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FACULTY OF EDUCATION

Summer Institute

Advance your career this summer with an intensive course at UBC's Okanagan campus

The Faculty of Education's Summer Institute offers excellent learning opportunities for all students. Courses are designed and chosen to provide intensive graduate-level and undergraduate-level opportunities.


Designed for optimum flexibility, the courses cover a wide range of topics.

Since 2007, The Faculty of Education has offered a series of credited courses during the summer session at UBC's Okanagan campus. In the summer, the campus atmosphere is active and inviting. The interactive, experiential nature of the courses and the weekly social gatherings provide meaningful times for learning and networking. Join the hundreds of people who have found the Faculty of Education's Summer Institute an empowering and enjoyable learning experience.

iN-situ Scholar-Practitioner Inquiry to Re-imagine Education (INSPIRE)

To inspire and to be inspired is at the crux of the Faculty of Education's 2018 Summer Institute.

By responding to the multiple pathways of continuous professional learning, the Summer Institute in Education 2018 shares a commitment to INSPIRE career-long professional knowledges with a focus on four interrelated, growth-oriented goals:

  • To enhance the educational experiences of all children, youth, teacher candidates and teachers.
  • To ensure that the conditions, supports and practices are in place for teacher candidates to gain optimal induction into the profession.
  • To further the professional growth of school and community sites.
  • To strengthen education’s empowering roles and significances in the lives of communities.

Inspire builds on the Faculty of Education’s tradition of gathering educators, leaders, community members, and scholars seeking to develop critical and creative understandings of teaching and learning. This year’s theme offers participants the opportunity to examine ad integrate practice, praxis and research as they explore new directions in curriculum, assessment and technology within stimulating and dynamic contexts. By engaging with the complex and multifaceted layers of practice and inquiry, the Faculty of Education's Summer Institute positions the critical understandings of theory and pedagogy to promote and provide conditions and emergence of optimal pedagogical experiences.

