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OKANAGAN SCHOOL OF EDUCATION

Summer Institute

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

The Okanagan School 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 Okanagan School 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 Okanagan School of Education's Summer Institute an empowering and enjoyable learning experience.

Shaping the Future in Education

Focusing on the holistic development of children and youth, the 2019 Summer Institute in Education embraces course work that emphasizes collaborative processes, decision making, knowledge building and sharing. Responding to the specific needs of BEd., certificate and diploma stream students, teacher candidates, and practicing teachers, the SIE 2019 courses provide theory and develop leadership by cultivating relationships, building new networks of support between diverse communities and across contexts. The scope includes innovative instructional practices in all areas as well as active living, place-based teaching and learning initiatives where we live, learn and play.


SOGI UBC: Sexual Orientation and Gender Identity Inclusive Education and Leadership

July 4 and 5 at UBC Okanagan

Following the addition of gender identity and expression to the BC Human Rights Code and the Canadian Charter of Human Rights in 2017, the BC Minister of Education directed all schools, both public and private to ensure that all students would be safe and included regardless of sexual orientation or gender identity/expression. Not only is this inclusion now legally necessary, but it is imperative to create a society where people can accept themselves and others. Educational leaders across BC and Canada are recognizing that SOGI-inclusive policies and practices benefit all students by creating a more positive and accepting school climate from Kindergarten through to university. Unfortunately, while a majority of educators support this work, many say they don’t have the training or resources (Taylor, C. et al, 2015).

We invite teachers, counselors, health personnel, administrators and community members to this two-day summer program. We will address the gap in knowledge by presenting and collaboratively exploring  inclusive pedagogical approaches that recognize and intervene in the negative impacts of  systemic discrimination towards sexual and gender minorities.

Your experienced co-facilitators will present ready to use resources, hands-on activities and group discussion in a supportive atmosphere. You will meet passionate and knowledgeable colleagues, as well as incredible community-based guest speakers who will share their lived experience and inclusive strategies that work. In addition, we will highlight, brainstorm and problem solve some of the most common SOGI scenarios which arise in schools and other learning environments so that you can plan and react with greater confidence in the future.

Key topics will include:

  • a deeper understanding of the spectrums of sexual orientation and gender identity
  • essential SOGI terminology and language
  • legal requirements, Ministry guidelines, school policies and procedures
  • creating an inclusive classroom and school environment
  • running a successful gender sexuality alliance (GSA) or elementary diversity club
  • meeting the needs of trans and gender non-conforming youth
  • building trust and addressing parent/community questions
  • understanding and developing an intersectional approach/lens
  • an introduction to Two Spirit identities and experiences
  • tips for inclusive sexual health education
  • responding to and teaching students to respond to discrimination.

Finally, this course will explore the hugely successful SOGI 123 model and resources that are now being used in 59 of 60 school districts in BC as well as many districts in Alberta and beyond.

Be a part of this change to not simply tell students that it gets better, but to MAKE IT BETTER!

Whether your focus is elementary, secondary, teacher education, administration, counselling , or community-based work this short course will provide you with  the tools, resources and confidence to create and inspire environments where all students/learners not only feel safer but included and empowered.

Register online by June 15

steve_mulligan 

Steve Mulligan

Steve is currently seconded to the Faculty of Education at UBC coordinating the Teacher Education for All (TEFA) Project which aims to build faculty, staff and teacher candidate capacity in sexual orientation and gender identity (SOGI) educational practices and climate. He has worked for the Vancouver School Board teaching both elementary and high school, and four years as the district’s Anti-homophobia and Diversity Consultant where he guided senior management, administrators, counsellors and teachers on best practices and policy around SOGI issues.

 

 Kristie_keyworth_janezen

Kristie Keyworth Janzen

Kristie is currently teaching Social Justice, Spanish, and French for the Central Okanagan School District. She is the LGBTQ+ Support teacher and one of the SOGI Leads at Mount Boucherie Secondary, where she also teaches full-time. She has sponsored the school's Diversity Club (GSA) for four years, and has provided support for administrators, teachers and students in regards to sexual orientation, gender identity, inclusive environments, and best practices. Pronouns: she, her, hers.


