Education Faculty
Miles Turnbull, Professor, Interim Dean
Ray Doiron, Professor
Timothy Goddard, Professor
Carla DiGiorgio, Associate Professor
Basil Favaro, Associate Professor
Janet Ferguson, Associate Professor
Martha Gabriel, Associate Professor
Alexander McAuley, Associate Professor
Suzanne Thomas, Associate Professor
Kate Tilleczek, Associate Professor
Fiona Walton, Associate Professor
Linyuan Guo, Assistant Professor 
Ronald MacDonald, Assistant Professor
Tess Miller, Assistant Professor 
Ron Srigley, Assistant Professor
Sean Wiebe, Assistant Professor
Pamela Kennedy, Lecturer
Jessie Lees, Adjunct Professor
Alexander MacDonald, Adjunct Professor
Audrey Penner, Adjunct Professor
Kevin Quinlan, Adjunct Professor
Glenn Sinclair, Adjunct Professor
Vianne Timmons, Adjunct Professor
Elizabeth Townsend, Adjunct Professor

Departmental Website

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Bachelor of Education Degree
Bachelor of Education - Enseignement en Français Langue Seconde
Certificate in Adult Education (CAE)
Bachelor of Education Specializing in Human Resource Development BEd (HRD)
Certificate in Inclusive Education
Certificate in School Librarianship
Certificate in Educational Leadership in Nunavut
List of Education Courses

TWO YEAR POST-DEGREE BACHELOR OF EDUCATION
The Bachelor of Education (BEd) is a two-year post-degree program consisting of 20 three-hour credit courses in education. This program is designed to provide the variety of courses and extended field experiences through which students can develop the knowledge and skills needed to teach in the modern classroom. It is the opportunity for students to focus their studies in Early Years (grades 1 - 5), Middle Years (grades 5 - 9) or Senior Years (grades 9 - 12) and in International Education or Indigenous Education.
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TWO YEAR BACHELOR OF EDUCATION PROGRAM
Tentative Student Schedules (Students must satisfy the requisites under one of the following areas of concentration.)

Early Years Concentration

• Ed. 402 Meeting the Needs of the Young Learner
• Ed. 403 Integrated Arts
• Ed. 412 Integrated Foundations of Education
• Ed. 415 The Inclusive Classroom
• Ed. 423 Mathematics in the Early Years
• Ed. 424 Curriculum in the Early Years
• Ed. 428 Mathematics in the Early Years 11
• Ed. 432 Literacy in the Early Years 1
• Ed. 433 Literacy in the Early Years 11
• Ed. 445 Science in the Early Years
• Ed. 454 Social Studies in the Early Years 1
• Ed. 463 Perspectives on Culture and Society in Education
• Ed. 473 Communications
• Ed. 474 Technology in Education
• Ed. 482 Assessment and Evaluation
• Ed. 495 Introduction to Teaching and School Experience
• Ed. 496 General Teaching Methods and School Experience
• Ed. 497 Issues in Teaching and School Experience
• Ed. 498 Alternatives in Teaching and School Experience
• Education Elective

Middle Years Concentration

• Ed. 403 Integrated Arts
• Ed. 412 Integrated Foundations of Education
• Ed. 415 The Inclusive Classroom
• Ed. 417 Meeting the Needs of the Adolescent Learner
• Ed. 425 Mathematics in the Middle Years 1
• Ed. 429 Mathematics in the Middle Years 11
• Ed. 434 Language Arts in the Middle Years 1
• Ed. 435 Language Arts in the Middle Years 11
• Ed. 444 Science in the Middle Years
• Ed. 455 Social Studies in the Middle Years
• Ed. 463 Perspectives on Culture and Society in Education
• Ed. 473 Communications
• Ed. 474 Technology in Education
• Ed. 482 Assessment and Evaluation
• Ed. 495 Introduction to Teaching and School Experience
• Ed. 496 General Teaching Methods and School Experience
• Ed. 497 Issues in Teaching and School Experience
• Ed. 498 Alternatives in Teaching and School Experience
• Education Elective
• Education Elective

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Senior Years Concentration

• Ed. 403 Integrated Arts
• Ed. 412 Integrated Foundations of Education
• Ed. 415 The Inclusive Classroom
• Ed. 417 Meeting the Needs of the Adolescent Learner
• Ed. 418 Guidance in the Schools
• Ed. 438 Literacy in the Curriculum
• Ed. 463 Perspectives on Culture and Society in Education
• Ed. 473 Communications
• Ed. 474 Technology in Education
• Ed. 482 Assessment and Evaluation
• Ed. 495 Introduction to Teaching and School Experience
• Ed. 496 General Teaching Methods and School Experience
• Ed. 497 Issues in Teaching and School Experience
• Ed. 498 Alternatives in Teaching and School Experience
• Education Subject Methods 1
• Education Subject Methods 11
• Education Subject Methods 1
• Education Subject Methods 11
• Education Elective
• Education Elective

NOTE: Education courses 211, 212, 213, 382, 391 and 392 are available to non-education students. Permission of the Dean is required for non-education students to enroll in any other education courses.
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INTERNATIONAL EDUCATION
Students interested in developing a focus on International Education are advised that the following courses are available:

• Ed. 462 International Education
• Ed. 463 Perspectives on Culture and Society in Education
• Ed. 464 Educating for Global Citizenship
• Ed. 465 International Development
• Ed. 466 Principles of English as a Second/Foreign Language
• Ed. 467 Teaching English as a Second/Foreign Language

Students may also elect to practice teach in an international setting.

