A part-time fully online graduate program offered by leading UBC Science Education researchers to working professionals in Canada and beyond.
The MEd in Science Education is ideal for those seeking to make a difference in teacher education; learning and teaching at the elementary, secondary and post-secondary levels; industry; teaching and research institutions; government and private sector bodies; museums; outdoor settings and other science-based organizations.
The goal of this online graduate program is to develop specialized professionals in the field of Teaching English as a Second Language (TESL).
The Master of Education in Teaching English as a Second Language is a graduate-level, part-time and online cohort program that allows students to gain theoretical and practical knowledge in areas such as applied linguistics for teachers; second and foreign language acquisition; English proficiency assessment; language, discourse, and identity; multilingual literacy and multimodality, and more!
The MEd program in Early Childhood Education (ECED) is designed for teachers, early childhood educators, and other early childhood education professionals who are interested in enhancing their knowledge of professional practice with young children.
This engaging, online graduate degree program allows you to inquire into your work with young children, and offers opportunities to explore issues in early childhood research, theory, and practice.
The Vancouver Summer Program (VSP) is a four-week academic program offered by various Faculties at the University of British Columbia, Canada for students from cooperating universities.
The program provides the opportunity to take two academic courses while learning about Canadian practices and culture.
“Self-regulating” learners mobilize “metacognition” (e.g., awareness of strengths and challenges in relation to tasks), motivation/emotions (e.g., growth mindsets), and strategic action to proactively and adaptively learn in all kinds of contexts. Models of self-regulated learning provide powerful frameworks for educators to understand challenges/successes in students’ learning and engagement, and construct practices that foster students’ development as empowered, strategic learners. In today’s classrooms, promoting SRL supports 21st century learning and other educational innovations (e.g., inquiry learning, assessment for learning).
Participants in the MEd SRL concentration will engage in rich, inquiry-based processes through which they will continually have opportunities to co-construct knowledge related to learning and development, and to bridge theory, research and practice. Using an inquiry-based approach, educators will learn about the dimensions of self-regulation (e.g., cognitive, motivational, social-emotional, behavioural), and be prepared to create inclusive, SRL-promoting environments in the contexts where they are working.
“Self-regulating” learners mobilize “metacognition” (e.g., awareness of strengths and challenges in relation to tasks), motivation/emotions (e.g., growth mindsets), and strategic action to proactively and adaptively learn in all kinds of contexts. Models of self-regulated learning provide powerful frameworks for educators to understand challenges/successes in students’ learning and engagement, and construct practices that foster students’ development as empowered, strategic learners, innovations (e.g., inquiry learning, assessment for learning).
The HDLC MA program is most appropriate for those with an interest in research and the possibility of continuing on to advanced work in a doctoral program. Participants in the MA- SRL concentration will engage in rich, inquiry-based processes through which they will continually have opportunities to co-construct knowledge related to learning and development, and to bridge theory, research and practice. As part of their program, they will advance their understanding about research methods suited to the study of complex learning processes like SRL, and will contribute to understanding about HDLC and SRL through undertaking a supervised masters thesis project.
A self-guided, fully online, classroom ready, modular mental health curriculum resource.
Mental health literacy is the foundation for mental health promotion, prevention and care and can be successfully implemented through classroom based curriculum interventions that have been scientifically shown to improve mental health related outcomes for students and also for their teachers. A Canadian-developed, nationally and internationally-researched resource, the Guide – previously delivered only through face-to-face training – is now available online through this UBC-supported program.
In this course, educators will learn how to apply this classroom-ready, web-based, modular mental health curriculum resource (the Guide) as well as upgrade their own mental health literacy. Educators can then use this curriculum resource in their schools to successfully address mental health related curriculum outcomes designed to be delivered by usual classroom teachers to students in grades 8 – 10.
Scarfe 302
Tel 604 822 0139
Email fang.wang@ubc.ca
Contact for:
Remote
Tel 604 822 0206
Email anna.kindler@ubc.ca
Contact for:
Scarfe 2603
Tel 604 822 1295
Email annie.chung@ubc.ca
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