Sandy Balascak http://www.sandybalascak.com/
Sandy Balascak has been working with at risk youth for over a decade. Her belief that there is no such thing as problem youth, just youth with problems drive her to help others see the value in the youth we often dismiss and change the destiny of the youth to one of success and positivity.
  • EDST 497J 101:Problem Youth vs. Youth with Problems
Barbara Bickel http://www.barbarabickel.com
Barbara Bickel, Ph.D. is an artist, researcher, and educator and Associate Professor of Art Education, Emerita at Southern Illinois University. She is coauthor of Opening Doors: A Guide to Spontaneous Creation-making with R. M. Fisher, and is co-editor (with S. Walsh and C. Leggo) of Arts-based and Contemplative Practices in Research and Teaching.
  • EDST 497A 101:Arts-Based & Contemplative Practices in Research and Teaching
John-Tyler Binfet | johntyler.binfet@ubc.ca | 250-807-8420
Research interests: Perceptions of school kindness, social and emotional learning, homesickness, stress reduction in university students, and animal-assisted therapy (particularly canine).
  • EPSE 467 001: Social and Emotional Development of Diverse Learners
  • EDUC 500 001: Research Methodology in Education Part I
Marnie Birkeland & Lindsey Schroeder  
Marnie Birkeland: Marnie is a teacher with School District 23’s Instructional Leadership team. She is deeply committed to innovating learning environments to help each learner feel success as they grow from who they are to become lifelong learners.
Lindsey Schroeder: Lindsey is a teacher with School District 23's Instructional Leadership team. She believes in fostering cultures where students are empowered to have agency over their learning and develop the competencies they will need to become successful citizens.
  • EDST 498N 101:Creating a Culture of Thinking in Math
  • EDST 498O 101: Science Inquiry in the Classroom
Angela Finley  
Angela Finley has travelled globally, and taught English as an additional language in South Korea, the Czech Republic, Japan, and Canada. She has worked in adult, Pre-K, and K-12 settings. Her graduate research focused on fostering academic success through belongingness.
  • EPSE 472 / LLED 466 001: ESL and Literacy Education
Julie Anna Martin & Kevin Kaiser
Julie-Anna Martin:Julie-Anna Martin was born and raised in the Okanagan Valley. Having taught for 17 years, her personal education journey is filled with adventure as both student and teacher. She lived as a student in Japan, a teacher in Australia, learned from teachers in South Wales, and taught in several parts of British Columbia. Julie-Anna completed a Bachelor of Education from the University of Victoria and a Master’s in Education from the University of British Columbia-Okanagan. Eleven years teaching in the South Okanagan (School District 53) led her to her current position as District Helping Teacher with the Aboriginal Education Team with School District 67. She believes in the power of collaborative teaching, the importance of knowing place through an indigenous lens, and the innate value of living with and embedding teaching practice with First People’s Principles of Learning.
  • EDST 498B 101:Living the First Peoples Principles of Learning in an Okanagan Context
Jennifer Hoffman   
Jennifer Hoffman’s teaching includes leadership seminars for the Association for the Study of Higher Education, Kingdom of Saudi Arabia’s Education Ministry Women's Leadership Forum, and a graduate course, Education as a Moral Endeavor.
  • EDST 497P 101: Exploring Identity and Positionality in Education
Kim Ito    
Kim Ito is a teacher with School District 23 and holds a Masters degree in Education. She is passionate about implementing best practices in teaching numeracy. She has presented at school, district and provincial professional development on a variety of topics, including early childhood, numeracy and inquiry.
  • EDST 498D 101:Teaching Numeracy Conceptually thru Inquiry
Melissa Jacobs   
Melissa Jacobs has been a teacher in School District #22, Vernon since 2003. This is her second year teaching at the UBC Okanagan Summer Institute. Melissa has a passion for enhancing student engagement via place-based learning and outdoor education.
  • EDST 497Q 101:Learning Outside the Classroom
Rob Johnson   
Rob Johnson is a graduate of UBC (BPE '84, MPE '88). He has spent most of his professional career to date in post-secondary Athletics & Recreation administration at the CCAA and U Sports (formerly CIS) levels.
  • EDST 498M 101: Physical Education Methods
Randy Jones   
Randy Jones is currently the Behaviour Intervention Service Coordinator and a District Counsellor for SD #67 Okanagan Skaha. He has worked as an adjunct professor for UBC Okanagan, teaching courses on challenging behaviour and classroom management. Randy is currently a Non-Violent Crisis Intervention trainer for his school district and Okanagan College – Penticton campus. Randy’s present work with schools supports creating the conditions for student and staff success when dealing with challenging behaviours through a well-managed school and classroom environment.
  • EPSE 470B 001: Transformative Classroom Management
Denise Kenney   
Denise Kenney (B.A., B.Ed., M.F.A.) is a Professor at the UBC Okanagan where she teaches Performance and Film. She has worked in professional theatre, film and television. She is a certified teacher (Alberta and Washington) and has experience with learners of all ages.
  • EDST 498C 101:Collaboration and Creativity: Using Drama to Teach Curricular Competencies
Donna Kozak and Lisa Wilson    
Donna Kozak: is a teacher and literacy consultant with Central Okanagan Public Schools, PhD candidate and an adjunct instructor teaching sessional and postbaccalaureate courses at The University of British Columbia in the area of early language and literacy development.
Lisa Wilson is a district literacy helping teacher in School District 23. She is a passionate and knowledgeable elementary teacher with classroom, district, administrative and university teaching experience. Lisa uses current research and theory to provide responsive instruction in classrooms.
  • LLED 450 101:Teaching and Learning Language and Literacy: Kindergarten and Primary Grades
Colleen Larson   
Colleen Larson (PhD) is an experienced teacher, faculty mentor (TRU), and sessional instructor (UBCO), who has been focused upon meeting the needs of all learners in classrooms throughout her career.
  • EDST 497U 101: Integrating First Peoples’ Principles of Learning with Teaching Practice
Colleen Lindsay   
Research interests: Philosophy in education, educational policy, moral education, moral and political philosophy, critical theory: the humanities in medical education, ethics education.
  • EPSE 406 001:Typical and Atypical Development in Infants and Children
Clay McLeod   
Clay McLeod is a teacher, writer, and professional-development presenter. He has been teaching since 2000. He is a parent to two wonderful children and a spouse to a fellow teacher; he practices mindfulness and lives an active lifestyle.
  • EDST 498F 101: Integrating Instruction, Assessment, & Communication about Student Learning
Karen Ragoonaden | karen.ragoonaden@ubc.ca | 250.807.8113
Research interests: French education, Aboriginal education, education and diversity, conceptions of teaching and learning, mindful educational practices
  • EDST 592C 101: Mindfulness in Education
Karen Switzer   
Karen Switzer is a passionate educator: from classroom teacher and school administrator, to adjunct professor/faculty advisor, she has continued to learn and be inspired by her varied experiences in education and by the amazing colleagues with whom she has worked.
  • LLED 490A 101: Instructional and Assessment Practices in Language and Literacy