INDIGENOUS EDUCATION
Students interested in developing a focus on Indigenous Education are advised that the following courses are available:

• Ed. 449 Introduction to Indigenous Education
• Ed. 451 Integrating Indigenous Themes in the Curriculum K - 12
• Ed. 459 Enterprise Education
• Ed. 463 Perspectives on Culture and Society in Education
• Ed. 466 Principles of Teaching English as a Second Language

 BACHELOR OF EDUCATION—ENSEIGNEMENT EN FRANÇAIS LANGUE SECONDE
This unique program will provide the variety of courses, French language and cultural experiences and extended field experiences (22 weeks of practicum) through which students can develop the knowledge and skills needed to teach in modern French Second Language classrooms. This program also provides students an opportunity to focus their studies in the Early, Middle, or Senior years.

CERTIFICATE IN ADULT EDUCATION (CAE) and BACHELOR OF EDUCATION SPECIALIZING IN HUMAN RESOURCE DEVELOPMENT BEd (HRD)

(i) Introduction
The Certificate in Adult Education and the Bachelor of Education in Human Resource Development are articulated programs offered jointly by Holland College and the University of Prince Edward Island. Participants may complete only the Certificate in Adult Education or, after completion of the Certificate in Adult Education, they can choose to continue towards a BEd degree with a specialization in Human Resource Development, BEd (HRD).

The Certificate in Adult Education (CAE) and the BEd (HRD) are designed for mature individuals who have a combination of at least five years education and related vocational/occupational experience. The students are likely to have paid or volunteer experience in adult learning environments and are interested in working with adults in post-secondary institutions, business, industry, volunteer, or government settings; providing professional development or teaching adults; teaching in the trades or vocational areas in secondary schools or adult education institutions; or, designing and implementing adult education training or programs.

(ii) Certificate in Adult Education (CAE)
The Certificate in Adult Education focuses on: understanding adult education learning theory and philosophies; becoming aware of the diverse needs of adult learners; and, learning and applying the methodologies and strategies needed to teach adults. The CAE consists of 12 courses (36 semester hours). Three (six semester hour) courses are offered by Holland College, and six (three semester hour) courses are offered by UPEI. Holland College and UPEI offer the required courses on a yearly basis and the electives over a two year period. All courses are offered in the late afternoon, early evening or weekend hours at Holland College.  Employment of the sessional instructors will be conducted in accordance with the UPEI Collective Agreement, and will be subject to approval by the Dean of Education.  Courses are offered in each of the four academic terms.

The required courses are:

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(iii) Bachelor of Education (Human Resource Development)
The Bachelor of Education in Human Resource Development focuses on: further developing the knowledge base related to adult learning; developing Prior Learning Recognition and Assessment portfolios; and, completing academic credits from
UPEI.

The BEd (HRD) is designed for mature individuals who have a combination of at least five years education and related vocational/occupational work experience. The applicants have successfully completed the Certificate in Adult Education and have met the requirements of the Faculty of Education. This degree does not certify applicants to teach in the public school system unless they are qualified to teach in an occupational or trades area.

The BEd (HRD) is jointly offered by Holland College and UPEI and each institution will offer half of the courses. The BEd (HRD) consists of four stages:

1. Completion of the Certificate in Adult Education
2. Three elective adult education courses from Holland College plus one required course: Ed 319 Preparing for PLAR (Prior Learning and Assessment Recognition); and four elective adult education courses offered by UPEI
3. Prior Learning Recognition and Assessment Portfolio and/or specific occupational courses offered by Holland College (up to an equivalent of either 10 courses or 30 semester hours).
4. Ten academic courses (30 semester hours) from UPEI including  English 101 (Academic Writing), and one other English course.

(iv) Admission
Students may apply for admission to the CAE through Holland College at www.hollandc.pe.ca. Tuition fees are to be paid directly to the institution that is offering the course.  To continue with the BEd (HRD), students must have successfully completed all of the courses in the CAE and have submitted a written statement of intent and two references to the Faculty of Education. As this is a part-time program and there is continuous intake, students may begin study in September, January, May or July.

(v) Transcript and Credit Assessment
Originally, the Certificate in Adult Education and BEd (Adult Education) were jointly offered by UNB and Holland College. As of September 2006, the CAE and BEd (HRD) programs are now being offered between Holland College and UPEI. Therefore, applicants who are transferring to Holland College and UPEI;

• a) will have all UNB credits which were completed in the CAE/B.ED (Adult Education) programs accepted by UPEI
• b) will have until 2012 to transfer their credits to UPEI.

In addition:

1. applicants may have taken academic courses from other universities. Courses will be considered for transfer credit based on both the marks achieved (not less than 60%) and the age of completed course. Courses over 10 years old may be deemed inappropriate and may require substitution. Exceptions will be made only with the permission of the Dean or Chair.
2. students who believe that they can meet, or have met, the requirements of a course, may seek UPEI credit by means of challenge for credit, Prior Assessment and Learning Recognition (PLAR), or recognition of Special Credits earned elsewhere (see Academic Regulations 15 & 16)
3. candidates beginning the CAE or BED (HRD) in 2006 or later must complete one-half of the required course work at UPEI (see Academic Regulation 1(e)).
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(vi) Time Limit to complete the Degree
Students are urged to complete their degree within 10 years from the date of their first registration.

CERTIFICATE PROGRAMS
The Education Faculty presently offers three certificate programs: one in Inclusive Education, School Librarianship, and Education Leadership in Nunavut.

CERTIFICATE IN INCLUSIVE EDUCATION
The Certificate in Inclusive Education is designed to provide regular classroom teachers with the background and skills necessary to enable them to provide appropriate instruction for students with special needs. The program is meant to be a comprehensive, professional experience that gives teachers additional specialized training in inclusive practices. The program consists of five courses.