Choose from a diverse suite of 3-credit courses for Summer 2019

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

Download the At A Glance Schedule

July 2 thru July 12, 2019

  • EDST 498B 101: Living the First Peoples Principles of Learning in the Okanagan Context (K. Kaiser) 8:30 a.m. to 12 p.m
  • EDST 498P 101: Designing and Assessing Effective Learning Experiences (P. Arthur) 8:30 a.m. to 12 p.m
  • EPSE 470D 101: Overcoming Behaviour Issues by Understanding the Cause(s) (S. Balascak) 1 p.m. to 4:30 p.m.
  • EDST 498N 101: Creating a Culture of Thinking in Math (M. Birkeland & L. Schroeder) 1 p.m. to 4:30 p.m.
  • ECED 480D 101: Enhancing the Holistic Development of Children Through Movement and Play (B. Bradford) 1 p.m. to 4:30 p.m.

July 15 thru July 26, 2019

  • ECED 480E 101: Using Nature as a Guide to Curriculum Delivery in Everyday Practice (A. Hystad)  8:30 a.m. to 12 p.m at The Clubhouse Farm
  • EDST 497R 101: Context and Cooperation in FSL Oral Communication Education (F. Langevin) 8:30 a.m. to 12 p.m
  • LLED 496 101: Theory and Practice in Additional Language Teaching and Learning (S. Douglas) 8:30 a.m. to 12 p.m
  • EDST 498K 101: Conceptualizing & Transforming Science Teaching and Learning (L. Saville) 1 p.m. to 4:30 p.m.

July 29 thru August 9, 2019

  • EDST 498H 101: Teaching the Whole-Learner: A Holistic Approach to Student and Staff Wellbeing (L. Sulz) 8:30 a.m. to 12 p.m Online
  • ESPE 470E 101: What Do You Do With A Child Like This? (B. Oliveira) 8:30 a.m. to 12 p.m Online
  • EDST 497U 101: Integrating First Peoples' Principles of Learning with Teaching Practice (C. Larson) 1 p.m. to 4:30 p.m.

 

       

Kevin_Kaisser

Kevin Kaiser

EDST 498B 101: Living the First Peoples Principles of Learning in the Okanagan Context

Through collaborative inquiry and life writing, we will work to bridge theory-practice gaps and develop fresh perspectives that improve our teaching practice by 1) Developing our awareness of self, others, place, and history in ways that increase our capacity to draw from the First Peoples Principles of Learning to meet the needs and interests of students; 2) Designing supports for student learning based on our growing personalized understanding of the First Peoples Principles of Learning and their connection to core and curricular competencies, and; 3) We will also attend to important concepts such as collaboration, mindfulness, intercultural awareness, inquiry, emotions, integrity (walking our talk).

 

Peter Arthur 2017

Dr. Peter Arthur


EDST 498P 101: Designing and Assessing Effective Learning Experiences

This course will focus on evidence based principles, approaches, methods, and strategies to design and assess effective learning experiences. In a competency-based curriculum, assessment is a key part of the learning process. Consequently, learners will explore how to design and implement assessment for, of and as learning. Further, learners will apply what they learn by designing an instructional module that includes a detailed assessment plan.

sandy_balascak

Sandy Balascak

EPSE 470D 101: Overcoming Behaviour Issues by Understanding the Cause(s)

There is no such thing as problem youth, just youth with problems. We can never undo the damage of trauma but we can help youth turn trauma into strength. Understanding mental health issues and how a lack of inclusion and community can lead to negative coping mechanisms, helps us identify the root causes of the problems and manage them. The course will blend theory with real-life examples where identifying and managing the root of their issues has led to at-risk students doing TEDx and Ignite talks, attending leadership conferences, contributing to community, and contributing to the development of this course.

Lindsey_schroeder

Lindsey Schroeder

EDST 498N 101: Creating a Culture of Thinking in Math

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 inquiry 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 will include a selection of current literature, reflective practices, and hands-on, practical approaches for all grade levels.

Instructors: Lindsey Schroeder & Marnie Brikeland (photo missing)

Brent_Bradford

Dr. Brent Bradford

 

ECED 480D 101: Enhancing the Holistic Development of Children Through Movement and Play

Physical literacy plays a major role in a child's education – which can include free play and organized physical activities. That is why it is essential for children to develop the fundamental movement skills during the sensitive periods of time (i.e., elementary school years).Elementary school teachers must possess the knowledge, skills, and attributes to effectively plan, organize, teach and assess a program related to fundamental movement skill development – a program that will encompass the gymnasium, classroom, outdoor settings, and other alternative environments. Three themes play a major emphasis throughout the course content: developmentally appropriate fundamental movement skill development, physical literacy, and safety.

