 1220 or ECON 1900 and ECON 1950; ECON 2320 or equivalent; MIST 2610 Note: Students cannot receive credit for more than one of ECON 2330, ECON 3330, STAT 2410, and STAT 3060
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3 credits
Students study advanced statistical techniques and methods and their applications in business and economics. Topics include inferences about population variance, including hypothesis testing and confidence intervals; analysis of variance and experimental designs; simple and multiple regressions; time series analysis and forecasting. Students are required to apply statistical techniques using Excel and/or Minitab. Prerequisites: There are no prerequisites for the course, but ECON 1221 or ECON 1901, and ECON 1951, STAT 1201, MIST 2611 are recommended. Note: Students cannot get credit for more than one of ECON 2330, ECON 3330, STAT 2410, STAT 3060, BUEC 2330, BUEC 3101, BUEC 3330.
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3 credits
Students examine a variety of economic issues facing the Canadian and world economies. The topics discussed each semester vary and may include economic crisis, environmental challenges, 'big' business and multinational corporations, globalization, free trade, health care, education, poverty, and the economics of crime. Prerequisite: ECON 1220 or both ECON 1900 and ECON 1950
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3 credits
Students investigate topics related to Indigenous self-governance and economic development in Canada, New Zealand, United States and Australia. Topics include the economic rationale for implementing Indigenous government and jurisdiction ; the economic explanation for income differences for Indigenous groups and; the emerging Indigenous public sector; market failures and successes of First Nations & Indigenous communities; approaches to First Nations & Indigenous economic development; and Indigenous and other policy initiatives to improve Indigenous economies; and design Indigenous governments to support sustainable economies. Prerequisite: ECON 1220 or ECON 1900 and ECON 1950 Note: Students cannot receive credit for both ECON 2630 and ECON 2631
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3 credits
Students investigate topics related to Indigenous self-governance and economic development in Canada, New Zealand, United States and Australia. Topics include the economic rationale for implementing Indigenous government and jurisdiction ; the economic explanation for income differences for Indigenous groups and; the emerging Indigenous public sector; market failures and successes of First Nations & Indigenous communities; approaches to First Nations & Indigenous economic development; and Indigenous and other policy initiatives to improve Indigenous economies; and design Indigenous governments to support sustainable economies. Prerequisites: There are no prerequisites for the course, but ECON 1221 or ECON 1901, and ECON 1951 are recommended. Note: Students cannot get credit for more than one of ECON 2630, ECON 2631.
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3 credits
Students examine at a more advanced level how individuals and firms interact in various types of markets. Topics include consumer and producer behaviour; partial equilibrium analysis for perfectly competitive markets; and aspects of monopoly and imperfectly competitive markets. This course prepares students for advanced courses in economics. Prerequisite: ECON 1900 or ECON 1901 and MATH 1170 Note: Students cannot credit for more than one of ECON 2900, BUEC 2040, BUEC 2041
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3 credits
Students complete an advanced, in-depth examination of economic behaviour at the aggregate level. Topics include the determination and distribution of output in the long run; the classical dichotomy and neutrality of money; the measurement, problems, and determinants of unemployment and inflation in the long run; and the role of capital accumulation, population growth, and technology in growth theory. Prerequisite: ECON 1950 or ECON 1951
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3 or 6 credits
The subject matter in this course varies from semester to semester depending upon the interests of faculty and students. Courses are taught by visiting professors to instill their unique perspectives or by regular faculty to address emerging topics in a discipline, share research or teaching interests, or test potential new courses. Prerequisite: Permission of the Program Advisor
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3 credits
Students focus on the application of economic models and rational choice to business decision making. Topics include an introduction to managerial economics, demand analysis and estimates, production and cost analysis, technological change and industrial innovation, pricing strategies in imperfectly competitive markets, game theory and competitive strategies, government and business, and forecasting. Prerequisite: ECON 1900; ECON 1950; MATH 1170 or equivalent Note: Students cannot receive credit for both BUEC 2040, BUEC 2041, ECON 3041 and ECON 3040
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3 credits
Students focus on the application of economic models and rationale choice to business decision making. Topics include an overview of managerial economics; demand and supply; costs of production and the organization of the firm; market structure and pricing and output decisions; game theory and pricing strategies; and the economics of information and the role of government in the marketplace. Prerequisites: There are no prerequisites for the course, but ECON 1901, ECON 1951, MATH 1171 are recommended. Note: Students cannot get credit for more than one of BUEC 2040, BUEC 2041, ECON 3040, ECON 3041.
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3 credits
Students learn to attain their financial goals and achieve financial independence through effective planning. Topics include an overview of a financial plan; planning with personal financial statements; the effects of taxation on financial decision making; banking services; assessing, managing, and securing credit; personal loans; leasing versus buying; buying and financing a home; portfolio management basics; investing in stocks, bonds, and mutual funds; and retirement planning. Note: Credit for this course cannot be applied towards the BBA. Students cannot receive credit for both BBUS 4140 and FNCE 4140
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3 credits
Students are introduced to money, banking, and the Canadian financial system. Topics include an overview of financial markets, interest rates and the structure of interest rates, the efficiency of financial markets, financial regulation, banks and other financial institutions, financial institutions risk management, the role of the central bank, the money supply, and monetary policy. Prerequisite: ECON 1950
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3 credits
Students examine the mathematical methods and tools most commonly used in analyzing economic problems. Topics include a review of set theory, functions, and limits; linear models and matrix algebra; application of single and multivariable calculus; unconstrained and constrained optimization; integration and difference and differential equations; application of dynamic analysis; and linear and non-linear programing. Prerequisite: ECON 1900; ECON 1950; MATH 1170 or equivalent
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3 credits
Students study advanced statistical techniques and methods and their applications in business and economics. Topics include inferences about population variance, including hypothesis testing and confidence intervals; analysis of variance and experimental designs; simple and multiple regressions; time series analysis and forecasting. Students are required to apply statistical techniques using Excel and/or Minitab. Prerequisite: ECON 1220 or ECON 1900 and ECON 1950; ECON 2320; MIST 2610 Exclusion: BUEC 2330, BUEC 3101, BUEC 3330, ECON 2330, ECON 2331, STAT 2410
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3 credits
Students investigate the climatic changes resulting from global warming and the policy actions being taken to address these problems. Topics include an overview of the science and economics of climate change; the impact of climate change on growth and economic development; the economics of stabilization including efficiency, externalities, public goods, and environmental policy instruments; inter-temporal decisions and uncertainties about the impacts of climate change; the policy responses to mitigation and adaption and their cost; international collective action and its challenges; and prominent climate policy approaches, such as the United Nations Framework Convention and the Kyoto Protocol. Prerequisite: ECON 1900
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3 credits
Students examine the rationale for government intervention in a market economy, the assessment of public policy, and the impact of government expenditures and taxation on the economy and the citizenry. Topics include government activities, externalities, public goods, social security, fiscal deficits and public debt, principles of taxation, incidence and effects of taxation, and optimal taxation. Prerequisite: ECON 1900; ECON 1950
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3 credits
Students analyze the movement of capital, goods, and services across international boundaries and assess their financial impact. With advances in transportation and communication, greater outsourcing, and increased globalization, trade, and foreign direct investment, the corresponding capital movements are becoming much more important to the global economy. Topics include the theories of absolute and comparative advantage; modern theories of trade, including factor-proportions; tariff and non-tariff barriers; current and capital accounts; exchange rate determination; balance of payments and exchange rate policy; evolution of the international monetary system; and trade and economic development. Prerequisite: ECON 1900; ECON 1950
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3 credits
Students analyze how individuals, families, firms, and governments operate within a contemporary labour market, and the impact of labour market institutions and government policy. Topics include an overview of the labour market; labour demand and elasticities; the effect of quasi-fixed labour costs on demand; labour supply and the decision to work; labour supply and household production; compensating wage differentials and labour markets; education and training; worker mobility; pay and productivity; gender, race, and inequality in earnings; and unions and the labour market. Prerequisite: ECON 1900
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3 credits
Students use economic theory and analysis in an attempt to explain why gender differences lead to different outcomes in education, career choices, family roles, and earnings. A comparison is made of the economic status of women relative to men throughout the world, with special emphasis on similarities and differences between Canada and other economically advanced nations. Topics include marriage and family; the economics of fertility; women at work; women's earnings, occupation, and education; the gender gap in earnings; women's employment and earnings; family policy; and women in developing countries. Prerequisite: ECON 1900
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3 credits
Students utilize neoclassical and institutional economic theory to examine government intervention in the economy. Topics include competition and economic efficiency; market failure; institutional theory; private sector governance structures; the role of the state; public sector governance structures, including competition policy, price and entry regulation, prevention of anti-competitive practices, and public enterprise and ownership; and government failure. Prerequisite: ECON 1900; ECON 1950 or POLI 1110 Note: Students may not receive credit for both ECON 3650 and POLI 3650
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3 credits
Students explore and analyze legal issues from an economic perspective; economists focus primarily on whether particular legal doctrines, concepts, and processes are efficient. Topics include an introduction to the law, legal institutions, and procedures, as well as economic theory relating to property law, contracts, torts, criminal law, and general legal processes. Prerequisite: ECON 1900
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3 credits
Students investigate methods for effectively using local community resources to enhance economic opportunities while improving social conditions in a sustainable way. Topics include the theoretical basis for community economic development (CED), analytical techniques used to assess communities, environmental sustainability objectives for community development, competing strategies of community development, financing development strategies, and CED activity in Canada and other nations. Prerequisite: ECON 1900; ECON 1950
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3 credits
Students examine projects that are commonly evaluated using benefit-cost analysis, and the appropriate methods for determining their cost effectiveness. Topics include project evaluation techniques; measuring welfare change; correcting for market distortions using shadow wages and prices; finding the appropriate discount rate; making valid valuations that incorporate inflation and appropriate planning horizon, scrap, and spillover and secondary effects; public enterprise pricing rules; valuing intangibles; and incorporating risk and uncertainty. Case studies of projects are analyzed from a variety of areas, such as natural resources, the environment, human resources, public service, and transportation. Prerequisite: ECON 1900
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3 credits
Students apply the tools of microeconomic analysis to environmental issues. Topics include property rights and efficient resource use, market failure, the over-utilization of common pool resources, the Coase Theorem, non-market valuation techniques, government policies designed to cost-effectively control pollution, and real-world strategies for controlling pollution. Prerequisite: ECON 1900
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3 credits
Students are introduced to the concepts and analytical techniques used in forestry economics and their application to forest management, conservation, and policy analysis. Topics include techniques for analyzing forestry investments; timber demand, supply, and pricing; valuation of non-marketed goods and services, such as recreation and wildlife habitat; land allocation and multiple use; forest management issues, such as planting, thinning, and optimal age of crop rotation; and regulatory issues, including allowable annual cut regulations, property rights, tenure, and taxes. Prerequisite: ECON 1900
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3 credits
Students focus on land use issues with particular emphasis on government policies relating to the preservation and conservation of agricultural lands. Topics include rent theory; welfare measurement; property rights and externalities; project evaluation using cost-benefit and multiple accounts analysis; the economics of soil conservation; efficiency and equity in land use planning, including zoning changes; government land preservation and conservation policies, and agricultural subsidies; water use in agriculture; forest management; and multiple uses of public lands. Prerequisite: ECON 1900
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3 credits
Students apply microeconomic tools to an analysis of the health care system, while being introduced to the major issues in health economics and the ongoing debate over health care policy. Topics include the economic determinants of health, the market for medical care, the market for health insurance, the role of the government in health care, and health care reform. Prerequisite: ECON 1900
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3 credits
Students continue to study intermediate topics in partial and general equilibrium analysis. Topics include consumer choice under different scenarios, factor markets, game theory, imperfect competition, general equilibrium analysis and welfare economics, public goods, and externalities. Prerequisite: ECON 2900; MATH 1170 or equivalent
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3 credits
Students continue to study short-run macroeconomic theory and its applications to contemporary policy issues. Topics include an overview of macroeconomics; macroeconomic data; the open economy; economic fluctuations; aggregate demand, including investment savings-liquidity preference money supply (IS-LM) curves; aggregate supply, including the Phillips curve; economic stabilization and the effectiveness of fiscal and monetary policy; and money supply and demand. Prerequisite: ECON 2950
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6 credits
The subject matter in this course varies from semester to semester depending upon the interests of faculty and students. Courses are taught by visiting professors to instill their unique perspectives or by regular faculty to address emerging topics in a discipline, share research or teaching interests, or test potential new courses. The added variety in the curriculum greatly enhances the student learning experience. Prerequisite: Permission of the program advisor
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3 credits
Students examine international financial markets and institutions and their critical role in the global economy. Topics include the elements that constitute a global financial institution; types of financial institutions and markets; global market structure differences; recent market failures, their causes, and solutions; and global financial regulation and reform. Prerequisite: BBUS 3150 or ECON 3100 or FNCE 3150 or equivalent
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3 credits
Students are introduced to econometric models and the application of classical regression techniques to estimate socio-economic relationships. Topics include an introduction to econometrics; simple linear regression; interval estimation and hypothesis testing; predictions, goodness of fit, and modeling issues; multiple regression; non-linear relationships; heteroscedasticity; dynamic models, autocorrelation, and forecasting; simultaneous equations; and qualitative dependent variables. General econometric computer software is used to reinforce course concepts. Prerequisite: ECON 2330 or ECON 3330 or equivalent
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3 credits
Students apply a variety of forecasting methods to solve problems in business and economics. Topics include qualitative forecasting methods; the forecasting process, data considerations, and model selection; moving averages and exponential smoothing; multiple regression and time series decomposition; Box-Jenkins methodology to fit autoregressive conditional heteroscedasticity (ARCH); time-varying volatility and autoregressive integrated moving average (ARIMA) and vector autoregressive models; combining forecasting results; and implementing forecasting. Prerequisite: ECON 2330 or ECON 3330 or equivalent Exclusion: BUEC 4330
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3 credits
Students explore the determination of exchange rates in an open economy and policies that governments may adopt to influence their movement. Topics include balance of payments; foreign exchange markets; interaction of the money, interest rates and exchange rates; exchange rates in the long run, including purchasing power and interest rate parity; exchange rates in the short run; fixed exchange rates and foreign exchange intervention; history of the international monetary system; macroeconomic policy under floating exchange rates; and performance of global capital markets and policy issues. Prerequisite: ECON 2330 or ECON 3330 or equivalent; ECON 2950
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3 credits
Students examine the performance and operation of imperfectly competitive markets, as well as the behavior of firms in these markets. They attempt to answer big questions, such as why are firms and markets organized the way they are; how does the behavior of firms affect the structure and performance of markets; and how does the organization of markets determine how firms behave and how markets perform. Topics include theories of the firm; market structure models; strategic interaction among firms; business practices such as mergers and acquisitions, price discrimination, advertising, innovation, vertical restraints, and cartels; and new developments in industrial organization, including network issues and auction markets. Prerequisite: ECON 2900 or ECON 3040
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3 credits
Students examine theories and issues, internal and external challenges, and alternative policy options relating to sustainable economic development. Topics include a comparative analysis of the leading theories of economic growth, development, and sustainability; lack of economic growth, poverty, and income distribution; consequences of population growth and technological change; employment and migration, human capital, agriculture, and rural development; international trade and commercial policy, foreign investment, and aid; and global integration, economic transition, and environmental degradation. Prerequisite: ECON 2950
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6 credits
Individuals or groups of students engage in independent study, research, or practice related to a topic in economics under faculty supervision. The supervisor(s) determines the appropriate curriculum, evaluation methods, and credit assignment in consultation with the student(s) and subject to the approval of the department chairperson(s) and dean. Prerequisite: Permission of the program advisor
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3 credits
Students will synthesize, sharpen, and employ knowledge from their studies to investigate complex economic, international, and/or political issues in our contemporary world in this capstone course. Students will develop a unique final project tailored to their personal and professional goals, showcasing their commitment to social responsibility, and integrating intercultural awareness about political and/or economic issues, relations, and tensions. Students will work collaboratively and communicate effectively in the presentation of their projects while showcasing possible solutions to select political, international, and/or economic issues from interdisciplinary perspectives. In examining economics and/or the politics of today, students consider how to effectively integrate and utilize their knowledge of political, international, or economic issues to generate ideas for promoting human security, global prosperity and encouraging justice and peace. Prerequisite: Must be completed within the last 30 credits of the bachelor's degree and must be enrolled in a Political Science or Economics major program
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6 credits
The subject matter in this course varies from semester to semester depending upon the interests of faculty and students. Courses are taught by visiting professors to instill their unique perspectives or by regular faculty to address emerging topics in a discipline, share research or teaching interests, or test potential new courses. The added variety in the curriculum greatly enhances the student learning experience. Prerequisite: Permission of the program advisor
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3 credits
Students are introduced to normative economics and receive a board overview of different approaches to economic analysis of the environment and resources. Environmental, ecological and resource problems are discussed and economic solutions are identified, analyzed and critiqued. Topics include an introduction to economic efficiency; externalities, common resources and public good provision issues; the theory of non-renewable natural resources; cost-benefit analysis; ecological economics and green accounting; and the economics of climate change. Prerequisite: Admission to MEEM or MScEEM or approval of degree committee. Note: Students cannot receive credit for both ECON 6010 and ESMN 6010.
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3 credits
Students examine more advanced microeconomic tools and apply these to economic sustainable management. Topics include market analysis for economic sustainability, demand analysis and estimation, the role of elasticities in sustainable management; consumer behavior and rationale choice; risk behavior and assessment; production efficiency; cost analysis and estimation; the role of the market structure for sustainable management; game theory and strategic behavior; and asymmetric information problems. Prerequisite: Admission to MEEM or MScEEM or approval of degree committee. Note: Students cannot receive credit for both ECON 6020 and ESMN 6020.
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3 credits
Students are introduced to the principles and practice of cost-benefit analysis and how it is applied to evaluating public policies and specific projects. Topics include the conceptual and economic foundations of cost-benefit analysis; valuing benefits and costs in primary and secondary markets; discounting benefits and costs; evaluation criteria; incorporating uncertainty and risk; the role of option price and value; existence value of projects; social discount rate; and predicting and monetizing impacts. Applications relate to such areas as human resource, natural resource, recreation economics plus economic development and urban planning. Prerequisite: Admission to the MEEM or MScEEM or approval of degree committee. Note: Students cannot receive credit for both ECON 6030 and ESMN 6030.
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3 credits
Building on Foundations of Cost-Benefit Analysis, students explore advanced techniques of valuing impacts and contingent valuation methods for investment projects. Valuation methods will be conducted using experiments, quasi-experiments, direct estimation and other indirect market methods. Other topics include contingent valuation, hedonic pricing method, shadow prices, econometrics of contingent valuation, cost-effectiveness analysis, distributional weighted cost-benefit analysis, and hypothesis testing in contingent valuation surveys. A critique of the valuation approaches for non-market goods and services from a philosophical perspective will be addressed. Prerequisite: ECON 6010, ECON 6020 and ECON 6030 or equivalent. Note: Students cannot receive credit for both ECON 6040 and ESMN 6040.
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3 credits
Students learn about the sustainable development of urban and rural communities with an emphasis on critical evaluation of the theory and strategies and application of analytical techniques. Topics include the theoretical basis for community economic development (CED); a critical analysis of theories explaining CED; analytical techniques for community evaluation; economic impact analysis; an assessment of environmental and economic sustainability objectives for project selection; third sector structures; competing strategies for community development; financial strategies and challenges; the role of the public sector in CED; and an overview of CED activity in Canada and other nations. Prerequisite: Admission to MEEM or MScEEM or approval of degree committee. Note: Students cannot receive credit for both ECON 6050 and ESMN 6050.
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3 credits
Students apply the principles of sustainable economic management to environmental and resource issues. Topics include population and the environment; agriculture and food; scarcity and abundance of resources; energy sector; renewable resource using in the fisheries and the forestry sector; water economics; pollution, impacts and policy responses; industrial ecology; trade and development and the environment; and institutions for sustainable development. Prerequisite: ECON 6010 and ECON 6020 or equivalent. Note: Students cannot receive credit for both ECON 6060 and ESMN 6060.
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3 credits
Students explore the macroeconomic theories and issues, internal and external challenges, and alternative policy options for sustainable economic development. Topics include a comparative analysis of the leading theories of economic growth, development and sustainability; lack of economic growth, poverty and income distribution; consequences of population growth and technological change; employment and migration, human capital, agriculture and rural development, international trade and commercial policy, foreign investment and aid; and global integration, economic transition and environmental degradation. Prerequisite: Admission to MEEM or MScEEM or approval of degree committee. Note: Students cannot receive credit for both ECON 6070 and ESMN 6070.
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3 credits
Students explore the role of government policy in the regulation of the environment and sustainability. Topics include criteria for evaluating environmental policies; decentralized policies including liability laws and property rights; control and command policies; emission taxes and subsidies; transferable discharge permits; compliance costs, uncertainty, and information; federal and provincial environmental policy in Canada; air, land and water pollution control policies; policy on toxic and hazardous substances; local environmental issues; global environmental issues and policies. Prerequisite: ECON 6060 or equivalent. Note: Students cannot receive credit for both ECON 6080 and ESMN 6080.
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3 credits
Students will focus on specific topics within the field of economic sustainable management not covered by regularly scheduled, required courses in the program. Course content will vary depending on the interests of faculty and students. Prerequisite: Approval of the degree committee. Note: Students cannot receive credit for both ECON 6910 and ESMN 6910.
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3 credits
Students will work individually or in a small group to engage in independent study, research, or practice relating to a topic in economics sustainable management, under faculty supervision. Students work independently, meeting with the supervisor on a regular basis. Prerequisite: Approval of the degree committee. Note: Students cannot receive credit for both ECON 6920 and ESMN 6920.
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6 credits
***Please note: EDAR 4200 is a year long course offered over two semesters.*** From class lectures and discussions over two semesters, teacher candidates have the opportunity to develop and conduct a small research project in an area of interest that they develop on practicum through consultation with their instructor, faculty mentor, teacher mentor and principal. Findings from teacher candidates' action research studies are presented at a public poster presentation at the end of the program. Prerequisite: Admission to Bachelor of Education (Secondary) program.
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2 credits
This course is designed to provide teacher candidates with an opportunity to develop skills for effective communication with students, parents, colleagues, and other school-related persons. This course includes field education components at various location(s). This course includes instructional time at McQueen Lake, the environmental education centre operated by the Kamloops/Thompson School district. Teacher candidates learn effective communication skills, including an introduction to conflict resolution and teaching social skills, through role-playing and discussion. Science exploration (such as Project Wild group activities) and physical activity (such as nature walks) are integral parts of learning about effective communication. Science exploration and physical activity are integral parts of learning about effective communication. Prerequisite: Admission to a TRU Bachelor of Education program.
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1 credits
This course acts as a capstone by providing students the opportunity to communicate their knowledge, skills, and understandings of theory and practice developed over the 2- year B.Ed. program. Students demonstrate their abilities to rely on evidence and research to support teaching methods and practices. They show empathy and the ability to communicate in ethical and meaningful ways with diverse audiences in the school setting. Finally, students learn how to communicate their professional readiness for practice through the preparation of resumes and portfolios. Prerequisite: Successful completion of all Year 1 and Fall Semester, Year 2 courses
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3 credits
Education and Career Planning 0300 is an ABE Fundamentals course focusing on preparing adult learners with the life and employment skills required for successful employment. The students will be prepared to pursue various occupational and educational goals and to make effective decisions about their long and short term goals. There are eight diverse components to this program. They include communications skills, career exploration skills, study skills and time management, interpersonal skills and cooperation, personal skills, living skills, job preparation, and setting an educational plan. Students will participate in a series of experiential modules.
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4 credits
Education and Career Preparation 0400 is an ABE Intermediate course focusing on preparing adult learners with the life and employment skills required for successful employment. The students will be prepared to pursue various occupational and educational goals and to make effective decisions about their long and short term goals. There are eight diverse components to this program. They include communications skills, career exploration skills, study skills and time management, interpersonal skills and cooperation, personal skills, living skills, job preparation, and setting an educational plan. Students will participate in a series of experiential modules. Note: This course is taught by the University and Employment Preparation
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1 credits
This one credit career exploration course is designed to enhance students' understanding of their personal career goals and develop a plan for achieving them. In the classroom and through work experience, students will investigate essential employability skills required for that career and the relationship of those skills to the educational choices they have made. Integration of course work, occupational history, work experience and employability skills will be emphasized. Prerequisite: English Studies 12 with a minimum 73% or equivalent, or completion of ENGL 0600, or completion of ESAL 0420 and ESAL 0580 (with a C+ or better).
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1 credits
This one credit course provides a detailed introduction to career success strategies and provides opportunities for students to apply these to their individual career development planning. Prerequisite: English Studies 12 with a minimum 73% or equivalent, or completion of ENGL 0600, or completion of ESAL 0420 and ESAL 0580 (with a C+ or better). Note: This course is part of Foundations for Success
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1 credits
This one credit course is designed to support and provide graduating students a broad understanding of Employability Skills and Career Search Strategies. EDCP 3030 will teach these students the fundamentals of developing and utilizing the tools needed to make the transition from an academic environment to the current workforce. Prerequisite: 3rd year standing or approval from the instructor Note: This course is part of Foundations for Success.
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3 credits
Self-awareness is a foundation for the development of competent human service workers. By focusing on personal development this course offers an opportunity to learn and use interpersonal communication skills effectively. Students will also be introduced to knowledge and skills that increase effectiveness in helping relationships with client populations. Topics such as group dynamics, assertive behavior and conflict management will be covered. Note: Students cannot get credit for more than one of EDCS 1540, HUMS 1540, HUMS 1541, ECED 1340.