The required courses are as follows:

ED 581 The Inclusive Classroom
ED 582 Assessment of Individual Learners
ED 583 Differentiation and Individualized Instruction
ED 584 Leadership and Collaboration
ED 585 Improving Language and Literacy Achievement

CERTIFICATE IN SCHOOL LIBRARIANSHIP
The Certificate in School Librarianship is designed to give qualified teachers specialized knowledge in the role of contemporary school libraries, as well as expertise in being a teacher-librarian. It includes five core courses from the introductory level through to specialized courses in the selection and organization of resources, technology, the school library program, children’s literature, cooperative planning, collection development, budgets, advocacy, and leadership issues for teacher-librarians.

The required courses are as follows:

ED 573 Children’s Literature in Education OR
ED 574 Young Adult Literature
ED 575 Organization and Management of Learning Resources
ED 576 School Library Collection Development

CERTIFICATE IN EDUCATIONAL LEADERSHIP IN NUNAVUT
The Certificate in Educational Leadership in Nunavut is designed to provide qualified teachers and educational leaders in Nunavut with the background, history, knowledge, skills and attitudes to provide culturally based, effective, and responsive, leadership in the school system. It includes five core courses from the introductory level through to specialized courses that focus on parental engagement, action research and approaches to school improvement that support the implementation of educational legislation and policy in Nunavut. 

The required courses are as follows:

ED 509 Foundations of Transformational Leadership in Nunavut Education
ED 511 Proactive Instructional Leadership in Nunavut Communities
ED 512 Educational Leadership – Engaging Nunavut Parents, Elders and Community
ED 513 Leadership of the School Improvement Process in Nunavut Communities
ED 514 Action Research in Educational Leadership for Nunavut

For information on courses for these certificates please contact the Faculty of Education.  
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EDUCATION COURSES
All education courses are graded as Pass or Fail. Students must pass all courses in each of the two years of the program to graduate with a Bachelor of Education degree.

211 INTRODUCTION TO EDUCATION
This course provides students with an introduction to education in Canada. Students examine: the purpose of schools, the characteristics of classrooms, the role of teachers, the relationship between schools and society, current issues in education, and teaching as a career and profession. A minimum of 25 hours of school-related experience is a requirement of this course.
Three lecture hours, plus one full morning or afternoon a week for school visits

213 INTRODUCTION a L’EDUCATION EN FRANCAIS AU CANADA
This course provides students with an introduction to French first and second language education in Canada with a particular emphasis on the educational system on Prince Edward Island. Students analyse a variety of French programs in Canadian schools, the goals of these programs, and the roles of teachers within them. Students also examine current issues in education and their impact on French language education. A minimum of 25 hours of school-related experience is a course requirement.
Cross-listed with French (cf. French 261)

307 ETHICS FOR ADULT PRACTITIONERS
This course examines professional ethics in the practice of adult education by: exploring the meanings of “professional” and “ethics” in the context of adult education; discussing the ideas and skills that assist adult educators in applying professional ethics to their practice; examining current codes of ethics for adult educators; and, creating individual statements of ethical practice.

308 INTEGRATING ACTIVITY BASED LEARNING IN ADULT EDUCATION
In this course, learners explore theoretical aspects supporting activity based learning, reflect on personal teaching frameworks, examine and customize a variety of strategies designed to make learning and training active. Using these foundations, participants expand their teaching repertoires by integrating activity based learning with active training, team learning, peer teaching and independent learning, and develop lesson plans and units to be used in adult learning environments.

309 AN INTRODUCTION TO LEARNING IN THE WORKPLACE
Fostering a learning culture at work is a complex process with many competing demands on both workers and those who train and manage them. This course will introduce participants to current issues and trends affecting workplace learning; key theories of learning, learning styles and motivation for leaning in relation to the workplace; core competencies associated with workplace learning; the role of informal training programs and informal learning (communities of practice, mentoring etc); and process models for workplace learning. Participants will apply their learning and design a workplace learning program that addresses a key issue and concern in their organization.
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311 INTRODUCTION TO DISTANCE LEARNING
This course provides an orientation to the methodologies and varieties of distance education approaches currently available. Students explore learning technologies related to distance education in the form of e-learning, video conferencing, audio conferencing, etc., and apply them to adult learning contexts.

312 APPLIED RESEARCH IN POST SECONDARY INSTITUTIONS
In this practical course, students review the fundamental requirements to building a successful applied research group at a post secondary educational institution. Topics covered include: national setting, institutional context, funding, communication, management, staffing, student involvement, industry partners, and community economic development. As applied research complements the teaching activities at post-secondary institutions, in this course, each student develops and presents an applied research proposal suitable for submission to a funding agency.

313 ADMINISTRATION OF PROGRAMS IN ADULT EDUCATION
This interactive course explores the current state of adult education in Canada and the statutory framework that largely determines the direction and capacity of the discipline and practice of adult education. Students examine the mandates and variety of provider agencies (adult learning associations, literacy networks, community-based and public education agencies, adult high schools, community colleges). The funding of adult education and the constitutional requirements of governments in Canada are considered. As well, the nature of regional differences and needs (e.g. economic and social development) and how the geography and demography of the Canadian landscape challenges the framework and delivery of adult education are discussed.

314 SOCIOLOGY OF ADULT EDUCATION
This course examines the social and political structures that have an impact on adult education. Students explore the influence of these structures in shaping public policy on adult education, and discuss their significance for program development and implementation.
Three hours a week.

