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Examines the educational problems entailed in developing human awareness and understanding of the environment. Explores environmental issues through a multi-disciplinary approach and relates historical and contemporary problems in human-environment interactions to school curricula from the elementary to the secondary level. Includes a laboratory component. Grading will be on a pass/fail basis. A field activity fee will be levied in this course. Normally offered in summer session only. Prerequisite: EDUC 401W/402W or corequisite EDUC 403. Students may be required to successfully complete a Criminal Record Check. Students with credit for EDUC 454 may not take this course for further credit. Quantitative/Breadth-Science.

A multidisciplinary approach for educators in formal and informal settings with an interest in learning more about environmental issues. Students will consider multiple perspectives on the goals, values and interdisciplinary nature of environmental education, review locally available curricular materials and obtain a grounding in appropriate models for learning and teaching environmental topics. Prerequisite: 60 units and a CGPA of 3.0, EDUC 452, consent of supervising faculty member, and approval of the director of undergraduate programs. Applications are available in the undergraduate programs office.

Focuses on teaching secondary school social studies and addresses aspects of the theory and practice of social studies education. Students examine their own thinking about social studies education through critical reflection, work with the prescribed curriculum, and explore various ways to develop engaging learning experiences for young adults within a consistent framework using appropriate instructional materials and methods. Prerequisite: EDUC 401/402 or corequisite EDUC 403.

Focuses on teaching secondary school science. Students explore the sciences and aspects of learning science; examine their own scientific thinking; work with the prescribed curriculum; and plan science learning experiences within a consistent framework using appropriate instructional materials and methods. Prerequisite: EDUC 401/402 or corequisite EDUC 403.

Focuses on teaching elementary school social studies and addresses aspects of the theory and practice of social studies education.Students examine their own thinking about social studies education through critical reflection, work with the prescribed curriculum, and explore various ways to develop engaging learning experiences for children within a consistent framework using appropriate instructional materials and methods. Prerequisite: EDUC 401/402 or corequisite EDUC 403.

Focuses on teaching elementary school science. Students explore science, aspects of learning science, and their own scientific thinking; work with the prescribed curriculum; and plan science learning experiences within a consistent framework using appropriate instructional materials and methods. Prerequisite: EDUC 401/402 or corequisite EDUC 403.

An introduction to Aboriginal education in Canada and BC. There will be a critical examination of historical and contemporary issues in education and an exploration of culturally based Aboriginal education grounded in Aboriginal philosophies. Prerequisite: 60 units. Breadth-Humanities.

Examines fundamental philosophical issues involved in designing, evaluating, or changing educational curricula. Such issues as the nature and justification of educational curriculum, the components of a rational curriculum, the nature of knowledge and its differentiation, curriculum integration and the education of the emotions. Also deals with such current issues as the place of behavioral objectives in education, the hidden curriculum and the sociology of knowledge. Prerequisite: 60 units including six units in EDUC courses or EDUC 401/402 or corequisite EDUC 403.

Ethical problems in education are identified and examined. Four major areas of concern are explored: 1. the normative character of education as a whole; 2. the justification of education; 3. ethical questions related to equality, autonomy, interpersonal relationships, and rights in education; 4. moral education and values education. Prerequisite: 60 units including 3 units in Education.

Focuses on developing approaches for multicultural and anti-racist teaching. Topics include: diversity of race, language and culture among learners; identifying the operation of racism, prejudice and discrimination in classrooms and schools; becoming familiar with a variety of approaches such as: co-operative learning, culturally appropriate assessment, and community involvement to counteract and prevent negative classroom and school dynamics; identifying bias in curriculum resources; and locating entry points in selected curriculum areas (e.g. language arts, social studies, art, music, etc.) for integrating approaches which employ a range of multicultural/anti-racist curriculum resources. Prerequisite: EDUC 100, or EDUC 230, or EDUC 240, or EDUC 250, or EDUC 401/402 or Corequisite: EDUC 403.