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3 credits
Students are introduced to professional human service practice. Topics include professional values, ethics, conduct, and strategies for self-care. Specific to the field of education assistant and community support, students learn about their professional roles in school and community environments. Prerequisite: Admission to the Education Assistant and Community Support program Note: Students cannot receive credit for more than one of HUMS 1580, HUMS 1581 or EDCS 1580
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3 credits
Education Assistant and Community Support students are introduced to the practical aspects of supporting individuals with disabilities in classroom, community, and home settings. Students participate in three learning modules during the semester that examine a variety of health care, educational, and social supports, and which vary according to local need. This course is designed to provide instruction for students working in small community and rural settings. Students must complete two of their three modules in Augmentative Communication 1 and Basic Health Care 1. Prerequisite: Admission to the Education Assistant and Community Support program Note: Students cannot receive credit for both EDCS 1590 and HUMS 1590
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3 credits
Students are introduced to the theory and perspectives related to supporting individuals with exceptionalities and their families. Students learn about historical movements, inclusive practices, and strategies for teaching. Specific exceptionalities, their characteristics, and etiology are also discussed. Prerequisite: Admission to the Education Assistant and Community Support program Exclusion: HUMS 1640
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3 credits
This course introduces students to non-aversive intervention strategies for dealing with problem behavior. Students will learn the role of team approach, individual program planning and ethics in the development of a behavior support plan. An educative approach to behavior change is emphasized. Prerequisite: All Fall semester courses. Admission to the Education Assistant and Community Support program. Required Seminar: EDCS 1650S Note: Students cannot receive credit for both EDCS 1650 and HUMS 1650
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3 credits
This course overviews the theory and application of preventive health care planning and personal care principles. Areas of study include body mechanics, basic anatomy and physiology of body systems, nutrition, recognition of illness, referral procedures to health care services and issues related to basic pharmacology. Ethical and legal concepts of human service work in relation to health care practice will be discussed. Prerequisite: Admission to the Education Assistant and Community Support program Required Lab: EDCS 1660L Note: Students cannot receive credit for both EDCS1660 and HUMS 1660
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4 credits
This course requires students to be in the field two days per week and to attend weekly two hour practicum seminars. At this time such topics as team work, time management, advocacy, sexuality and family support for individuals with challenges will be discussed, in addition to practicum related issues/concerns. There will be a two week block fieldwork experience at the end of this course. Prerequisite: A student must receive a passing grade in EDCS 1580 or HUMS 1580 in order to move on to EDCS 1680 Note: Students cannot receive credit for more than one of CSSW 1650, HUMS 1600, HUMS 1601 or EDCS 1680
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3 credits
This course introduces students to a range of communication strategies used in working with children and adults who have limited or not verbal skills. Technological supports for communication will be introduced. Prerequisite: All Fall semester courses. Admission to the Education Assistant and Community Support program. Note: Students cannot receive credit for both EDCS 1750 and HUMS 1750
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3 credits
This online, applied course is designed to provide educators with knowledge, skills and experience in implementing educational technology into a pedagogically sound learning environment. Students will critically evaluate pedagogical design aspects of integrating technology in instruction. A hands-on approach for exploring learning technologies will be used to identify and evaluate appropriate technologies and resources to support teaching and learning in any education context. Because the world of technology is complex, and especially so in education, it is challenging to design a course of study that is right for all students. Planning and developing instruction which includes a variety of worldviews will be emphasized. Prerequisite: Bachelor's Degree and/or special permission from the School of Education. Meets TRU MEd Admission Requirements.
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3 credits
Students - teachers candidates, in-service teachers, faculty members, and trainers - will explore educational theories related to teaching with technology through a variety of lenses including Western, Indigenous, and universal design for learning (UDL). Students will explore a variety of topics including learning theory and pedagogy in digital environments, consideration and application of technological tools to enhance the learning environment, instructional design approaches, and examination and design of assessment strategies. Prerequisites: Bachelor's Degree and/or special permission from the School of Education. Meets TRU MEd Admission Requirements.
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3 credits
Students explore theory, design and implementation of digital media in support of learning and examine the role of student-developed media as means of assessing learning. Students will design and develop their own educational media and integrate media in online learning projects, lessons or units to be delivered in a blended or fully online format. The design of accessibility and universal design for learning (UDL) solutions in support of educational media will be explored. Prerequisites: Bachelor's Degree and /or special permission from the School of Education. Meets TRU MEd Admission Requirements.
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3 credits
This course provides educators with knowledge, skills and experience in implementing educational technology into a pedagogically sound learning environment. EDDL 5141 is designed to provide instructors with a basic introduction to the theory and practice of online teaching and learning and to develop the skills and strategies needed to facilitate courses in an online environment. Participants will reflect on their experiences as online learners to help develop their own philosophy of online teaching and learning. Using their philosophy, they will plan and conduct an online learning activity that they will facilitate for their fellow participants. Emphasis will be placed on student engagement and motivation, creating collaborative and interactive experiences and gaining practical experience. Prerequisites: A Bachelor of Education, a Bachelor's degree in another discipline with teaching qualifications or experience, or permission from the School of Education's Associate Dean or designate.
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3 credits
Students will draw upon their earlier research and/or experience in technology-enhanced learning environments, as well as current literature to identify and explore a variety of contemporary issues in technology-enhanced digital learning methods and technologies. Students adopt a critical mindset in approaching both theory and practice, including those related to issues they encounter in their own discipline. Working both individually and in teams for selected activities and assignments, participants will explore ethical and social justice issues including access to learning, open and participatory practices, online privacy and safety in digital learning environments, copyright and licensing, and the idea of the commons. The course culminates in an integrative project incorporating both theory and practice. Prerequisite: Bachelor's Degree and/or special permission from the School of Education Meets TRU MEd Admission Requirements.
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3 credits
This foundations course focuses on the complex dynamics between school and society. Teacher candidates examine the relationship between schools and society over time, gaining insight into individuals and groups that determine what kinds of schools should exist and what should happen to them. Issues of gender, race, sexuality, ethnicity, religion, social class, and location inform and enlighten investigations. Readings; lectures; presentations; discussion; group work; review of television, film, and video materials; and guest speakers inform the learning. Prerequisites: Admission to TRU Bachelor of Education program Note: Students cannot receive credit for both EDEF 3100 and EDTE 3180
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3 credits
This foundations course further develops the concepts explored in EDEF 3100: History of Education, encouraging teacher candidates to examine their educational beliefs and practices while deepening their insights and depth and breadth of understanding the social context of school. Teacher candidates learn the language and concepts of education, develop abilities to reflect critically on its central ideas and alternate frameworks, use evidence to make informed decisions, and refine their communication as professionals. Discussions of contemporary and educational issues include topics such as what it means to be a professional and schooling in the 21st century. Readings; lectures; presentations; discussions; group works; review of television; film and video materials; and guest speakers inform the learning. Prerequisites: Successful completion of Year 1, Term 1 Note: Students cannot receive credit for both EDEF 3200 and EDTE 3190
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3 credits
This course is an exploration of the rethinking of educational practice and research that has been prompted by feminist theories, with a focus on schooling. Participants examine the gendered experiences of people in educational organizations as students, teachers, and administrators, and discuss differences by age, race and ethnicity, social class, religion, and sexual orientation. Prerequisites: 3rd- or 4th-year university standing and experience teaching children, or the permission of the instructor and the Bachelor of Education program coordinator
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3 credits
Rural and small schools are a dominant feature in British Columbia's educational history, but they have generally been lost or forgotten in today's educational vision. Fifteen percent of the province's school children attend rural or small schools; many of these schools are so remote and isolated that there is no road access, and some of these schools have fewer than 10 students spread across many grades. This course examines rural and small schools in terms of the communities they serve, with particular attention to the teacher's role in the school and community. Prerequisite: Successful completion of Year 1 in the Bachelor of Education program
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1 credits
Teacher candidates examine a number of organizations that affect their working lives as teachers and develop a perspective about issues in British Columbia education that results in the expression of their own personal philosophy of teaching. Class sessions consist of presentations and lectures followed by a discussion or question and response period. Presentations are made by representatives from a number of stakeholder groups, including the Kamloops Thompson Teachers' Association, School District #73 (Kamloops/Thompson) senior administration, and the Teacher Regulation Branch for the British Columbia Ministry of Education. Teacher candidates are guided in the preparation of resumes and interview techniques. Prerequisite: Successful completion of all Year 1 courses and Year 2, Term 1 courses
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3 credits
The course begins with an overview of the history of Indigenous Education in British Columbia and Canada. The course focuses on effective teaching and learning practices for Indigenous students including developing relationships with parents and extended family members. Teacher candidates examine how to enrich the regular school curriculum by adding Indigenous content and including the cultural background of their Indigenous students. The class format is presentation and discussion based on articles and videos provided by faculty, presentations from other Indigenous educators, community members, and teacher candidates. Field experiences typically include visits to local band-operated schools, the Secwepemc Museum, the Kamloops Residential School and the Interior Indian Friendship Centre. Prerequisite: Acceptance into the Bachelor of Education program or permission of the instructor
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3 credits
Students are given an overview of the history of Indigenous Education in British Columbia and Canada. The course focuses on effective teaching and learning practices for Indigenous students including developing relationships with parents and extended family members. Teacher candidates examine how to enrich the regular school curriculum by adding Indigenous content and including the cultural background of their Indigenous students. The class format is presentation and discussion based on articles and videos provided by faculty, presentations from other Indigenous educators, community members, and teacher candidates. Virtual field experiences could include visits to local band-operated schools, Indigenous museums, residential schools and/or Aboriginal Friendship Centres. Prerequisites: There are no prerequisites for the course, but EDTE 3180 is recommended. Note: Students cannot get credit for more than one of EDFN 4200, EDFN 4201.
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3 credits

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3 credits

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3 credits

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3 credits

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3 credits

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3 credits

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3 credits

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3 credits

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2 credits
This course enables participants to help elementary students acquire the knowledge, skills, and attitudes that help them to make good personal decisions and manage their lives more effectively. Participants focus on the emotional and social development of students from Kindergarten to Grade 7. Prerequisite: Successful completion of Year 1
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3 credits
In today's demanding business climate, managers are having to utilize their human resources more effectively to gain competitive advant. This unit examines role of HRM in organizations, and the links between HRM and organizational performance. It is recommended as an intro to all other units in the HRM programs.
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3 credits

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3 credits

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3 credits

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3 credits

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3 credits

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3 credits
This course presents an overview of child development as it relates to teaching. It will begin with a survey of the main models and theories of child development and then consider relevant implications for teaching. Students will review research that examines child development and teaching, especially research that reviews effective teaching practice with children who are at different developmental levels, and children from diverse cultural backgrounds. Prerequisite: Admission to the TRU Bachelor of Education program Note: Students cannot receive credit for both EDIE 3100 and EDPY 3100
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3 credits
This course introduces teacher candidates to the area of teaching children with support needs within the regular classroom. Teacher candidates recognize, respect, and value diverse learning needs and worldviews. They intentionally and reflectively increase their awareness of sociocultural diversities, including their own. The course begins with a consideration for the historical perspective on teaching children with support needs and includes information on relevant provincial legislation. Course topics include equity and inclusion in classroom settings, designs for lessons and units using Universal Design for Learning (UDL) and Differentiated Instruction (DI), as well as the design of individual education plans and the development of effective methods for teaching and assessing children with support needs in school settings. Prerequisite: Successful completion of Year 1 Exclusion: EDPY 4100
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3 credits
This course introduces teacher candidates to the controversial field of specific learning disabilities. The course begins with a historical perspective on learning disabilities and an overview of relevant theoretical frameworks and models of learning disabilities. Participants examine current legislation in British Columbia and its relationship to the school district, school and classroom levels. Two key topics include (1) screening, assessment, and identification practices, and (2) intervention strategies and how they affect classroom practice. Prerequisite: Admission into the Bachelor of Education Program Note: Students cannot receive credit for both EDIE 4150 and EDPY 4150
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3 credits
Students are introduced to specific learning disabilities (LD). They gain a historical perspective on learning disabilities and an overview of relevant theoretical frameworks and models of learning disabilities. Students are introduced to current legislation in British Columbia and its relationship to the school district, school, and classroom levels. Two key topics are (a) screening and in-class assessment, and (b) intervention strategies within the general education classroom. Prerequisites: There are no prerequisites for the course, but EDTE 3180 is recommended. Note: Students cannot get credit for more than one of EDIE 4150, EDIE 4151.
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3 credits
This course provides teachers with information about how to use 21st century technology across the curriculum. The skillful integration of 21st century technologies can enable more equitable learning opportunities for all. Digital technologies, access to information, globalization, and equity are changing the world. Participants learn how to critically evaluate the pedagogical benefits of various educational technology tools in the classroom setting.
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3 credits
Participants explore the realm of distributed learning through discussion about learning theory and pedagogy in online environments, consider and apply technological tools to enhance the learning environment, and examine and design assessment strategies. This online seminar models the development of learning communities. Participants are directed to readings about current issues and discuss them online. This course is informally structured, and participants are encouraged to explore areas of their own interest that apply to their practice. Prerequisite: Bachelor's degree and/or special permission from the School of Education
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3 credits
This course introduces key concepts related to language and literacy learning and teaching in the elementary language arts classroom and across the curriculum. Students are provided an overview of the knowledge required to make sound curriculum decisions to implement an effective language and literacy program. This course is the first component of two interdependent courses that focus on methods to teach language and literacy in elementary school, with an emphasis on the reading process, the skills central to reading acquisition and reading achievement, individual differences in reading development, and effective reading instruction methods. The course is linked with the initial school practicum Prerequisite: Admission to the Bachelor of Education program
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2 credits
Approaches for supporting secondary students in literacy are explored. Teacher candidates develop pedagogical approaches and strategies consistent with the nature of content literacy. Content literacy instruction is needed for students to meet the reading comprehension, academic vocabulary, critical thinking, and academic writing demands they face across the curriculum to effectively acquire and demonstrate knowledge and learning. This course teaches which communication competencies secondary school students need to succeed at school, work and daily life. Teacher candidates develop solid understanding of the cognitive, linguistic, and literacy demands of academic text and design lessons that promote comprehension and critical and innovative thinking across the curriculum. Prerequisite: Degree in science or mathematics or equivalent
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3 credits
This course continues the study of the elementary language arts curriculum and teaches the theory and practical knowledge required to implement a language arts program. The emphasis is on writing in relationship to the other language modes and across the curriculum. Students examine the skills children in elementary school need to be successful writers, effective ways of promoting the development of these skills, and effective writing assessment techniques. Students are expected to engage in all aspects of the writing process. Prerequisite: Successful completion of Year 1, Term 1
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3 credits
The Total Physical Response (TPR) method is introduced as a method for teaching aboriginal languages. Research that analyzes the TPR method is studied in the context of current language theory in second language acquisition. Students have the opportunity to practice the TPR approach, learning instructional strategies and familiarizing themselves with learning resources. Effective classroom management, and evaluation and assessment are also examined.
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3 credits
The purpose of this course is to introduce students to the Secwepemc language and to help them develop vocabulary, grammar, and oral sentence construction. The focus is on oral language production and comprehension. This course is appropriate for individuals who have little or no background in the Secwepemc language.
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3 credits
This course is designed for Aboriginal language teachers looking for ways to implement new teaching approaches in their classrooms. This course provides a brief survey of innovative language teaching methods and approaches that have been successfully used in a variety of Aboriginal language programs.
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3 credits
Students are introduced to the sources of children's literature and its major genres, including traditional literature, fantasy, realistic and historical fiction, poetry, and information books. This course is geared towards teaching children; children's reading needs and interests, and current issues and trends are examined. Teacher candidates explore strategies for involving children with literature across the elementary curriculum. Prerequisite: 3rd- or 4th-year university standing and experience teaching children, or the permission of the instructor and Bachelor of Education program coordinator
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3 credits
Teacher candidates examine individualized assessment, diagnosis, and instructional planning for students with literacy difficulties. Prerequisite: READ 3100; READ 3200; ENED 3200
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3 credits
Teacher candidates develop a basic understanding of teaching mathematics in elementary schools. The course provides methods in teaching problem solving, numeracy, the use of manipulatives, early number sense, patterns, assessment, and operations with numbers. Participants also examine the use of literature and games in a math program and undergo a comprehensive study of the British Columbia mathematics curriculum. A variety of resources are provided to teacher candidates to experience the methods used to provide a rich elementary mathematics program. Prerequisite: Admission to the Bachelor of Education program
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3 credits
This course builds on EDMA 3100: Mathematics I. Students are introduced to topics that include place value, geometric thinking, spatial sense, measurement, statistics and probability, and assessment. The course is linked to the practicum (EDPR 3200) that teacher candidates take in the same semester to allow them to have an opportunity to apply the methods they have studied. Prerequisite: Successful completion of Year 1, Term 1
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3 credits
The term, reengineering - the name given to the mngt practice of fundamentally changing the organization & mngt of work - has attracted attention of many mgrs as a way of improving organizational performance. This unit examines how shifts towards horizontal work process from vertical impact on training & employee development
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3 credits
The aim of this course is to provide a foundation of principles, learning opportunities and teaching, and critical thinking strategies in physical education that can be applied to whole classrooms of elementary students. Emphasis is on applying the various concepts of movement (games, dance, gymnastics, alternate-environment activities, and individual and dual activities) when planning to teach physical education. Teacher candidates participate in classroom, gymnasium, and outdoor activities that provide tangible links with scheduled practica and encourage putting theory into practice. Prerequisite: Admission to the TRU Bachelor of Education program
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3 credits
The purpose of this course is to provide an opportunity for teacher candidates, who have completed EDPE 3100, to extend the skills and knowledge gained through previous course work and during practica, and to further develop their ability to teach elementary physical education. Opportunities are also provided for teacher candidates to reinforce previous learning and to develop greater skill in teaching activities from the five movement categories. Prerequisite: Knowledge of teaching methodology in Physical Education; basic knowledge of physical education, physical growth and development. 3rd or 4th year university students who have experience teaching children, or the permission of the instructor and Program Coordinator.
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1 credits
This course provides students with an orientation to public and Band-operated schools, and the opportunity to link the theory-based courses of their first year Developmental Standard Term Certificate experience with language teaching experiences in the classroom. This course is the first of four organized language teaching practicum experiences. Prerequisite: Completion of Semester 1, Year 1 of the DSTC program and enrollment in Semester 2, Year 1 of the program
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2 credits
This course provides students with expanded opportunities to link the theory-based courses of their first and second years with further teaching experiences in the classroom. This course is the second of four organized language teaching practicum experiences. Prerequisite: Successful completion of Year 2, Semester 1 of the DSTC program, including EDPR 1800
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1 credits
This is the first of four organized school practica experiences, consisting of seven full days in schools within the Kamloops area. The purpose of this course is to provide teacher candidates with an orientation to elementary schools and the opportunity to link their on-campus courses with teaching experiences in the classroom.Teacher candidates are placed in learning teams in classrooms to collaboratively experience classroom procedures and teach four language arts lessons. Teacher candidates work with close guidance and mentorship with faculty mentors who support each learning team throughout the practicum. Teacher candidates additionally complete journal reflections and have the opportunity to observe in a variety of school settings. Prerequisite: Admission to the Bachelor of Education program. A criminal Record check is required for SD#73 (Kamloops/Thompson School District).
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2 credits
This two-week (10 school days) practicum occurs in the final two weeks of Year 1, Term 2. Teacher candidates are placed in learning teams in a school within the Kamloops area. The teaching and learning foci for this practicum are classroom leadership, collaboration, mathematics, science, and social studies, although not exclusively. Teacher candidates completed journal reflections and have the opportunity to collaboratively experience a variety of classroom settings. Following the practicum, teacher candidates attend a call-back day on campus, which includes an opportunity to debrief the practicum, hear from guest presenters, and receive important information for the next practicum. Faculty mentors from the university support each teacher candidate throughout the practicum. Prerequisite: Successful completion of Year 1, Term 1
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2 credits
This course provides students with opportunities to observe classroom and school start-up procedures at the beginning of the school year. This course is the third of four organized language teaching practicum experiences. Prerequisite: Successful completion of Year 2 of the DSTC program, including EDPR 2800
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3 credits
This course provides students with extended opportunities to expand, refine, and confirm their First Nations language teaching abilities. This course is the final and most important organized language teaching practicum experience. Prerequisite: Successful completion of Year 3, Semester 1 of the DSTC program, including EDPR 3800
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3 credits
Teacher candidates develop a basic understanding of teaching mathematics in elementary schools. The course provides methods in teaching problem solving, numeracy, the use of manipulatives, early number sense, patterns, assessment, and operations with numbers. Participants also examine the use of literature and games in a math program and undergo a comprehensive study of the British Columbia mathematics curriculum. A variety of resources are provides to teacher candidates to experience the methods used to provide a rich elementary mathematics program. Prerequisite: Successful completion of Year 1
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5 credits
Functioning as a capstone course demonstrating the integration of program learning outcomes. Practicum 4 provides teacher candidates with the opportunity to reflect, demonstrate, and apply the culmination of their learning in the B.Ed. program. During Term 2 of Year 2, teacher candidates undertake a 10-week (300 hour) practicum that serves as the major school experience. Teacher candidates normally return to the same placement as they had in EDPR 4100: Practicum 3. Teacher candidates gradually increase their teaching load and sustain a minimum 80% load for five consecutive weeks. Upon successful completion, teacher candidates are able to apply for teacher certification in British Columbia. Prerequisite: Successful completion of all Year 1 and Year 2, Term 1
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4 or 10 credits
Students participate in a teaching practicum designed to meet the British Columbia College of Teachers (BCCT) requirements for certification to teach in British Columbia. (Specific practicum length is determined by BCCT). Prerequisite: Qualifications required by BCCT and permission of the Bachelor of Education Program Chair
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3 credits
Students focus on the role that technology can play in compensating for, or remediating, learning challenges associated with cognitive impairments, communication disorders, and physical disabilities. Prerequisite: A Bachelor of Education degree, a teaching certificate, or permission of the Department Chair.
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3 credits
Students examine the principles and practices of assessing children with learning difficulties. The emphases is on the assessment of literacy, mathematics, social and emotional behavior, and ability. Course discussions consider relevant interventions; however, the focus is on assessment. A variety of forms of assessment are considered, including standardized testing, criterion-referenced assessment, portfolio assessment, and dynamic assessment. Prerequisite: A Bachelor of Education degree, a teaching certificate, or permission from the Department Chair
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3 credits
Students gain experience in specific special education settings via rotation among district programs (District Developmental and Behaviour Programs, Chris Rose Centre for Autism, Child Development Centre), district specialists (a teacher of deaf and hard of hearing students, a teacher of the visually impaired students), and resource and learning assistance programs. Prerequisite: Completion of a Certificate in Special Education
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3 credits
This course will be offered during the Spring or Summer session and the topic will vary depending on the expertise of the faculty available to teach the course. Prerequisite: A B.Ed. degree, a teaching certificate, or permission from the Chair
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3 credits
This course introduces students to strategies for adapting and modifying educational programs for children with special needs. Topics include determining if children need adapted or modified programs, and generating and revising individual education programs. Prerequisite: A B.Ed. degree, a teaching certificate, or permission of the Chair.
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3 credits
Students are provided an overview of teaching children with learning disabilities. Students experience methods and programs for teaching children with learning disabilities and learn about the legalities of special education. Prerequisite: A Bachelor of Education degree, a teaching certificate, or permission of the Department Chair
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3 credits
The purpose of this course is to introduce students to instructional and environmental strategies for teaching children with behaviour problems in regular classrooms. Topics include methods to change behaviour in regular classroom settings, interviewing students, and working with families. Prerequisite: A Bachelor of Education degree, a teaching certificate, or permission of the Department Chair
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3 credits
Students focus on teaching children with disabilities in mathematics. Course content includes assessing children with disabilities in mathematics, designing remedial mathematics programs, and reviewing research on effective teaching methods and programs. Prerequisite: A Bachelor of Education degree, a teaching certificate, or permission of the Department Chair
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3 credits
This special education course introduces students to the area of programming for children and adolescents with behaviour disorders. Course topics include designing individual education plans and using effective methods for teaching children with behaviour disorders in school settings, especially resource rooms. Prerequisite: A Bachelor of Education degree, a teaching certificate, or permission of the Department Chair
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3 credits
The primary objective of the course is to prepare teachers to design and implement programs and interventions to teach children having difficulty with beginning reading and writing. Prerequisite: A Bachelor of Education degree, a teaching certificate, or permission of the Department Chair
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3 credits
The primary objective of the course is to prepare teachers to design and implement programs to teach intermediate-aged children (Grades 4 to 7) who are having difficulty with fluency and reading comprehension. Students complete informal reading assessments in order to develop appropriate programming. Prerequisite: A B.Ed. degree, a teaching certificate, or permission of the Inclusive & Special Education Program Coordinator.
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3 credits
This course will prepare teachers to design and implement programs to teach children having difficulty with all aspects of writing including output, mechanics and meaning. Prerequisite: A B.Ed. degree, a teaching certificate, or permission of the Inclusive and Special Education program coordinator
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1 credits
Students are provided with an overview of teaching children with fetal alcohol spectrum disorder (FASD). Participants become familiar with methods and programs for teaching children with FASD and learn about federal and provincial initiatives. Prerequisite: A Bachelor of Education degree, a teaching certificate, or permission of the Special Education program coordinator.
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1 credits
Students are provided with an overview of teaching children with Attention Deficit Hyperactivity Disorder (ADHD). Participants learn about assessment, teaching methods, and programs for teaching children with ADHD. Prerequisite: A Bachelor of Education degree, a teaching certificate, or permission of the Special Education program coordinator.