315 CRITICAL THINKING AND WRITING FOR THE ADULT EDUCATOR
In this course, students in the adult education context further refine their communication skills. Students will develop greater proficiency and effectiveness in oral communication. The assignments emphasize the writing process; the clear and correct use of the English language in developing reflective and critical thought; and writing in various genres, including research, professional documents, and correspondence.
Three hours a week

319 CAREER AND LEARNING PORTFOLIO DEVELOPMENT
(See Integrated Studies 193 and University 193).
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361 CHILDREN'S LITERATURE
See English 245

362 COMMUNICATION PRACTICES
This course covers both interpersonal and group communication skills necessary for adult learning. It teaches students to express thoughts and ideas in clear, well-defined terms both orally and in writing. Emphasis is placed on developing skills in active listening, public speaking, and small group facilitation, as well as in understanding the variables that affect human communication. Participants are encouraged to identify their own communication challenges through study, research, presentation, and self-reflection.
Three hours a week.

363 THE ADULT LEARNER
This course examines the principles and processes of adult learning. Topics covered include learning styles, personal experiences, social and cultural factors that affect learning, learning in formal and non-formal environments, and the characteristics of adult learners.
Three hours a week

364 ASSESSMENT OF ADULT LEARNING
This course examines general principles, processes, and techniques of assessment and evaluation that meet the needs of the instructors, learners, and stakeholders. New assessment techniques in the psychomotor domain are expected. Students develop practical experience in designing and implementing strategies for identifying learners' needs and assessing learning outcomes in the adult, technological, and/or business sectors.
Three hours a week.

365 COUNSELLING THE ADULT LEARNER
This course introduces students to the social and emotional development of adult learners, and explores the theoretical principles underlying vocational and personal counselling. It focuses on the development of practical application of counselling methods.

366  EDUCATIONAL TECHNOLOGY AND THE ADULT LEARNER
This course examines the integration of computers and other technologies into adult technology education curricula and in business and industry sectors. It provides an overview of current computer-based technologies (e.g. various software and presentation programs, Internet, World Wide Web resources, CD-Roms, online communication, Computer Assisted Technology), and the effective use of other mutimedia technology (e.g. video and overhead projectors). Students develop animation skills for instructional purposes and learn audio production processes.
Three hours a week.
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367  ENTREPRENEURIAL EDUCATION
This course introduces adult learners to the principles of entrepreneurial education. Students identify enterprising opportunities, and gain experience in planning and facilitating learning by using specialized software to create enterprising educational ventures.
Three hours a week

368  CURRICULUM DEVELOPMENT
This course focuses on curriculum development beginning with needs identification, content planning and research, leading to lesson design and delivery. Students develop an understanding of provincial outcomes and standards. Students assess learners’ needs, set appropriate outcomes, plan methodologies and resources, implement program plans, evaluate learning, and reflect on teaching effectiveness.
Three hours a week

369  ISSUES IN ADULT EDUCATION
This course introduces students to contemporary trends (e.g., societal, economic, political, and social trends), and diversity in the workplace. Also explored is the role of adult educators as change agents in shaping the fields of training, development, and adult education.
Three hours a week

371 INTRODUCTION TO ADULT EDUCATION
This course surveys the theories and historical practice of the adult education movement. It examines the characteristics of adult education in a variety of contexts, with particular emphasis on Canadian and provincial initiatives and challenges. Changing needs across a wide range of institutional settings within the field of adult education are identified and discussed.
Three hours a week.

372 FACILITATING LITERACY IN ADULT LEARNERS
In this course, students learn to apply the principles of adult learning and current theory and research to adult literacy settings. The course examines various instructional strategies and techniques that develop language and literacy skills in large or small groups, or in the context of coaching. There is recognition that barriers to literacy learning exist and that educators must understand not only the theory and practice of literacy but also the needs and goals of the individuals in a social learning environment.
Three hours a week
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373 SPECIAL NEEDS OF ADULT LEARNERS
In this course, students are introduced to inclusive education and become aware of the issues and characteristics of adults with special needs. The course gives an overview of some common learning difficulties and challenges. It also provides suggestions for teaching strategies to encourage adults to learn from their strengths and increase independence. Of particular interest is the use of assistive technology, self-advocacy, and awareness of services available to adult learners. Also explored are secondary issues related to special needs and adults.
Three hours a week.

374 TRANSFORMATIVE LEARNING
This course presents the theoretical foundation of transformative learning and transformational education, with an emphasis on practical application. It encompasses principles of adult learning coupled with teaching practices that establish leader empowerment. The role of a transformative educator is explored as a paradigm and establishes critical self-reflection as an essential component of teaching practice. Students should be prepared to examine their educational beliefs, values, and assumptions, and the impact of those beliefs on teaching practice.
Three hours a week.

375 MENTORING THE ADULT LEARNER
This course examines effective methods of mentoring adult students in various contexts. The qualities, techniques, and necessary formal structures in facilitated mentoring relationships are studied using readings, case studies, discussion, presentations, and modelling. Students understand the depth of mentoring adults to the extent that individuals perform the role of mentor or assist others in a structured mentoring program.
Three hours a week.
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391 FOUNDATIONS OF COACHING
A course which examines the variety of sciences which are the foundations of coaching, such as: anatomy, physiology, philosophy, psychology, and sociology, as well as introduces coaching concerns in a number of popular sports (NCCP Level 1 Theory included).
Three hours a week.

392 ADMINISTRATION OF PHYSICAL EDUCATION
A course concerned with the organizational and administrative principles in physical education. Major areas to be examined include: intramurals and recreation, interschool sports, equipment, facilities, and public relations.
Three hours a week.