 

Audrey_Hystad

Audrey Hystad

ECED 480E 101: Using Nature as a Guide to Curriculum Delivery in Everyday Practice

The outdoors provides an optimum platform for child development and education. Students in this short intensive course will participate their own Monday to Friday forest and farm school. Come dressed for the weather with sturdy shoes, bottles for water, and your favourite gardening gloves. Objectives include learning about the BC interior ecology, wildlife safety, hazard and risk assessment, and leaving with resources to use in your everyday practice.

Francis_Langevin 

Dr. Francis Langevin

EDST 497R 101: Context and Cooperation in FSL Oral Communication Education

Research, create, evaluate collaborative teaching strategies to teach French as a Second Language. While learning about essential principles of didactics, students get to create, put in motion, and evaluate small-group oral communication activities that foster collaboration, authentic communication, and which benefit from a strong knowledge of the context. How to make learners – and educators – autonomous learners? How can collaboration nourish linguistic security, confidence? Can vulnerability be an asset for learners? What does it mean to have an accent? What’s the impact of living in a linguistic minority? in a multilingual environment?

 


douglas_scott
Dr. Scott Douglas

LLED 496 101: Theory and Practice in Additional Language Teaching and Learning

Intended for a wide range of educators, this course conceptualizes additional language acquisition theory from multiple angles in child, adolescent, and adult contexts. Key issues, concepts, and theoretical perspectives are explored with emphasis on current empirical research.

Liz_saville

Liz Saville

 

EDST 498K 101: Conceptualizing & Transforming Science Teaching and Learning

Encouraging the quality of our students’ thinking provides a richer, more concrete understanding for students of both the knowledge base of the course, but also of themselves as thinkers. As science educators, it is our responsibility to strive towards intentionality in cultivating, encouraging, providing opportunities for and modeling critical thought throughout the knowledge base of our curriculum in order to aid our students in becoming critically engaged citizens of the world. In this course, educational theory will be integrated with evidence-based critical thinking instructional and assessment practices to inspire teachers towards creating a science classroom culture of critical thinking. Note: Although particular focus will be given to secondary science practices, course study will be easily transferable to elementary or adult learning science teaching and learning settings.

 

Lauren_Sulz

Dr. Lauren Sulz

EDST 498H 101: Teaching the Whole-Learner: A Holistic Approach to Student and Staff Wellbeing

This course is designed to develop an understanding of the connections between health and education. As teachers, we must address students’ physical, social, emotional, and mental health, as healthier students learn better and better-educated students are healthier. Beginning with an overview of the impact of student health on learning across all subject areas, we then use relevant theoretical frameworks to consider the implications of whole-student education and student wellbeing within schools. This course will offer research-informed practices and teaching strategies to address the health of students and whole-school approaches to inform healthy school policies, school environment, and school community.

Colleen_LarsonDr. Colleen Larson

EDST 497U 101: Integrating First Peoples' Principles of Learning with Teaching Practice

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 Indigenous cultural and 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 (2016). Participants will leave with plans in place to implement First Peoples’ Principles of Learning in the classroom for the 2019/2020 school year.

 

 

 

Bruno_OliveiraBruno Oliveira


ESPE 470E 101: What Do You Do With A Child Like This?

This course offers students the opportunity to learn communication and brief intervention skills that can be used within the instructional setting. Supportive classroom management techniques are addressed that result in logical consequences, assisting K-12 students in accepting responsibility for behavior. This course focuses on a multitude of methods and modalities to address various learning styles and reduce non-academic stressors

 

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

The School 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 part of your professional development plan, the School 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 School 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.

Cascade Fipke Uni Way (2018)

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.

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.


Questions?

Please contact us at sie.education@ubc.ca or call 250.807.8203.

Children and Youth Summer Camps

Register for a summer camp or explore summer-time learning opportunities on campus for youth (grades 1-12). Learn more.

Get involved with UBC Okanagan this summer with a Heats Sports Camp, Indigenous ProgramEngineering Camp or STEM Learning Lab Camp.

Last reviewed shim5/15/2019 3:42:23 PM