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1 credits
This course is based on Control Theory and the Restitution program, focusing on developing a school discipline program which utilizes internal motivation and belief-based self-discipline. Using the Restitution program, participants learn to create school conditions which support student problem solving and self-regulation. Prerequisite: A Bachelor of Education degree, a teaching certificate, or permission of the Special Education program coordinator.
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1 credits
Students examine the principles and practices of working with children with Autism Spectrum Disorder (ASD). The key components of the course include early signs and diagnosis; characteristics of persons living with ASD, including myths about autism; discussions of the various treatment approaches and methods; and best practices for teachers working with children with ASD in their classrooms. Prerequisite: A Bachelor of Education degree, a teaching certificate, or permission of the Special Education program coordinator.
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1 credits
This course is designed for individuals who are currently employed as Learning Assistance or Resource Room teachers. Students learn aspects of program and team management. Prerequisite: A Bachelor of Education degree, a teaching certificate, or permission of the Inclusive and Special Education program coordinator
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1 credits
This course provides training in the Functional Behaviour Assessment (FBA) process. Participants learn the theory of multi-modal behaviour analysis and the components necessary to conduct a complete FBA. Prerequisite: A B.Ed. degree, a teaching certificate, or permission of the Inclusive & Special Education Program Coordinator.
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3 credits
This course introduces students to principles of universal design and differentiated instruction, as well as strategies for adjusting instruction to meet diverse learning needs. Participants learn the fundamentals of developing inclusive and individual instructional plans and monitoring procedures. Topics include adapting and modifying educational programs for children with special needs, response to instruction, and informal assessment. Prerequisite: A B.Ed. degree, a teaching certificate, or permission of the Inclusive and Special Education program coordinator.
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3 credits
Students are provided with an overview of the field of learning disabilities and research-based instruction for the general education classroom. Participants develop skills in informal assessment and planning for children with learning disabilities. Prerequisite: A B.Ed. degree, a teaching certificate, or permission of the Inclusive and Special Education program coordinator
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1 or 3 credits
This course will provide the opportunity for self-directed, mentored study in an area of special education. Students will examine, in-depth, a topic or issue of professional interest. Prerequisite: Permission of the Coordinator
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3 credits
This course is designed to introduce teachers to the field of special education and for teachers who will work with children with special learning needs in special education settings. Students will become aware of informal assessment and data collection methods, plus Level "A" assessment tools, in order to develop basic remedial program plans. Prerequisite: Admission into the TRU Special Education Diploma program, or permission of the Inclusive and Special Education Program Coordinator
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3 credits
The purpose of this course is to prepare students to administer and interpret assessments in educational settings. Students completing this course, and EDPY 4830, will acquire the assessment skills necessary for working within the special education field, such as in a learning assistance centre. Prerequisite: Admission into the TRU Special Education Diploma program, or permission of the Inclusive and Special Education Program Coordinator
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3 credits
This course provides specialist teachers with an advanced working knowledge of adaptations and modifications as they pertain to educational programs for students with special needs. Topics include current practices in adapting and modifying processes to determine changes necessary to a student's program and types of individualized education plans. Prerequisite: the permission of the Inclusive and Special Education program coordinator
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3 credits
This course is a continuation of EDPY 4810: Advanced Assessment of Learning Difficulties. Students apply their skills and knowledge while conducting an assessment on a school-aged child. Participants are expected to assess a child, interpret results with guidance, prepare a report, and share the report with parents and a school-based team. Students are expected to select an appropriate intervention and work with the child for a minimum of four sessions. Prerequisite: permission of the Inclusive and Special Education program coordinator
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3 credits
This special education course is designed to increase the competencies of students in the area of programming for children and adolescents with behaviour disorders. Students are prepared for a field placement in a resource room or alternate program that addresses the educational needs of children with behavioural difficulties. Course topics include assessing student needs, designing appropriate individual education plans, communicating with colleagues and parents, and using effective methods for teaching children with behaviour disorders in a variety of school settings. Prerequisite: The permission of the Inclusive and Special Education program coordinator
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3 credits
Through inquiry-based learning, teacher candidates are introduced to current principles and strategies applied to teaching science in elementary schools from Kindergarten to Grade 7. The three content strands of the British Columbia Science curriculum, life, physical earth and space science, provide the base for exploring scientific content together with the processes of science (the fourth strand) and in terms of how children learn science effectively. Weekly class includes hands-on labs, presentations, website explorations, article reviews, current events, and field trips. Teacher candidates design, imagine, and create effective science learning lesson plans, based on analyzing and synthesizing current educational paradigms. This course and its assignments are designed to give teacher candidates the opportunity to explore the nature of science and use sound research methodologies to create effective science learning opportunities for children. Prerequisite: Successful completion of Year 1, Term 1, or EDPR 3100, EDCO 3100, EDEF 3100, EDLL 3100, EDMA 3100, EDPE 3100 and EDPY 3100
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3 credits
The purpose of this course is to examine aspects of environmental education appropriate for K - 7 students. Through the concept of Active Living and use of the outdoors as the principal classroom, the elements of living/lifestyles in all subject areas will be addressed. The course also emphasizes teaching students how to make informed decisions and take constructive actions regarding the earth and its inhabitants. Field trips involving activities suitable for elementary-aged students are an integral part of this course. Prerequisite: Successful completion of Year 1, Fall and Winter Semesters, or permission of the instructor and Chair of the department. Introductory environmental science courses and basic knowledge of outdoor education (physical education or environmental science). 3rd or 4th year university students who have experience teaching children, or the permission of the instructor and Program Coordinator.
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3 credits
Science and mathematics learning is recognized as more than a collection of isolated skills and concepts to be mastered. Rather, science and mathematics promote experiences where students actively participate in the learning and doing of these subjects. Hence, problem solving is central to and permeates all aspects of science and mathematics. To become effective problem solvers and problem posers, children require experiences with various types of problems arising from a variety of real situations. A problem-posing framework will be used to explore ways in which teachers can provide opportunities to assist children to reason systematically and carefully, and to develop their understanding of science and mathematics. Prerequisite: 3rd or 4th year university students who have experience teaching children or the permission of the instructor and program coordinator
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2 credits
This course introduces the instructional and assessment strategies that are effective in promoting the learning of a second language by elementary students. It emphasizes the development of a proficiency-based curriculum and concurrent development of listening, speaking, reading, and writing skills. The course acquaints education teacher candidates with the teaching techniques, procedures, and instructional resources used to teach second languages to children, focusing on French. Teacher candidates interested in teaching other languages will be encouraged to adapt strategies to their own specific language and will learn to adapt assignments to their target language. Prerequisite: Successful completion of Year 1 or permission of the instructor and program coordinator
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3 credits
Approaches for supporting middle school and junior level secondary students' engagement and learning in mathematics and science are introduced. Teacher candidates develop pedagogical approaches and strategies consistent with constructivist philosophy and the nature of science and math. Teacher candidates design lesson and unit plans that build math or science inquiry skills; promote critical and innovative thinking; connect with authentic math, science and technology contexts; and, are consistent with British Columbia Ministry of Education curriculum. EDSM 3100 prepares teacher candidates for the first practicum EDTE 3410. Prerequisite: Admission to the Bachelor of Education (Secondary) program
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6 credits
***Please note: EDSM 4200 is a full year course. Students choosing this course in Fall must also register for the same section for it in Winter and vice-versa.*** This course builds on EDSM 3100. Approaches for supporting senior secondary students' engagement and learning in a science specialty (biology, chemistry, physics) or a mathematics specialty are explored. Teacher candidates extend their application of pedagogical approaches and strategies consistent with constructivist philosophy and the nature of science or math for the senior secondary student. Teacher candidates design lesson and unit plans that build inquiry skills; promote critical and innovative thinking; connect with authentic science, math and technology contexts; and, are consistent with British Columbia Ministry of Education curriculum. The course prepares teacher candidates for the second two-week practicum (EDTE 3420) and the long practicum (EDTE 3430, 3440, 3450) where they teach in their specialty area. Prerequisite: EDSM 3100
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3 credits
The overarching purpose of this course is to introduce various rationales, goals, and strands needed to develop a coherent social studies program. Social studies is presented as a dynamic, multi-disciplinary curriculum for creating informed, adaptable, responsive, and responsible education citizens. Ethical approaches and strategies are explored that focus on developing an understanding of the various social studies disciplines and the characteristics and evolution of interrelated global systems. Students develop skills to promote critical thinking, social, and ecological responsibility, and a global perspective that values human rights. The course is linked to the two-week practicum that teacher candidates take in the same semester (EDPR 3200) to provide opportunities for teacher candidates to teach the social studies lessons they have developed. Prerequisite: Successful completion of Year 1, Term 1, or EDPR 3100, EDCO 3100, EDPY 3100, EDEF 3100, EDLL 3100, EDMA 3100 and EDPE 3100.
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3 credits
This course explores, in theory and practice, how global education in schools can facilitate critical understanding and skills for building more peaceful futures in local, national, international, and global contexts. Students will critically examine six key issues of planetary crises: militarization, structural violence, human rights, cultural solidarity, environmental care, and personal peace. Strategies and pedagogies for global education will be explored. Prerequisite: 3rd or 4th year university students who have experience teaching children, or the permission of the instructor and program coordinator
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3 credits
This course deals with basic woodworking theory, techniques and procedures; including safety, hand tool processes, power tool processes, and procedures involving stationary power equipment. The materials and fundamental techniques used in wood products manufacturing are introduced. Special emphasis is on the hands-on skills and safety procedures required to teach a course using power equipment. Students complete exercises, assignments and projects suitable to junior level secondary grades. Students with a directly related trade qualification are not permitted to take this course for credit. Prerequisite: Acceptance into the B.Ed (Trades and Technology Education) Teacher Education program Required Lab: EDTE 3010L
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3 credits
This course deals with basic metal working theory, techniques and procedures; including safety, hand tool processes, machine tool processes, materials, and fundamental processes used in metal related manufacturing. Students complete exercises, assignments and projects suitable to junior level secondary grades. Students with a directly related trade qualification are not permitted to take this course for credit. Prerequisite: Acceptance into the B.Ed. (Trades and Technology Education) Teacher Education program Required Lab: EDTE 3020L
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3 credits
This course deals with basic mechanical theory, techniques and procedures that are suitable to a power mechanics class at the secondary school level. Topics include safety, hand tools, maintenance, disassembly, reassembly and basic repairs. Students complete exercises, assignments and projects suitable to secondary level coursework. Students with a directly related trade qualification are not permitted to take this course for credit. Prerequisite: Acceptance into the B.Ed. (Trades and Technology Education) Teacher Education program Required Lab: EDTE 3030L
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3 credits
This course deals with the basics of drafting and design theory, techniques and procedures. Sketches, mechanical architectural and detail drawings will be explored. Students will move quickly from the fundamentals of manual paper and pencil based drawings to Computer Aided Design (CAD) technology. The generic fundamentals of CAD software will be emphasized with the intention that students will be able to use and teach any of the CAD software programs that may be owned by various secondary schools. Exercises, assignments and projects will be completed that are suitable to secondary level coursework. Students with directly related qualifications will not be allowed to take this course for credit. Prerequisite: Acceptance into the B.Ed. (Trades and Technology Education) Teacher Education program Required Lab: EDTE 3040L
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3 credits
This course deals with basic electrical and electronics theory, techniques and procedures. Topics include safety, hand tools and equipment, materials, and the fundamental processes used in wiring and circuitry. Students complete exercises, assignments and projects suitable to secondary level coursework. Students with directly related qualifications are not permitted to take this course for credit. Prerequisite: Acceptance into the B.Ed. (Trades and Technology Education) Teacher Education program Required Lab: EDTE 3050L
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3 credits
This course introduces students to the role of trades and technical education in the high school. The students' future role in carrying out the purposes and mission of Trades and Technology Education is explored. The course introduces the basic principles, methods and techniques of instruction suitable for secondary teaching. Learning theory and learning styles, lesson preparation, lesson types, instructional techniques, learning environments, and classroom management techniques are introduced. This course is designed to provide practical knowledge of instructional techniques that can be directly applied in the classroom. Emphasis is placed on actual practice ofinstructional skills. Prerequisite: Acceptance into the B.Ed. (Trades and Technology Education) Teacher Education program
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3 credits
This course emphasizes continuous improvement of teaching and learning through planning and feedback facilitated by the professional development process. Students demonstrate self-awareness of the limits of their current knowledge and the ongoing need to seek out new information. Course topics include identifying ongoing professional development opportunities, developing and implementing course outlines, identifying types of learning, determining appropriate instructional techniques and learning activities, determining and evaluating appropriate assessment and testing methods, and creating an effective learning environment. Prerequisite: Admission into a B.Ed. Teacher Education Program Required Seminar: EDTE 3110S
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3 credits
This course is intended to provide an understanding of adolescent learning and development. Modern theories in developmental, educational and cognitive psychology, as well as social and physical development will be explored. Emphasis will be on the theories that are relevant to adolescents in the school environment in order to help educators plan and implement appropriate lessons, activities, lectures, assignments, and teaching strategies. Prerequisite: Admission into the B.Ed. Teacher Education Program Note: Students cannot receive credit for more than one of EDIE 3100, EDPY 3100 or EDTE 3120
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3 credits
Students are introduced to legal issues and current laws relating to education. Topics include past, current, and emerging legal issues; teacher and institutional liability; students' rights; and teachers' rights and responsibilities. Case studies from the education system will be examined. Special emphasis is placed on the issues relating to safely managing the learning environment and safe work practices. Prerequisite: Admission into the B.Ed. Teacher Education Program
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2 credits
This course provides instruction in the planning, organization, and management of several types of shop or mathematics and science related education facilities. The scope of this course encompasses the preparation for instruction in a shop or laboratory which includes a complete plan of organization, safety, and management showing the necessary equipment, materials, and supplies. Methods of purchasing, budgeting, financial control, inventory procedures, and problems related to a shop or laboratory learning environment management are included. Participants are introduced to software to organize and track equipment, materials, supplies, budgets and expenditures. Prerequisite: Admission into the B.Ed. Teacher Education Program
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3 credits
Teacher candidates develop awareness and best practice for the diversity of students in secondary schools, including cultural, ethnic, gender, sexual orientation, religion and socioeconomic diversity. Through discussion, teacher candidates reflect upon societal concerns including bullying, racism, homophobia, and sexism. Teacher candidates develop strategies aimed at creating inclusive and safe learning environments for all learners. Issues of particular concern for trades and technology and STEM learning environments are addressed. Prerequisite: Admission into the B.Ed. Teacher Education Program
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3 credits
The relationships between schools and society are complex and contradictory. Students examine the changingrelationships between schools and society, this course will provide insights into individuals and groups that havedetermined both what kinds of schools should exist and what should happen in them. This course considersIndigenous perspectives and ways of knowing and the calls to action of the Truth and Reconciliation Commission. Lenses relevant to social justice issues including, cultural, ethnic, gender, sexual orientation, religion andsocioeconomic diversity will be explored. Prerequisite: Admission into the Bachelor of Education program Note: students cannot receive credit for more than one of EDTE 3180, EDTE 3181 and EDEF 3100
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3 credits
The relationships between schools and society are complex and contradictory. Students examine the changingrelationships between schools and society, this course will provide insights into individuals and groups that havedetermined both what kinds of schools should exist and what should happen in them. This course considersIndigenous perspectives and ways of knowing and the calls to action of the Truth and Reconciliation Commission. Lenses relevant to social justice issues including, cultural, ethnic, gender, sexual orientation, religion andsocioeconomic diversity will be explored. This course has no prerequisites however ENGL 0600 is recommended Note: Students cannot receive credit for EDTE 3181 and EDTE 3180 or EDEF 3100
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3 credits
This course introduces students to the comparative and critical study of the philosophical frameworks related to education and schooling (e.g. realism, pragmatism, behaviourism, existentialism) and their representative thinkers. This course is designed to help students examine the diverse educational views that have affected, and are affecting, schooling in Canada and British Columbia. Participants will reflect on their developing educational philosophy through readings, discussions and lectures. Prerequisite: Admission into the Bachelor of Education program Exclusion: EDEF
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3 credits
This course introduces students to the study of classroom, school, and schooling as social systems and the cultural function of educational institutions with particular emphasis on the secondary school. Concepts such as social organization, stratification, mobility, role, and values are applied. This course is designed to help students examine the impact of varying social perspectives on schooling in Canada and British Columbia.
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2 credits
This is an introductory practicum experience in secondary schools. Students are placed in learning teams to collaboratively experience a variety of short-term teaching responsibilities. Students work with close guidance and mentorship from a qualified and experienced technical education teacher in a classroom and shop setting, or from a qualified and experienced teacher in the mathematics or science classroom. Teacher candidates are placed in pairs for this practicum and may participate in different classrooms with different teachers. Prerequisite: Admission into the B.Ed. Teacher Education Program Exclusion: EDPR 3100
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2 credits
This practicum experience emphasizes teaching and learning in each teacher candidate's own area of technical/trade or mathematics/science expertise. Students assume teaching responsibilities including planning, classroom management, and evaluation. They work closely with and are mentored by a qualified and experienced technical or mathematics/science education teacher. Students are placed in learning teams to collaboratively experience a variety of teaching responsibilities. Prerequisite: EDTE 3410 Exclusion: EDPR 3200
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2 credits
In this practicum, for trades and technical teacher candidates, the emphasis is on teaching outside of the individual student's trade area of expertise; however, for science and mathematics teacher candidates the emphasis is on teaching inside their area of expertise. Participants assume teaching responsibilities in secondary courses while being closely supervised by a qualified and experienced secondary education teacher. Students are placed individually for this practicum. Prerequisite: EDTE 3420 - Practicum 2
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3 credits
For trades and technical teacher candidates, the emphasis is on teaching outside of their individual trade area of expertise. For science and mathematics teacher candidates, the emphasis is on teaching in their area of expertise. Participants assume teaching responsibilities in secondary courses while being closely supervised by a qualified and experienced secondary education teacher. Students are placed individually for this practicum. Prerequisite: Successful completion of Practicum 3
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3 credits
This practicum experience takes place in the winter semester. The emphasis is on working with the range of students and specific learning needs found within a secondary education environment. Participants assume teaching responsibilities, focusing on instructional and classroom management adaptations for the diverse needs of learners. Teacher candidates are closely supervised by a qualified and experienced secondary education teacher and are placed individually for this practicum. During this time, teacher candidates work with school staff, counsellors and other professionals who may be working with specific students. Prerequisite: Successful completion of Practicum 3 and 4
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3 credits
This course adds to the woodworking knowledge and skills learned in EDTE 3010. In addition to the related safety, processes and procedures, instructional techniques suitable for teaching secondary school classes will also be included. Students will complete the exercises and projects both as a learner and also from the perspective of their future teaching role. Students with a directly related trade qualification will not be allowed to take this course for credit. Prerequisite: EDTE 3010
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3 credits
This course deals with basic metal working theory, techniques and procedures; including safety, hand tool processes, machine tool processes, materials, and fundamental processes used in metal related manufacturing. Exercises, assignments and projects will be completed that are suitable to junior level secondary grades. Students with a directly related trade qualification will not be allowed to take this course for credit. Prerequisite: EDTE 3020
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3 credits
This course deals with basic electrical and electronics theory, techniques and procedures. Topics include safety, hand tools and equipment, materials, and the fundamental processes used in wiring and circuitry. Exercises, assignments and projects will be completed that are suitable to secondary level coursework. Students with directly related qualifications will not be allowed to take this course for credit. Prerequisite: EDTE 3030
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3 credits
This course continues the development of drafting and design techniques, primarily by the use of Computer Aided Design (CAD) software. Students will practice fundamental skills and drawing standards for various industries. Additional technology will be introduced including 3D surface creation and solids modelling. Related graphics software will be explored. Emphasis will be on developing appropriate and interesting lessons and assignments that are suitable to secondary grades of 8 through 12. Students with directly related qualifications will not be allowed to take this course for credit. Prerequisite: EDTE 3040
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3 credits
This course adds to the knowledge and skills learned in EDTE 3050. In addition to the related safety, processes and procedures, instructional techniques suitable for teaching grade 8 to 10 secondary school classes are included. Students complete the exercises and projects both as a learner and from the perspective of their future teaching role. Prerequisite: EDTE 3050
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4 credits
Students analyze, synthesize and reflect on their experiences as learners in this program to create a professional portfolio which documents their professional and personal growth as secondary education teachers. Through consideration of their experiences prior to enrolling and how they have grown throughout the program, students create a professional development plan for their next year. This plan identifies their strengths and areas for improvement in preparation for a secondary education teacher role. Job search techniques, beginning school year approaches, professional organizations, mentoring, and the supervision of beginning teachers is included. Prerequisite: Successful completion of EDTE 3450
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3 credits
This course will introduce students to the major language teaching methodologies. These methodologies will be examined through the use of structured observations, multimedia presentations and/or microteaching assignments. Prerequisite: Completion of Semester 1, Year 1 of the DSTC program
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3 credits
Teacher candidates are introduced to preparing lesson plans and learning about curriculum, assessment, teaching models and strategies, and classroom and organizational management. The role of teacher as a professional is introduced and teacher candidates are assisted in developing critical reflection skills and an understanding of the importance of life-long learning. Teacher candidates begin to acquire an appreciation of the limits of their knowledge and importance of ongoing professional and personal development. Other courses are inter-connected to prepare teacher candidates for the first practica and to deepen learning. Teacher candidates independently prepare lesson plans and implement the teaching practices learned within this course during the practica in Kamloops and area school setting. Students cannot receive credit for both EDTL 3100 and EDTE 3110.
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3 credits
Teacher candidates are introduced to unit planning and assessment. Other course are inter-connected to prepare teacher candidates for the second practica and to deepen their understanding of effective unit planning and assessment. Teacher candidates explore how to address diversity in the classroom. Prerequisites: Successful completion of Year 1, Term 1 or EDPR 3100, EDCO 3100, EDPY 3100, EDEF 3100, EDLL 3100, EDMA 3100, EDPE 3100.
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3 credits
Teacher candidates explore how to incorporate effective teaching skills and practices across curricular areas. They design an integrated unit to be implemented in the final practicum, EDPR 4200: Practicum. Prerequisite: Successful completion of Year 1, EDPR 3100, EDCO 3100, EDEF 3100, EDLL 3100, EDMA 3100, EDPE 3100, EDTL 3100, EDPR 3200, EDLL 3200, EDMA 3200, EDSC 3200, EDSO 3200, EDTL 3200, EDEF 3200.
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3 credits
This course will provide the opportunity for self-directed, mentored study in an area of elementary education. Students will examine, in-depth, a topic or issue of professional interest. Outcomes may include a project, research paper, literature review, or program evaluation. Prerequisite: Permission of the Dean, Program Coordinator of the B.Ed. program, and the agreement of the supervising faculty member
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3 credits
This course aims to support students exploring their own perspectives on learning as well as taking a look at contemporary theories of learning developed by academics in the education field. At the same time the course is designed to support students in becoming more effective advanced academic learners in the field of Education. Prerequisite: Undergraduate degree and GPA 3.0, IELTS 6.0
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3 credits
This course aims to support students who are examining their own perspectives on learning as well as exploring contemporary theories of learning developed by academics in the education field. Students are empowered to become more effective, advanced, academic learners in the field of education. Prerequisites: Applicants must meet the admission requirements to the TRU GCES. International English Language Testing System (IELTS) 6.0
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3 credits
In Research Methods, students investigate a variety of methods for conducting quantitative and qualitative research relevant to the field of education. Students also become familiar with procedures for securing ethics committee approval for conducting research. Prerequisite: Meets TRU MEd admission requirements
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3 credits
In Research Methods, students investigate a variety of methods for conducting quantitative and qualitative research relevant to the field of education. Students also become familiar with procedures for securing ethics committee approval for conducting research. Prerequisite: Admission to the TRU M.Ed. degree program
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3 credits
What education is, what purposes it serves, and how it is structured is closely entwined with ideas of what a society is and how it functions. Students engage in an introduction to key educational philosophers and consider their impacts on the history of education. Prerequisite: Meets TRU MEd admission requirements Note: Students cannot receive credit for both EDUC 5020 and 5021
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3 credits
What education is, what purposes it serves, and how it is structured is closely entwined with ideas of what a society is and how it functions. Students engage in an introduction to key educational philosophers and consider their impacts on the history of education. Prerequisite: Meets TRU MEd admission requirements. Note: Students cannot get credit for more than one of EDUC 5020, EDUC 5021.
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3 credits
This course will familiarize students with a variety of theoretical perspectives on curriculum design/development, implementation, and evaluation. Curriculum, teaching, and learning will be applied to a variety of educational contexts and situations. Prerequisite: Admission to the TRU M.Ed. degree program
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3 credits
Students are familiarized with a variety of theoretical perspectives on curriculum design and development, implementation and evaluation. Curriculum, teaching and learning are applied to a variety of education contexts and situations. Note that students cannot receive credit for both EDUC 5030 and EDUC 5031
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3 credits
Students investigate fundamental questions about the relationship between education and society. Inequalities based on race, culture, language, social class, gender, sexual orientation, (dis)ability status, ethnicity or religion and how they are socially constructed in contemporary society are considered, in addition to how they operate in educational environments. Students identify the effects of these identity constructs on the educational experiences of students and how these constructs shape student access, achievement, and attainment. Students are challenged with the following questions: How do schools reproduce, reinforce, and challenge social inequalities? How do educational materials embrace inclusive approaches within the broader contexts of multiculturalism, globalization and cosmopolitanism? How can educators promote inclusive education that values diversity and equity? Prerequisite: Meets TRU M.Ed. admission requirements Note that students cannot receive credit for both EDUC 5040 and EDUC 5041.