395  SPECIAL TOPICS IN ADULT EDUCATION
Students investigate special topics that have particular reference to the fields of adult education, technological training and development, trades education, and other related areas. Students are expected to explore and research an approved topic of their choice.
Three hours a week

401 DIRECTED STUDIES
This course is available to advanced students at the discretion of the faculty. Entry to the course, course content, and the conditions under which the course may be offered are subject to the approval of the Dean of Education. (See Academic Regulation 9 for Regulations Governing Directed Studies).
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402 MEETING THE NEEDS OF THE YOUNG LEARNER
This course examines topics in education psychology relevant to the early years classroom. Topics include physical, cognitive, social/emotional and moral/spiritual development; individual differences; learning theories and motivation; behaviour; and the legal, ethical, and counselling responsibilities of teachers for supporting students in need. Three hours a week.

403 INTEGRATED ARTS
This course familiarizes students with a variety of creative forms of expression and communication used in the elementary curriculum. This course integrates art, music, movement, and drama into the teaching of various subjects in the elementary school curriculum.
Three hours a week.
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412 INTEGRATED FOUNDATIONS OF EDUCATION
This course introduces students to concepts drawn from the disciplines of sociology, history, and philosophy of education. The focus is on the ideas of individuals who have made significant contributions to the advancement of western education.
Three hours a week.

415 THE INCLUSIVE CLASSROOM
This course provides an overview of students with different learning abilities in the regular classroom, and examines the evolution of services for children with particular learning needs. The course emphasizes the skills needed to ensure that the regular classroom is inclusive and that the teacher is sensitive to all needs.
Three hours a week.

417 MEETING THE NEEDS OF THE ADOLESCENT LEARNER
This course examines topics in educational psychology relevant to the middle and senior years classroom. Topics include physical, cognitive, social/emotional and moral/spiritual development; individual differences; learning theories and motivation; behaviour; and the legal, ethical, and counselling responsibilities of teachers for supporting students in need. Three hours a week

418 GUIDANCE IN THE SCHOOLS
This course examines principles, problems and procedures in the provision of guidance services in a school setting. Particular attention is given to such topics as the functions of school personnel in guidance; integration of school and community resources; guidance-testing programs; information services; placement and follow-up activities.
Three hours a week.
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421 HUMAN DEVELOPMENT AND THE FAMILY
See Department of Applied Human Sciences (Family Science 341).

422 DYNAMICS OF FAMILY LIVING
See Department of Applied Human Sciences (Family Science 242).

423 MATHEMATICS IN THE EARLY YEARS I
In this course, students examine the goals of early childhood mathematics and acquire an understanding of the development of fundamental mathematical concepts. The course is grounded in young children’s understanding of numeracy in the world around them and focuses on their emerging mathematical knowledge/skills/attitudes.  Students learn about effective teaching strategies, assessment, and resources for the early years.
Three hours a week

424 CURRICULUM IN THE EARLY YEARS
This course provides the foundations for the emergent/integrated curriculum used in early grades. Students investigate instructional models, teaching methods, assessment techniques, and resources, while developing lesson plans and instructional materials used to reach established outcomes across curricula.
PREREQUISITE: Education 432 or 434 or permission of instructor.
Three hours a week

425 MATHEMATICS IN THE MIDDLE YEARS 1
This course provides an examination of the mathematics curriculum and instructional procedures for teaching mathematics in the middle years. The focus is on the scope and sequence of concepts, activities, materials, teaching strategies and evaluation.
Three hours a week.
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426 MATHEMATICS METHODS IN THE SENIOR YEARS I
This course focuses on methods of instruction for selected topics that form part of senior years curricula for vocational/academic mathematics.
PREREQUISITE: At least a minor in Mathematics, or permission of instructor.
Three hours a week.

427 MATHEMATICS METHODS IN THE SENIOR YEARS II
This course is a continuation of Education 426, and builds a conceptual foundation for the topics covered in the senior years curriculum. Emphasis is placed on the critical examination of the current senior years mathematics curriculum in relation to materials and methodologies. Experience in a variety of teaching methodologies is provided in addition to the development of an understanding of the principles and practices of assessment in mathematics.
PREREQUISITE: Education 426
Three hours a week.

428 MATHEMATICS IN THE EARLY YEARS II
A continuation of Education 423, this course provides further understanding of how young learners develop mathematical concepts.  Students engage in a variety of effective teaching and assessment strategies which enable children to achieve the outcomes of the mathematics curriculum. This course promotes developing positive attitudes towards mathematics among children
PREREQUISITE: Education 423
Three hours a week.

429 MATHEMATICS IN THE MIDDLE YEARS II
This course provides pre-service teachers with an opportunity to design effective learning experiences, to enable students in the middle years to achieve the key stage outcomes of the Atlantic Provinces Education Foundation Curriculum for Mathematics Grades 5 - 9.
PREREQUISITE: Education 425
Three hours a week.
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432 LITERACY IN THE EARLY YEARS I
This course provides an examination of the language/literacy processes based on current theories of language acquisition and literacy development. The focus in literacy acquisition is based on six core strands: reading, writing, listening, speaking, viewing and representing.
Three hours a week

433 LITERACY IN THE EARLY YEARS II
This course is a continuation of Education 432, in which students use language arts outcomes, materials, methods, and assessment techniques to design comprehensive literacy programs and activities.
PREREQUISITE: Education 432
Three hours a week

434 LANGUAGE ARTS IN THE MIDDLE YEARS I
This course provides an introduction to current theory and conceptual frameworks for language arts, as well as teaching methods associated with teaching language arts in the middle years of school. The focus includes literacy acquisition with core strands of reading, writing, listening, speaking, viewing and representing, with teaching methods that develop a balanced approach to teaching language arts in grades 5-9.
Three hours a week.