Choose from a diverse suite of 3-credit courses for Summer 2018

Each year, the Faculty of Education's Summer Institute receives instructor applications for a variety of courses. The selected courses below are chosen to offer the opportunity to students, at every level, an empowering and enjoyable learning opportunity.

Level Course  Duration
500-level courses 3-week long instruction
Apply towards your graduate degree*
400-level courses
2-week long instruction
Apply towards your graduate degree*, Bachelor of Education, or certificate/diploma*
Mindfulness Facilitator Certification 3 days
smartEducation Facilitator Training
*It is the student's responsibility to ensure that the course is accepted towards the completion of a program.

*click to expand

SIE Summer Institute
  • EDUC 500: Research Methodology in Education Part I 
  • EDST 592C: Mindfulness in Education
  • EDUC 517C: Values of Teaching and Social Justice
  • EPSE 472 / LLED 466: ESL and Literacy Education
  • LLED 490A: Instructional and Assessment Practices in Language and Literacy
  • EDST 498M: Physical Education Methods
  • EDST 498F: Integrating Instruction, Assessment, & Communication about Student Learning
  • EPSE 470B: Transformative Classroom Management
  • EDST 497P: Exploring Identity and Positionality in Education
  • EPSE 406 001:Typical and Atypical Development in Infants and Children
  • EDST 497U 101: Integrating First Peoples’ Principles of Learning with Teaching Practice
  • EDST 498C 101:Collaboration and Creativity: Using Drama to Teach Curricular Competencies
  • EDST 498A 101:Supporting Learning in the Primary Years (cancelled)
  • EDST 498N 101:Creating a Culture of Thinking in Math
  • LLED 450 101:Teaching and Learning Language and Literacy: Kindergarten and Primary Grades
  • EDST 497J 101:Problem Youth vs. Youth with Problems
  • EDST 498B 101:Living the First Peoples Principles of Learning in an Okanagan Context
  • EPSE 467 001: Social and Emotional Development of Diverse Learners
  • EDST 498E 101: Learning Commons Teacher: Developing Shared Learning Spaces (cancelled)
  • EDST 498O 101: Science Inquiry in the Classroom
  • EDST 498D 101:Teaching Numeracy Conceptually thru Inquiry
  • EDST 498G 101: Teaching Mathematics--Elem and Middle School (cancelled)
  • EDST 497A 101:Arts-Based & Contemplative Practices in Research and Teaching
  • LLED 461 101: Assessment of Literacy and Learning (cancelled)
  • EDST 497Q 101:Learning Outside the Classroom