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3 credits
Students investigate fundamental questions about the relationship between education and society. Inequalities based on race, culture, language, social class, gender, sexual orientation, (dis)ability status, ethnicity or religion and how they are socially constructed in contemporary society are considered, in addition to how they operate in educational environments. Students identify the effects of these identity constructs on the educational experiences of students and how these constructs shape student access, achievement, and attainment. Students are challenged with the following questions: How do schools reproduce, reinforce, and challenge social inequalities? How do educational materials embrace inclusive approaches within the broader contexts of multiculturalism, globalization and cosmopolitanism? How can educators promote inclusive education that values diversity and equity? Prerequisite: Meets TRU MEd admission requirements. Note: Students cannot get credit for more than one of EDUC 5040, EDUC 5041.
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3 credits
Targeted to provide the opportunity for self-directed, mentored scholarship, this course focuses on advanced examination of topics that are of professional interest to the student. Prerequisite: Admission to the TRU M.Ed. degree program
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3 credits
Research design is integral to professional and scholarly inquiry. This course prepares students for post-graduate research through surveying a variety of designs, methods, and questions, and by exposing students to critical approaches to research design assessment. Prerequisite: Admission to the TRU M.Ed. degree program
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3 credits
Students are introduced to theoretical frameworks and sociological perspectives regarding key designations of exceptionalities identified in the literature and in the Diagnostic and Statistics Manual 5. Students examine the differences and commonalities between categories of exceptionality including (but not limited to) developmental delay, cognitive, physical, genetic and phenomic exceptionalities, mental health and dual diagnoses. Students develop and demonstrate an understanding of related topics including: historical perspectives, government legislation, support structures, and the evolution of policy and practice. Prerequisite: Admittance to the M.Ed. program (Inclusive and Special Education concentration)
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3 credits
Students investigate, at an introductory level, the emerging field of educational neuroscience. Theoretical frameworks about brain structures, functions, and brain plasticity are examined. The mind-body connection is presented in order to provide a theoretical and philosophical framework for the course. Prominent philosophical and ethical issues are explored in relation to educational neuroscience and its implications for learning and development. Of prime importance is the critical evaluation of neuroscientific research and its application to educational policy and practice. Students explore commercial products and programs common in educational settings, as well as the future use of computer – brain interfaces. Prerequisite: Admittance to the Master of Education Program
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3 credits
Students examine theoretical foundations and research evidence that inform current methods and practices for the administration and interpretation of Level B assessments in educational and community settings. Students acquire the assessment skills necessary for working within special education contexts, such as schools, community living programs, or residential settings. Students critically analyze a variety of research-based programs and intervention strategies that can be utilized in developing programs/plans for child, youth, or adults with exceptionalities. Prerequisites: Admittance to the M.Ed. program (Inclusive and Special Education concentration)
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3 credits
Students are introduced to the theoretical and practical frameworks for developing professional communication, conflict resolution, and advocacy skills, which are necessary when working with families, government, community agencies and service providers. Legislation, administrative policy, theoretical frameworks of effective professional communication and effective practices are reviewed along with current and critical issues surrounding inclusive and special education. Prerequisite: Admittance to the M.Ed. program (Inclusive and Special Education concentration)
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3 credits
Students are introduced to the theoretical and practical frameworks for developing professional communication, conflict resolution, and advocacy skills, which are necessary when working with families, government, community agencies and service providers. Legislation, administrative policy, theoretical frameworks of effective professional communication and effective practices are reviewed along with current and critical issues surrounding inclusive and special education. Prerequisite: Meets TRU MEd Admission Requirements Exclusion: Students can receive credit for one of EDUC 5131 or EDUC 5130.
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3 credits
Students examine the etiology, manifestation, prevention and remediation of literacy difficulties. Students critically analyze current theories and research on literacy difficulties for children, adolescents and adults and develop deep understanding of how literacy challenges affect life quality. The main focus is on identifying effective teaching strategies that educators and community professionals can implement to prevent, identify, and help individuals experiencing literacy challenges. Prerequisite: Admittance to the M.Ed. program (Inclusive and Special Education concentration)
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6 credits
As a culminating course for students in the project stream of the M.Ed., students will engage in a research project of study. Students will work one-on-one with their supervisor. A reflective paper summarizing the research project as well as a summative presentation of their project to a community of inquiry, including peer colleagues and instructors, will round out the course. Prerequisite: As this is the culminating course in the project exit option for the M.Ed., all other courses in the M.Ed. must be completed.
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3 credits
This course will examine the management of fiscal and human resources that contribute to effective leadership in educational settings. Prerequisite: Admission to the TRU Leadership Certificate program
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3 credits
Targeted to provide the opportunity for collaboration with a number of entities within higher education and the public schools, this course focuses on issues associated with Indigenous peoples education and with educational issues around other ethnicities and diversities prevalent in British Columbia schools. Prerequisite: Admission to the TRU Teacher Leadership Certificate program
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6 credits
Targeted to provide the opportunity for a mentored field experience, this course focuses on integrating the knowledge and skills from previous courses into a capstone experience. In collaboration with the mentoring school district, students will engage in applying educational leadership in an internship experience. A seminar component will be included. Prerequisite: Admission to the TRU Teacher Leadership Certificate program
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3 credits
This capstone course will provide students with the opportunity to write a major synthesis paper on their learning in the M.Ed. While the precise topic of the paper will be determined by the student in consulation with his/her supervisor, the student will benefit from interaction with peers in this course. Topics covered will include models and examples of sythesis papers, peer review, and presentations. This course will include both face-to-face and on-line delivery. Prerequisite: As this is the culminating course in the capstone course exit option for the M.Ed., all other courses in the M.Ed. must be completed Note: Students cannot receive credit for both EDUC 5280 and EDUC 5281
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3 credits
This capstone course will provide students with the opportunity to write a major synthesis paper on their learning in the M.Ed. While the precise topic of the paper will be determined by the student in consultation with his/her supervisor, the student will benefit from interaction with peers in this course. Topics covered will include models and examples of synthesis papers, peer review, and presentations. This course will be delivered on-line. Prerequisite: Entry into the TRU M.Ed. program and completion of required TRU M.Ed. courses. As this is the culminating course in the capstone course exit option for the TRU M.Ed., all other courses in the M.Ed. must be completed. Note: Students cannot get credit for more than one of EDUC 5280 and EDIC 5281.
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3 credits
This course is designed to examine the current theories and belief systems that contribute to evolving concepts of leadership, particularly leadership in educational settings. A variety of pedagogical approaches will be used to examine processes that develop relationships, encourage team building, facilitate conflict resolution, and encourage innovation, change and organizational performance. Participants will become familiar with various styles of leadership such as charismatic, transformational, transactional, and collegial, and will be encouraged to examine and challenge their own practices in field settings. Students will investigate current models of supervision and performance assessment and assess the models in the context of differing leadership styles. Participants will develop a repertoire of leadership styles and skills that will be applicable in a variety of educational settings. Prerequisite: Admission to the TRU M.Ed. degree program Note: Students cannot receive credit for more than one of EDUC 5050, EDUC 5401 or EDUC 5400
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3 credits
This course is designed to examine the current theories and belief systems that contribute to evolving concepts of leadership, particularly leadership in educational settings. A variety of pedagogical approaches will be used to examine processes that develop relationships, encourage team building, facilitate conflict resolution, and encourage innovation, change and organizational performance. Participants will become familiar with various styles of leadership such as charismatic, transformational, transactional, and collegial, and will be encouraged to examine and challenge their own practices in field settings. Students will investigate current models of supervision and performance assessment and assess the models in the context of differing leadership styles. Participants will develop a repertoire of leadership styles and skills that will be applicable in a variety of educational settings. Prerequisite: Meets the admission requirements to the TRU M.Ed. program. Note: Students cannot get credit for more than one of EDUC 5400, EDUC 5401.
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3 credits
This course examines educational governance, policy and laws with an emphasis on their effects on students, teachers, administrators, and parents. Course themes include student and parent rights, labour law, child protection, collective bargaining, and the governance of schools in BC, Canada and internationally. Prerequisite: Admission to the TRU M.Ed. program Note: Students cannot receive credit for both EDUC 5420 and EDUC 5421
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3 credits
This course examines educational governance, policy and laws with an emphasis on their effects on students, teachers, administrators, and parents. Course themes include student and parent rights, labour law, child protection, collective bargaining, and the governance of schools in B.C., Canada and internationally. Prerequisite: Meets the admission requirements to the TRU M.Ed. program. Note: Students cannot get credit for more than one of EDUC 5420, EDUC 5421, EDUC 5400.
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3 credits
Understanding and managing conflict is core to many educational roles, for example, teacher, principal, district leaders, counselors, and curriculum consultants. It also is central to leadership in other sectors such as health care, social services, the military, and more. This course will examine these topics: types and causes of conflict, cultural components of conflict, effects of conflict, conflict management, and conflict vis-a-vis organizational change. Prerequisite: Admission to the TRU M.Ed. program
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3 credits
Understanding and managing conflict is core to many educational roles, for example, teacher, principal, district leaders, counselors, and curriculum consultants. It also is central to leadership in other sectors such as health care, social services, the military, and more. This course will examine these topics: types and causes of conflict, cultural components of conflict, effects of conflict, conflict management, and conflict vis-a-vis organizatinal change. Prerequisite: Meets TRU M.Ed. entry requirements.
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3 credits
This course will examine the management of fiscal and human resources that contribute to effective leadership in educational settings. Prerequisite: Meets the admission requirements to the TRU MEd program Notes: Students cannot receive credit for both EDUC 5460 and EDUC 5461
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3 credits
This course will examine the management of fiscal and human resources that contribute to effective leadership in educational settings. Prerequisite: Meets the admission requirements to the TRU M.Ed. Program. Note: Students cannot get credit for more than one of EDUC 5460, EDUC 5461.
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3 credits
Students are provided an opportunity to explore the helping professions and the skills needed to communicate effectively with diverse populations. Prerequisite: Admission to the TRU MEd program Note: Students cannot receive credit for both EDUC 5500 and COUN 5500
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3 credits
The purpose of this course is to provide an opportunity for the development of counselling skills and improved interpersonal relationships through the exchange of ideas, feelings and attitudes. Through interaction and experiential learning activities, students will develop a working knowledge of counseling and interviewing skills, and procedures. Prerequisite: Admission to the TRU M.Ed. degree program. Note: Students cannot get credit for more than one of EDUC 5501 and EDUC 5500.
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3 credits
This course consists of a study of the major counselling approaches and a study of some of the issues faced by counsellors and by individuals who are considering becoming counsellors. Prerequisite: Admission to the MEd program Note: Students cannot receive credit for both EDUC 5510 and COUN 5510
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3 credits
This course focuses on major theoretical approaches to counselling and the strategies used in each. Through exploration and examination of each approach, coupled with the integration of multicultural and diversity competencies, students will gain the knowledge and skills necessary to apply the strategies and techniques of counselling theories. Ethical decision making will be incorporated into each theoretical approach. Prerequisite: Admission to the TRU M.Ed degree program.
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3 credits
This course is a study of group and individual assessment used in elementary and secondary schools. Prerequisite: Admission to the TRU MEd program Note: Students cannot receive credit for both EDUC 5520 and EDUC 5521
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3 credits
This course is a study of group and individual assessments used in schools and agencies. Prerequisite: Admission to the TRU M.Ed. degree program. Note: Students cannot get credit for more than one of EDUC 5520, EDUC 5521.
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3 credits
Students explore counselling as related to secondary school practice and focus on the secondary school counsellor's role and functions. Prerequisite: Admission to the TRU MEd program
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3 credits
A study of counselling as related to secondary school practice. Emphasis is on the secondary school counsellor's role and functions. Prerequisite: Admission to the TRU M.Ed. degree program.
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3 credits
This course is a study of career counselling development and theory. The theoretical emphasis is on the development aspects of career decision making from childhood through adulthood. Prerequisite: Admission to the TRU MEd program
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3 credits
This course is a study of career counseling development and theory. The theoretical emphasis is on the developmental aspects of career decision making from childhood through adulthood. Prerequisite: Admission to the TRU M.Ed. degree program.
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6 credits
Students are provided an opportunity for a mentored field experience. This course focuses on integrating the knowledge and skills from previous courses into a capstone experience. In collaboration with a mentoring school district, students are engaged in school counselling roles and responsibilities. A seminar component is included. Prerequisite: Admission to the TRU MEd program and successful completion of EDUC 5500 and EDUC 5510 and EDUC 5560 and EDUC 5520 (or 5521)
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3 credits
This course consists of academic study associated with full participation in the Education Research Colloquium or The Research Institute at TRU. This course helps students become familiar with and understand education research by providing ample opportunities for critical reading, listening, and discussion. It acquaints students with current educational research issues, facilitates the development of a graduate culture, and builds community among Education graduate students and faculty members. The colloquium/institute includes paper presentations based on research addressing a range of educational issues. In the participatory seminars, students practice their critical thinking skills by leading discussions on the research colloquium presentations. In the lectures, students learn how to interpret research reports and critically respond to them. The lectures also acquaint students with the academic discourse and sound theory and research. Prerequisite: Meets admission requirements to the TRU GCES or MEd program.
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3 credits
This course will consist of academic study associated with full participation in The Research Institute: Language, Culture and Community at TRU. The institute will include paper presentations based on research addressing a range of educational issues. The main goal of the institute is to facilitate the grounding of educational practice in sound theory and research. Prerequisite: Meets Admission Requirements to the TRU GCES program.
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3 credits
In this course, students investigate how internationalization, globalization and democratization of education effect curriculum, teaching, and learning across a wide-range of cultural contexts. Educational foundations lenses (gender and sexuality; culture, race and ethnicity, Indigenous perspectives; socio-economic status, class and religion; location space and time; and other lenses) will be employed to critically analyze education in various nations. Students will be introduced to fundamentals of Comparative and International Education (CIE). In addition, the course is designed to support students becoming advanced academic learners in education. Through structured experiences, small group sharing and support, personal research including reading and writing, students have opportunities to explore their own perspectives as well as those of others in relation to CIE. Note: Students will only receive credit for one of EDUC 5610 or EDUC 5611
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3 credits
Special topics courses are offered on a temporary basis and are not part of the regular course offerings. This course utilizes the special expertise of a faculty member or a visiting professor to go beyond the usual curriculum and enrich the program of study. Contact the program advisor for information on current offerings. Prerequisite: Meets the admission requirements to the TRU M.Ed. program Note: EDUC 5990 Special Topics in Education can be taken up to 4 times providing the course title includes a different topic each time
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6 credits
This course is one of the exit options for the culmination of the M.Ed. Program. Students conduct a research study, write a thesis and prepare and defend it in front of a thesis examination committee, in a public forum. Students complete this course independently, under the guidance of their supervisor(s) and thesis committee members. Prerequisite: Admission to the M.Ed. program. EDUC 5010 or EDUC 5011, EDUC 5070
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2 credits
Teacher candidates are introduced to the theory and practice of drama in the elementary classroom. Participants focus on experiencing various drama forms and conventions, analyzing them as ways of learning, and applying them to specific curricular and classroom needs. Prerequisite: EDPR 3200
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2 credits
This is an introductory course in music education designed to give students a basis for teaching music in elementary classroom settings. The understanding of musical concepts and the demonstration of skills will be fostered through singing, listening and appreciating, playing instruments, creative expression, and critical reading of the music education literature. Prerequisite: EDPR 3200
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2 credits
This course is designed to facilitate the fundamental experience and understanding of the role and value of art education, as well as to explore key issues in this domain. Lessons are concerned with basic concepts related to children's artistic production, perceiving and responding to art, and teacher planning for art instruction. Studio activities are interactive and meant to develop strategies and confidence for teacher candidates to deliver and introduce selected art materials, as well as to convey appropriate techniques to facilitate positive art learning for elementary-aged students. Prerequisite: EDPR 3200
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3 credits
This course includes theoretical and practical components designed to develop skills, concepts, and attitudes in music education. In addition to extending theory and practice applications for the classroom, students focus on composition and creativity. Prerequisite: 3rd or 4th year university students who have experience teaching children or the permission of the instructor and program coordinator. Some experience with music is desirable.
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3 credits
Critical engagement with various media teaches us how to 'read the world'; from these interactions, we construct the texts with which we explore and communicate our own identity. Students explore the multiple ways in which the artistic languages of visual art, music, drama, and written words represent and communicate meaning-making, literacy, and personal expression within school and broader life contexts. Prerequisite: 3rd or 4th year university students who have experience teaching children or the permission of the instructor and program coordinator
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3 credits
This interdisciplinary course looks at the languages of words, music, gesture and image as vehicles for artistic expression, social commentary and cultural communication. Prerequisite: There are no music prerequisites. Arts students must have attained third year standing; Education students must be in the second year of the B.Ed. program.
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3 credits
Students learn fundamental concepts of control system. Students are introduced to the concepts of impulse response functions, transfer functions, system input-output and convolution. Students explore Root locus analysis and design method, Feedback and stability, Nyquist stability criterion, frequency domain design and analysis, PID control systems. Prerequisite: MATH 1300 with a minimum grade of C
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3 credits
Students are introduced to the basic theories and instruments in measuring the physical parameters in industrial process control. Students learn basic structure of the measurement system including sensing element, conditioning circuit, signal transmission and signal display, effects of noise and interference and methods of reduction. Students explore principles and applications of regulators and actuators, documentation applied to instrumentation and control, collecting and analyzing data at various stages of the control process.
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3 credits
Students are introduced to basic electronics components such as diodes, thyristors, bipolar and field effect transistors and their application as linear devise and switches to analyze and design electronic circuits. Students learn basic amplifier, differential and multistage amplifiers from the perspectives of transfer function, frequency response and feedback. Students explore digital integrated circuits such as CMOS, MOS and bipolar logic. Prerequisite: A minimum of grade "C" or better in PHYS 2150
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3 credits
Students are introduced to the fundamental principles of wireless RF communications, AM, FM, and PM modulation, demodulation, and frequency shifting and mixing. Students learn to design linear and nonlinear circuits for a heterodyne radioreceiver, including amplifiers, matching networks, oscillators, mixers, modulators, demodulators, and phased-locked loops. Students design, build and test basic communication circuitry for developing radio communication systems. Prerequisite: A minimum of grade "C" or better in EENG 3100
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3 credits
Students are introduced to the basic concepts of power systems and its representation. Students explore three-phase circuits and their relationships with power. Students learn single, three phase transformers, AC machines and synchronous machines fundamentals. Students learn the concepts of DC and induction motors and explore various models and types of transmission lines. Prerequisite: A minimum of grade "C" or better in EENG 3010
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3 credits
Students are introduced to the concepts of digital circuit hierarchical design, primary design building blocks, the different abstraction layers and MOS circuit design methods and manufacturing process. Students learn design of simple and complex digital CMOS gates, such as NOR and NAND structures, and properties of a number of contemporary gate-logic families, memory and arithmetic blocks and critical path analysis. Students explore impact of interconnect wiring on the functionality and performance of a digital gate, different approaches to digital circuit timing and clocking. Prerequisite: A minimum of grade "C" or better EENG 3100
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3 credits
Students are introduced to selected advance and current topics in Electrical Engineering at the undergraduate level. Due to the rapidly changing field of electrical engineering, the course content varies from semester to semester depending upon the growth in new technologies and research interests of faculty and students. Prerequisite: Third year standing in engineering program
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6 credits
This course represents the culmination of students' knowledge and skills in their final year of software engineering degree program. Students use prior academic experience to produce quality electrical engineering related product, which is within budget, on time and has desirable level of reliability. Students involve in selection and investigation of an engineering problem from design to realization. Students use their skills and demonstrate their ability to undertake a design activity by using background knowledge of electrical engineering. Students form two- or three or four-person teams to analyze, design, build, test, and evaluate the engineering product to meet the product requirements. Prerequisite:EENG 3410 with a minimmum grade of "C"
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3 credits
Students are introduced to key assumptions, theories, methodologies and mathematical modeling of power electronics. Students learn the functionalities and design of full and half wave rectifiers. Students learn to search, evaluate and select semiconductor components to design voltage controllers, choppers, power supplies, inverters, converters, drive circuits and heatsinks. Students learn to apply prior knowledge of concepts in mathematics to simulate the power electronic circuits in order to analyze the design. Prerequisite:EENG 3410 with a minimum grade of C
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3 credits
Students are introduced to the fundamentals of electromagnetics, Maxwell's equations for time harmonic fields, plane wave propagation and reflection, and waveguide structures. Students learn the concept of antennas including antenna radiation characteristics, effective area of a receiving antenna, antenna gain. Students are introduced to transmission lines, transmission line equations, transient response on transmission line, the Smith chart and impedance matching wave propagation. Prerequisite EENG 3330 A minimum of grade "C" or better
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3 credits
Students are introduced to the fault types and fundamentals principles of protecting power systems. Students explore protective relay design, grounding techniques, generator faults and protection, transformers, reactors and shunt capacitor protection techniques. Students learn techniques of bus, motor, line protection.
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Industrial Electrical Level 1 Apprenticeship Theory for the Industry Electrician Apprenticeship Program. Industrial electricians typically install, test, troubleshoot and repair industrial electrical equipment and associated electrical and electronic controls. They are employed by electrical contractors and maintenance departments of factories, plants, mines, shipyards and other industrial establishments. Prerequisite: Registered Industrial Electrician Apprentices with the Industry Training Authority
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Industrial Electrical Level 2 Apprenticeship Theory for the Industry Electrician Apprenticeship Program. Industrial electricians typically install, test, troubleshoot and repair industrial electrical equipment and associated electrical and electronic controls. They are employed by electrical contractors and maintenance departments of factories, plants, mines, shipyards and other industrial establishments. Prerequisite: Registered Industrial Electrician Apprentices with the Industry Training Authority
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Industrial Electrical Level 3 Apprenticeship Theory for the Industry Electrician Apprenticeship Program. Industrial electricians typically install, test, troubleshoot and repair industrial electrical equipment and associated electrical and electronic controls. They are employed by electrical contractors and maintenance departments of factories, plants, mines, shipyards and other industrial establishments. Prerequisite: Registered Industrial Electrician Apprentices with the Industry Training Authority
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Industrial Electrical Level 4 Apprenticeship Theory for the Industry Electrician Apprenticeship Program. Industrial electricians typically install, test, troubleshoot and repair industrial electrical equipment and associated electrical and electronic controls. They are employed by electrical contractors and maintenance departments of factories, plants, mines, shipyards and other industrial establishments. Prerequisite: Registered Industrial Electrician Apprentices with the Industry Training Authority
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This course is a sampler of the electrical trade based on the Electrical Foundation Program outline from the Industry Training Authority of BC. Students will gain familiarity with the safe use of hand tools, portable power tools and other equipment regularly used by electricians, as well as gaining familiarity with many of the materials used in the Trade. The emphasis of this course is on developing practical, hands-on electrical skills. Prerequisite: Completion of Grade 10
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Electrician means a person who installs, constructs, alters, repairs, maintains, commissions, tests, services, calibrates and operates related electrical and electronic systems in any premise, place, building or structure. Prerequisite: Registered Construction Electrician apprentice with the Industry Training Authority
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Electrician means a person who installs, constructs, alters, repairs, maintains, commissions, tests, services, calibrates and operates related electrical and electronic systems in any premise, place, building or structure. Prerequisite: Registered Construction Electrician apprentice with the Industry Training Authority
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Electrician means a person who installs, constructs, alters, repairs, maintains, commissions, tests, services, calibrates and operates related electrical and electronic systems in any premise, place, building or structure. Prerequisite: Registered Construction Electrician apprentice with the Industry Training Authority
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Electrician means a person who installs, constructs, alters, repairs, maintains, commissions, tests, services, calibrates and operates related electrical and electronic systems in any premise, place, building or structure. Prerequisite: Registered Construction Electrician apprentice with the Industry Training Authority
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3 credits
English language learners strengthen their ability to express themselves with a high level of written fluency by refining their composition and critical thinking skills. Students improve the clarity and effectiveness of their writing through logical analysis of the components of graduate writing and editing. Students explore a variety of rhetorical patterns and vocabulary found in graduate programs. Using structural inquiry, students enhance composition skills to be successful in a graduate program. Prerequisites: IELTS minimum overall score of 6.5 with no band below 6.0 or iBt minimum overall score of 88 with no section below 20 or ELGS 3912 and/or ELGS 3920 (may be taken concurrently) and admission to a graduate program
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3 credits
English language learners enhance their critical thinking and reading skills, specifically related to rhetorical styles found in graduate level studies. Students utilize a variety of complex readings relevant to graduate programs and participate in activities involving reflection, group discussions, debates, and case studies. Prerequisites: IELTS minimum overall score of 6.5 with no band below 6.0 or iBt minimum overall score of 88 with no section below 20 or ELGS 3910 and/or ELGS 3920 (may be taken concurrently) and admission to a graduate program
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3 credits
English language learners strengthen their ability to express themselves with a high level of oral fluency. Students expand their cross-cultural understanding in different cultural and social situations. Students use authentic materials, including case studies, to develop practical skills in problem solving, critical thinking, negotiating, and presenting in professional situations. Students improve their ability to contribute to discussions and decision-making relevant to graduate studies. Attention to spoken fluency and accuracy, and listening comprehension are emphasized. Prerequisites: IELTS minimum overall score of 6.5 with no band below 6.0 or iBt minimum overall score of 88 with no section below 20 or ELGS 3910 and 3912 (may be taken concurrently) and admission to a graduate program
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Students are introduced to theory and gain hands-on lab experience in the following topics: electrical safety fundamentals; DC circuits; electromagnetism; meters and test equipment; electrical prints and drawings; AC motor controls; electrical code and wiring; and industrial power electronics.
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Students gain experience in hands-on shop training in residential, commercial and industrial equipment installation and wiring methods.
