Faculty of Education

 

The Faculty of Education at the University of British Columbia, top-ranked in Canada and 9th in the world, has served the international education community through leadership in research, teaching, and service for over 50 years.

We are committed to creating outstanding learning environments for all our students to continually improve and innovate educational practice globally in ways that are evidence-based, research-informed and sensitive to the needs of local communities. Our programs draw on collaboration with partners around the world to provide curricula and employ pedagogies at the cutting edge of innovation.

For more information, visit educ.ubc.ca

The VSP Education program consists of a package of two courses, each with approximately 39 hours of class time. Courses are directed and taught by UBC – appointed faculty. Classes are interactive and may include group discussions, guest lecturers, presentations, and group research projects. Course credit will be granted at the discretion of the participating universities

June 3 - July 3, 2018 Course Packages

Canada is a country rich in languages. There are over 60 Indigenous languages, and the two languages of the original colonial settlers – English and French. And then there are the hundreds of languages brought to Canada by immigrants from around the world. The result is a multilingual, multicultural country that provides a perfect location for the study of English as a living, changing language. The courses in this package are designed to help students improve their own written and spoken English while they investigate the ways in which language works in different settings and across cultural spaces.
Language practices in Canada: A multilingual land
Successful language learners need to understand more than just the structure and nature of the language(s) they learn. Through in-class interactive sessions and field trips, this introductory course provides a broad and coherent overview of diverse language practices across multilingual contexts (such as Canada) and explores how this diversity impacts language learning and teaching. Students will have an opportunity to reflect on their own language choices in different contexts and develop critical thinking and collaborative work skills through class discussions and assignments. Topics to be discussed include: language variation according to age, ethnicity, class, race and gender; language variation in sports, entertainment, work, and the arts; language attitudes and ideologies. By the end of the course, students will be able to analyze functions of language in society and achieve a deeper understanding of how key course themes and concepts operate in language teaching and learning in multilingual contexts.
Language across borders and boundaries
Being able to communicate in multiple contexts and cultures is an important prerequisite for living and working in an increasingly globalized world. This course will provide students with an understanding of the diverse strategies of language use in and beyond the classroom. The course will help students to adapt their own language practices to a wide variety of social and cross-cultural settings and to analyze the language use of others. Diverse approaches to conceptualizing and analyzing language in use will be introduced. By the end of the course students will be familiar with key sociolinguistic concepts, will have developed effective strategies for enhancing their language use in multiple settings, and be able to apply course content to helping others with their language use. This course is suitable for both students and teachers of English.
Our early childhood courses focus on creating exceptional educational programs for children from infancy to eight years of age. The courses are carefully designed to introduce international students to research and theory pertaining to the education of young children. International students will be provided with opportunities to learn how theory is connected to practice by engaging in field study activities such as observing in early childhood classrooms and studying educational materials and resources that are used in Canadian and Western early childhood classrooms.
Designing High Quality Curriculum in Early Childhood Settings
This course addresses the notion that children are natural learners. Students will learn about, discuss, and clarify important concepts and theories relative to early childhood education, including child development theory and the holistic nature of learning in the early years. The course highlights the idea that young children’s innate capacity to learn and teachers’ responses to children’s inquiries provide the foundation for the development of high-quality early learning experiences for young children and impacts the type of programming that is created. Students will learn about designing appropriate daily routines and implementing teaching strategies for integrating different areas of learning, such as literacy, math, science, and art through inquiry and project-based learning. The course will also include observations in local Early Childhood settings.
Creating Environments to Support Learning in Early Childhood Settings
This course introduces students to the significant role that designing stimulating and nurturing early childhood classroom environments plays in children’s learning and in supporting all aspects of their development and growth. Students will learn about creating dynamic indoor and outdoor learning spaces for young children and the importance of providing children with original and natural educational materials and resources. The course will include visits to local state-of-the-art Early Childhood environments for young children.