Course Descriptions

 
EDST 497U 101: Integrating First Peoples’ Principles of Learning with Teaching Practice 
Colleen Larson
The intent of this course is to assist teachers to increase their understanding of 1) the issues, past and present, for Indigenous peoples, 2) the importance of including Aboriginal cultural language in schools in British Columbia, 3) Indigenous worldviews about connections to the land and the interconnectedness of all things, and 4) Indigenous wholistic ways of learning. Using an appreciative inquiry approach, participants will examine their current teaching practice to identify strategies they currently use which are in sync with Indigenous worldviews and ways of learning. Then, building upon the current strengths in their teaching practice, participants will modify an existing unit or create a new unit of study to integrate First Peoples’ Principles of Learning and the learning outcomes in BC’s New Curriculum (British Columbia Ministry of Education (2017). Participants will leave with plans in place to implement First Peoples’ Principles of Learning in the classroom for September.
  • Indigenous
  • First People
  • EDST 497U 101: Integrating First Peoples’ Principles of Learning with Teaching Practice
LLED 490A: Instructional and Assessment Practices in Language and Literacy 
Karen Switzer
The ability to communicate through reading, writing and oral language is intrinsically tied to everything we do. As teachers, we must guide students as they develop the literacy skills necessary to build a strong sense of well-being and citizenship. In this course, educational theory will be integrated with evidence-based instructional and assessment practices to inspire students as they establish a lifelong love of learning and literacy. This class will provide a personalized, innovative and practical approach to teaching students how to improve their reading, writing and oral language skills. Current research in classroom assessment practices will be discussed, modeled and experienced. In this course, students will be engaged in learning about current research in instructional and assessment practices in literacy. Topics of study will include: how to weave the Core Competencies in the BC curriculum into literacy instruction; how to differentiate learning for student engagement; how to use appropriate and personalized assessment strategies to enhance learning; how to effectively use self, peer and teacher feedback to monitor learning; how to move away from the ‘assign and assess’ model of teaching to a more personalized and authentic teaching approach.
  • Language
  • Literacy
  • Assessment
  • LLED 490
  • LLED 490A: Instructional and Assessment Practices in Language and Literacy
EPSE 470B: Transformative Classroom Management 
Randy Jones
Transformative Classroom Management will focus upon current research and teaching practices in promoting positive strategies to engage all students and stimulate a mindset of success in the classroom. Teachers have the power to create the conditions to change the outcomes for all students with various learning needs. It is known that an optimal classroom environment involves sound pedagogy in the areas of procedures, relationships and how to approach unexpected behaviours. The understanding of these domains is coupled with a simple yet systemic framework, focused on not only students with challenging behaviour, but all students in the classroom. While there is no formula that will guarantee learning for every student in every setting, there is widespread, well-documented evidence about the kinds of teaching methodologies that consistently have a positive influence on student learning. By having a classroom management toolkit, teachers are better able to support school staff in creating general and specific strategies that meet the needs of students socially, emotionally, academically and behaviourally with all curriculum. Throughout the course, participants will be encouraged to adopt mindful management practices and habits that have been proven to guide and transform teaching practices.
  • Classroom management
  • Randy Jones
  • EPSE 470
  • EPSE 470B: Transformative Classroom Management
EPSE 472/LLED 466: ESL and Literacy Education 
Angela Finley
The general objective of this course is to examine literacy education with a particular focus on English language learners. The course will take into account reading instruction in both the K-12 school system and post-secondary education. Differences across age and proficiency levels from child to adult, beginner to advanced will be discussed. The underlying philosophical perspective of the course will be based on principles of multicultural education, with a focus on learner-centered, inclusive practices. Reading instruction will be examined both in historical terms, as well as from the viewpoint of current and upcoming trends in the field.
  • Literacy
  • ESL
  • EPSE 472
  • LLED 466
  • Angela Finley
  • EPSE 472 / LLED 466: ESL and Literacy Education
EDST 498D 101: Teaching Numeracy Conceptually Thru Inquiry 
Kim Ito
