NITEP Secondary (Year 4) Registration Guide
2020/21 Bachelor of Education Program – Summer Session
Registration opens Wednesday, March 24, 2021 at 8:30 a.m.
Register for two terms:
- Summer Session Term 1
- Community Field Experience: May 17 to June 4, 2021
- Classes: June 7 to 30, 2021
- Summer Session Term 2
- Classes: July 5 to 30, 2021
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)
|Pay your registration deposit prior to the date and time above. Your registration date and time will be displayed on your Student Service Centre account one week prior to registration. The registration deposit can be paid beginning one week prior to your registration date.
See instructions on payment options
|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 are scheduled in Term 2.
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.
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 section of EPSE 317 to your registration. Choose from sections 925 to 929 and 974 to 978. All sections are scheduled in Term 2.
Teacher candidates with a teachable subject area in French should register in Section 978.
Step 8: EDUC 442A
|Add EDUC 442A to your registration.|
Electives run based on sufficient enrolment.
|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.|
|In this course health is considered from a social perspective. Where how long and how well we live is more likely to be determined by circumstances related to where we live and who we are. When referencing social determinants of health engagement with health education takes a democratic perspective. This course covers a range of understandings about curriculum and pedagogical methods used by educators. It can also inform other professionals who work in context of K-12 schools. It may be taken as part of an undergraduate program; part of the diploma program in Health Education (for Health Sciences, Human Kinetics, Family Studies, and Education students); or as an elective in a masters degree program.|
|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 useful and generative to teachers and students. The course will introduce the participants to various approaches to 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 composed of online synchronous classes with course content, hands-on projects, individual studio time, and readings. Easy to find, everyday materials and tools will be used.|
|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.|
|EDCP 456 Botany for Teaching is an introductory course that focuses on ways to teach the science of plant life through field experiences which include plant identification and classification activities within a broad and diverse range of learning contexts.|
|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.|
|This course uses documentaries and Hollywood movies to examine topics in the history of education. Students will learn how the educational past affects teachers’ practice and educational policy in the present. Films include: The Fast Runner (2001); Blackboard Jungle (1955); Nobody Waved Goodbye (1964); Little Black Schoolhouse (2007); Stand and Deliver (1988).|
|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.|