Courses

Economic analysis applied to various environmental issues, including sustainable development, quality of life, and environmental impacts of specific industrial and consumption activities. The design and implementation of government policies. Global environmental effects of human economic activity. Credit will be granted for only one of COEC 475, COMM 487, or ECON 371. Prerequisite: One of ECON 101, ECON 310.

Computational tools and algorithms used in macroeconomics and financial economics including applications to unemployment, inequality, asset pricing, and economic growth. Prerequisite: One of ECON 301, ECON 304, ECON 315 and one of ECON 323, CPSC 103, CPSC 107, CPSC 110, CPSC 301, MATH 210, COMM 337, PHYS 210, EOSC 211, APSC 160 and one of MATH 152, MATH 221, MATH 223.

Divergence in the world economy, poverty, consequences of initial inequality, institutions, the impact of history, recent developmental experience--some case studies, labour and credit markets, the trickle down process. Prerequisite: One of ECON 301, ECON 304, ECON 315, COMM 295.

Application of economic analysis to the management of nonrenewable natural resources. Emphasis is placed on the economics of alternative energy sources. Other topics include mineral economics, criteria for the optimal use of resources, and measurement of resources. Prerequisite: One of ECON 301, ECON 304, ECON 315, COMM 295.

State and politics in economics. How states emerge, how dictators stay in power. Why groups engage in costly conflict, how countries turn into democracies and what its benefits are. Prerequisite: One of ECON 301, ECON 304, ECON 315, COMM 295 and one of ECON 302, ECON 305, ECON 309 and one of ECON 326, ECON 328, STAT 306, LFS 252.

Restricted to M.A. ECON, Ph.D. ECON. External students may request permission to take this course from the ECON graduate program office. Prerequisite: All of ECON 500, ECON 502, ECON 526, ECON 527.

Restricted to M.A. ECON, Ph.D. ECON. External students may request permission to take this course from the ECON graduate program office. This course is not eligible for Credit/D/Fail grading. Prerequisite: All of ECON 500, ECON 502, ECON 526, ECON 527.

This course intends to provide participants with an overview of Health Education/Promotion theory and curriculum including Health Education in public health/school settings. The course perspective recognizes that healthy children and youth as well as adults are better able to learn and that schools and communities are well suited to be able to influence health. Particular emphasis will be placed on the following approaches: full service schools, the comprehensive school health movement, health integrated across the curriculum versus health as a separate course.

The course will begin with an exploration of personal perspectives on the human-nature relationship. We will inquire into the following areas: our personal eco-philosophies; place-based education through field experiences; and nature study and becoming a naturalist. We will explore conceptions of Environmental Education (EE) and its research and practice by incorporating participants’ teaching and research interests, ideally across sciences, languages, humanities, and arts.

Pass/Fail. This course is not eligible for Credit/D/Fail grading. Prerequisite: A completed concentration in agricultural sciences, biological sciences, chemistry, earth and space science, or physics, or permission of the Head.

The course critically examines theories of place-based education with a particular focus on Indigenous theories and approaches. Students who complete the course will have a theoretical and experiential basis for researching and enacting Indigenous place-based education.

Through seminars, course readings, and experiential learning, the power of narrative is explored as it intersects with ecological and Indigenous knowings and practices toward a more multi-storied, just, and ecologically sustainable world.

Theoretical underpinnings and pedagogical, social and economic implications of 21st century technology-enhanced mathematics and science education. This course is not eligible for Credit/D/Fail grading.

This course provides students entering the teacher education program opportunities to inquire into the context and nature of schooling as a key institution in a pluralist and democratic society. This course aims to illustrate how schooling is a site for competing politics and philosophies about the role of education in society and the work of teachers. Pass/Fail. This course is not eligible for Credit/D/Fail grading.

This course provides an introduction to the field of adult education, including its Canadian roots
in community-based education and adult learning in social movements. This course is not eligible for Credit/D/Fail grading.

This course is an opportunity to examine critical social theories that deepen our understandings of learning that takes place within social movements, of political learning, and the role of popular education in social change in a format of a discussion-based graduate seminar.This course is not eligible for Credit/D/Fail grading.

No course description available.This course is not eligible for Credit/D/Fail grading.

No course description available. This course is not eligible for Credit/D/Fail grading.

The course explores specific design aspects of Indigenous research methodology including: design of a relevant; purposeful research question; holistic preparations for research; Indigenous theory and theorizing; the role of story and conversational method; interpreting and learning from story; the use of metaphoric framing for presenting finding; knowledge mobilization with a focus on oral dissemination; and the significance of capacitybuilding and giving back to community. This course is not eligible for Credit/D/Fail grading.

This course aims to prepare students to engage with Indigenous ways of knowing, relating and being in generative and ethical ways. The course is divided into three parts (historical, decolonize & pedagogy/curriculum), corresponding to the three weeks of the course. Cultural, political and spiritual perspectives related to Indigenous education, relationship to the land and the trauma of colonization will be explored. This course is not eligible for Credit/D/Fail grading.

Selected issues affecting BC First Nations; the cultural and historical antecedents to these issues; First Nations viewpoints towards these issues. The course draws from various disciplines as well as from the knowledge of First Nations resource people

No course description available. Pass/Fail.

Implications of cultural studies for classroom organization and practices. Orientation to First Nations educational practices, including some half day school observation and a 3 week May practicum. Pass/Fail This course is not eligible for Credit/D/Fail grading.

You will examine the role of Indigenous knowledge and ways of knowing in Aboriginal/Indigenous societies and learn how to make use of this knowledge in your planning for the classroom, school and community. The goal is to assist all educators to make a contribution to transforming Aboriginal education in order to improve educational outcomes for Aboriginal/Indigenous learners and enhance learning for all students.