Engaging students in inquiry-based learning prompts them to build upon and extend their own current knowledge of learning mathematical concepts. In this course, we will look at some strategies to prepare a classroom culture and environment to explore deeper student learning in the area of numeracy. Assignments include an oral presentation, roundtable discussions and a short research paper on a numeracy topic of the students' choice. Through inquiry, we will see how mathematical concepts can be taught in a conceptual way, not just learning by rote or by memorizing an algorithm and math facts and how we, as teachers can facilitate deeper and relevant learning for all learners.
  • Numeracy
  • Math
  • Kim Ito
  • EDST 498D 101:Teaching Numeracy Conceptually thru Inquiry
EDST 498B 101: Living the First Peoples Principles of Learning in an Okanagan Context 
Kevin Kaiser & Julie-Anna Martin
This course offers educators an opportunity to engage in collaborative inquiry regarding the First Peoples Principles (FNESC, 2014). Participants will learn together to contextualize and better understand the principles within our Okanagan context. Central to our inquiry will be collectively investigating our everyday lives and experiences from our varied perspectives and in relation to the FPPL. As we journey along, our lived experiences will be examined contemplatively (with attention to our inner lives) and relationally (with attention to our social, cultural, historical, connections). This course introduces participants to methods of reflective life writing (Meyer, 2010; Kelly, 2010; Hasebe-Ludt, Chambers & Leggo, 2009) as we describe, curate and collectively return to our reflections for ongoing sense-making. Through collaborative inquiry and life writing, we will begin to bridge theory-practice gaps and develop fresh perspectives that improve our teaching practice.
  • First Peoples
  • Indigenous
  • Hanson
  • Martin
  • EDST 498B 101:Living the First Peoples Principles of Learning in an Okanagan Context
EDST 497J 101: Problem Youth vs. Youth With Problems 
Sandy Balascak
The course will focus upon changing how teachers view at-risk youth, how to recognize the problems, how to help the youth overcome the problems, and how to change those who feel like failures into those who know they are successes. Real life examples and input from actual “problem students” will illustrate that there is no such thing as problem youth, just youth with problems. Teach them to cope and they will soar. It should be noted that at-risk youth not only inspired this course, but have also been actively involved with the development of the topics.
  • Classroom management
  • Balascak
  • EDST 497J 101:Problem Youth vs. Youth with Problems
EDST 498F: Integrating Instruction, Assessment, & Communication About Student Learning 
Clay McLeod
This course will offer participants an opportunity to consider strategies for and the relationship between engaging instruction, authentic learning experiences, quality assessment, and effective communication relating to student learning. With BC's recently redesigned curriculum framework and emerging alternative reporting possibilities in mind, participants will explore how to design and deliver effective learning experiences and quality assessment structures that resonate with those learning experiences. Moreover, participants will consider how to communicate with students and their caregivers about student performance and progress in ways that increase the potential for further learning and growth on the part of students. By exploring the cycle of learning, assessing, and communicating about student learning as an integral whole, educators can select and design instructional plans that allow for coherent professional practice and enhanced opportunities for student learning.
  • Assessment
  • McLeod
  • EDST 498F: Integrating Instruction, Assessment, & Communication about Student Learning
EDST 498M: Physical Education Methods 
Rob Johnson
This is an introductory course to the teaching of physical education. In this course, students will develop the knowledge, skills, and competencies specific to physical education instruction, and gain greater understanding of motor learning processes, physical literacy, and the current curriculum.
  • Physical Education
  • Johnson
  • EDST 498M: Physical Education Methods
EDST 498N 101: Creating a Culture of Thinking in Math 
Lindsey Schroeder & Marnie Birkeland
This will be an interactive course that explores ways to incorporate the critical thinking and the creative thinking core competencies into the everyday culture of our math classes. Together, we will consider ways to teach and assess the new learning standards in B.C.’s redesigned curriculum, including core and curricular competencies. As we inquire into our own practice, we will examine deeply held beliefs around teaching and learning, how they translate into the decisions that we make as teachers in the math classroom, and how we can grow as teachers and learners as we challenge these beliefs. Teachers will learn research-based strategies, thinking routines, and formative assessment ideas to take back to their classrooms. This course is designed for both beginning teachers and teachers looking to continue their professional growth journey. All participants will be invited to critically analyze their core beliefs and how they impact learning for their students.