July 14 - August 14, 2018 Course Packages

This package offers students a practical introduction to the theory and practice of teaching English. Both courses are designed for pre-service and in-service English teachers. Beginning with a close examination of English as a linguistic system, a means of communication, and a sociocultural practice, the package considers a variety of approaches to the teaching of English and provides a full range of teaching techniques and strategies.
Applied Linguistics for English Teachers
Successful language teachers need to understand more than just the structure and nature of the language(s) they teach: they also need to develop an understanding of the social, cultural, and ideological implications of language and language education. Language classrooms are diverse, multilingual, multicultural and multimodal places, presenting students and teachers with unique challenges. This course serves as a general introduction to theory and research concerning these issues as they relate to learning and teaching, from the perspective of applied linguistics. Topics to be discussed include: theories of first- and second-language learning; the relationship of theoretical issues in applied linguistics to educational practice; language variation; language attitudes and ideologies; world Englishes; language and globalization; language policy; language and gender; language and race, and more.
Introduction to Teaching and Learning English
This course provides a general theoretical overview of and some practical preparation for English language teaching (ELT). Its scope is diverse as it considers approaches to language teaching, a range of teaching techniques and strategies, learner needs, instructional contexts, assessment, and sociocultural concerns, as they pertain to teaching English in a variety of contexts. The course examines ways to teach listening, speaking, reading, writing, grammar, and vocabulary but always with a view to integrating these skills. Students will have the opportunity to contribute to and learn from active engagement in discussions on contemporary ELT issues and topics.
Our early childhood courses focus on creating exceptional educational programs for children from infancy to eight years of age. The courses are carefully designed to introduce international students to research and theory pertaining to the education of young children. International students will be provided with opportunities to learn how theory is connected to practice by engaging in field study activities such as observing in early childhood classrooms and studying educational materials and resources that are used in Canadian and Western early childhood classrooms.
Designing High Quality Programs in Early Childhood Settings
This course addresses the notion that children are natural learners. Students will learn about, discuss, and clarify important concepts and theories relative to early childhood education, including child development theory and the holistic nature of learning in the early years. The course highlights the idea that young children’s innate capacity to learn and teachers’ responses to children’s inquiries provide the foundation for the development of high-quality early learning experiences for young children and impacts the type of programming that is created. Students will learn about designing appropriate daily routines and implementing teaching strategies for integrating different areas of learning, such as literacy, math, science, and art through inquiry and project-based learning. The course will also include observations in local Early Childhood settings.
Creating Environments to Support Learning in Early Childhood Settings
This course introduces students to the significant role that designing stimulating and nurturing early childhood classroom environments plays in children’s learning and in supporting all aspects of their development and growth. Students will learn about creating dynamic indoor and outdoor learning spaces for young children and the importance of providing children with original and natural educational materials and resources. The course will include visits to local state-of-the-art Early Childhood environments for young children.
Classroom Management
The course is designed to empower educators to develop a positive classroom climate and an effective learning environment, in which teachers and their students engage in meaningful and successful learning experiences together. To achieve this goal, students will be introduced to current, evidence-based practices in school-wide, classroom and individual behaviour support. Classes will include lectures, discussions and small group activities that provide opportunities to develop skills in the application of these practices. Specific objectives of the course include developing student knowledge and skill in: (a) proactive approach to classroom management; (b) school-wide positive behaviour support; (c) design of a positive classroom environment; (d) development of positive, nurturing relationships with students; (e) use of positive reinforcement to strengthen prosocial behaviour; and (f) effective ways to respond to problem behaviour.
Assessment and Positive Behaviour Support in School and Community Settings
The course introduces students to the philosophy and methods of behavioural assessment and positive behaviour support with persons who engage in challenging behaviour in school and community contexts. Specific objectives of the course include developing student knowledge and/or skill in: (a) basic principles of behaviour change; (b) features and values of positive behaviour support; (c) ecological assessment of environments and functional assessment of persons with challenging behaviour; (d) completion of summary hypothesis statements and competing behaviour pathway diagrams; (e) design of multi-component behaviour support plans that are logically linked to assessment results; and (f) design of plans that are both technically sound and contextually appropriate.
