Institutes and Off-Campus or External Programs (Cohorts)

The Department of Curriculum and Pedagogy offers excellent institutes and off-campus MEd programs, in addition to our on-campus PhD and master’s programs. The Department is currently sponsoring several external cohort programs (see below.)

We also offer Diploma Programs that focus on professional development in the Department’s various specializations.

Creativity in Curriculum and Pedagogical Design  (NVC4)Institute & Off-Campus Program

This program is designed to respond to the interests and concerns of teachers who wish to become curriculum leaders in school districts. Our theme is to encourage and support teachers who wish to “investigate and enhance their practices” through notions of creative instructional design and pedagogical choice making that enable us to challenge, learn, discover, and transform understandings of how engagement with students and curriculum play a critical role in education. Play based, project based, nature based, and place based learning are key concepts and contexts that we will explore.
We focus on the process of becoming a reflective-reflexive practitioner through inquiry into creativity, creativity research, and progressive arts-based approaches to research in the classroom. This process leads us to think of the teacher as designer of creative learning environments.

Curriculum Studies encompass, but are not limited to, investigations of how learning is constructed. Graduate students learn about issues of pedagogy, didactics, curriculum planning, curriculum development & implementation, assessment, and evaluation. Inquiry in curriculum studies is multidisciplinary, and explores a variety of perspectives

Physical Education Master’s Program (TGU3) Institute & Off-Campus Program

This Master’s program is offered to physical educators who are ready to move up a gear by refining and expanding their ideas of teaching, learning and knowing. Using Teaching Games for Understanding (TGfU) as a catalyst for thinking about ontological and epistemological issues in PE, teachers will start to explore constructivist, student-centered and holistic approaches as possibilities for their own practice. They will also examine their position on continuums of belief from inclusion to elitism, transaction to transmission, integration to dualism, tactical understanding to skill acquisition, discovery to representation, concepts to techniques and finally between demonstration and creation of understanding rather than mastery.
It has long been argued that research by teachers about their own classroom and school practices functions as a powerful mechanism for professional change, as it generates new ways of thinking about practice. The first PE cohort (2009-2011) focused on TGfU research and published an edited book titled ‘Reconceptualizing PE through TGfU’ (2012) made up of condensed versions of their final graduating projects. This has started a change that should generate health and sustainable programs of teacher research, distributed across schools, teacher groups, school-university partnerships and regional and national forums. This Master’s Program in PE is advertising the third cohort to begin in June 2014. Our internationally known program instructors have built upon the practical ideas, shared research, and reflections that presenters brought to the 2008 International TGfU Conference at UBC. Courses and texts will examine current teaching perspectives, constructs of ability, and curriculums, move into analyzing TGfU from pedagogical and learning theory perspectives, and finally, consider, define, and implement developmentally appropriate TGfU activities.

Digital Learning and Curriculum (DLC)

One of the most active topics of research at the moment, Digital Learning and Curriculum is spurred by the recent realization that, when it comes to technology, disciplinary knowledge (or content) of effective teachers is more a matter of understanding deep associations among familiar concepts than it is about taking more advanced courses in technology.
In a sense, this Master’s program is focused on developing better understandings of what teachers already know – seeking to enhance teachers’ knowledge of Information and Communication Technologies (ICT) not by studying more about computer hardware or software individually, but by unpacking concepts collaboratively (e.g., identifying and elaborating metaphors, analogies, applications, exemplars, gestures, and other experiences that contribute to the ‘life’ of an idea).

Digital Learning and Curriculum is thus designed for those teachers who are seeking to enhance professional practice by developing their educational technology knowledge through collaborative study.

Ecojustice & Sustainability Education (EJS1)

As well as being transdisciplinary, this unique MEd in Curriculum Studies, with a focus on Ecojustice & Sustainability Education, takes into account a diversity of worldviews and ecological knowledges, including those of Indigenous Peoples and other ecological ethnicities.
This program of study offers students the opportunity to examine the multiple and complex relations between humans, other-than-humans, justice and ecologies in local and global contexts. Ecojustice focuses on the possibilities of a green world, as well as a just world, while sustainability refers to ecological, social, cultural and economic sustainability.

Home Economics (HEE2)

The M.Ed. in Home Economics with a focus on Human Ecology and Everyday Life is a unique graduate program, offered fully online, for teachers of home economics, human ecology, family studies, family and consumer science and related areas (e.g., nutrition education, health education, food literacy, ecological literacy).  Participants have the opportunity to increase qualifications in home economics education and related fields and enhance their abilities to critically analyze dominant and alternative theories of learning and teaching. Emphasis is placed on transformative practice; ecology and issues of daily life; and the contextual aspects of curriculum and pedagogy for Human Ecology and Everyday Life (e.g.,historical, social, political, economic, and cultural factors). Students are encouraged to develop a stance of inquiry toward professional practice as educators in a variety of settings.
A full cohort of Home Economics: Human Ecology and Everyday Life (HEEL) began in 2011 with an expected completion date of 2014.  HEE2, the second cohort, began in 2013  with an anticipated finish in 2016 when a third cohort, dependent on enrolment, is planned.

Please see the Office of Professional Development & Community Engagement (PDCE) for more information on Institutes and Off-Campus or External Programs (Cohorts).