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4 credits
ABE - Fundamentals: This course combines reading and writing to provide students with a greater ability to cope in work and educational situations. Students will practice reading and writing skills, and develop basic grammer. Note: This course is taught by the University and Employment Preparation
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4 credits
This course is designed to provide students with the knowledge, skills, and strategies to enter higher level courses. It is based on the following core skills: vocabulary development, reading, writing and study skills. Prerequisite: Completion of ENGL 0300, or English 9, or equivalent, with a B or better; or placement on the TRU entry assessment tests at an 0400 level in English Note: This course is taught by the University Preparation Department Exclusion: ENGL 0401
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This course is designed to develop skills as a writer by practicing the stages of writing from rough draft, grammar and sentence structure, revising the draft, editing, and final draft. The course covers both narrative and expository writing, with an emphasis on the expository form for both academic and business purposes. (Grade 10 equivalency). Prerequisites: There are no prerequisites for the course, but it is recommended that you successfully complete Grade 8 English or equivalent before beginning this course. Placement can be made on the basis of an English Assessment. Students should obtain an English Language and Writing Assessment form and have their skills assessed to make sure they start with the course best-suited to their needs. The form is available on the TRU-OL website and from Students Services. Note: Students cannot get credit for more than one of ENGL 0400, ENGL 0401.
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4 credits
ABE - Advanced: A basic writing skills course which covers mechanics, sentence structure, grammar and composition. The major modes of writing (description, narration, and exposition) are covered. Prerequisite: Successful completion of ENGL 0400 or Two of: Composition 10, Creative Writing 10, Literary Studies 10, New Media 10, Spoken Language 10, EFP Writing 10, EFP Literary Studies 10, EFP New Media 10, EFP Spoken Language 10 with a minimum C+ or Communications 12 with a minimum C+ Note: This course is taught by the University Preparation Department Note: Students cannot receive credit for both ENGL 0500 and ENGL 0501
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Students review and practice the skills necessary for writing effectual sentences, paragraphs, and short essays. By the end of the course, students are able to write effective application letters and short critical essays about literary selections. (Grade 11 equivalency). Please see the "Detailed Course Description-Delivery Method" to determine which version (print, online) of the course you wish to take. Prerequisites: ENGL 0401 or two of: Composition 10, Creative Writing 10, Literary Studies 10, New Media 10, Spoken Language 10, EFP Writing 10, EFP Literary Studies 10, EFP New Media 10, EFP Spoken Language 10 or equivalent. Students should obtain an English Language and Writing Assessment form and have their skills assessed to make sure they start with the course best-suited to their needs. The form is available on the TRU-OL website and from Student Services. Note: Students cannot get credit for more than one of ENGL 0500, ENGL 0501.
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4 credits
ABE - Provincial: ENGL 0600 is a Provincial Level (Grade 12 equivalency) course which prepares students for the demands of compositions required in academic courses. It provides for further development of writing and thinking skills begun in earlier levels. Students work with a variety of rhetorical models for essay development. Also included is a critical analysis of selected works of prose and poetry. Prerequisite: ENGL 0500 or one of: Composition 11, Creative Writing 11, Literary Studies 11, New Media 11, Spoken Language 11, EFP Literary Studies and Writing 11, EFP Literary Studies and New Media 11, EFP Literary Studies and Spoken Language 11 with a minimum C+, or completion of ESAL 0570 and ESAL 0580 with a minimum C. Note: This course is taught by the University Preparation Department Note: Students cannot receive credit for both ENGL 0600 and ENGL 0601
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This course introduces Canadian writers and the different forms of fiction. Students learn to think critically about literature. Grade 12 English equivalency. Prerequisites: There are no prerequisites for the course but ENGL 0501 or one of: Composition 11, Creative Writing 11,Literary Studies 11, New Media 11, Spoken Language 11, EFP Literary Studies and Writing 11, EFP Literary Studies and New Media 11, EFP Literary Studies and Spoken Language 11 are recommended. Students should obtain an English Language and Writing Assessment form and have their skills assessed to make sure they start with the course best-suited to their needs. The form is available on the TRU-OL website and from Student Services. Note: Students cannot get credit for more than one of ENGL 0600, ENGL 0601.
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4 credits
This course is a Provincial Level (Grade 12 equivalency) course which prepares students for university level English courses. It provides further development of writing and thinking skills. Students work with a variety of models for essay development. Indigenous perspectives will be explored through critical analysis of selected works of prose and poetry written by indigenous authors or covering topics about Indigenous issues. A variety of teaching approaches will promote success of students working from a variety of learning styles, backgrounds, and experiences. Prerequisite: ENGL 0500 with a minimum C+ or one of: Composition 11, Creative Writing 11, Literary Studies 11, New Media 11, Spoken Language 11, EFP Literary Studies and Writing 11, EFP Literary Studies and New Media 11, EFP Literary Studies and Spoken Language 11 with a minimum C+. Note: Students cannot receive credit for more than one of ENGL 0600, ENGL 0601 and ENGL 0620.
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ENGL 0641 is the equivalent of academic Grade 12 English. It presents a traditional survey of English Literature, from its earliest beginnings to the second half of the twentieth century. Prerequisites: There are no prerequisites for the course but ENGL 0501 or one of: Composition 11, Creative Writing 11,Literary Studies 11, New Media 11, Spoken Language 11, EFP Literary Studies and Writing 11, EFP Literary Studies and New Media 11, EFP Literary Studies and Spoken Language 11 are recommended. Students should obtain an English Language and Writing Assessment form and have their skills assessed to make sure they start with the course best-suited to their needs. The form is available on the TRU-OL website and from Student Services.
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This course provides an introduction to writing clear, positive messages and to understanding basic writing strategies. It is designed to help you to be more proficient at the kind of writing you need to do-at home, at school, and in the workplace. This course will show you some typical techniques for effective writing and will give you practice in writing various sorts of e-mail messages, memos, letters, college essays, and workplace reports. Prerequisites: There are no prerequisites for the course but ENGL 0501 or one of: Composition 11, Creative Writing 11,Literary Studies 11, New Media 11, Spoken Language 11, EFP Literary Studies and Writing 11, EFP Literary Studies and New Media 11, EFP Literary Studies and Spoken Language 11 are recommended. Placement can be made on the basis of an English assessment. Students should obtain an English Language and Writing Assessment form and have their skills assessed to make sure they start with the course best-suited to their needs. The form is available on the TRU-OL website and from Student Services.
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3 credits
This course introduces short stories and the novel through examples of the genres drawn primarily from the twentieth century. The course is not a chronological or historical survey of literature. Instead, it examines the general characteristics of fiction by focusing on short stories and a novel. This course also provides a review of basic grammar, punctuation, and instruction in composing critical essays. ENGL 1011 (Literature and Composition II) is the continuation of ENGL 1001 and focuses on drama and poetry. Prerequisites: English Studies 12 or equivalent. Note: This course satisfies the first half of the introductory English literature and composition requirement of TRU-OL degrees. Students with credit for ENGL 1021 or ENGL 1019 may not take this course for further credit. Students with credit for ENGL 1001 may not take ENGL 1061 or ENGL 1999 for further credit in some programs. Students cannot get credit for more than one of ENGL 1021, CMNS 1811.
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3 credits
This course is the second part of first-year English and introduces you to poetry and drama. In the first half, the course briefly considers the major features of poetry and then looks closely at how a poem is organized, how thematic patterns emerge, how the work of a specific poet can be characterized according to style, and how specific subjects can be treated in different ways. You will be studying a selection of modern and contemporary poems. In the second half of the course, you will study three plays, each of which introduces an important form of drama. Topics for consideration include dramatic structure, tragedy, comedy, characterization, theme, and expressionist theatre. Prerequisites: English Studies 12 or equivalent. Recommended: An English course at the 1000-level (such as ENGL 1001) that includes the study of fiction and composition. Note: This course satisfies the second half of the introductory English literature and composition requirement for degrees offered through TRU-OL. Students with credit for ENGL 1031 or 1029 may not take this course for further credit. Students with credit for ENGL 1011 may not take ENGL 1061 or ENGL 1999 for further credit in some. Students cannot get credit for more than one of ENGL 1031, CMNS 1811, FRAN 1210.
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3 credits
This course introduces students to an exciting range of Indigenous Canadian literature and orature, including autobiographies, speeches, essays, short stories and storytelling. Students will also have the opportunity to listen to audio CDs of interviews and readings by many of the authors studied in the course, and view a video of a storytelling performance, and an interview with a contemporary Indigenous multimedia artist. Prerequisites: English Studies 12 or equivalent. Note: This course satisfies the first half of the introductory English literature and composition requirement of TRU-Open Learning degrees. Students with credit for ENGL 1001, ENGL 1019 or ENGL 1011 may not take this course for further credit. Students with credit for ENGL 1021 may not take ENGL 1061 or ENGL 1999 for further credit in some programs. Students cannot get credit for more than one of ENGL 1001, ENGL 1011, CMNS 1811.
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3 credits
This course is comparable to the second half of other first-year university English courses. Course requirements include reading: novels, a novel excerpt, one-act and full-length plays, and a wide range of poems. The six instructional units in this course cover a broad and exciting range and depth of literature written in English by Canadian Indigenous writers, beginning in the twentieth century. Students will develop an appreciation for both the significance of oral storytelling to contemporary Indigenous writers as well as the diverse contributions of these writers to contemporary literature. Students will identify, analyze and discuss many literary conventions related to fiction, drama and poetry. In addition, students will receive further experience in composition and in writing critical essays, including a formal research paper. Prerequisites: English Studies 12 or equivalent. ENGL 1001 or ENGL 1021 are recommended. Note: This course satisfies the second half of the introductory English literature and composition requirement of TRU degrees. Students with credit for ENGL 1011 or ENGL 1029 may not take this course for further credit. If in doubt, please contact your academic advisor. Students cannot get credit for more than one of ENGL 1011.
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3 credits
Students explore the practices of reading and writing in scholarly contexts by investigating a chosen topic or issue. Students read, critically analyze, and synthesize information and ideas found in appropriate secondary sources and coming from a variety of disciplinary backgrounds. They also develop their abilities to communicate knowledge by composing in the genres and sub-genres of scholarly writing, including the incorporation of research and documentation while using a clear, persuasive, grammatically-correct style. Prerequisite: English Studies 12 /English First Peoples 12 with a minimum 73% or equivalent Note: students cannot receive credit for both ENGL 1100 and ENGL 1101
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3 credits
Students explore the practices of reading and writing in scholarly contexts by investigating a chosen topic or issue. Students read, critically analyze, and synthesize information and ideas found in appropriate secondary sources and coming from a variety of disciplinary backgrounds. They also develop their abilities to communicate knowledge by composing in the genres and sub-genres of scholarly writing, including the incorporation of research and documentation while using a clear, persuasive, grammatically-correct style. Prerequisites: English Studies 12/English First Peoples 12 with a minimum of 73% or equivalent is recommended. Note: Students cannot get credit for more than one of SFU ENGL 1999, ENGL 1100, ENGL 1101.
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3 credits
Students develop skills in close critical reading comprehension, written composition, and argumentation through the exploration and evaluation of a variety of creative narrative texts. Students learn critically and creatively to articulate complexities of various perspectives, techniques and rhetorical strategies, and assumptions employed by writers to convey a given subject matter or social issue. They also practice critical reflection and clear, persuasive, and grammatically-correct communication by building on scholarly writing and documentation skills. Students develop critical reading and writing skills, which are keys to success in any academic discipline and transfer directly to the workplace. Prerequisite: English Studies 12 /English First Peoples 12 with a minimum 73% or equivalent Note: Students cannot receive credit for both ENGL 1110 and ENGL 1001.
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3 credits
Students develop skills in close critical reading comprehension, written composition, and argumentation through the exploration and evaluation of a variety of poetic forms that take up a particular theme, topic, or issue chosen by the professor. Through lecture, class discussion, and written assignments, students learn critically and creatively to interpret and compare classic and contemporary poetic texts. Students demonstrate how to reflect critically and to articulate the complexities of various perspectives, techniques, rhetorical strategies, and assumptions employed by poets to convey a given subject matter or social issue. They also practice clear, persuasive, grammatically-correct communication while building on scholarly writing and documentation skills. Prerequisites: English Studies 12 /English First Peoples 12 with a minimum 73% or equivalent Exclusion Requisites: ENGL 1210-Introduction To Drama & Poetry, ENGL 1011-Literature and Composition II
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3 credits
Students develop skills in close critical reading comprehension, written composition, and argumentation through the exploration and evaluation of a variety of dramatic forms that take up a particular theme, topic, or issue chosen by the professor. Through lecture, class discussion, and written assignments, students learn critically and creatively to interpret and compare classic and contemporary dramatic texts. Students demonstrate how to reflect critically and to articulate the complexities of various perspectives, techniques, rhetorical strategies, and assumptions employed by dramatists to convey a given subject matter or social issue. They also practice clear, persuasive grammatically-correct communication while building on scholarly writing and documentation skills. Prerequisites: English Studies 12 /English First Peoples 12 with a minimum 73% or equivalent Note: Students will only receive credit for one of ENGL 1210, ENGL 1011 and ENGL 1140
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3 credits
Students develop skills in close critical reading comprehension, written composition, and argumentation through the exploration and evaluation of a variety of poetic and dramatic forms that take up a particular theme, topic, or issue chosen by the professor. Through lecture, class discussion, and written assignments, students learn critically and creatively to interpret and compare classic and contemporary poetic and dramatic texts. Students demonstrate how to reflect critically and to articulate the complexities of various perspectives, techniques, rhetorical strategies, and assumptions employed by poets and dramatists to convey a given subject matter or social issue. They also practice clear, persuasive, grammatically-correct communication while building on scholarly writing and documentation skills. Prerequisite: English Studies 12 /English First Peoples 12 with a minimum 73% or equivalent Exclusion Requisites: ENGL 1140-Introduction to Drama ENGL 1120-Introduction to Poetry ENGL 1011-Literature and Composition II
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3 credits
Students explore Canadian Studies by examining some key concepts and themes that have emerged across a wide spectrum of scholarship on Canada. Students increase their awareness of the dynamics of all aspects of Canadian literature and culture. At the discretion of the individual instructor, this course may focus on a particular time period, relationship, or theme. Prerequisite: 6 credits of first year English (with the exception of ENGL 1150) or equivalent or permission of the instructor or department chair
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3 credits
The subject of this course includes reading and writing, with a focus on the literacy narratives genre. Students read and interpret a selection of literacy narratives by scholars as well as scholarly articles that explore the role of the personal in academic discourse. Students gain extensive practice in thinking critically and writing about their own literacy experiences. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210
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3 credits
Students continue to explore the theory and practice of academic reading and writing through a variety of topics or issues. Students perform close critical readings of scholarly texts to identify, analyze, and communicate the stylistic strategies and characteristics of academic sources. While investigating a topic, students use various research methods to assess, organize, and synthesize those scholarly sources in their own writing. They gain extensive practice in research writing, and apply the theories and practices of academic writing, with a focus on the research genres, including critical summaries, research proposals and research papers, and reinforced attention on documentation and grammatically-correct style. Students also practice communication strategies for professional discourse through group feedback on writing. Prerequisite: 6 credits of first-year English ( with the exception of ENGL 1150) or equivalent or permission of instructor or department Chair.
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3 credits
Through a focus on modern and contemporary plays, this course introduces students to various theatrical techniques and dramatic modes. Works by such playwrights as Tremblay, Ryga, Highway, Clements, and Lepage may be among those studied. Whenever possible, texts are studied in conjunction with local theatrical productions. Prerequisite: two 1st year Academic English courses with a C or better or instructor's written consent.
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3 credits
Students continue to develop skills in close critical reading comprehension and written composition through investigation and evaluation of the development of the English language, key genres, influential authors, and important literary movements that emerged from approximately 700 C.E. to the late 1600s. Through reading representative genres, including epic, romance, sonnets, and comedy, and through analysis of these genres in their historical and cultural contexts, students learn to critically and creatively interpret and articulate complexities of various perspectives, techniques, rhetorical strategies, and assumptions employed by writers. They also consider the far-reaching influence of Chaucer, Shakespeare, and Milton, as well as the contributions of other writers of the period, through the practice of critical reflection and scholarly writing that illustrates grammatically-correct style and appropriate documentation skills. Prerequisites: 6 credits of first-year English (with the exception of ENGL 1150) or equivalent OR permission of instructor or department Chair
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3 credits
Students continue to develop skills in close critical reading comprehension and written composition through investigation and evaluation of the development of the English language, key genres, influential authors, and important literary movements that emerged from approximately 700 C.E. to the late 1600s. Through reading representative genres, including epic, romance, sonnets, and comedy, and through analysis of these genres in their historical and cultural contexts, students learn to critically and creatively interpret and articulate complexities of various perspectives, techniques, rhetorical strategies, and assumptions employed by writers. They also consider the far-reaching influence of Chaucer, Shakespeare, and Milton, as well as the contributions of other writers of the period, through the practice of critical reflection and scholarly writing that illustrates grammatically-correct style and appropriate documentation skills. Prerequisites: ENGL 1001 and ENGL 1011, or ENGL 1021 and ENGL 1031, or ENGL 1019 (SFU ENGL 101W), and ENGL 1029 (SFU ENGL 102W). Note: Students cannot get credit for more than one of UBC's ENGL 201, ENGL 2110, ENGL 2111.
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3 credits
Students from all disciplines, and especially those entering or currently enrolled in an English Major or English Minor degree, continue to develop fluency in close critical reading comprehension and written communication and gain practical tools for success in upper-level writing and literature courses. Students critically and creatively interpret and evaluate literary texts in three genres (poetry, drama and fiction) using a range of rhetorical strategies and diverse critical perspectives. They investigate a topic, and critically reflect on the complexities and assumptions of various historical, political and cultural contexts. Students demonstrate scholarly writing that illustrates grammatically-correct style, a coherent and well-structured literary argument, convincing incorporation of literary evidence, secondary source support, and appropriate documentation skills. . Prerequisite: 6 credits of first-year English (with the exception of ENGL 1150) or equivalent, or permission of the instructor or department Chair.
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3 credits
The course introduces students to Classical literature (mainly Greek) and the Bible (Old Testament: Hebrew Scriptures)& texts that are relevant and significant to subsequent culture, and especially for written works in English. Students also read and discuss additional representative works in English that have been influenced by the Bible and by Classical literature. Prerequisite: two 1st year Academic English courses with a C or better or instructor's written consent.
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3 credits
Students continue to develop close critical reading comprehension through investigation of women's writing from a variety of time periods, diverse sociocultural backgrounds, and genres. Students understand and apply theoretical concepts, including voice, identity, and difference, to critically evaluate various elements of the female experience. Students critically and creatively interpret and analyze women's writing to consider and articulate how gender can unify women and give them a shared sense of power, while also acknowledging the complexities and multiplicities of female identity and experience as reflected by such differences as social class, ethnicity/culture, gender, and sexual expression, They investigate a topic, applying various critical perspectives and rhetorical strategies towards composing articulate arguments. Through the practice of scholarly writing, students illustrate grammatically-correct style and appropriate documentation skills. Prerequisite: 6 credits of first-year English (with the exception of ENGL 1150) or equivalent or permission of the instructor or department Chair.
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3 credits
Students continue to develop skills in close critical reading comprehension and written composition through exploration and evaluation of major writers and works in American literature up to 1900. Through reading representative nineteenth-century works, including poetry, nonfiction, and prose fiction, and through analysis of these genres in their historical and cultural contexts, students learn critically and creatively to interpret and articulate techniques, rhetorical strategies, and reflect on the complexities of various perspectives and assumptions employed by writers. They also explore the development of American literary identity through the practice of critical reflection and scholarly writing that illustrates grammatically-correct style and appropriate documentation skills. Prerequisite: 6 credits of first-year English (with the exception of ENGL 1150) or equivalent or permission of instructor or department Chair
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3 credits
Students continue to develop skills in close critical reading comprehension and written composition through exploration and evaluation of the development of literary culture in Canada. Students critically and creatively evaluate influential authors and important literary movements that emerged circa 1700 to the present moment through reading representative genres, including exploration and travel narratives, settlement narratives, novels, poetry, and drama in their historical and cultural contexts. Students learn to critically and creatively interpret Canadian literary texts, applying a range of rhetorical strategies and diverse critical perspectives. They critically reflect on and articulate complexities of various perspectives, and assumptions employed by a broad range of writers. Students practice scholarly writing that illustrates grammatically-correct style and appropriate documentation skills. Prerequisite: 6 credits of first-year English (with the exception of ENGL 1150) or equivalent or permission of instructor or department Chair.
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3 credits
Students continue to develop skills in close critical reading comprehension and written composition through exploration and evaluation of the relationship between literature and cultural contexts. The approach of the course varies, sometimes focusing on a specific literary and cultural theme in a variety of genres and time periods, sometimes focusing on a specific cultural period, place, or movement and the literary texts and issues that emerge from it. Students critically and creatively evaluate a variety of texts, interpret and analyze a range of rhetorical strategies, and apply diverse critical perspectives. Whatever the focus, students learn to reflect critically and creatively and to articulate complexities and assumptions of various literary texts, considering their historical, political, and cultural contexts. Students investigate a topic, using scholarly writing that illustrates grammatically-correct style and appropriate documentation skills. Prerequisite: 6 credits of first-year English (with the exception of ENGL 1150) or equivalent OR permission of instructor or department chair
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3 credits
Students continue to develop skills in close critical reading comprehension and written composition through exploration and evaluation of the connected arts of literature and film, and study of the relationships between cinematic form and literary genres, such as drama and the novel. Students critically and creatively evaluate a variety of literary and cinematic genres, interpret and analyze a range of rhetorical strategies, and apply diverse critical perspectives. While the specific literary genre and the selected films change each year, students learn to reflect critically and creatively and to articulate complexities and assumptions of various literary and cinematic texts, considering their historical, political, and cultural contexts. Students investigate a topic, using scholarly writing that illustrates grammatically-correct style and appropriate documentation skills. Prerequisite: 6 credits of first-year English (with the exception of ENGL 1150) or equivalent OR permission of instructor or department chair
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3 credits
Students continue to develop skills in close critical reading comprehension and written composition through exploration and evaluation of literary topics, themes, or issues within the discipline. Students critically and creatively evaluate a variety of interrelated literary texts, interpret and analyze a range of techniques and rhetorical strategies, and apply diverse critical perspectives. While course topics vary depending on faculty and student interest and current developments in the field, students learn to reflect critically and creatively and to articulate complexities and assumptions of various literary texts, considering their historical, political, and cultural contexts. Students investigate a topic, using scholarly writing that illustrates grammatically-correct style and appropriate documentation skills. Prerequisite: 6 credits of first-year English (with the exception of ENGL 1150) or equivalent OR permission of instructor or department Chair
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3 credits
Students continue to develop skills in close critical reading comprehension and written composition through exploration and evaluation of selected major authors of the Augustan, Romantic and Victorian periods in English literature. Students critically and creatively evaluate a variety of literary texts, interpret and analyze a range of techniques and rhetorical strategies, and apply diverse critical perspectives. Through reading representative genres and through examination of these genres in their historical and cultural contexts, students learn to reflect critically and creatively and to articulate complexities and assumptions of various literary texts, considering their historical, political, and cultural contexts. They also consider the far-reaching influence of representative poets and novelists through the practice of scholarly writing that illustrates grammatically-correct style and appropriate documentation skills. Prerequisite: 6 credits of first-year English (with the exception of ENGL 1150) or equivalent or permission of instructor or department Chair.
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3 credits
Continuing from ENGL 2111: English Literature from Chaucer to Milton, this course examines some of the key writings of major authors in English literature from the eighteenth and nineteenth centuries. The reading list is drawn from a list that includes Pope, Blake, Coleridge, Wordsworth, Keats, Emily Bronte, Arnold, Tennyson and Browning. Attention is also given to the political, philosophical, social, and religious atmospheres of what we now call the Neo-Classical, the Romantic, and the Victorian periods of English literature. Equipment: Computer with Internet is required for the web-based version of this course. Refer to pages 104-105 or the TRU-OL website. Start Date: Continuous registration. Completion: 30 weeks. Refer to page 16. Prerequisites: ENGL 1001 and ENGL 1011, or ENGL 1021 and ENGL 1031, or equivalents. Recommended: ENGL 2211, ENGL 2211 are recommended. Note: Students with credit for UBC's ENGL 201 may not take this course for further credit. Students cannot get credit for more than one of ENGL 2210, ENGL 2211.
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3 credits
This course introduces students to Classical literature (mainly Roman) and the Bible (New Testament) - texts that are relevant and important for subsequent culture and especially for writing in English. Representative works in English that have been influenced by the Bible and by Classical literature are also read and discussed. Prerequisite: C (or better) in two 1st year Academic English courses, or instructor's written consent
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3 credits
Students continue to develop close critical reading comprehension through an exploration of women's writing from a variety of time periods, diverse sociocultural backgrounds, and genres. Students critically and creatively interpret and evaluate the work of women writers, applying concepts of body theory and feminist perspectives on social roles, as well as literary terminology, techniques, and rhetorical strategies. They also consider the complexities and multiplicities of female ways of knowing and being in the world, including such elements of difference as social class, ethnicity/culture, gender identity and sexual expression and how they affect our understanding of social and corporeal experiences and possibilities. Students investigate a topic, using scholarly writing that illustrates grammatically-correct style and appropriate documentation skills. Prerequisite: 6 credits of first-year English (with the exception of ENGL 1150) or equivalent or permission of instructor or department Chair.
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3 credits
Students continue to develop skills in close critical reading comprehension and written composition through exploration and evaluation of major writers and works in American literature after 1900. Through reading representative literary works, including poetry, nonfiction, prose fiction, and drama, and through analysis of the rise of American modernism and other historical and cultural contexts, students learn critically and creatively to interpret American literary texts, applying a range of rhetorical strategies, and diverse critical perspectives. Students reflect on and articulate the complexities of the American literary identity and assumptions of various American historical, political, and cultural contexts. Students investigate a topic, using scholarly writing that illustrates grammatically-correct style and appropriate documentation skills. Prerequisite: 6 credits of first-year English (with the exception of ENGL 1150) or equivalent or permission of instructor or department Chair.