The Department of Curriculum and Pedagogy is in a unique position to be able to offer studies in food education that reflects international experience. This complementary course package will provide students with both theoretical and practical learning about food sustainability and the influence of our decisions. The course will be delivered by university faculty, chefs and teachers who will offer hands on experiences linked to thinking about food in both local and global ways.
Eating food – an everyday experience
Deciding what to eat is an everyday event that is experienced in every culture and location. Learning about food requires knowing more than just how to be a consumer. This is an introductory course that provides a broad overview of different foods, food safety and preparation techniques and explores how food decisions can support wellbeing. Students will have an opportunity to reflect on their own food choices and develop critical thinking and collaborative work skills through class discussions and assignments. Topics to be discussed include: food supply in the Western context and how this compares to students’ experiences; what influences our food choices; and everyday food practices and how these are linked to globalization. By the end of the course students will have participated in a range of activities including visits to farms and markets; experts who will talk about how they prepare and provide food; and teaching about foods from their culture.
Thoughtful eating in a Globalized World
Developing understanding about how food is produced from farms to production and final places for consumption from across a range of different cultural and geographic contexts is an important prerequisite for sustainability in an increasingly globalized world. The aims of this course are to help students develop understandings about sustainable food production and eating safe food. Topics of this course will introduce differences in food production as a cyclic process rather than one that is linear; food safety and eating for wellbeing. By the end of the course students will: be familiar with sustainability concepts; develop holistic strategies for eating that enhances wellbeing; and be able to apply the learning to their everyday experiences. They will have experienced a range of locations where food is purchased and consumed; maintained a journal that will allow students to think about how people make their food decisions, and considered the implications of different ways of eating that have an impact at local and global levels.
The Department of Curriculum and Pedagogy is on the cutting-edge of implementing digital learning technologies across the curriculum in 21st century K-12 and university classrooms. Our professors infuse new media across the curriculum in ways that engage and inspire learners, and they lead in research of these ideas. This complementary course package will provide students with both theoretical and project-based learning rooted in solo and collaborative contexts, as is fitting to exploring the uses and creation of digital learning tools, theories of digital learning, and international perspectives of the role of digital learners and curriculum.
Digital Media in Arts Education
This course is an introduction to teaching and learning with digital technologies through the creative arts. Beginning with an exploration of curriculum and pedagogy from an arts-based technological perspective, the course examines the multiple opportunities and challenges arising from using digital technologies to approach the creative arts in educational contexts. Using an up-to-date laboratory of computers, iPads and synthesizers, students will work together in exploring digital music, video, photography, and other creative arts apps and software used in educational settings. Participants will take an active role in their learning processes – including setting goals, researching creative digital tools, engaging in peer-evaluation, participating in discussions, doing presentations, writing reflections and seeking out relevant research readings and resources. This course will help students build a foundation for critical thinking about education, digital media and the creative arts.
Learning Technologies and Creativity in the Digital Age
This course offers students a space to create and a community to explore ideas about integrating learning technologies in primary and secondary classrooms. Students will engage in this course as instructional designers, content creators, and tinkerers working together on personally or pedagogically meaningful projects. Learning involves defining problems and generating solutions, questioning assumptions, exercising ingenuity, prototyping and experimenting with diverse ideas, materials and perspectives. The educational philosophy underlying this course emphasizes project-based learning with digital media and technology. Students will have diverse opportunities to design innovative learning environments and create digital learning artifacts and resources. No background knowledge or experience is required for this package. Students will benefit from creative instructional strategies and technology-supported learning activities.

 

For questions related to the Education VSP, please contact:

 

Faculty of Education Vancouver Summer Program
Frankie Zhong
International Program Coordinator
Email: yaying.zhong@ubc.ca
Tel: (+1) 604.822.8114