435 LANGUAGE ARTS IN THE MIDDLE YEARS II
This course is a continuation of Education 434. Students develop an understanding of current language arts theory and practice, with a focus on establishing effective language arts programs for the middle years of school.
PREREQUISITE: Education 434
Three hours a week.
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436 ENGLISH METHODS IN THE SENIOR YEARS I
The purpose of this course is to familiarize students with methodology, procedures, materials, and curriculum design related to the teaching of English in the senior years. While specific reference is made to the curriculum developed for P.E.I. schools, the issues and topics are broader in scope. Students are expected to become involved in writing, speaking, reading, and listening activities.
PREREQUISITE: At least a minor in English, or permission of instructor.
Three hours a week.

437 ENGLISH METHODS IN THE SENIOR YEARS II
This course is a continuation of Education 436, and builds on a conceptual foundation for the key genres taught in the intermediate and secondary English programs. Emphasis is placed on the theories, materials, methods and assessment techniques used in the intermediate and secondary English programs. Thematic and cross-curricular uses of literacy are also covered.
PREREQUISITE: Education 436
Three hours a week.

438 LITERACY IN THE CURRICULUM
This course will provide a foundation for the use of language in the content areas taught in the senior years. Students will develop competence in their use of language -- reading, writing, listening, and speaking -- through examination and application of psycholinguistic and sociolinguistic theories of language development. A major focus is on content area reading strategies.
Three hours a week

441 INTRODUCTION TO CURRICULUM DEVELOPMENT
This introductory course examines the foundational forces (historical, philosophical, psychological, and societal/cultural) which influence the curriculum, and presents various models for curriculum development. Specific references will be made to the PEI scene.
Three hours a week

443 CURRICULUM  IN THE EARLY YEARS II
A continuation of Education 424, this course uses science, social studies, and other curricula to focus on resource-based learning, guided inquiry and the integration of these content areas in the early years’ curriculum.
PREREQUISITE: Education 424
Three hours a week.
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444 SCIENCE IN THE MIDDLE YEARS
This course examines methods of science teaching in the middle years. Emphasis is placed on practical aspects of organizing and delivering learning experiences in science as well as reading of current literature on method and theory of science and study of new curricular programs.
Three hours a week

445 SCIENCE IN THE EARLY YEARS
The course examines methods of science teaching in the early years. Emphasis is placed on practical aspects of organizing and delivering learning experiences in science as well as reading of current literature on method and theory of science and study of new curricular programs.
Three hours a week

446 SCIENCE METHODS I
This course provides an introduction to basic pedagogical concepts and skills needed for the successful and effective teaching of science to senior high school students. Using the concepts of general science and the provincial science curriculum, the course examines the nature and limitations of teaching, learning and technology within the Canadian science classroom context.
PREREQUISITE: At least a minor in a Natural Science, or permission of the instructor
Three hours a week

447 SCIENCE METHODS II
This course examines the development, nature, and limitations of science and technology; the role of science and technology in society; and the teaching of science and technology in the schools. Time is devoted to an examination of the provincial science curricula, and innovative teaching and assessment strategies and techniques.
PREREQUISITE: Education 446
Three hours a week.

449 INTRODUCTION TO INDIGENOUS EDUCATION
This course provides preservice and experienced teachers with an opportunity to investigate projects and teaching practices in First Nations and northern schools in Canada.
Three hours a week.
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451 INTEGRATING INDIGENOUS THEMES IN THE CURRICULUM K - 12
This course provides beginning and experienced teachers with an opportunity to examine ways in which curriculum and teaching in the public schools can acknowledge more positively the history, contributions, challenges and prospects of indigenous peoples. The focus is on the integration of First Nations and Inuit themes across the curriculum K - 12.
PREREQUISITE: None.
Three hours a week.

454 SOCIAL STUDIES IN THE EARLY YEARS I
This course examines the learning cycle, activities, and resources for achieving the key stage outcomes of the Atlantic Provinces Social Studies Curriculum and demonstrates how to create a supportive, proactive learning environment in Social Studies from grades 1 - 5.
Three hours a week

455 SOCIAL STUDIES IN THE MIDDLE YEARS
This course examines the learning cycle, activities, and resources for achieving the key stage outcomes of the Atlantic Provinces Social Studies Curriculum and demonstrates how to create a supportive, proactive learning environment in Social Studies from Grades 5 - 9.
Three hours a week

456 SOCIAL STUDIES METHODS IN THE SENIOR YEARS I
This course examines the learning cycle, activities, and resources for achieving the key stage outcomes of the Atlantic Provinces Studies Curriculum and demonstrates how to create a supportive, proactive learning environment in Social Studies in grades 9 - 12.
PREREQUISITE: A major in social studies subjects, or permission of the instructor.
Three hours a week.

457 SOCIAL STUDIES METHODS IN THE SENIOR YEARS II
This course develops a rationale, framework and procedures for facilitating thematic teaching within the Social Studies Curriculum for Grades 9 - 12. Principles and practices of authentic assessment are also addressed.
PREREQUISITE: Education 456
Three hours a week.

459 ENTERPRISE EDUCATION
This course introduces students to the principles and methodology of enterprise education. Students learn about the development of enterprise curricula over the last decade, experience first hand the key components of learning for enterprise, and investigate practical ways of nurturing enterprising attitudes, qualities and skills through the existing school curriculum, kindergarten to grade 12.
Three hours a week.
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462 INTERNATIONAL EDUCATION
This course introduces students to the economic, political, and cultural factors that influence public education in foreign countries. The public school systems of selected foreign countries are examined and compared to the provincial systems in Canada. Students are expected to carry out independent research on a foreign country of their choosing.
Three hours a week.