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3 credits
Students continue to develop skills in close critical reading comprehension and written composition through exploration and evaluation of the the ways in which Canadian poets, dramatists and fiction writers have been in the forefront of movements for social change, expressing new visions of responsible government, economic fairness, and social equity. Students critically and creatively interpret Canadian poetry, drama, and fiction, applying a range of techniques and rhetorical strategies, diverse critical perspectives, and possible thematic lenses, including protest, satire, creativity, and citizenship. Through the study of literary expressions of subversion and social justice in their historical and cultural contexts, students learn critically and creatively to reflect on and to articulate complexities of Canadian identity. Students investigate a topic, using scholarly writing that illustrates grammatically-correct style and appropriate documentation skills. Prerequisite: 6 credits of first-year English (with the exception of ENGL 1150) or equivalent or permission of instructor or department Chair
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3 credits
Students continue to develop close critical reading comprehension through investigation of the beliefs and judgements about gender and sexuality. Through examination of early and contemporary depictions of the experiences of gay, lesbian, and transgender individuals, students learn how literature and other narrative modes have played a role in reflecting and influencing social perceptions of “queerness," and they learn to apply appropriate theoretical concepts to texts studied. Students critically and creatively analyze the development of queer identities and sexualities, from veiled, oblique references to the more courageously overt (and often punished) writing, to ever-emerging current issues, as well as the strategies used towards expanding knowledge in this field. They investigate a topic, applying various critical perspectives and rhetorical strategies to compose articulate arguments, illustrating grammatically-correct style and appropriate documentation skills.
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3 credits
Students continue to develop skills in close critical reading comprehension and written composition through exploration and evaluation of literary topics, themes, or issues within the discipline. Students critically and creatively evaluate a variety of interrelated literary texts, interpret and analyze a range of techniques and rhetorical strategies, and apply diverse critical perspectives. While course topics vary depending on faculty and student interest and current developments in the field, students learn to reflect critically and creatively and to articulate complexities and assumptions of various literary texts, considering their historical, political, and cultural contexts. Students investigate a topic, using scholarly writing that illustrates grammatically-correct style and appropriate documentation skills. Prerequisite: 6 credits of first-year English (with the exception of ENGL 1150) or equivalent OR permission of instructor or department Chair.
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3 credits
Students continue to develop skills in close critical reading comprehension and written composition through evaluation of the contemporary application of narrative structure that shapes the literature of Indigenous cultures. Students critically and creatively explore Indigenous experiences through narrative structure, including local Secwepemc narratives, oral culture, and relationships between land and identity. They investigate and interpret modern and contemporary poetry, drama, short stories, novels, and essays, relating principles of Indigenous knowledges and ways. Students also critically and personally reflect on and articulate the complexities and multiplicities of Indigenous writing and the Indigenous experience of systemic marginalization, discrimination, and cultural oppression within Canada. Students explore a topic, using scholarly writing that illustrates grammatically-correct style and appropriate documentation skills. Prerequisite: 6 credits of first-year English (with the exception of ENGL 1150) or equivalent OR permission of instructor or department Chair.
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3 credits
Students complete a comparative study of the written and filmed versions of selected Canadian texts, from novels and short stories to poems, scripts, and plays, and they explore the effects of the translation from literary text to film. The selected literary genres and films change each year. Prerequisite: 6 credits of first-year English (with the exception of ENGL 1150) or equivalent OR permission of the instructor or department chair Note that students cannot receive credit for both ENGL 2420 and CNST 2420
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3 credits
This course studies novels, journals, blogs, films, and guidebooks in order to understand and produce texts in the complex matrix called "travel media." It examines many examples of travel media, both commercial and personal in order to understand how it has developed and currently works. These examples are considered from many perspectives such as the figure of "the Other," colonialism, the flaneur, postmodernism, and even visual and document design. The course considers the strategies of design that constitute the various genres of travel media, from logs, vlogs, and multimedia, to guides, and even stories.
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3 credits
Students demonstrate depth of knowledge and critical understanding of the genre of personal expression, through close critical reading comprehension, written composition, and argumentation. Through exploration and evaluation of professional examples of personal communication, students show an awareness of past and present knowledge, an advanced ability to critically and creatively reflect on and articulate the complexities of multiple literacies and techniques, including description and narration, rhetorical strategies, and assumptions employed by writers, and a mastery of independent research and the creation of new knowledge. Students illustrate proficiency in personal expression with a clear, persuasive, grammatically-correct style. Prerequisite: Completion of 45 credits and 6 credits of first-year English (with the exception of ENGL 1150) or equivalent, or permission of instructor or department Chair Note that students cannot receive credit for both CMNS 3080 and ENGL 3080
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3 credits
Students examine plays by Indigenous peoples with a focus on understanding the connections between traditional storytelling and staged works. Issues of ethnicity, appropriation, hybridity, historical revisionism, canon formation, and cultural stereotyping may be discussed. Students study plays in their historical and cultural contexts and examine the development of First Nations theatre. Prerequisite: 6 credits of first-year English (with the exception of ENGL 1150) or equivalent AND completion of 45 credits OR permission of the instructor or department chair
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3 credits
This course deals with aspects of the European literary tradition from its beginnings to the twentieth century, focusing on major representative texts in translation and their relevance to English literature. Prerequisite: Any two English 1100, 1110 or 1210 and completion of 45 credits
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3 credits
This course includes special topics involving thematic, generic, or formal approaches to fiction. Students may take this course more than once, provided the content is different each time. Since the content of this course varies, please visit the English and Modern Languages web pages, pick up a booklet of course offerings, or contact the English Department to request more information. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, and completion of 45 credits or permission of the instructor
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3 credits
Students discuss the development and theory of a non-fiction genre, including autobiography, biography, creative non-fiction, memoir, or travel narrative. This course may be taken more than once, provided the content is different each time. Since the content of this course varies, please visit the English and Modern Languages web pages, pick up a booklet of course offerings, or contact the English Department to request more information. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, and completion of 45 credits or permission of the instructor
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3 credits
Students analyze the strategies writers and artists in other media use to deal with common themes, and examine problems in formal and stylistic relationships between literature and other arts. Since the content of this course varies, please visit the English and Modern Languages web pages, pick up a booklet of course offerings, or contact the English Department to request more information. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, and completion of 45 credits or permission of the instructor
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3 credits
Students focus on the main trends in science fiction since 1960, including works by Dick, Ballard, Le Guin, Gibson, and others. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, and completion of 45 credits or permission of the instructor
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3 credits
Through exploration of children's literature of the last three centuries representing a range of experiential perspectives, students demonstrate critical understanding of changing perceptions of childhood, an advanced ability to critically and creatively evaluate and articulate the complexities of rhetorical strategies and assumptions used by writers, and mastery of independent research and application of existing knowledge. Students investigate and analyze how literature aimed at children was used to differentiate them from adults (and to challenge such a distinction), and to entertain and socialize them on issues relevant to their lives. Students explore connections between children's literature and adult cultural traditions, and the importance of hybrid audiences. Students illustrate proficiency in scholarly writing with clear, persuasive, grammatically-correct style and appropriate documentation skills. Prerequisite: 6 credits of first-year English (with the exception of ENGL 1150) or equivalent, and completion of 45 credits or permission of the instructor.
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3 credits
This course covers special topics in the history of ideas, with particular reference to ideas that illuminate or are embodied in literature. Students may take this course more than once provided the content is different each time. Since the content of this course varies, please visit the English and Modern Languages web pages, pick up a booklet of course offerings, or contact the English Department to request more information. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, and completion of 45 credits or permission of the instructor.
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3 credits
Students demonstrate critical understanding of the history of several fairy tales through close investigation, written composition, and argumentation. Through exploration and evaluation of chosen tales from oral folklore to early written versions, as well as subsequent literary variants from the seventeenth to the twenty-first centuries representing a range of experiential perspectives, students show an advanced ability to critically and creatively analyze and articulate the complexities of various perspectives, techniques, rhetorical strategies, and assumptions employed by writers, and a mastery of independent research and application of existing knowledge. Students illustrate proficiency in scholarly writing with clear, persuasive, grammatically-correct style and appropriate documentation skills. Prerequisite: Six credits of first-year English (with the exception of ENGL 1150) or equivalent AND completion of 45 credits or permission of the instructor or department chair
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3 credits
Students demonstrate critical understanding of memoirs as a unique sub-genre included under the umbrella term “Life Writing" through close investigation, written composition, and argumentation. Through exploration and evaluation of memoirs written by women from a variety of time periods and diverse sociocultural backgrounds, students show an advanced ability to critically and creatively analyze and articulate the complexities of various techniques, rhetorical strategies, and assumptions employed by memoir writers, and a mastery of independent research and application of existing knowledge. Students investigate and analyze how women have found memoir to be a useful tool of self-representation in various contexts that reflect a range of experiential differences and illustrate proficiency in scholarly writing with clear, persuasive, grammatically-correct style and appropriate documentation skills. Prerequisite: Six credits of first-year English (with the exception of ENGL 1150) or equivalent AND completion of 45 credits or permission of the instructor or department chair
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3 credits
Students examine North American novels written for young audiences from 1950 to the early part of the 21st Century in a broad range of genres from realism to fantasy to dystopia. Topics include coming of age, the nature of evil, institutional power, rebellion, sexuality, survival, and death. Students explore transitions in the lives of the characters (e.g. family to society, innocence to experience) and consider youth within multiple contexts, including gender, socio-economics, race, ethnicity, generation, and the environment. In addition to reviewing the history of the genre, students investigate various critical approaches to the literature and analyze its current production in relation to consumer culture. Note: Students cannot get credit for more than one of ENGL 3180 and ENGL 3291.
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3 credits
This course provides an opportunity for extended practice in literary criticism -- that is, in reading works closely and responding to them through interpretation and evaluation. Students examine a limited number of texts through a variety of critical theories such as formalism, reader response, psychological, New Historicist, feminist, deconstruction and cultural criticism. Students gain an understanding of the theories and of the degree to which each approach 'opens up' a text. Prerequisite: Any two of ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, and completion of 45 credits, or permission of the instructor Recommended: This course is recommended for English Majors.
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3 credits
This course surveys major modern theories, and provides students with an opportunity to apply them to literary texts. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, and completion of 45 credits, or permission of the instructor
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3 credits
This course probes the works of no more than two significant writers. Specific topics are announced each year. Students may take this course more than once, provided the content is different each time. Since the content of this course varies, please visit the English and Modern Languages web pages, pick up a booklet of course offerings, or contact the English Department to request more information. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, completion of 45 credits, or permission of the instructor.
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3 credits
Through readings, discussion, lectures, and workshops, this course provides an opportunity for advanced practice in writing fictional short stories, between 1,000 and 10,000 words in length. Students produce a substantial portfolio of original work. Prerequisite: Any two of ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, Completion of 45 credits, or permission of the instructor. Recommended: ENGL 1150
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3 credits
Through readings, discussion, lectures, and workshops, this course provides an opportunity for practice in planning and writing poetry. Assignments and workshops focus on learning, implementing, and revising a variety of poetic forms and styles. Students learn about a variety of poetic schools and traditions. Prerequisite: Any two of ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, Completion of 45 credits, or permission of the instructor Recommended: ENGL 1150 Note: Students will only receive credit for one of ENGL 3380 and CRWR 3380.
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3 credits
This course provides a detailed study of Chaucer's major works. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, Completion of 45 credits, or permission of the instructor.
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6 credits
This course consists of lectures on various aspects of Shakespeare's art, and includes a detailed study of twelve plays. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, completion of 45 credits, or permission of the instructor
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3 credits
After reading Shakespeare's Much Ado About Nothing, Richard III, and Romeo and Juliet students explore and analyze the key thematic ideas, character types, predominant imagistic patterns, and dramatic conventions founds in these Elizabethan plays. Students also explore several film adaptations that are both heavily indebted to the original play, yet exist as independent art forms. By responding to questions and critics' observations, students begin to acquire the language of Shakespeare film studies, as well as identifying, and interpreting the impact of, a film's specific transformation, in both content and character, of its dramatic source. Exclusion: ENGL 3650
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3 credits
Students demonstrate critical understanding of a chosen topic of focus in Shakespeare studies through close investigation, written composition, and argumentation. Through exploration and evaluation of the chosen topic, students show an advanced ability to critically and creatively analyze and articulate the complexities of various perspectives, techniques, rhetorical strategies, and assumptions employed by Shakespeare, and a mastery of independent research and application of existing knowledge. Students illustrate proficiency in scholarly writing with clear, persuasive, grammatically-correct style and appropriate documentation skills Prerequisite: 6 credits of first-year English (with the exception of ENGL 1150) or equivalent and completion of 45 credits, or permission of the instructor or department chair.
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3 credits
Students examine the two main traditions of English verse in this 'golden age of poetry': the metaphysical and neo-classical. Of the metaphysical poets, Donne and Herbert receive most attention, while Jonson and Herrick are most representative of the neo-classical tradition. Interesting variations within each mode are also considered. The emergence of women's writing in this context is important, especially in the works of Lanyer, Wroth, and Philips. Students consider such topics as the politics of desire, representing the sacred, the ideology of landscape, the emergence of the subject, and the usefulness of such terms as 'metaphysical,' and 'neo-classical.' Emphasis is placed on the thoughtful reading of poems in their cultural context for the purpose of appreciating each poet's literary art. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, completion of 45 credits, or permission of the instructor.
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3 credits
This course explores special themes, forms, and authors (excluding Milton) of seventeenth century literature. Since the content of this course varies, please visit the English and Modern Languages web pages, pick up a booklet of course offerings, or contact the English Department to request more information. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, Completion of 45 credits, or permission of the instructor.
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3 credits
This course provides students with the opportunity to gain an in-depth appreciation of Milton's Paradise Lost, one of the most influential poems in the English language. As well as reading the poem closely and considering such topics as Milton's epic style, the gendering of Adam and Eve, the relationship between individual liberty and authority, the characterization of Satan, and Milton's use of symbolic forms and images, we place the poem in the context of Milton's life and his participation in the Civil War. Above all, Milton's achievement in the art of poetry is emphasized since this is what influenced such diverse writers as Blake and Pope, Eliot and Melville, Byron and Bronte, Pullman and Lewis and led him to have such an important impact on literary tradition. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, completion of 45 credits, or permission of the instructor
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6 credits
This course is an in-depth examination of the works, and their contexts, of seventeenth century English poet, John Milton. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, Completion of 45 credits, or permission of the instructor.
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3 credits
Students explore poetry from the Restoration to the middle of the eighteenth century. Representative authors include Rochester, Finch, and Addison, in addition to Dryden and Pope. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, completion of 45 credits, or permission of the instructor
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3 credits
Students explore poetry from the time of Johnson to the beginnings of Romanticism. Representative authors include Johnson, Collins, Smart, and Cowper. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, Completion of 45 credits, or permission of the instructor
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3 credits
Students examine, in chronological sequence, the growth of the novel in eighteenth-century England, by looking at the relationship (sometimes hostile, sometimes sympathetic) between the novel and the traditions of comedy, romance, and epic. Topics include an examination of the relationship between the novel and journalistic prose, autobiography, and biography. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140, ENGL 1210, completion of 45 credits, or permission of the instructor.
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3 credits
Students examine, in chronological sequence, the growth of the novel in eighteenth-century England, by looking at the relationship (sometimes hostile, sometimes sympathetic) between the novel and the traditions of comedy, romance, and epic. Topics include an examination of the relationship between the novel and journalistic prose, autobiography, and biography. Prerequisites:6 credits of post-secondary English courses recommended Exclusion: ENGL 3840
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3 credits
This course offers a survey of Restoration and early eighteenth century English literature and its backgrounds. Students examine poetry, drama and prose. The course is organized chronologically, to emphasize literary developments. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, completion of 45 credits, or permission of the instructor.
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3 credits
This course offers a survey of literature from the middle to the end of the eighteenth century. Students explore poetry, drama and prose, as well as backgrounds to the works studied. The course is organized chronologically, to emphasize literary developments. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, completion of 45 credits, or permission of the instructor.
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3 credits
This single-term or full-year course studies systems of thought, or other cultural elements, as they contribute to the interpretation and evaluation of literature. Students may take this course more than once, provided the content is different each time. Since the content of this course varies, please visit the English and Modern Languages web pages, pick up a booklet of course offerings, or contact the English Department to request more information. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, Completion of 45 credits, or permission of the instructor.
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6 credits
Blake, Wordsworth, Coleridge, Byron, the Shelleys, and Keats. Prerequisite: Any two of ENGL 1100, 1110 or 1210 and completion of 45 credits.
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3 credits
Developments in the novel from Dickens to Thomas Hardy. Prerequisite: Any two of ENGL 1100, 1110 or 1210, Completion of 45 credits.
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3 credits
Students read selections from the contemporary literature of protest and rebellion (after 1960)—works designed to confront various forms of oppression and injustice in American society, and to ultimately challenge the American `state of mind.' Students also explore the voices of protest and rebellion within themselves and engage these books and stories as the social, political, and cultural provocations they are. Students are asked to read the literature through the lens of their own lives and experiences, and ultimately for their own personal, political and creative ends. Prerequisites: There are no prerequisites for the course, but completion of 60 post-secondary credits is recommended.
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3 credits
Development in British Literature, including the genres of novel, poetry, drama, and biography, from 1880 to the 1920s. Prerequisite: Any two of ENGL 1100, 1110, or 1210 and completion of 45 credits.
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3 credits
Developments in the novel up to the Second World War. Prerequisite: Any two of ENGL 1100, 1110 or 1210, Completion of 45 credits,
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3 credits
Students demonstrate critical understanding of the “New Woman" writer and figure from 1880-1920 through close investigation, written composition, and argumentation. Through exploration and evaluation of New Woman texts representing a range of experiential perspectives, students show an advanced ability to critically and creatively analyze and articulate the complexities of various perspectives and rhetorical strategies employed by writers, and a mastery of independent research and application of existing knowledge. Students illustrate proficiency in scholarly writing with clear, persuasive, grammatically-correct style and appropriate documentation skills. Prerequisite: 6 credits of first-year English (with the exception of ENGL 1150) or equivalent and completion of 45 credits or permission of instructor or department Chair.
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3 credits
This course surveys British drama from the 1950s, with Beckett's absurdist work and John Osbourne's hyper-realism, to the 1980s and 1990s' feminist cultural critiques by Caryl Churchill and Pam Gems. Prerequisite: Any two of ENGL 1100, 1110 or 1210 and completion of 45 credits.
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3 credits
Students examine the novel, from the Second World War to the present. Prerequisite: Any two of ENGL 1100, 1110 or 1210 and completion of 45 credits.
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3 credits
Major themes in Women's literature or theory. Prerequisite: Any two of ENGL 1100, 1110, or 1210 and Completion of 45 credits,
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3 credits
This course examines topics in Irish literature (in English) since the Irish Literary Renaissance. Students may take this course more than once, provided the content is different each time. Since the content of this course varies, please visit the English and Modern Languages web pages, pick up a booklet of course offerings, or contact the English Department to request more information. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, completion of 45 credits, or permission of the instructor
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6 credits
A study of the literature in English with some attention to major French-Canadian works in translation. **This course is going to be semesterized. Consult English and Modern Languages department for details. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, completion of 45 credits, or permission of the instructor.
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3 credits
Students explore work that depicts aspects of BC life. From the urban to the rural, from the coast to the interior, and from the past to the present, course readings provide a panorama of the province. Through this exploration, students gain not only a greater sense of local and provincial literature but also an understanding of relevant literary movements. Prerequisite: Six credits of first year English (with the exception of ENGL 1150) or equivalent AND completion of 45 credits OR Permission of the instructor or department Chair
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3 credits
Students can expect to become familiar with the themes and approaches of Canadian drama from 1967 to the present. Taking a survey approach, students study plays from different regions of Canada that represent a spectrum of approaches that may include postmodern, feminist, postcolonial, collective creations, and intercultural. Films or excerpts of some of these plays will be included, and students may be engaged with current local productions and with theatre professionals. Prerequisite: Six credits of first-year English (with the exception of ENGL 1150) or equivalent and completion of 45 credits OR permission of the instructor or department chair.
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3 credits
Students explore a variety of literary texts, such as poems, plays, short stories, novels, and creative non-fiction, to understand how changing literary representations of the natural environment have affected cultural attitudes towards and human relationships with the natural environment. The texts studied emphasize that, as much as humans impact their physical environment, the physical environment also has indelible effects on human beings.
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3 credits
This course will survey major authors and trends in Canadian literature written before 1900. Some pre-nineteenth century work will be included, but the course will focus on the nineteenth century. Prerequisite: Any two of ENGL 1100, 1110, 1120, 1140 or 1210 and Completion of 45 credits,
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3 credits
This course provides a survey of modern British fiction from its development early in the twentieth century, to its current achievements and trends. The course focuses on the work of six representative novelists and examines the way these writers perceive the world around them and how they construct their fiction. A close critical reading of six novels allows students to understand each work on its own terms, to place it in the context of each writer's full body of work, and, finally, to see in it reflections of the major themes of modern British fiction. Prerequisites: ENGL 1001, ENGL 1011. Note: Students cannot get credit for more than one of ENGL 4040, UBC ENGL 414.
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3 credits
This course focuses on English Canadian poetry written between mid-twentieth century and the present. In addition to examining and analyzing representative poems, students are expected to consider questions of both a 'national poetry' and the poetic genre itself. Students explore the following questions: What constitutes the Canadian-ness of Canadian poetry? What poetic techniques characterize innovative expression in these poems? Can common themes and poetic techniques be ascribed to these poems? Throughout the semester, students are encouraged to consider individual poems and the work of individual poets in this larger context. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, completion of 45 credits, or permission of the instructor.
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3 credits
Students demonstrate critical understanding of chosen special topics and approaches to Canadian literature through close investigation, written composition, and argumentation. Through exploration and evaluation of the selected content, students show an advanced ability to critically and creatively analyze and articulate the complexities of various perspectives, techniques, rhetorical strategies, and assumptions employed by writers of this period, and a mastery of independent research and application of existing knowledge. Students illustrate proficiency in scholarly writing with clear, persuasive, grammatically-correct style and appropriate documentation skills. Prerequisite: 6 credits of first-year English (with the exception of ENGL 1150) or equivalent, and completion of 45 credits, or permission of the instructor or department chair.
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3 credits
Like all literature courses, this course aims to make students feel at home among good writers and their writing; in particular it is meant to encourage a lifetime of enjoying Canadian fiction and criticism. Students learn to recognize the stylistic fashions that distinguish the periods of Canadian writing since the 1920s. By exploring novels and short stories published between 1920 and the present, the course acquaints students with major Canadian authors, the record of Canadian life that their works have laid down, their penetrations of a wider human experience and the questions of literary judgment that they raise, notably the question of realism. The chosen texts address questions not only about writing, but also about Canadian concerns of regionalism, mythology and identity and multiculturalism. Prerequisites: ENGL 1001, ENGL 1011 Note: Students cannot get credit for UBC's ENGL 420.
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3 credits
This course focuses on the writings of Irving, Poe, Hawthorne and Melville. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1140 or ENGL 1210, completion of 45 credits, or permission of the instructor
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3 credits
This is a survey course in Canadian drama from 1967 to 1992, a very rich twenty-five-year period that saw Canadian playwriting, performance, and production grow from obscurity to a lively, thriving component of Canadian literature and culture, as well as an international export. This course is designed to introduce students to contemporary drama and theatre in Canada through the study of twelve plays. Prerequisites: ENGL 1001 and ENGL 1011, or equivalent.
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3 credits
Students demonstrate critical understanding of major works and movements in American fiction between 1900 and 1950, including naturalism, realism, and modernism, through close investigation, written composition, and argumentation. Through exploration and evaluation of chosen fiction, students show an advanced ability to critically and creatively analyze and articulate the complexities of various perspectives, techniques, rhetorical strategies, and assumptions employed by writers of this period, and a mastery of independent research and application of existing knowledge. Students illustrate proficiency in scholarly writing with clear, persuasive, grammatically-correct style and appropriate documentation skills. Prerequisite: 6 credits of first-year English (with the exception of ENGL 1150) or equivalent or completion of 45 credits, or permission of the instructor or department chair.
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3 credits
Literature is one way of making sense of the world. This course looks at some of the ways modern American writers have made sense, or tried to make sense, of the rapidly changing twentieth century. Although there's a world of difference between, say, the disturbing introspection of Sylvia Plath's heroine and Vladimir Nabokov's rapturous villain, students learn to evaluate each work in its social and artistic context. Students examine how the positions we occupy-for example, our gender, class, or race-determine in part the kind of sense we make of the world, as both writers and readers. Prerequisites: ENGL 1001 and ENGL 1011 or equivalent. Note: Students cannot get credit for more than one of ENGL 4350, ENGL 4351.
