Registration for 2024 Summer Session (Secondary) opens:
Wednesday, February 14, 2024 | 8:30 a.m.
Please review the information below to help you navigate summer registration.
Teacher candidates register for two terms:
- Summer Session Term 1:
- Community Field Experience: May 13 to May 31, 2024
- Classes: June 3 to 28, 2024
- Summer Session Term 2:
- Classes: July 2 to 26, 2024
Secondary teacher candidates do not register in a standard timetable for the summer session. You will add the individual course sections to your registration by following the registration and course selection instructions below.
Advising is available from the Teacher Education Office throughout the program.
Registration Instructions
Step 1: Check your registration date and time
Your registration date and time will be displayed on your Student Service Centre account two weeks prior to registration.
Step 2: Create a worklist
Plan a conflict free timetable by creating worklists. You can create one or more worklists at students.ubc.ca/ssc by adding available course sections.
See also the next tab titled “Course Selection Instructions”.
Step 3: Register in a worklist or add course sections
On your registration date, log in to the SSC and register in a selected worklist.
If you have not created a worklist, add course selections as follows:
- Click “Course Schedule > Browse > Courses”.
- Select a course section and click on “Register”.
There are limited seats in all course sections. If the section you have selected is full, then you must select a different section.
Step 4: Print course schedule
Click on “Registration > Timetable” to print your course schedule. Re-print the schedule in April and June in case changes have been made.
Step 5: Financial summary
Click on “Financial Summary” for information about deadlines for tuition and fee payment.
Course Selection Instructions
Step 1: EDUC 430 – Community Field Experience
Add EDUC 430 section 301 to your registration. (EDUC 430 is scheduled in Term 1.)
Step 2: EDST 403 & EDST 404
Add one section from both EDST 403 & EDST 404 to your registration. Choose from sections 301 to 310.
Teacher candidates with a teachable subject area in French should register in section 310. All sections are scheduled in Term 1.
Step 3: EDUC 452B
Add one section of EDUC 452B to your registration.
Register in the section which corresponds to your EDUC 450B/451B section number from the Winter Session. All sections are scheduled in Term 1.
Step 4: LLED 361
Add one section of LLED 361 to your registration. Choose from sections 920 to 929.
Teacher candidates with a teachable subject area in French should register in section 929. All sections are scheduled in Term 1.
Step 5: Electives
Choose an elective in the next tab: “Electives”. Add an elective to your registration. All electives are scheduled in Term 2.
Teacher candidates in the IB option: The IB elective completed in the Winter Session fulfills the 3 credit elective requirement. You do not need to register for an additional elective for the Summer Session.
Step 6: EDUC 440B
Add one section of EDUC 440B to your registration. Choose from sections 301 to 310. Register in the section which corresponds to your EDUC 440A section number from the Winter Session.
Teacher candidates with a teachable subject area in French should register in section 310. All sections are scheduled in Term 2.
Step 7: EPSE 317
Add one seminar section and one lecture section of EPSE 317 to your registration. Choose from seminar sections 925 to 929 and 974 to 978 and then add the corresponding lecture section. All sections are scheduled in Term 2.
Teacher candidates with a teachable subject area in French should register in Section 978.
Electives
EDCP 325 – Approaches to Health Education
The typical approach, and probably the one that we all experienced at school, is based on the idea that health is about what we are as biological beings that are the sum of our genes and health behaviours. That the focus of health education is about giving people/young people knowledge that should influence attitudes and finally change behaviours. But what if we thought about health as social? That how long and how well we live is more likely to be determined by circumstances related to where we live and who we are. Health education in this case needs to be from a different perspective. This requires us to ask how might we engage our students with a more democratic approach to health education?
EDCP 328 – Environmental Education
EDCP 328 Environmental Education is open to those interested in Eco-Pedagogy, learning in, from, and alongside nature with a focus on Environmental Science, Environmental Ethics, First People’s Principles and Place, and Land Education.
EDCP 343 – Mathematics Education: Problem Solving
What is a (mathematical) problem and how do learners approach problem solving? How to write, find and recognize ‘good’ problems? How does problem solving fit our inquiry-based mathematics curriculum? We will explore a wide range of problems from many branches of mathematics, and research ideas about teaching and learning through interesting problems, aiming to develop our students’ skills as confident, competent, creative problem solvers.
EDCP 400B – Studies in an Art Education Studio Area
This course provides a space for participants (with or without a background in the arts) to consider and creatively explore the ways sculpture, installation and 3D art practices can be relevant and generative for teachers and students. Through demonstrations, discussions and hand-on projects, participants will be introduced to various approaches in making and exploring objects and materials, engage with conceptual/aesthetic frameworks to think the sculptural, and consider the social and cultural contexts in which objects are placed (why does place matter?). Contemporary sculptural practices point to social forces, induce experiences, foster encounters, provoke thought, trigger wonderings, and can be rich pedagogical events.
EDCP 411 – Music – Elementary: Advanced Curriculum and Pedagogy
Description TBA
EDCP 420 – Advanced Physical Education: Elementary
This course will provide educators an opportunity to explore British Columbia Physical and Health Education (PHE) K-7 curriculum, content knowledge, pedagogical content knowledge, practical experiences, and professional responsibilities of a successful elementary school teacher. The course will expand educators’ levels of confidence and competence when delivering the BC PHE Curriculum.
In this course, learners will work through modules on the BC PHE K-7 curriculum; the Indigenous holistic approaches to teaching and learning; equity, diversity and inclusion in PHE, quality physical education, physical literacy, physical activity and, the comprehensive school health model. In addition, learners will explore assessment approaches and create resources that will support their professional practice moving forward. Learners will work collaboratively with others in the class and PHE guests from the local community to achieve success.