  • Math
  • Shroeder
  • Birkeland
  • EDST 498N 101:Creating a Culture of Thinking in Math
EDST 498O 101: Science Inquiry in the Classroom 
Lindsey Schroeder & Marnie Birkeland
This course will be interactive, collaborative, and based on the 7 OECD Principles of Learning. We will consider many practical approaches to authentically bring meaningful, student-driven science-based inquiry into the classroom. We will explore how to provoke student questioning in order to drive inquiry around areas of student interests, and how to use this as a tool to bring B.C.’s redesigned curriculum to life. Teachers and Teacher Candidates will engage in their own inquiry as to how inquiry-based approaches foster the development of the curricular and core competencies in all learners. Teachers and Teacher Candidates will be invited to explore and co-create provocations as they plan how to begin inquiries with the students in their own classrooms. Teachers and Teacher Candidates will learn from research, case studies, and from other local teachers who are engaging in inquiry with their students. This course will include a selection of current literature, reflective practices, and hands-on, practical approaches to teaching and learning about science in the elementary, middle and senior years. This course is designed for both beginning teachers and teachers looking to continue their professional growth journey. All participants will be invited to explore ways to designed learning around the interests of their students and provide avenues for students to explore and build rich understanding, with emphasis on nurturing the development of the competencies.
  • Science
  • Shroeder
  • Birkeland
  • EDST 498O 101: Science Inquiry in the Classroom
EDST 497P: Exploring Identity and Positionality in Education 
Jennifer Hoffman
In this course we explore together, the individual, collective, and organizational perspectives on the purposes of education using a framing of human excellence from two vantage points. We then explore our individual and collective values as well as the values and mission of the educational spaces we occupy. We consider how values, beliefs, and rituals help connect us to one another for shared meaning in educational spaces. We also consider ways in which our own stories illustrate our power and positionality, sometimes obstructing our connections and limiting the purposes of education we aspire to. Metaphor is a key feature of making meaning. In this course, we use the metaphor of journey to frame our individual and collective stories as educators. We continue this journey metaphor as way to incorporate outcomes from this course into our practices as educators.
  • Hoffman
  • EDST 497P: Exploring Identity and Positionality in Education
LLED 450: Teaching and Learning Language and Literacy: Kindergarten and Primary Grades 
Donna Kozak & Lisa Wilson
This course is designed to provide participants with a foundation in the components of early reading and writing instruction. It will be located at Pearson Road Elementary in Kelowna and embedded in a summer literacy multi-aged program for children 6 to 10 years old. Participants will gain understandings of the pedagogical knowledge needed in the building blocks of literacy instruction through connecting theory to practice in lived experiences with children. The principles of learning and the pedagogical methodologies needed for the creation of effective, explicit, and differentiated literacy programs that meet the instructional and learning needs of diverse children will be the primary focus. Participants will also learn how creating a class community that involves close home-school connections fosters opportunities for attending to the socio-cultural funds of knowledge of children and families that promotes culturally responsive and place-based curriculum design.
  • Wilson
  • Kozak
  • LLED 450
  • Literacy
  • LLED 450 101:Teaching and Learning Language and Literacy: Kindergarten and Primary Grades
EDST 497A 101: Arts-Based & Contemplative Practices in Research and Teaching 
Barbara Bickel