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12 credits
This course involves special studies of individual periods of authors or themes in American literature. Students may take this course more than once, provided the content is different each time. Since the content of this course varies, please visit the English and Modern Languages web pages, pick up a booklet of course offerings, or contact the English Department to request more information. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, Completion of 45 credits, or permission of the instructor
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3 credits
This course examines major works and movements since 1950, including realism, neorealism, and postmodernism. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, completion of 45 credits, or permission of the instructor
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3 credits
Students explore the relationships between humans and the natural (or the “more-than-human") environment as it is represented in a variety of literary sources, such as poems, plays, short stories, novels and creative non-fiction. Students analyze the construction of the natural world through language, genre, imagery, and narrative. The specific focus of the course will change each year. Prerequisites: 6 credits of first-year English (with the exception of ENGL 1150) or equivalent AND completion of 45 credits OR permission of the instructor or department chair. Note that students cannot receive credit for both ENGL 4430 and ENGL 4231
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3 credits
This course studies literature, written in English, by women from African nations, Australia, Canada, New Zealand, the Caribbean, and India. It includes work written from imperialist, colonial, and aboriginal perspectives. Students explore identity and gender politics through the analysis of texts by women from diverse nations and backgrounds. Prerequisite: any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, Completion of 45 credits, or permission of the instructor
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3 credits
This course surveys 'colonial' and 'postcolonial' literature from Canada, New Zealand, Australia, Asia, Africa and the Caribbean, with an emphasis on modern fiction. Works are studied within their historical and cultural contexts, and students gain an understanding of issues including canon formation, generic conventions, language choices, ethnic and first nations identifications, and competing definitions of 'postcolonial.' Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, completion of 45 credits, or permission of the instructor
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3 credits
Students examine major themes in postcolonial literature or theory. This course may be taken more than once, provided the content is different each time. Since the content of this course varies, please visit the English and Modern Languages web pages, pick up a booklet of course offerings, or contact the English Department to request more information. Prerequisite: any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, Completion of 45 credits, or permission of the instructor
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3 credits
Students demonstrate depth of knowledge and critical understanding of writing by Indigenous peoples in various parts of the world, especially those of Canada and the United States, through close critical reading and writing. Through exploration of how Indigenous writers approach issues of marginalization, oppression, representation, and both personal and communal identity; adapt oral strategies to writing; and employ various techniques to challenge and subvert colonial assumptions and privileges about genre, gender, class, race, and relationships with the land, students show an awareness of past and present knowledge, an advanced ability to critically and creatively reflect on and articulate the complexities of various cultural perspectives and rhetorical strategies, and a mastery of independent research and the creation of new knowledge. Students illustrate proficiency in scholarly writing with clear, persuasive, grammatically-correct style and appropriate documentation skills. Prerequisite: Six credits of first-year English (with the exception of ENGL 1150) or equivalent AND completion of 45 credits OR permission of the instructor or department Chair
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3 credits
Students examine such literary movements as Naturalism, Realism, Imagism, Impressionism, Vorticism, and Modernism. This course may be taken more than once, provided the content is different each time. Since the content of this course varies, please visit the English and Modern Languages web pages, pick up a booklet of course offerings, or contact the English Department to request more information. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, completion of 45 credits, or permission of the instructor
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3 credits
Students examine major poets, themes, and movements between 1900 and 1950. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, completion of 45 credits, or permission of the instructor
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3 credits
Students examine major poets, themes, and movements from 1950 to the present. Prerequisite: Any two of: ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, Completion of 45 credits, or permission of the instructor
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3 credits
In this Capstone course for the English Major program, students will have an opportunity to hear invited speakers, for example Indigenous and non-Indigenous creative non-fiction writers. Students will develop practical skills in editing and publishing, with a focus on publishing peer authors' work, both academic and creative. They will gain hands-on experience editing and communicating with authors who have submitted their work to the Proceedings of the TRU Undergraduate Research and Innovation Conference, and they will also compose, revise, and edit their own creative non-fiction piece, as well as critique and copy-edit their peers' creative non-fiction. Students will learn about the publication process by working together to produce an online student creative writing publication. The course will be useful for literature students, creative writing students, and anyone else contemplating a career in publishing or teaching. Prerequisite: 6 credits of first-year English (with the exception of ENGL 1150) or equivalent AND completion of 45 credits OR permission of instructor or department Chair.
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3 credits
Students explore literary topics, themes, or issues within the discipline. Topics may vary depending on faculty and student interest and current developments in the field. Prerequisite: 6 credits of first-year English (with the exception of ENGL 1150) or equivalent and completion of 45 credits or permission of instructor or department Chair.
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3 credits
This course explores the sister arts of literature and film and offers an in-depth study of the relationships between cinematic form and literary genres, such as the novel, drama, and the short story. Since the content of this course varies, please visit the English and Modern Languages web pages, pick up a booklet of course offerings, or contact the English Department to request more information. Prerequisite: Any two of ENGL 1100, 1110, 1120, 1140, or 1210, completion of 45 credits, or permission of the instructor
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3 credits
Students explore a specific genre such as romance, comedy, travel narrative, or detective fiction. This course may be taken more than once, provided the content is different each time. Since the content of this course varies, please visit the English and Modern Languages web pages, pick up a booklet of course offerings, or contact the English Department to request more information. Prerequisite: Any two of ENGL 1100, 1110, 1120, 1140 or 1210, Completion of 45 credits, or permission of the instructor
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6 credits
Students investigate a specific topic in language linguistics as agreed upon by the faculty member and the student. Projects must comply with all required approval procedures. Students may take this course more than once, provided the content is different each time. Since the content of this course varies, please visit the English and Modern Languages web pages, pick up a booklet of course offerings, or contact the English Department to request more information. Prerequisite: Any two of ENGL 1100 or ENGL 1110 or ENGL 1120 or ENGL 1140 or ENGL 1210, in addition to completion of 45 credits or permission of instructor or department chair.
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3 credits
This course is a requirement for completion of the Bachelor of Arts, English major and may be taken for completion of the Post-Baccalaureate Certificate in Liberal Arts. Students are required to review the literature, both original and interpretative, in their particular area of study, offer critical assessment of that literature, and submit a major research paper based on the reading list prepared for the course. Note: As registration procedures differ for Directed Studies courses, students are required to consult with their TRU-OL Program Advisor before registering. Prerequisites: General education and lower-level English requirements of the Bachelor of Arts - English Major degree and a minimum of 15 upper-level credits in English.
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3 credits
Students are introduced to the engineering profession and various engineering disciplines. Students learn the detailed structured engineering design process and develop skills to collect and prioritize the requirements of an engineering project through multiple iterations. Students are introduced to the concept of sustainability. Students learn the concept of engineering ethics. Students learn the decision process to choose alternate design options. Students learn prototyping, work on an engineering design problem, and develop a prototype. Students learn technical communication and are introduced to an engineering drawing tool. Students learn to draw 2D and 3D sketches using an engineering tool and develop prototype design. Prerequisite: Admission to the Electrical Engineering, Computer Engineering, Software Engineering or Engineering Transfer Programs OR Instructor's permission
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3 credits
Students apply the knowledge of the engineering design process by developing and completing relatively complex and self-directed engineering project that consists of electrical, mechanical, and software sub-systems Students learn the incorporation of sustainability, regulatory, environmental, ethical, health, and safety-related issues relevant to the design of an engineering product. Students are exposed to several engineering tools to manage time and resources. Students learn theories related to teamwork and leadership. Students work in teams, complete design projects through several milestones, and generate technical reports and oral presentations. Students understand the role of an engineering profession towards society and ethical obligations. Prerequisites: ENGR 1100 with min C grade Note: Students can only get credit for one of ENGR 1200 and EPHY 1990
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3 credits
Students apply the design process to provide a solution to an engineering problem using engineering best practices. Students are introduced to measurement and control of physical quantities of interest in engineering and scientific applications using embedded system programming. Students are introduced to the use of electronics, circuits and testing concepts in product development environment. Student develop the understanding of impact of design decisions on human life and society. Students focus on technical documentation, prepare design documents, user manual and engage in teamwork. Students investigate the influence of technology on the social, political, economic, and environmental aspects of society. Prerequisite: ENGR 1200 or EPHY 1990 Note: Students can only get credit for one of ENGR 2000 and EPHY 2990
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3 credits
Students are introduced to the process of hazard identification and control, and how it is applied to various physical, chemical, and biological hazards in both an occupational and public setting. Risk assessment and management of health and safety hazards are studied from an engineering perspective. The legal and professional responsibilities of an engineer in the workplace, and as related to engineering design, are examined in the context of health and safety. The importance of equity, diversity, and inclusion in the context of workplace health and safety and in engineering practice is discussed. Prerequisite: ENGR 1100 or Instructor's Permission
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3 credits
Students are introduced to the concepts of engineering project management from conception, commissioning to decommissioning phases. Students explore fundamentals of planning, design, value, quality, milestone monitoring and earned value analysis in managing engineering projects. Students learn contractor strategy, selection, contract management, partnership. Prerequisite: ENGR 1100 with a minimum grade of C
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3 credits
Students are introduced to the concepts of engineering economics to be able to evaluate projects from a financial perspective that are needed in the decision making process. Students learn various financial and analytical techniques such as cash flow analysis, comparison methods, time value, capital management, inflation, sensitivity and risk analysis. Prerequisite: ENGR 1100 with a minimum grade of C
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3 credits
Students are introduced to the professional and ethical responsibilities of a professional engineer and regulations of the practice. Students learn the concepts of impact of engineering product on society. Students explore a wide variety of ethical issues related to consulting, private practice, business, hazards, liabilities, standards, safety, computers, software, intellectual property, fairness and equity in the professional workplace. Prerequisite: ENGR 2200 with a minimum grade of C
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3 credits
Students explore a range of renewable energy options, collaboratively develop tools and analytical frameworks for understanding sustainability, and examine the relationships between these issues and co-operative community capacity-building to promote resiliency and innovation. Students cover topics including solar, wind, bioenergy, hydro, off-grid, marine, geothermal, storage, electric vehicles, and emerging technologies. Students develop strong competencies with respect to teamwork in the critical review of each technology's environmental footprint, feasibility, and associated social and energy policy issues.
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3 credits
Students explore interdisciplinary solutions to climate change in a team-based setting. With a sharp focus on the relationship between socio-economic and natural systems, students collaboratively develop expertise in analyzing and communicating the science, policies, practices, and social change that is required to guide themselves, communities, and countries forward in addressing the climate crisis. In teams, students co-design and implement a small project to advance solutions in the realm of climate-related education, social justice, economics, environmental policy, political science, energy technologies, ecology, or shifting attitudes. Prerequisite: Students must have completed 45 credits of study in any discipline.
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3 credits
Students learn about the art and science of qualitative inquiry as it relates to the interface between people and places: readings and examples will focus on topics related to environmental justice, sustainability and community. Students explore the important and complex ethical considerations involved when research involves human participants. Students are guided through the development of a research proposal – from asking questions to choosing the right methods and methodologies to support answering those questions. Prerequisites: 30 credits in any discipline
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3 credits
Students learn about participatory action research, and, as part of the course, will complete a community-based action research project in conjunction with a community partner. Projects vary year to year depending on the community partner involved, but always engage with issues of environmental justice, sustainability, climate change or other related topics. Prerequisites: ENST 3720 or SOCI 2720 or special permission by the instructor
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1 credits
This one credit course is designed to recognize knowledge gained from existing courses and actions undertaken by students that contribute towards environmental sustainability competency. Environmental sustainability experiences may be acknowledged through: documented projects; community or TRU volunteer work; extra-curricular knowledge sharing; participation in environmental or social organizations; research papers; art work; architectural design; and relevant assignments in courses as they relate to environmental issues. Prerequisite: Permission from the Learning Strategist in the Faculty of Student Development
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3 credits
Students gain an understanding of marketing in an entrepreneurial context in order to develop the right business opportunities in small and medium-sized enterprises (SME). They learn how to design a marketing information system to identify opportunities, understand customers and develop effective marketing programs that allow SMEs to grow in a competitive market. Topics include: marketing in an entrepreneurial context; finding and evaluating the right marketing opportunity; using marketing research to ensure entrepreneurial success; understanding customers and competitors; segmentation, targeting and positioning for entrepreneurial opportunities; developing new products and services; building and sustaining entrepreneurial brand; entrepreneurial pricing, channel development, supply chain management and promotion; and entrepreneurial marketing plans. Prerequisite: MKTG 2430 (minimum C-) or equivalent
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3 credits
Students acquire the knowledge and practical skills needed to successfully manage the financial affairs of a small business and new venture start-up. Topics include the importance of small business finance; evaluation of accounting software, hiring an accountant and/or bookkeeper, applicable taxes, payroll accounting, assessing insurance needs; determination of market size; sales forecasting for existing and new business ventures, pricing scenarios, importance of benchmarking to similar businesses, budgeting capital and operational expenses for start-up ventures and existing businesses, development of pro forma financial statements; development of financial modeling tools using excel for scenario and variance analysis: working capital management; sources of long-term and short-term financing; and bankruptcy. Prerequisite: FNCE 2120 (minimum C-) or equivalent Note: Students cannot receive credit for more than one of ENTR 3720 or BBUS 3710
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3 credits
Students develop the skills, values, and attitudes needed for success as an entrepreneur whether starting a new venture from scratch, joining or acquiring an existing business, or creating a new venture inside a larger organization. The primary activity is the development of a comprehensive business plan. Topics include small business entrepreneurs; the business plan; entry modes into small business; writing the business plan; target market, market research, and marketing plan; raising capital and the financial viability of new ventures; operational issues; legal structures and human resource issues; and risk management. Prerequisite: ENTR 3720 (minimum C-); MKTG 2430 (minimum C-); or equivalent Note: Students cannot receive credit for more than one of ENTR 4750, ENTR 4751,TMGT 4120, BBUS 4750 or BBUS 4751
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3 credits
Students develop the skills, values, and attitudes needed for success as an entrepreneur whether starting a new venture from scratch, joining or acquiring an existing business, or creating a new venture inside a larger organization. The primary activity is the development of a comprehensive business plan. Topics include an overview of entrepreneurship and small business in Canada; entrepreneurial mindset, characteristics, competences and ethics; creativity, idea generation and feasibility studies; business plans; part-time and full-time entrepreneurship; location and capacity planning; marketing research for new ventures; financing new ventures; creating a financial plan; legal structures and issues; new venture development team; risk analysis and management; and reviewing, identifying and evaluating educational technologies. Prerequisites: There are no prerequisites for the course, but FNCE 2121, MKTG 2431 are recommended. Note: Students cannot get credit for more than one of ENTR 4750, ENTR 4751, TMGT 4150.
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3 credits
Building on ENTR 4750: New Venture Creation which takes a new small business from the planning stage to start-up, students examine how to successful operate an up-and-running venture. Topics include spotting entrepreneurial opportunities in small business; buying a business; legal concerns profiling your target customer; learning from the competition-competitive intelligence; pricing and promoting your product or service; distribution and location; the power of numbers; financing your business; risk management issues; and buying a franchise or franchising your business. Prerequisite: ENTR 4750 (minimum C-) or equivalent Note: Students cannot receive credit for both ENTR 4760, TMGT 4150 or BBUS 4760
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3 credits
This upper-level course is a Web seminar offering special topics in environmental studies for in-depth study. Students focus on topics that are important to Canadians: the impacts of population and pollution on global climate change and the effects of exploiting our natural resources. Emphasis is placed on water, energy, and biodiversity and on the attempts to balance the impact of our activities with the environment's capacity to absorb them. This course is suitable for learners completing degrees in a number of discipline areas including science, engineering, humanities, social science, business or general studies. Prerequisites: There are no prerequisites for the course, but 60 credits are strongly recommended.
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3 credits
This course involves: reading and discussion; methodology and data analysis; and critical evaluation, presentation and debate of cutting edge research in ecology and evolution. An emphasis is placed on understanding the integrative approach to environmental science. Prerequisite: Graduate student standing and permission of the instructor. In special circumstances, undergraduate students with 4th year standing may be allowed to enrol.
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3 credits
Students undertake an investigation on a specific topic as agreed upon by the faculty member and the student. Permission of the supervisor required. Prerequisite: Graduate student standing and permission of the instructor. In special circumstances, undergraduate students with 4th year standing may be allowed to enrol.
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3 credits
This course involves: reading and discussion; methodology and data analysis; and critical evaluation, presentation and debate of cutting edge research in policy and management. An emphasis is placed on understanding the integrative approach to environmental science. Prerequisite: Graduate student standing and permission of the instructor. In special circumstances, undergraduate students with 4th year standing may be allowed to enrol.
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3 credits
Provides an introduction to the field of environmental science at the graduate level. Focus on history and philosophy of science in general, and environmental science in particular; guest lectures by faculty and researchers inside and outside of academia; examines the role of environmental science in society. Prerequisite: Graduate student standing and permission of the instructor. In special circumstances undergraduate students with fourth-year standing may be allowed to enrol. Note: Students cannot get credit for more than one of ENVS 5100 and ENVS 5010.
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3 credits
Focuses on the proposal, design, and conducting of scientific research, particularly in the field of environmental science; includes overview of analytical methods used in different disciplines. Prerequisite: ENVS 5100 or special permission of instructor
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2 credits
This course uses the Environmental Science Seminar series as a foundation for exploring established and emerging topics in the field. In addition to scheduled class time, students must attend the seminars and meet with speakers to discuss their work. Students also become directly involved in the hosting of speakers. Prerequisite: Graduate student standing. Note: Students cannot get credit for more than one of ENVS 5300 and ENVS 5010.
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2 credits
Students design and deliver oral presentations and poster displays on their thesis research at the Master of Science research forum; students are also required to demonstrate that they have extended their work into the public forum through a variety of possible avenues. Prerequisite: Admission to the MSc in Environmental Science program
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3 credits
Students undertake an investigation on a specific topic as agreed upon by the faculty member and the student. Permission of the supervisor required. Prerequisite: Graduate student standing and permission of the instructor
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18 credits
An original and substantial research project conducted by each student in the Master of Science Program in Environmental Science, under the direction of a faculty supervisor and a thesis advisory committee. Students register in this course each semester that they are in the program until all requirements for the thesis have been met. Prerequisite: Acceptance into the MSc program in Environmental Science
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3 credits
This is the introductory physics course for engineering students. Students are introduced to and apply calculus to physical concepts and their engineering applications. Topics include mechanics, kinematics, rotational mechanics, simple harmonic motion, mechanical waves, and sound. Prerequisite: MATH 1130 (may be taken concurrently) Exclusion: PHYS 1150
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3 credits
This course continues from EPHY 1170. Topics include electricity and magnetism; DC and AC electrical circuits; geometric and wave optics; and thermodynamics. Prerequisites: Admission to the Engineering Program; EPHY 1170, MATH 1130 Co-Requisite: Math 1230 Exclusion: PHYS 1250
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3 credits
This is an introductory course in engineering mechanics. The first part of the course deals with statics and the second part with dynamics of particles and systems of particles. Prerequisite: EPHY 1170 and MATH 1130 and Admission to the Engineering Program
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3 credits
Students examine and discuss the analysis of linear electrical circuits, network theorems, first and second order circuits, and transfer functions for electrical and computer engineering students. Prerequisite: Admission to the EECE Year 2 Transfer program Corequisite: MATH 2110 Note: Credit will not be given for both PHYS 2150 and EPHY 2150
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3 credits
This course provides an introduction to the fundamental properties of solids that govern the behavior of electronic and photonic devices. The mechanisms underpinning the electrical conductivity of conductors, semiconductors, and insulators, as well as their interactions with light are introduced and explained. Prerequisite: EPHY 1270 (min. grade D) or PHYS 1250 (min. grade D) and PHYS 2250 (may be taken concurrently) and MATH 2110 (may be taken concurrently)
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3 credits
Students examine and discuss vector algebra, electrostatics, magnetostatics, electric and magnetic fields in matter, and introductory electrodynamics for electrical and computer engineering. Prerequisite: MATH 2110. Admission to the EECE Year 2. Note: Credit will not be given for both PHYS 2250 and EPHY 2250
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3 credits
This course is an introduction to Boolean algebra and logic gates; the analysis and the design of combinational and sequential digital circuits. It also looks at the science and operation of semiconductor devices such as diodes, transistors and FETs. Students design, assemble, and test digital logic circuits using discrete gates and FPGAs; and solve practical problems using semiconductor devices. Prerequisites: PHYS 2150-Circuit Analysis. A minimum of grade "C" or better in prerequisite course. Exclusion Requisites: PHYS 3100-Digital Electronics
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3 credits
This course is an introduction to the concepts of conservation of energy, energy balance, heat, and modes of heat transfer (conduction, convection, radiation). Transient and multi-dimensional conduction, multi-mode systems, and problem solving using numerical methods are also investigated. Prerequisite: MATH 1230 or MATH 1240
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3 credits
This course is an introduction to continuous-time signals and systems. The theoretical concepts developed in the course are applied to the analysis of dynamical systems relevant to the practice of engineering. Applications to control theory and circuit analysis are studied. Realistic problems are solved numerically. Prerequisite: MATH 1230 or MATH 1240, MATH 1300
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3 credits
Students learn basic forms of English Grammar including simple and progressive verb tenses, parts of speech, prepositions, and an introduction to modals. Students practice these structures through communicative and functional activities. Prerequisite: Placement according to English placement test.
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3 credits
This course offers integrated skills with an emphasis on improving English proficiency and understanding of Canadian culture. It includes continued practice in listening, speaking, pronunciation, vocabulary building, grammar, reading, writing and learning strategies. It also includes using computer technology and university and community resources. Prerequisite: Placement according to English Placement test
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8 credits
This course is designed to integrate basic English oral skills with academic study skills. Students practice listening, speaking, pronunciation, and vocabulary as well as North American learning strategies. These skills will be taught through a communicative approach. Prerequisite: Placement according to English placement test.
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3 credits
Through listening comprehension and oral performances, students practice their communication skills. Students learn to comprehend the main ideas in short passages and listen for specific detail as well as engage in short conversations, report personal information, and express opinions. Prerequisite: Placement according to English placement test.
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4 credits
Students focus on basic reading and writing skills. The course places emphasis on introduction to simple vocabulary, sentence structure, punctuation, as well as reading comprehension. Concurrently, to facilitate cultural adaptation, students are introduced to common themes and issues in Canadian life through the course readings. Prerequisite: Placement according to English placement test.
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3 credits
This course focuses on reading strategies. Emphasis is on vocabulary growth and comprehension and expression of the main idea. Students develop study and reading skills such as pre-reading and reading rate strategies. Prerequisite: Placement according to English Placement test
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3 credits
This course will focus on writing strategies. Emphasis will be on development of sentence structure and sentence variety to the paragraph level. Students will also be introduced to the paragraph form, including expression of the main idea in topic sentences. Prerequisite: Placement according to English Placement test
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1 credits
This lab is a supplemental class designed to support the acquisition of writing in the English language at a high-beginner level. The purpose of the lab is to support ESAL 0180 which is a high-beginner writing class and to provide extra help for students with vocabulary development, spelling, sentence structure, and rhetorical styles. Prerequisite: Placement by the Accuplacer English Placement test at Level 1 for writing Corequisite: ESAL 0180
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3 credits
This course is intended to assist students in improving and practicing their spoken English and written grammar. Students study past, present and future verb tenses in the simple, progressive and perfect forms. Students also study phrasal verbs, comparatives, prepositions, modals, determiners, articles, and agreement. Prerequisite: Satisfactory completion of ESAL 0120 (C+ or better) or placement according to English placement test
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3 credits
This course integrates language skills with an emphasis on improving English proficiency and understanding of Canadian culture. It includes continued practice in listening, speaking, pronunciation, vocabulary building, grammar, reading, writing and learning strategies. Students also use computer technology, and university and community resources. Prerequisite: Satisfactory completion of ESAL 0130 (C+ or better) or placement according to English placement test
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3 credits
Students improve their communication skills by developing their listening and speaking skills. Prerequisite: Satisfactory completion of ESAL 0150 (C+ or better) or placement according to English placement test.
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3 credits
This reading course continues to strengthen basic skills of vocabulary development and comprehension with a variety of written material of gradually increasing difficulty. The objective is to progress from mechanical to more meaningful reading. Prerequisite: Satisfactory completion of ESAL 0170 (C+ or better) or placement according to English placement test.
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3 credits
This introductory composition course for second language students focuses on recognizing and practicing grammatical structures and sentence patterns, within the familiar thematic context of shared personal and cultural experience. Pre-writing and revision strategies are introduced. Prerequisite: Satisfactory completion of ESAL 0180 (C+ or better) or placement according to English placement test.
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3 credits
For intermediate learners of English, this course is designed to improve the comprehension of spoken English, and intelligibility when speaking English. It helps students develop auditory sensitivity and improve accuracy, fluency, and confidence in their oral production of English. Phonological features are examined in isolation and in the context of meaningful passages. Prerequisite: ESAL 0230 (min. grade C+) and ESAL 0250 (min. grade C+) or placement according to English Placement test. Note: Students will only receive credit for one of ESAL 0308 and ESAL 0880
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3 credits
Within the relevant academic contexts, a variety of difficult structures in English grammar are examined and practiced both orally and in written work. Structures include the tense aspect system; phrasal verbs; modal meanings, and the use of prepositions. Prerequisite: Satisfactory completion of ESAL 0220 (C+ or better) or placement according to English placement test.
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3 credits
Within the relevant academic contexts, a variety of increasingly difficult structures in English grammar are examined and practiced for a better understanding of their uses. Structures include articles, count and non-count nouns and expressions of quantity, subject-verb agreement, the passive voice, gerunds and infinitives, and conditional sentences. Prerequisite: Satisfactory completion of ESAL 0220 (C+ or better) or placement according to English placement test.
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3 credits
This course is designed to enable students to refine conversational skills for the purpose of participating in academic discussions. This course focuses on acquiring strategies for effective oral communication. Students participate in group discussions, give oral presentations and practice their listening skills. Prerequisite: Satisfactory completion of ESAL 0230 and ESAL 0250 (C+ or better) or placement according to English placement test.
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3 credits
Designed for intermediate students, this course assists Level 3 students in their preparation for standardized tests of English as a Second Language. Students study the format of standardized tests of English as a Second Language and develop strategies for answering commonly asked questions. Students are also encouraged to draw upon the skills they are learning in other courses. Prerequisite: ESAL 0270 (min. grade C+) and ESAL 0280 (min. grade C+) or a Level 3 standing on the English Placement Test Note: Students will only receive credit for one of ESAL 0364 and ESAL 0840.
