i Please note:
To view the current calendar, go to www.sfu.ca/calendar
Environmental Education
This program will interest practicing teachers who want to assist students to develop a greater awareness and understanding of the broadly defined environment. The program encompasses aspects of environment education. Through selected course work, environmental issues are explored using a multidisciplinary approach and historical and contemporary issues in human-environment interaction as related to diverse curricula.
Program Requirements
Successful completion, within five years, of an approved program comprised of 30 units of upper division or graduate work and any necessary prerequisites is required. A minimum of 15 of the 30 units must be earned in education and/or educational professional courses and a maximum of 12 may be transfer units.
Courses completed within 10 years of starting the post baccalaureate diploma (PBD) may, with permission, be considered as part of the requirements for this diploma.
Students must maintain a 2.5 GPA on courses used for the diploma.
Courses completed during the EDUC 404 term may not be used toward a post baccalaureate diploma.
Students complete 30 units as specified below including all of
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 $46 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. 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.
and one of
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. Students with credit for credit for EDUC 474 may not take this course for further credit.
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. Students who have credit for EDUC 476 prior to the 2001-2 term may not take this course for further credit.
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. Students with credit for EDUC 474 prior to 2001-2 term or EDUC 414 may not take this course for further credit.
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. Students with credit for EDUC 476 prior to 2001-2 term may not take this course for further credit.
and two of
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. Equivalent Courses: EDUC436.
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 401/402 or corequisite EDUC 403. Students with credit for EDUC 382: Diversity in Education: Theories, Policies, Practices may not take this course for further credit.
Explorations of curriculum theory and processes of development with applications at different levels and in several subject areas. Prerequisite: 60 units.
and for applicants with an academic background in the humanities/social sciences, a minimum of six upper division units of
A study of the interrelationships of animals and their physical and biotic environment. Prerequisite: BISC 101, 102 and 204 with a grade of C- or better. Students with credit for BISC 304W may not repeat this course for further credit.
Field course on the ecology, distribution, and characteristics of organisms representative of various biotic regions of the province (both terrestrial and marine). Sampling techniques are emphasized. The course will normally be taught as a full-time, intensive, three week course with field trips of one to several days duration. Prerequisite: BISC 204, and one of the following: BISC 306, 316, 317, 326, 337 with a grade of C- or better.
An examination of environmental processes as they influence, and are influenced by, urban development, with attention to implications for urban policy and planning. Prerequisite: Enrolment in the Post Baccalaureate Program in Sustainable Community Development or 60 units; and one of GEOG 351, 362, 383, 389 or SCD 301 (formerly CED 301).
Students will learn to apply the ecological concepts introduced in prereq courses to applied ecological problems at the population, community, and ecosystem levels of organization. Emphasis will be placed on processes which drive ecological dynamics, on recognizing those processes and dynamics in applied contexts, and on interpreting ecological data. Prerequisite: REM 100 or EVSC 100; BISC 204 or GEOG 215; STAT 101 or GEOG 251 or STAT 201 or equivalent. 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; MATH 151 or 154 or 157; MATH 152 or 155 or 158; STAT 101 or 201 or 203 or equivalent. 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 101 or 103 or 201 or 301 or GEOG 251.
and for applicants with an academic background in the sciences/applied sciences, a minimum of six upper division units of
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 examination of the relationship between agricultural production systems and the biophysical environment, with emphasis on the origins of, and potential solutions to, agri-environmental degradation. Prerequisite: GEOG 221.
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: GEOG 221 or GEOG 241 (Students who received credit for EVSC 200 before 2011 may use it to meet the prerequisite requirement for this course). Writing.
An examination of environmental processes as they influence, and are influenced by, urban development, with attention to implications for urban policy and planning. Prerequisite: Enrolment in the Post Baccalaureate Program in Sustainable Community Development or 60 units; and one of GEOG 351, 362, 383, 389 or SCD 301 (formerly CED 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. Prerequisite: 45 units including nine units of lower division history. Students with credit for GEOG 432 may not take this course for further credit.
An examination of recent social thought that is concerned with environmental and ecological themes. It will address a selection from the following themes: technology evaluation; technology and science as ideology; ecology and social inequality; the concepts of ecosystem, environment and wilderness; the self-world relationship; politics of environmental uses; environment and the economy. 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.
Additional courses consistent with the aims of the post baccalaureate diploma (PBD) may be substituted for courses in the above list with permission from the Undergraduate Programs office. Students are responsible for prerequisites and other permissions needed to gain entry to courses listed above. Departments sometimes give course enrolment priority to their own students. Because this will reduce access to others, PBD students should consult with faculty and departmental advisors when planning their program.
For calendar technical problems or errors, contact calendar-sfu@sfu.ca | Calendar Changes and Corrections