In this course, we will explore various artful and contemplative inquiry practices that engage teachers and teacher candidates in holistic and intuitive ways of knowing, being and doing. The course will be structured loosely as a retreat that highlights restoration, inspiration and creativity. It will be organized around the overarching questions: How might artful and contemplative inquiry practices help us to teach and live well together in our homes, schools and communities at this historical juncture? How do teachers sustain themselves and best serve their students at a time of significant planetary change and human suffering. Drawing from the arts and contemplative practices, learners will explore in collaborative and individual approaches, creative ways of being present—in the moment—and also open to what is not yet known. These inquiry-based practices can lead toward feelings of connectedness to our lives, to one another, to nature and the cosmos, strengthening education’s potential restorative and transformative role in the classroom, community and world. No prior experience with art or with contemplative practice is required; however, a questioning and curious stance and a willingness to experiment with contemplative and artful practices is necessary. Individually and collaboratively, we will explore the ways in which such practices can inform pedagogy and teacher-student relationships as well as enhance personal and professional growth.
  • Bickel
  • Arts
  • EDST 497A 101:Arts-Based & Contemplative Inquiry in Teaching
EDST 592C: Mindfulness in Education 
Dr. Karen Ragoonaden
Stress management and resiliency techniques (smart) examines the practical application of and the evidence-based nature of mindfulness in education (MIE). The abundance of research relating to development of well-being through the personal, professional and academic cultivation of social and emotional competencies will be explored. Experiential practices and an examination of contemporary literature supported by robust critical reflections facilitate the interrogation of the praxis of mindfulness in education.
  • Ragoonaden
  • Mindfulness
  • EDST 592C
EPSE 406 001: Typical and Atypical Development in Infants and Children 
Colleen Lindsay
Students will develop an understanding of what defines an intellectual delay in children. Research will be covered that is available to construct meaningful program plans that lead individuals to develop to their full potential. Students will also develop an understanding of functional life skill program plans to create independent individuals within the community setting. Resources and programs within the community will also be covered.
  • Lindsay
  • EPSE 406 001:Typical and Atypical Development in Infants and Children
EDST 498C 101: Collaboration and Creativity: Using Drama to Teach Curricular Competencies
Denise Kenney
The new curriculum requires teachers and students to be mindful, to listen to and follow their impulses, to problem solve creatively, to collaborate, and to translate their experiences and communicate them in a meaningful way. Throughout my career as a professional artist and as a theatre and media teacher in public schools, communities and universities, I have developed methodologies that develop these very competencies. This course focuses on five teaching themes that I have found the most inspiring and transformative for my own students and for my own practice. It is designed to engage the students in creative methodologies that progress from the personal domain outward to the public domain and beyond. We will explore concrete creative strategies designed to bring the ephemeral and intuitive dynamics of collaborative learning to life within the new curriculum. Participants will be required to engage in embodied practice, collaborative creation, discussion, improvisation and critical reflection in order to explore: Self and Impulse-The Here and Now; Self and Others- Relationships; Self and Objects- Poetry, Metaphor and Meaning; Self and the Environment- Place and Belonging; Self and Technology- Hand Held Devices.
  • Kenney
  • EDST 498C 101: Collaboration and Creativity: Using Drama to Teach Curricular Competencies
EDST 497Q: Learning Outside the Classroom
Melissa Jacobs
Place-based learning and outdoor education can support a wealth of opportunities to engage students and to support their natural curiosity in the world. This is a multi-disciplinary course that incorporates all teaching subjects while exploring experiential education theory.
  • Jacobs
  • EDST 497Q
  • Place-based
EPSE 467: Social and Emotional Development of Diverse Learners 
Dr. John-Tyler Binfet
This course will appeal to educators and parents seeking to more fully understand the importance of social and emotional learning in promoting optimal social, emotional, and academic development in children, adolescents, and in educators themselves. The first part of this course will provide students with an overview of SEL with a focus on findings attesting to the benefits of promoting student and teacher social and emotional competencies. The second half of the course will see students explore applications of SEL to varied educational settings. The course instructor, Dr. Binfet, will draw from his years as a public school teacher, counsellor, and administrator and from his research on students’ and teachers’ perceptions of school kindness. 
  • Binfet
  • EPSE 467
  • Social
EDUC 500: Research Methodology in Education Part I
John Tyler Binfet
An introductory course examining various issues, methods and techniques used in educational research. Consideration is given to research strategies and techniques and the selection of research questions appropriate to a range of issues facing educators.
  • Hartwell
  • EDST 498E
  • Learning Commons