463 PERSPECTIVES ON CULTURE AND SOCIETY IN EDUCATION
This course introduces students to the role of culture and society in education. Students develop an understanding of culture and social perspectives and an awareness of global issues in education. These issues are explored in a multicultural, indigenous and international context.
Three hours a week

464 EDUCATING FOR GLOBAL CITIZENSHIP
This course is intended to broaden pre-service teachers’ theoretical and pedagogical perspectives on global citizenship education by gaining an enhanced awareness of a world view that recognizes the interdependence and interconnections of the natural and social worlds. Participants will be introduced to the concept of global citizenship and, from this, develop an understanding of social justice, diversity, socio-cultural responsibility, sustainability, and agency. Demonstrating how to integrate global citizenship into educational practices is a key learning outcome of this course.

465 INTERNATIONAL DEVELOPMENT
This course introduces students to the history of international development and explores the models of development currently employed. Particular attention is given to the effects of economic, political, environmental, and cultural development on public education in emerging countries.
Three hours a week.

466 PRINCIPLES OF ENGLISH AS A SECOND LANGUAGE
This course examines the teaching of English as a second language. Students acquire an understanding of the theoretical and methodological aspects of learning and teaching in this area.
Three hours a week.

467 TEACHING ENGLISH AS A SECOND LANGUAGE
This course is a continuation of Education 466, and is for teachers who wish to acquire expertise in teaching English as a second language. Students develop and select appropriate teaching resources and explore appropriate methodology.
PREREQUISITE: Education 466
Three hours a week.

468 SCHOOL AND COMMUNITY
This course examines the historical and cultural roles of the rural school. Emphasis is placed on the evolving role of the school as a community resource centre.
Three hours a week.
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469 SPECIAL TOPICS
To create a category for uniquely titled courses offered by a department and put on the timetable as a “special course” on a one-time basis.

471 ADMINISTRATION IN EDUCATION
This course is an introduction to the theory and practices of administration in education which includes an analysis of the nature of school organizations, effective administrative processes, the administrative structure of education on PEI, and legal issues in administration.
PREREQUISITE: Permission of the instructor
Three hours a week.

473 COMMUNICATIONS
An introductory course covering both interpersonal and group communication, aimed at teaching the student to think and to express ideas in lucid and well-defined terms. The emphasis will be on the workshop approach involving constant practice in the techniques of voice and speech, public speaking, classroom drama, and creative movement. This should encourage in the students a flexible and resourceful attitude, and help them to develop self-confidence, together with the awareness and sensitivity needed for teaching.
Three hours a week

474 TECHNOLOGY IN EDUCATION
This course provides an introduction to the integration of digital technologies into teaching and learning. The focus is on use of technology as a tool to support the school curriculum. Web-based communication and work with web-based resources is an essential component.
Three hours a week.
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475 ADVANCED TECHNOLOGY IN EDUCATION
This course provides an opportunity to explore, develop and post web-based resources. Digital photography, digital video, and other emerging technologies are explored and applied within the educational context.
PREREQUISITE: Education 474 or permission of instructor.
Three hours a week.

476 FRENCH METHODS I
In this course, students explore the curriculum and teaching of core French in the intermediate and secondary schools. Students develop a variety of teaching methodologies in the area of core French.
PREREQUISITE: At least a minor in French, or permission of instructor.
Three hours a week.

481 STATISTICS IN EDUCATION
This course is an introduction to descriptive and inferential statistics required to understand, interpret, express, and evaluate the results of measurement in education. Topics included are frequency distributions, histograms, frequency polygons, mean, median for grouped and raw data, normal distributions, standard deviation, normal approximation of a binomial random variable, random sampling and sampling distributions, estimation of means, confidence intervals, student distribution, small and large samples, one- and two-tail tests of hypotheses, correlation and regression, Chi-square test, analysis of variance.
Three hours a week
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482 ASSESSMENT AND EVALUATION
The main focus of this course is on the development of a comprehensive and systematic evaluation process needed to assess the wide array of learning outcomes stressed in public school education. The interrelationship of evaluation with effective teaching and learning is emphasized. Characteristics and uses of a variety of assessment techniques, such as observation, checklists, rating scales, teacher-made tests, and standardized tests, are discussed.
Three hours a week
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485 PEDAGOGIE EN IMMERSION: LES PRINCIPES DE BASE
This course explores the general pedagogical principles and techniques of content-based teaching in French Immersion at all levels. Topics covered include development of language skills, thematic teaching in immersion, integrating form and content in immersion, and strategy instruction in immersion. This course is taught entirely in French and students are required to complete all assignments in French.
PREREQUISITE: Students must have completed at least six courses (18 credit hours) in French studies in a recognized university program or have been educated in a francophone university for at least two years. Students must also meet the minimum standard, as determined by the Faculty of Education, on a French proficiency test administered before admission to the program.

486 DIDACTIQUE DU FRANCAIS LANGUE SECONDE: UNE INTRODUCTION
This course explores the general pedagogical principles and techniques of communicative-experiential teaching in core and immersion French programs at all levels. Topics covered include three-stage lesson planning, personalisation, pedagogical grammar, and culture teaching. This course is taught entirely in French and students are required to complete all assignments in French.
PREREQUISITE: Students must have completed at least six courses (18 credit hours) in French studies in a recognized university program or have been educated in a francophone university for at least two years.

487 L’ACQUISITION DES LANGUES SECONDES
This course explores students’ past experiences and beliefs about language learning and teaching, principal theories related to second language acquisition, and practical applications of theory to classroom contexts in French Immersion and core French at all levels. This course is taught entirely in French and students are required to complete all assignments in French.
PREREQUISITE: Students must have completed at least six courses (18 credit hours) in French studies in a recognized university program or have been educated in a francophone university for at least two years or with instructor’s permission.