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3 credits
Students continue to develop their vocabulary and build comprehension with a variety of reading selections of increasing difficulty. Reading materials include those selected by students and provide the basis for discussion, writing activities, study skill practice, and testing. Prerequisite: Satisfactory completion of ESAL 0270 (C+ or better) or placement according to English placement test
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3 credits
This writing course focuses on academic paragraph writing. Various forms and purposes for paragraph writing are analyzed and practiced. Sentence skills are reviewed and essay writing is introduced. Prerequisite: Satisfactory completion of ESAL 0280 (C+ or better) or placement according to English placement test.
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3 credits
Students are provided opportunities to practice their listening skills in the performance of a variety of increasingly challenging tasks. Students acquire strategies to improve their comprehension of the varieties of English encountered in social and academic environments. Prerequisite: Satisfactory completion (C+ or better) of ESAL 0250 and ESAL 0230 or placement according to English placement test. Note: Students will only receive credit for one of ESAL 0820 and ESAL 0382.
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3 credits
An elective designed for intermediate students, this course is useful for any intermediate student taking or planning to take academic courses. Students are introduced to specific words that are useful in a wide range of academic disciplines. Both the active and passive use of vocabulary is emphasized. Prerequisites: ESAL 0250 and ESAL 0270 with a min. of 65% or a level 3 standing on the English placement test. Note: Students will only receive credit for one of ESAL 0396 and ESAL 0860.
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3 credits
For high-intermediate to advanced learners of English, this course is designed to improve the comprehension of spoken English, and intelligibility when speaking English. Students develop skills to assist them in predicting, producing, and perceiving the pronunciation of words and phrases. Students at the university level whose goals demand above-average oral skills and a wide range of active vocabulary will find this course particularly relevant and valuable. Prerequisite: ESAL 0350 and ESAL 0370 with a minimum grade of 65% or a level 4 standing on the English placement test. Note: Students will only receive credit for one of ESAL 0408 and ESAL 0980.
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3 credits
The purpose of this course is to support advanced academic writing, by developing and refining the grammar and editing skills necessary to detect and remedy common ESL writing problems. While the focus is on accuracy, this course also includes logical analysis of the components of a composition, and editing for improved clarity and effectiveness. Prerequisite: Satisfactory completion of ESAL 0320 and ESAL 0340 (C+ or better) or placement according to English placement test.
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3 credits
This course provides an in-depth exploration of aspects of the English language and surrounding culture. The specific content and focus are determined in the semester prior to its being offered. (Information is available from the Department Chair or International Student Advisor.) Prerequisite: Satisfactory completion (C+ or better) of Level 3 ESAL or placement according to the English Placement Test. Note: Students will only receive credit for one of ESAL 0440 and ESAL 0990.
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3 credits
Students practice strategies for speaking clear and appropriate English in a variety of academic situations. Attention to fluency, pronunciation, and intonation is emphasized. Prerequisite: Satisfactory completion of ESAL 0350 (C+ or better) or placement according to English placement test.
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3 credits
This course is intended to prepare ESL students who are planning to enter or who are currently enrolled in a business-related course. This course offers the opportunity to work on all four basic communicative skills (listening, speaking, reading, and writing) while using the vocabulary and specialized requirements of business communications. Students develop and apply advanced technical skills as well. Prerequisites: Satisfactory completion (C+ or better) of Level 3 ESAL or placement at level four according to English placement test. Note: Students will only receive credit for one of ESAL 0452 and ESAL 0950
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3 credits
Designed for high-intermediate to advanced students, students are assisted in their preparation for standardized tests of English as a Second Language. Students study the format of standardized tests of English as a Second Language and develop strategies for answering commonly asked questions. Students also are encouraged to draw upon the skills they are learning in other courses. Prerequisite: Satisfactory completion (C+ or better) of Level 3 ESAL or placement according to English placement test. Note: Students will only receive credit for one of ESAL 0464 or ESAL 0940.
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3 credits
This course includes a wide range of fictional and nonfictional reading. Emphasis is on the analysis and evaluation of form and content as well as on pre-reading strategies and vocabulary development. Study skills include note-taking, paraphrasing, and summarizing. Prerequisite: Satisfactory completion of ESAL 0370 (C+ or better) or placement according to English placement test.
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3 credits
This course reviews the paragraph as a component of the English essay. Emphasis is on the planning, development, and revision of multi-paragraph compositions. Students focus on specific problems with their writing and practice editing. Prerequisite: Satisfactory completion of ESAL 0380 (C+ or better) or placement according to English placement test.
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3 credits
This course builds on previously developed listening skills. The course focuses on the listening skills required to process an academic lecture. Students identify the ideas and organization of lecture material, discussions, and debate, using specific listening skills. The information students hear is used for note-taking and other related activities. Prerequisites: ESAL 0350 with a score of C+ or placement according to English placement test. Note: Students will only receive credit for one of ESAL 0920 or ESAL 0482.
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3 credits
An elective designed for advanced students, this course is useful for any student for whom the vocabulary of academic English presents a challenge. This course introduces and reinforces strategies for becoming independent learners of vocabulary, and also teaches specific words useful in academic study. Vocabulary is linked with general knowledge to provide context as well as to add interest. While passive vocabulary (word recognition) is emphasized, the course also facilitates active use of new vocabulary. Prerequisites: ESAL 0350 with a score of C+ minimum and placement according to English placement test or ESAL 0370 with a score of C+ minimum Note: Students only receive credit for one of ESAL 0496 and ESAL 0960.
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3 credits
This course is designed to prepare students for reading university level material effectively and efficiently. Specific approaches to reading are taught for factual and fictional writing. Emphasis is on the short story. Prerequisite: Satisfactory completion of ESAL 0450 and ESAL 0470 (C+ or better) or placement according to English placement test. Note: ESAL 0450 may also be taken as a corequisite.
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4 credits
This course focuses on the process of writing. However, integral to the writing process are the skills of reading and listening, actively and critically. Collaboration and teamwork are important components of this course, as well. These skills enhance writing ability and also contribute generally to success in both education and employment. Students are expected to read, research, discuss, and work co-operatively, as part of the composition process. Prerequisite: Satisfactory completion of ESAL 0420 and ESAL 0480 (C+ or better) or placement according to English placement test. Corequisite: ESAL 0420
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3 credits
The purpose of this course is to support students who are planning to enter or who are currently enrolled in a post-baccalaureate business related course, by developing and refining the grammar and editing skills necessary to detect and remedy common English as a Second Language writing problems. While the focus is on accuracy, this course also includes logical analysis of the components of business writing, and editing for improved clarity and effectiveness. Prerequisite: ESAL 0570 and ESAL 0580.
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3 credits
Designed for high-beginner students, this course assists Level 1 students in their preparation for standardized tests of English as a Second Language. Students study the format of standardized tests of English as a Second Language and develop strategies for answering commonly asked questions. Students are also encouraged to draw upon the skills they are learning in their other courses. Prerequisite: Placement according to English placement test in Level 1.
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3 credits
The purpose of this course is to support English as a Second Language students who are planning to enter or who are currently enrolled in a post-baccalaureate business related course. Students practice strategies for production and reception of appropriate English for a variety of business situations that will be required for successful participation in a post-baccalaureate program. Attention to oral fluency and accuracy as well as listening comprehension are emphasized. Prerequisite: ESAL 0450 with C+ or better or Placement according to English Placement Test Prerequisite: Conditional acceptance to a post-baccalaureate program
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3 credits
The purpose of this course is to support English as a Second Language students who are planning to enter or who are currently enrolled in a post-baccalaureate business related course. This course focuses on specific skills related to a variety of complex business readings. Students will participate in activities involving reflection, group discussions, and reading assignments. This course will further develop students' reading skills to enable their success in a post-baccalaureate program. Prerequisite: ESAL 0570 with C+ or better OR Placement according to English placement test Prerequisite: Conditional acceptance to a post-baccalaureate program
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3 credits
The purpose of this course is to support English as a Second Language students who are planning to enter or who are currently enrolled in a post-baccalaureate business related course. This course focuses on specific writing skills related to a variety of rhetorical business patterns. This course will further develop students' composition skills to enable their success in a post-baccalaureate program. Prerequisite: ESAL 0580 with C+ or better OR placeemnt according to an English Placement Test Prerequisite: Conditional acceptance to a post-baccalaureate program
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3 credits
Designed for pre-intermediate students, this course assists Level 2 students in their preparation for standardized tests of English as a Second Language. Students study the format of standardized tests of English as a Second Language and develop strategies for answering commonly asked questions. Students are also encouraged to draw upon the skills they are learning in their other courses. Prerequisite: Satisfactory completion (C+ or better) of ESAL Level 1 or placement according to English placement test.
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3 credits
This is a course in interpersonal communication. Students will learn the importance of communication in the work environment. Students will be given the opportunity to learn to use communication skills effectively. Listening, speaking and comprehension skills will be taught and practiced. Students will learn assertiveness skills, anger management skills and how to accept feedback constructively. Prerequisite: Admission into Educational Skills and Training Certificate Program
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3 credits
This course begins by describing those skills needed by an effective and reliable employee. The following topics are covered in detail: grooming and hygiene, honesty, job relationships, punctuality, following directions, motivation and productivity. The emphasis is on maintaining those skills needed to keep a job. Students will be evaluated on their ability to demonstrate these skills. Prerequisite: Admission into Educational Skills and Training Certificate Program
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3 credits
In this course, students will learn about health and safety as it relates being safe and successful in the workplace. Topics include nutrition, wellness, back safety, fire safety, and Workplace Hazardous Materials Information Systems. Students will learn in an interactive setting aimed to allow the concepts covered in class to be integrated into their present lifestyle. Prerequisite: Admission into Educational Skills and Training Certificate Program
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3 credits
This course will present skills needed in order to conduct a job search and prepare for job interviews. Students will learn networking skills; prepare job applications, a resume, cover and thank you letters. The students will be made aware of self advocacy skills and be connected to any local agencies that would be able to assist them in their job search. Prerequisite: Admission into Educational Skills and Training Certificate Program
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3 credits
This course focuses on the reading and writing skills needed in a workplace environment. The content of the course is individualized to met the needs of the student and is also related to their area of occupational skills training (kitchen, retail or automotive). Materials that offer the student the opportunity to locate relevant information, understand and read the information and complete applicable writing tasks are provided. Prerequisite: Completion of Education Skills Training general courses
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3 credits
Students develop the math skills required in a workplace environment. The course content is individualized to meet the needs of students, and related to their area of occupational skills training (kitchen, retail or automotive worker). The topics include measurement, fractions, percent, and money. Prerequisites: Students must complete the Career Exploration option or achieve a Level 4 Reading level on the Brigance Inventory of Basic Skills.
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3 credits
Students in the career educational stream of the Educational Skills Training Program are required to complete the program with a six-week practicum in an organization or business related to their field of interest. Students perform the duties of an entry-level employee; work experience opportunities are designed to accommodate the needs of students and employers. A work experience coordinator monitors individual students. Prerequisite: Admission into Educational Skills and Training Certificate Program and ESTR 0160
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5 credits
Students complete the Educational Skills Training Program with a six-week practicum in a business related to their field of training (Kitchen, Retail or Automotive). Students will be required to work at least 20 hours per week and perform the functions of an entry-level employee. Students are expected to demonstrate the skills learned in the program. Students must successfully complete the practicum in order to graduate from the program. Prerequisite: Admission into Educational Skills and Training Certificate Program, and ESTR 0320, or ESTR 0340 or ESTR 0350
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3 credits
Students explore their personal values and goals with regards to being successful in a work environment. A variety of self-assessments and self-discovery tools are completed to determine the field to which students are best suited. Students then develop a vocational plan that outlines their future plans. Completion of the vocational plan is a requirement for the Career Awareness course. Prerequisite: Admission into Educational Skills and Training Certificate Program
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3 credits
Students improve their skills in literacy and numeracy as it relates to the workplace. The instruction is individualized; students are challenged at their level of competence. Topics include reading and following directions, work vocabulary, taking messages, using a calculator, and money skills. Students are evaluated on their ability to demonstrate their skills and show improvement in literacy and numeracy. Prerequisite: Admission into Educational Skills and Training Certificate Program
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3 credits
This course is a continuation of ESTR 0130: Workplace Academics 1. Students increase their competency in math, and reading and writing skills. The instruction in this course is individualized; students are challenged at their level of competence. Topics include measurement using the metric system, finding and reading information, and writing simple messages and letters. Prerequisite: ESTR 0130
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3 credits
Students examine the skills and profiles of entry- level occupations to assist in their choice of occupations to consider. Students compare the skills, abilities, and knowledge required for different jobs to their own skills, abilities and knowledge, and complete a job and self-assessment of their chosen occupation. In order to complete the course, students must develop a personal vocational plan that outlines their immediate goals and a five-year plan. Prerequisite: Admission into Educational Skills and Training Certificate Program and ESTR 0120
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5 credits
Students select an entry-level placement that matches their interests and abilities. The placement is four weeks in length, with a maximum of 20 hours per week, determined by a discussion with the student and the employer. Students have an opportunity to further develop good work habits and the skills required for successful employment.A work experience coordinator monitors individual students. Prerequisite: Admission into Educational Skills and Training Certificate Program
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3 credits
Food theory concepts are explored in a classroom setting and in a kitchen laboratory. Students develop practical kitchen skills in a safe environment, in which safety and sanitary procedures are emphasized. Prerequisites: Students must complete the Career Exploration option or achieve a Level 4 Reading level on the Brigance Inventory of Basic Skills.
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2 credits
Students are introduced to the skills needed to work in a commercial kitchen, such as learning to follow directions, organizing work, and being a team member.Students are also instructed in kitchen clean-up, sanitation, basic food preparation, and the use of kitchen equipment and machines. Safety is stressed in this course. Prerequisites: Students must complete the Career Exploration option or achieve a Level 4 Reading level on the Brigance Inventory of Basic Skills.
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3 credits
Students are trained in the safety procedures required in the Automotive Service Industry, in order to recognize and avoid dangerous situations. Students are taught the use of essential hand tools, and make a tool that they can add to their toolbox. The automobile systems discussed in this course enable students to understand the basic workings of a car. These skills and information contribute towards fulfilling students' employment goals in this field. Prerequisites: Students must complete the Career Exploration option or achieve a Level 4 Reading level on the Brigance Inventory of Basic Skills.
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2 credits
Students learn safety procedures in an automotive shop before they are trained in, and practice, the use of essential hand tools to complete several projects in the shop. The basic automotive systems discussed in the theory course are demonstrated on a vehicle in the shop. The major shop activities include completing tire service, oil changes and detailing. Prerequisite: Admission into Educational Skills and Training Certificate Program. Students must complete the Career Exploration option or achieve a Level 4 Reading level on the Brigance Inventory of Basic Skills.
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3 credits
Students are instructed in the skills required to work successfully in a retail environment. Topics include teamwork and customer-relations skills. Students also learn the importance of organization, and skills related to the organization of retail merchandise. Students also cultivate money skills, including counting money accurately and counting back change. Prerequisite: Admission into Educational Skills and Training Certificate Program. Students must complete the Career Exploration option or achieve a Level 4 Reading level on the Brigance Inventory of Basic Skills. Students need to be able to count money accurately.
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2 credits
This course reinforces the theory component with hands-on experience in a real work environment. Students practice general clean-up, shelving, merchandising, and inventory control. Students are expected to demonstrate appropriate communication skills, teamwork, and time management in the work setting. Prerequisite: Admission into Educational Skills and Training Certificate Program. Students must complete the Career Exploration option or achieve a Level 4 Reading level on the Brigance Inventory of Basic Skills. Students need to be able to count money accurately.
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4 credits
In this course students will develop the theoretical knowledge needed to work successfully in entry-level positions at work sites that may include residential, institutional, and industrial settings such as construction sites, roadways, mining and pipelines. Prerequisite: Admission into Educational Skills Training Certificate Program
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4 credits
In this course students will develop knowledge and skills needed to work successfully in entry-level positions that may include warehousing, grounds maintenance, and automotive shops. Students will continue to develop essential workplace skills including workplace safety, communication, organization, teamwork and customer service. Also covered in the course is the continued development of skills in identifying, using and maintaining sector specific tools; shop and work site set-up, security checks, sanitation, clean-up, and recycling of materials; demolition, recycling and repurposing of materials at a work site; as well as assembly of special projects. Prerequisite: Admission into Educational Skills Training Certificate Program
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3 credits
This course is a continuation of the Fall semester, ESTR 0210: Kitchen Theory I. Students extend their practical kitchen work skills and test their knowledge in a kitchen laboratory. Food groups are discussed, and students prepare food according to relevant recipes. Accurate measurement, organization, and following directions is emphasized. Students prepare to write the Food Safe Certification. Prerequisite: ESTR 0220
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2 credits
Students continue to work in commercial kitchens, where they are familiarized with the daily procedures and develop the necessary speed to perform routine commercial kitchen tasks. Prerequisites: ESTR 0220
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3 credits
Students review safety procedures in the automotive shop. Topics include the basic systems in the automobile such as the exhaust system, steering, lubrication, and brakes. The use of air impact tools is introduced, and shop maintenance is considered to help students fit into the shop environment. Prerequisite: ESTR 0230
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2 credits
Students review safety procedures in an automotive shop. Air impact tools are introduced and students practice using them, while the basic automotive systems are studied in more detail and demonstrated on a vehicle in the shop. The major shop activities include completing tire service, oil changes, and interior and exterior detailing. Students continue to work on their speed and accuracy. Prerequisite: ESTR 0240
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3 credits
Students continue to learn retail concepts and skills, such as telephone skills, sales techniques, and small business planning. Students also further cultivate their money skills, including the use of a cash register, completing cash register reports, and calculating sales tax, mark-ups and mark-downs. Prerequisite: ESTR 0250
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2 credits
This course is a continuation of the Fall semester, ESTR 0260: Retail Experience I. Students are given an opportunity to improve the quality and speed of their duties, while gaining more experience in inventory control and merchandising. Students use a Point of Sale System (POS), and learn pre-inventory preparation. Prerequisite: ESTR 0260
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3 credits
This course is intended for those students who have completed the core courses of the ESTR program and are continuing in one of the occupational skills training areas. Students will learn to research and evaluate a business in terms of it relating to the students personal interests, skills and chances of long-term success. Students will also review and enhance their job search skills including their resume, interview techniques, and following up after interviews and after a temporary lay off. Prerequisite: Admission into the ESTR program. Successful completion of four core courses: ESTR 0010, ESTR 0020, ESTR 0060 and ESTR 0070.
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3 credits
In this course students will apply knowledge acquired during theory coursework through experiential learning. Students will participate in entry-level positions at work sites that may include residential, institutional, and industrial settings such as construction sites, roadways, mining and pipelines. Students will practice essential workplace skills including workplace safety, communication, organization, teamwork and customer service. Also applied in the course are opportunities for students to practice identifying, using and maintaining sector specific tools; shop and work site set-up, security checks, sanitation, clean-up, and recycling of materials; demolition, recycling and repurposing of materials at a work site; as well as assembly of special projects. Prerequisite: Admission into Educational Skills Training Certificate Program
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3 credits
This course is intended for those students who have completed the core courses of the ESTR program and are continuing in one of the occupational skills training areas. Emphasis on topics that will enhance an individual's ability to keep a job and plan for long term career success will be emphasized. Students will learn what today's employers expect of their employees and how to behave to be able to meet these demands successfully. Prerequisite: Admission into the ESTR program. Successful completion of four core courses: ESTR 0010, ESTR 0020, ESTR 0060 and ESTR 0070.
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3 credits
In this course students will apply knowledge and skills from theory coursework through experiential learning by participating in entry-level positions that may include warehousing, grounds maintenance, and automotive shops. Students will continue to practice essential workplace skills including workplace safety, communication, organization, teamwork and customer service. Also covered in the course is the continued development of skills in identifying, using and maintaining sector specific tools; shop and work site set-up, security checks, sanitation, clean-up, and recycling of materials; demolition, recycling and repurposing of materials at a work site; as well as assembly of special projects. Prerequisite: Admission into Educational Skills Training Certificate Program
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3 credits
Students are introduced to the exciting world of events with a global snapshot of the modern events sector. Students gain insight into various genres and types of events, current trends, technology, management challenges, and best practices in delivering meaningful and memorable events. Prerequisite: English Studies 12/English First Peoples 12 with a minimum of 73% or equivalent.
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3 credits
Students are introduced to the skills and terminology of the technical aspects of staging festivals, special events, concerts and conventions. Students are exposed to some of the fundamentals of staging including conception, design, delivery, logistics, lighting, and sound systems through a hands-on experience of staging an actual event. Prerequisite: EVNT 2240 or EVNT 2260 Note: Students can only get credit for one of EVNT 2070 or TMGT 2070
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3 credits
Students develop the knowledge and understanding necessary to plan, organize, manage and evaluate events primarily associated with meetings, conferences, and incentive travel. Students engage in objective setting, team building and program planning. Course topics include management functions such as transportation arrangements, selection of speakers, audio-visual arrangements, and risk management issues in the convention sector. Recommended Prerequisite: EVNT 1100 Note: Students can only get credit for one of EVNT 2100 or CONV 2100
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3 credits
Students learn the basic skills needed to conduct a fundraising campaign on behalf of a non-profit organization. In addition to discussions about the origins and evolution of philanthropy, students are exposed to various campaign models, public relations strategies and techniques for motivating volunteers. Prerequisite: TMGT 1150 or equivalent Note: Students can only get credit for one of EVNT 2170, CONV 2170
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3 credits
As tourism expands around the globe, new opportunities for destination marketing emerge. However, with these opportunities, come increasing competition and challenges for the destination marketer. The aim of this course is to provide the learner with some of the skills necessary to develop marketing strategies, build the destination's visibility and image and attract key market segments. Prerequisite: TMGT 1150 or equivalent Note: Students can only get credit for one of EVNT 2190, CONV 2190
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3 credits
The intent of this course is to provide the learner with an overview of the sports tourism industry and to provide them with some of the basic tools needed to successfully plan a sporting event. Learners will be introduced to the sports event and sport tourism industries and be given the opportunity to explore such topics as risk management for sporting events, volunteer management and event sponsorship. Prerequisite: EVNT 1100 Note: Students can only get credit for one of EVNT 2240, CONV 2240
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3 credits
This course is designed to introduce students to skills necessary to effectively market a sporting event. Students will learn how to develop a plan to target relevant markets including attendees, competitors and sponsors. Students will be exposed to business concepts such as product development, market opportunities and marketing plans. Prerequisite: TMGT 1150 or equivalent Note: Students can only get credit for one of EVNT 2250, CONV 2250
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3 credits
This course offers the basic skills needed for a business-like approach to planning and managing a well run, high quality special event. The focus of the course is on increasing organizational effectiveness and developing sound managerial strategies. Students explore practical subjects such as fundraising and sponsorship, managing volunteers, strategic planning, risk management, and post-event evaluation. Prerequisite: EVNT 1100 Note: Students can only get credit for one of EVNT 2260, CONV 2260, CONV 1020 or CONV 1021
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3 credits
This course offers 2nd-year students the opportunity to connect academic course work with practical application by participating in a multi-day field experience where they have interaction and exposure to many facets of the events industry. Prior to engaging in the field experience, students participate in seminars to develop a deeper understanding of the aspects of the selected tours and visits, as well as to plan their travel itinerary within a budget. Upon return, students complete reflective oral and written assignments. Prerequisite: Students must be enrolled in the 2nd year of the Events and Conventions Management Diploma or the Sport Events Management Diploma. Notes: This course has an activity fee attached. Students can only get credit for one of EVNT 2500, CONV 2500
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3 credits
This is the first of two interconnected courses (together with EVNT 4800) that engages the student in a practical and applied manner in the staging of a large-scale special event. The course is organized around the core competencies required of an event professional such as programming, staging, volunteer management, on-site logistics, registration, hospitality and crowd safety. Emphasis is on real-time, real-world experience and learning outcomes, as students work collectively as a team to run an event property. Prerequisite: Third-year standing
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3 credits
In this capstone course for the concentration in Festivals and Events in the Bachelor of Tourism Management, students will perform the role of event managers by providing the creative direction, strategic planning, and general oversight for a large-scale special event property . Students will take full responsibility for the successful implementation and realization of their event vision, including completing an extensive evaluation of the outcomes of the event. Prerequisite: TMGT 3050 and either 4th year standing in the Bachelor of Tourism Management's concentration in Festivals and Events or 2nd year standing in the Post-Baccalaureate Diploma in Managing Festivals and Events
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3 credits
This field school course is designed using an experiential model to integrate leadership and global volunteerism within a blended learning experience. Through face-to-face seminars, discussions and reflective activities, combined with an intensive team volunteer experience abroad - in collaboration with a partner non-government organization (NGO) - students have the opportunity of developing global competencies and leadership skills needed to address global challenges in an ever-changing world. Through guided reflection students gain: a global cultural awareness and sensitivity; experiential learning and leadership competencies; a stronger understanding of NGO operations; and potential careers in international development. Prerequisite: Students must have completed a minimum of 30 credits and have a minimum 2.33 Cumulative GPA at the time of application to the course. International students must have met TRU language proficiency requirements for their program of study at the time of application.
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3 credits
The course is designed to offer students an understanding of how their past experiences have prepared them for lifelong learning and development. The course will cover career field identification and research, career development, self-reflective practice, and problem representation in disciplines and fields. Students will work independently and in groups to identify future opportunities, develop flexible action plans, and explore ways of knowing and ontology. Prerequisite: Completion of 60 credits (any discipline) or permission of the instructor.
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3 or 9 credits
Students undertake an independent research project of relevance to experience studies, generating original theoretical contributions that advance the body of literature in this field.
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