Explorations of curriculum theory and processes of development with applications at different levels and in several subject areas. Prerequisite: 60 units.

The city as human-natural system; its processes and interactions in urban environmental policy and practice; with attention to historical and theoretical context. Prerequisite: 60 units, or enrolment in a Sustainable Community Development program; and one of GEOG 362, 363, or SCD 301.

Builds on foundational ecological concepts to study the ecological processes that govern the dynamics of populations. Students will use quantitative models to examine the role of data, variability, uncertainty, and assumptions in science and decision making. Students will learn how to improve the sustainable use of natural capital by applying scientific data, ecological theory, ecological models, critical thinking, and Adaptive Management to societal decisions. Prerequisite: REM 100 or EVSC 100; BISC 204 or GEOG 215 or REM 211; STAT 201 or STAT 203 or STAT 205 or GEOG 251 or equivalent. Recommended: REM 225. Quantitative.

Students receive hands-on experience in the construction and analysis of computer simulation models of environmental and ecological systems and problems. Prerequisite: REM 100 or EVSC 100; BISC 204 or GEOG 215 or REM 211; STAT 201 or STAT 203 or STAT 205 or GEOG 251 or equivalent; and 60 units. Recommended: REM 225. Quantitative.

Students receive theory and practical experience in the control and management of hazardous substances in the environment. This includes the application of techniques used to assess toxicological, ecological and human health risks of contaminants within the current regulatory framework. Prerequisite: MATH 151 or 154 or 157; STAT 201 or 203 or 205 or GEOG 251 or equivalent; and 60 units.

Focus will vary from term to term. Prerequisite: ECON 302. Quantitative.

Distribution, structure, function, and dynamics of the world's major biomes. Attention to comparative aspects among terrestrial and aquatic ecosystems and to environmental problems associated with the biomes. Prerequisite: GEOG 215 or BISC 204.

Introduction to the cycling of essential chemical elements through ecosystems. Interactions among biological, hydrological, and geological controls on the structure and function of ecosystems and the spatial-temporal scales of elemental cycling are emphasized. Environmental problems resulting from disturbance to natural equilibria in the elemental cycles are examined. Prerequisite: GEOG 215 or BISC 204 or permission of the instructor. Quantitative.

An exploration of how food is related to cities, giving particular attention to the culture and politics of food production, distribution, and consumption. Prerequisite: At least 45 units, including GEOG 100 or REM 100.

Examines the relationship between nature and society, covering the dominant geographical approaches to human-environment interaction, and their social, spatial, and political economic effects. Prerequisite: At least 45 units, including GEOG 100 or REM 100. Writing.

The city as human-natural system; its processes and interactions in urban environmental policy and practice; with attention to historical and theoretical context. Prerequisite: 60 units, or enrolment in a Sustainable Community Development program; and one of GEOG 362, 363, or SCD 301.

An investigation into the major themes and arguments in the environmental histories of North America, emphasizing how different individuals and groups have used, perceived, and managed their environments over time. Content may vary from offering to offering; see course outline for further information. HIST 432 may be repeated for credit only when a different topic is taught. Prerequisite: 45 units including nine units of lower division history. Students with credit for GEOG 432 may take HIST 432 for credit only when a different topic is taught.

Modernization narratives have placed food and agriculture on the margins of social thought. The current ecological crisis requires us to take a new look at the global agrifood system and its social, political and ecological relations. This course develops analytical perspectives on contemporary issues concerning food, ecology and agrarian change. Prerequisite: SA 101 or 150 or 201W.

An examination of environmental issues in their social context. Environmental issues are on the leading edge of contemporary public concern and public policy debates. This course will examine such issues as the relationship between social organization and mode of subsistence, the politics of hunger, and the way in which human societies in their particular social, historical, and cultural contexts view and interact with the natural world. Prerequisite: SA 101 or 150 or 201W.