The course focuses on pragmatics of elementary PHE including: curriculum analysis, teaching strategies, lesson and unit planning, assessment and evaluation practices, and gathering resources. Course materials will highlight ways to modify and adapt learning experiences to meet the diverse needs of children and cross-curricular approaches. In addition, a variety of PHE specific curriculum and pedagogical innovations will be explored.
EDCP 453 – Biology for Teaching: Topics and Pedagogical Approaches – Secondary
EDCP 453 Biology for Teaching is a hands-on inquiry focused course for non biology majors that covers how and what to teach in the secondary Biology classroom with a focus on the BC curriculum including Place and First People’s Principles.
EDCP 455 – Earth and Space Science for Teaching: Topics and Pedagogical Approaches – Secondary
EDCP 455 Earth Space for Teaching is an introductory course that aligns with the BC curriculum and is designed for those interested in learning and experiencing hands-on inquiry focused curriculum and pedagogy in secondary Earth and Space sciences.
EDCP 456 – Botany for Teaching: Topics and Pedagogical Approaches – Secondary
This course invites you onto a collaborative learning journey exploring outdoor experiential education (OEE) and science pedagogy through ethnobotany, by studying the interconnections between plants and people. Guiding perspectives will come through connecting with local Indigenous wisdom and traditional ecological knowledge (TEK), where the aim is to “foster deeper understanding of ways of knowing and being, histories, and cultures of First Nation, Inuit, and Metis,” which is part of the new Professional Standard 9 for teachers in B.C. Together we will identify our prior knowledge on ethnobotany and set our learning intentions for the course. Our aim will be developing theoretical knowledge on teaching through botany while building a practical repertoire of learning tools we can implement in our teaching praxis. This may include topics such as First Nations Principle of Learning, mother trees, the wood wide web (mycology), school gardening, nature art, spuds in tubs, three sister gardens, risk assessment and safety protocols, as well as plant identification and use. We will embrace ‘Head, Hands and Heart’ learning, a process that engages learners in critical thinking (heads-on), doing (hands-on), and being (hearts-in) (Sipos-Randor, 2001). May this course plant ideas to cultivate and grow.
EDCP 467A – Special Topics in Curriculum and Pedagogy: Refugee Education
This course is intended to provide teacher candidates with information and a deeper understanding of refugee experiences, histories and contemporary realities. Teacher candidates will explore how curriculum, teaching, and programming of classrooms, schools, and community contexts can influence newly resettled, displaced children and youth. Further, this course is intended to provide teacher candidates with opportunities to prepare themselves for the classroom; special attention will be given to educational tools, resources and publications for teaching practices and cultural production. The goal is to also develop respectful and engaging relationships between newcomer families and educational institutions. Our overall goal is to assist those becoming professional educators to contribute to positively transforming student refugee experiences so that educational outcomes for refugee learners improve in Canada and enhance the overall learning opportunities for all students.
EDCP 467D – Special Study: Home Economics – Practical Foods
Cooking is something that every culture and community has in common. We all enjoy food that is well prepared with an attention to flavour and appearance. Learning to cook is a great activity for all ages. It involves more than breaking a seal on a pre-packaged product. Cooking skills are not only important for living well they are also a great way to be creative. In this course you will have hands on food experiences making different foods and learning about why certain foods behave as they do. You will explore basic food safety principles and how these link to food handling, storage and preservation.
EDCP 481 – Media Studies Across the Curriculum
This course focuses on understanding media and associated freedoms of expression and the press for learning, teaching, and public pedagogy.
EDCP 496 – Global Education & Curriculum
This course will explore the meaning of global education, and the idea of teaching with/through a global perspective.
EDST 428 – Social Foundations of Education
Educational Studies 428 draws from anthropology, history, philosophy, and/or sociology or takes an interdisciplinary (e.g., cultural studies) perspective on education in British Columbia within a Canadian context. Instructors have latitude to give this course a special focus. Past topics include how Indigenous education integrates into the classroom from a decolonizing lens; cultural studies and youth; gender and education; and teaching for social and environmental justice.
EPSE 432 – Classroom Management
The course introduces students to evidence-based practices in positive behaviour support that strengthen appropriate student behaviour and reduce challenging behaviour in classroom and school settings.
LLED 445 – Teaching Poetry
This course covers instructional methodologies for all forms of poetry. It is divided into three weekly topics: 1) Oral, 2) Literary, and 3) Digital or Media poetry and poetics. Students are expected to engage in a personal quest for poems that will provide the basis for preparing poetry units to teach in schools and other educational settings and to augment these with their own creative writing. Both canonical and non-canonical examples will be used, ranging from poetry in popular culture to ancient and archaic texts. In addition, this course emphasizes a multicultural, world literature approach, and embraces texts in translation from a variety of languages, writing systems, and traditions. One of the starting premises for this course is that a) there is no singular or correct reading of a poetic text, and that all interpretations are possible—divergence is to be encouraged!, b) until one plays with a text, it is hard to get to know it!; c) equal emphasis on appreciating poetry and generating poetry is essential to effective poetic pedagogy.
LLED 449 – Teaching Adolescents Literature
LLED 449 is designed to enable literature educators to further develop and explore their teacher identities, critical perspectives, and pedagogies. It is geared especially toward preparing to work with middle or secondary-level students. We will consider how we might best select and teach literature so that we can create meaningful and inclusive learning experiences for adolescent learners.
LLED 481 – Digital Media in English Language Arts Education
LLED 481 provides an overview of digital media literacy in the context of English language arts education. It provides both theoretical and practical tools to critically analyze and create digital media and to explore and critique current developments in digital media. The focus will be on understanding the motivations and circumstances behind the evolution of digital media, as well as exploring teaching resources and practical tools to use digital media as educators.