488 LITTÉRATIE - ÉDUCATION EN FRANÇAIS - PARTIE 1
This course introduces students to the general pedagogical principles and techniques of literacy development in French first and second language contexts at the early, middle and senior years. Using materials available in schools and applying appropriate methods and assessment techniques, students design programmes and activities based on the learning outcomes in the Atlantic Provinces Education Foundation French Immersion Curriculum. This course is taught entirely in French and all assignments are completed in French.
Three hours a week

489 LITTÉRATIE-ÉDUCATION EN FRANÇAIS-PARTIE-2
This course explores and deepens students’ understanding of the pedagogical principles and techniques of literacy development in French first and second language contexts at the early, middle and senior years. Using materials available in schools and applying appropriate methods and assessment techniques, students design programs and activities based on the learning outcomes in the Atlantic Provinces Education Foundation French Immersion Curriculum. This course is taught entirely in French and all assignments are completed in French.
PREREQUISITE: Education 488

491 SOCIOLOGY OF EDUCATION
This course involves an analysis of the reciprocal relations between school and society. It examines the influence of political and economic structures in shaping the education systems of various societies, as well as the relevance of different types of schooling in facilitating political and economic participation and cultural enrichment. Empirical attention is given to societies at various levels of general development, with particular emphasis on Canada.
PREREQUISITE: A university degree or two courses in Sociology and at least Third year status or permission of the instructor.
Three hours a week.
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495 INTRODUCTION TO TEACHING AND SCHOOL EXPERIENCE
This is a practicum-based course in which students develop an understanding of lesson planning, curriculum and classroom life. The course includes a weekly seminar and four weeks of school experience.
Three hours a week.

496 GENERAL TEACHING METHODS AND SCHOOL EXPERIENCE
In this course, students acquire basic teaching strategies through seminars and school experience. Students reflect on their classroom experiences and develop ongoing teaching improvement plans. This course includes a weekly seminar and six weeks of school experience.
PREREQUISITE: Education 495
Three hours a week.

497 ISSUES IN TEACHING AND SCHOOL EXPERIENCE
In this course, students explore current educational issues. Students develop problem-solving techniques in classroom settings, which form the basis for classroom management. This course includes a weekly seminar and five weeks of school experience.
PREREQUISITE: Education 496
Three hours a week.
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498 ALTERNATIVES IN TEACHING AND SCHOOL EXPERIENCE
In consultation with the faculty, students choose an area, other than their area of concentration, in which to gain greater depth of knowledge and practice. This course includes a weekly seminar and school experience.
PREREQUISITE: Education 497
Three hours a week. 

559 SPECIAL TOPICS IN EDUCATION
In this course, students investigate special topics that have particular reference to the field of education.
Three hours a week.

571 THE SCHOOL LIBRARY RESOURCE CENTRE
This course examines the historical and theoretical foundation for the role, philosophy, and administration of school libraries and the role of the teacher-librarian. 
Three hours a week.

572 INFORMATION LITERACY AND THE SCHOOL LIBRARY
This course explores information literacy and how it is developed within school library programs. Students examine the research supporting the guided inquiry process, the effective use of digital and traditional learning resources, and how teacher-librarians and classroom teachers collaborate to teach information literacy.
Three hours a week.

573 CHILDREN'S LITERATURE IN EDUCATION
An introduction to, and survey of, children's literature with emphasis on contemporary books written for children. These include picture books, fiction, and nonfiction with special consideration of Canadian titles. Students examine, read, evaluate, and discuss different forms of literature and various genres of fiction, as well as the ways children's literature is integrated into contemporary school curriculum.
Three hours a week.

574 YOUNG ADULT LITERATURE
An introduction to young adult literature with emphasis on contemporary books written for adolescents. These include picture books, fiction, and nonfiction with special consideration of Canadian titles. Students examine, read, evaluate, and discuss young adult books and explore the ways young adult literature is integrated into contemporary school curriculum.
Three hours a week.

575 ORGANIZATION AND MANAGEMENT OF LEARNING RESOURCES
This course provides opportunities to consider principles of analysis, appraisal, and review of learning resources. Students develop criteria for evaluating and selecting a wide range of both print and non-print learning resources, and to formulate policies and procedures for the selection of learning resources to support the instructional program in the school.  
Three hours a week.
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581 THE INCLUSIVE CLASSROOM
Teachers examine the emergence of inclusive education and explore the history of services to children with special needs and attitudes teachers bring to the classroom. Recent research and practice in inclusive education is explored by the students.
Three hours a week.

582 ASSESSMENT OF INDIVIDUAL LEARNERS
Teachers are introduced to individualized educational assessment of children with learning needs and become familiar with a variety of assessment tools and their implementation.
Three hours a week.

583 DIFFERENTIATION AND INDIVIDUALIZED INSTRUCTION
This course introduces teachers to differentiation of curriculum and a variety of teaching methods for learners with exceptional needs, as well as the components and implementation of an individualized educational plan.
Three hours a week.

584 LEADERSHIP AND COLLABORATION
Teachers explore inclusive teaming and classroom consultation as methods to promote inclusive education. Leadership traits required to facilitate the development of an inclusive school is also explored.
Three hours a week.
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585 IMPROVING LANGUAGE AND LITERACY ACHIEVEMENT
This course looks at strategies teachers can employ to develop language and literacy skills in the students in their classrooms. Current research in this area is presented and critiqued.
Three hours a week.
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