NITEP Secondary (Year 4) Registration Guide
2021/22 Bachelor of Education Program – Summer Session
Registration opens Friday, February 25, 2022 at 8:30 a.m.
Register for two terms:
- Summer Session Term 1
- Community Field Experience: May 16 to June 3, 2022
- Classes: June 6 to 30, 2022
- Summer Session Term 2
- Classes: July 4 to 29, 2022
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 instructions below.
More help on registering for summer session can be found below: (Click links to jump to sections)
|Your registration date and time will be displayed on your Student Service Centre account two weeks prior to registration.|
|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 the section below on "Course Selection Instructions".
|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:
There are limited seats in all course sections. If the section you have selected is full, then you must select a different section.
|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.
You must register in the section which corresponds to your EDUC 450B/451B section number from the Winter Session. All sections except section 309 (Music) 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 section below ("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. You should register in the section which corresponds to your EDUC 440A section 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.
|EDCP 323 aims to introduce teachers to outdoor learning in relation to curriculum, pedagogy, practical experiences, place/land-based learning, and professional responsibilities, such as risk management.|
|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.|
|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.|
|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.|
|This course is designed to provide music specialist teachers with digital tools and resources for elementary and secondary classrooms. Focusing on self-directed and project-based learning, this course will cover both practical and theoretical aspects of music making and music teaching in the digital world.|
|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 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.|
|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.|
|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.
This course is based on two principles:
• Food literacy and
• Experiential education
This course will offer experience in preparing and cooking a range food/meals and building understanding about the science of food. The course uses a blended approach – a six day intensive working with food, and an online module to explore food science. The food science being considered will relate explicitly to the foods being prepared in the practical classes.
|This course focuses on understanding media and associated freedoms of expression and the press for learning, teaching, and public pedagogy.|
|This course will explore the meaning of global education, and the idea of teaching with/through a global perspective.|
|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.|
|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.|
|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 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 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.|