Further your professional development or degree with an intensive course in the Okanagan

The Faculty of Education's Summer Institute is designed to appeal to all students. Whether you are looking to get-ahead this summer with a graduate course, or interested in developing new skills as past of your professional development plan, the Faculty of Education's Summer Institute offers a course designed for you.

Graduate Students

Prospective Graduate Students

If you are not currently enrolled in a graduate program, we encourage you to review our Graduate Programs page. If you are looking to transfer a course into UBC Vancouver, or another institution, please confirm transfer credit will be approved prior to registering for a UBC Okanagan course.

*It is the student's responsibility to ensure that the course is accepted towards the completion of a program.

Current Graduate Student

Register for Term two (July/August) courses via the Student Information Service Centre (SISC). If you intend on taking a 400-level course, please ensure that you receive prior approval by your graduate supervisor using this form

Diploma and Certificate Students

Prospective Students

If you are not currently enrolled in a certificate or diploma program with the Faculty of Education, we encourage you to review our Diploma and Certificates . If you are looking to transfer a course into UBC Vancouver, or another institution, please confirm approval of transfer credit prior to registration.

*It is the student's responsibility to ensure that the course is accepted towards the completion of a program.

 

Current Diploma and Certificate Students

Register for Term two (July/August) courses via the Student Information Service Centre (SISC). You must have  2018 courses Summer registration eligibility.

Undergraduate Students

Current Students

To register for courses, please visit the Student Information Service Centre (SISC).

Unclassified/Access Studies Students

New to UBC

Apply to take select coursework as a non-degree student at https://secure.students.ubc.ca/nondegree/apply.cfm

Returning Students

Register for Term two (July/August) courses via the  Student Information Service Centre (SISC). You must have a 2018 Summer registration eligibility. If not, please email sie.education@ubc.ca.


UBC's Okanagan Campus

The University of British Columbia is a global centre for research and teaching, consistently ranked among the 40 best universities in the world. In the Education graduate program at UBC’s Okanagan campus, you gain all the benefits of attending a globally respected university while studying in a closely-knit learning community.

UBC Okanagan

UBC Okanagan is situated near the northern border of the dynamic city of Kelowna, a hub of economic development with a population of about 150,000 people—the fourth fastest growing population in Canada. In fact, the Okanagan Valley is rated one of the best communities in Canada to grow a business.

More than 160 buses travel daily from campus to key locations such as Kelowna's cultural district and thriving downtown waterfront. The campus is two minutes from the Kelowna International Airport, one of the Top 10 busiest airports in Canada.

UBC Okanagan is situated within the First Nations territory of the Okanagan Nation, whose spirit of stewardship for the land is reflected in the university's respect for sustainability

A diverse natural region with sandy beaches, beautiful farms, vineyards and orchards, and snow-capped mountains, the Okanagan Valley features sweeping stretches of lakeside and endless mountain trails for biking and hiking.

Check out this 360-degree video: Kelowna From Above*.

* Best viewed using Chrome or Firefox (desktop), YouTube app (mobile)

Summer Institute students and families are invited to live in residence, which offers modern living with easy access to campus and community resources. Residences are surrounded by hiking and biking trails, plus panoramic views of the campus and valley.

The Accommodations website includes helpful information about staying on campus. Summer Institute in Education students are invited to use the group booking code EDSummer2018 to secure the Summer Institute rate. Book by June 1, 2018.

Summer Indigenous Art Intensive 2018

The Faculty of Creative and Critical Studies offers an annual Summer Intensive which features a series of world-renowned speakers, a variety of related undergraduate and graduate credit courses, and a group of resident artists. 

Children and Youth Summer Camps

Register for a summer camp or explore summer-time learning opportunities on campus for youth (grades 1-12). Get involved with UBC Okanagan this summer with a Heats Sports Camp, Indigenous ProgramEngineering Camp or STEM Learning Lab Camp.


Summer Institute in Education Speaker Series

Summer Indigenous Art Intensive 2018 (see for list of speakers)

The Faculty of Creative and Critical Studies offers an annual Summer Intensive which features a series of world-renowned speakers, a variety of related undergraduate and graduate credit courses, and a group of resident artists. 

smartUBC's (Stress Management and Resiliency Techniques) Facilitator Certification

Become a smartUBC's (Stress Management and Resiliency Techniques) Facilitator with smartUBC Facilitator Certification program in July, 2018. Learn more about smartUBC.

Children and Youth Summer Camps 

Register for a summer camp or explore summer-time learning opportunities on campus for youth (grades 1-12). Get involved with UBC Okanagan this summer with a Heats Sports Camp, Indigenous ProgramEngineering Camp or STEM Learning Lab Camp.

Last reviewed shim6/12/2018 9:11:34 AM