Course Development / Authoring / Instruction (Online & Face to Face)
ATCP
EDUC 4736 Introduction to Curriculum Design and Teaching Hours: 36; Credits: 3; Authored & Taught in 2016 – On-campus Teacher candidates develop a critical understanding of the elements of the teaching and learning experiences of the 21st century learners. Candidates explore progressive concepts and practical applications related to various forms of short range curriculum planning. Teacher candidates prepare for early practicum experiences by critically examining research- based strategies that support learners’ success.
Native Classroom Assistant Diploma Program
EDUC 1041 Behaviour Management Support Hours: 15 Credits: 1 – Authored & Taught in 2003-2005 – The course focuses on the creation of a learning environment that fosters self-esteem. Topics covered include the crucial role teachers play in developing self-esteem, in establishing routines and in developing problem solving strategies for behaviour problems
Bachelor of Education – Undergraduate Level
EDUC 4464 Curriculum Methods – Classroom Management (J/I) – Authored & Taught in 2002 to 07
The management component identifies management strategies appropriate to the developmental needs of junior and intermediate grade learners, uses a practical and theoretical framework for understanding and managing social interactions in the classroom and develops a person, proactive plan for classroom management.
EDUC 4454 Curriculum Methods – Classroom Management (P/J) – Authored & Taught in 2004, 05
The management component identifies strategies appropriate to the developmental needs of JK-6 learners and the particular situation, uses a practical and theoretical framework for understanding and managing social interactions in the classroom and develops a personal proactive plan for classroom management.
EDUC 4817 Health & P E for the Junior and Intermediate Divisions (New 2 yr. B.Ed. program) Authored & Taught 2017/ Present – Teacher candidates examine the health and physical education curriculum through class discussion, skill development and practical application. Emphasis is placed on an awareness of, and sensitivity to students’ needs and abilities, embodied identities, cultural beliefs, and values. Using current research, teacher candidates justify the need for health and physical education (including dance and daily physical activity) in contributing to a well-balanced education for students in the junior and intermediate divisions.
EDUC 4758 Health & Physical Ed (Intermediate) – (New 2 yr. B.Ed. program) Authored & Taught 2015 to Present
EDUC 4759 Health & Physical Ed (Senior) – (New 2 yr. B.Ed. program) Authored & Taught 2015 to Present
Teacher candidates examine the health and physical education senior family of courses through class discussion, skill development, practical application, and research. Candidates demonstrate pedagogical skills including planning, implementation, and assessment and evaluation with an emphasis on affirming student needs and abilities, embodied identities, cultural beliefs, and values. Using current research, teacher candidates apply inclusive methodologies for teaching health and physical education as they contribute to a well-balanced education for students in the senior grades.
EDUC 4476 Health and Physical Education (Intermediate) – Authored & Taught 2002 to 2008
A critical study of the aims, scope and sequence of the Intermediate Division curriculum in Physical and Health Education; Analysis of Ministry guidelines; practicum.
EDUC 4477 Health and Physical Education (Senior) – Authored & Taught 2002 to 2008
A critical study of the aims, scope and sequence of the Senior Division curriculum in Physical and Health Education; analysis of Ministry guidelines; practicum.
EDUC 1041E Behaviour Management Support – Authored and Taught in 2003
The Native Classroom Assistant Diploma Program is a jointly sponsored program of Nipissing University and the Department of Indian and Northern Affairs.
EDUC 4670 (ABQ) Health and Physical Education – Authored and Taught 2003 – 2009
Influences of philosophical, psychological, and sociological and educational foundations of curriculum; elements of a positive learning environment; working with parents/guardians and the community; related legislation and policy; curriculum established by the Ministry of Education; curriculum development in the teachable subject concentrations; the aims, scope, sequence, and structure of the teachable subject concentrations; use of technology, media and materials particular to the teachable subject concentrations, instructional and assessment techniques; practicum.
EDUC 1235 Special Education, Part I – Authored and Taught 2003 – 2009
The underlying purpose of Special Education, Part I is to introduce knowledge and skills in the design, delivery, programming, and assessment of special education. Focusing on theory and practice underpinning special education, candidates will examine topics and issues of particular relevance to the school system in which they work or may work. This course explores the five categories of exceptionalities as recognized by the Ontario Ministry of Education, various teaching strategies, program planning, and other issues related to the teaching and learning of students receiving special education services in a variety of classroom settings.
Graduate Level Courses – Nipissing University 2002 – Present
EDUC 5206 Exploring Experiential Education in Health
Students utilize an evidence-based approach to facilitate learning in health practice education. Students examine the use of learning theories relevant in practice education: self-regulated learning, experiential learning, social constructivism, reflective practice, arts-based learning, and emerging technological learning theories. Students explore experiential learning strategies to promote a supportive and positive practice-learning environment.
EDUC 5196 Understanding Education
It has been said that the more things change the more they stay the same. What philosophical and empirical theories underpin current understandings of education? In what ways does an educational theory inform curriculum and leadership development? Such questions will form the basis for discussion.
EDUC 5336 Education Leadership – Authored and Taught Online 1 time
This course initially explores educational leadership on a broad, conceptual, and theoretical basis. Additionally, as a means to further understanding the reasons why leaders do the things they do, participants will consider various intrinsic and extrinsic aspects of leadership: leadership styles, leaders as managers of meaning and critical agents of change, transformational conceptions of leadership, charismatic leadership, the moral and ethical processes of leadership, as well as the challenges and dilemmas currently facing educational leaders.
EDUC 5157 Survey of Research Methods – Authored and Taught F2F (7) times (16) Online
The purpose of this course is to provide an overview of methods of educational research.
EDUC 5376 Ethics, Values, & Decision-Making in Education & Schooling – Authored and Taught F2F (2) since 2002 – Educational stakeholders are regularly asked to adjudicate conflicts concerning policies, procedures and outcomes. In this course participants will study the ethical, moral and value-laden aspects of educational decision-making.
EDUC 5186 Research Project – Authored and Taught F2F 3 times & Online 16 times
The Research Project will consist of library-based research (non-human subjects based). Students will develop a research question or problem based on an issue or concern of interest to them, conduct a thorough literature research on the topic, write up their findings, conclusions and recommendations, and present their paper in both onsite course seminar and written forms. Student evaluation within the course is Pass/Fail.
EDUC 5646 Creativity and Learning – Authored and Taught as video-linked 1 time + F2F 1 time + Online 3 times – This course will assist candidates who are interested in understanding the nature of creativity. Topically, it will focus on the creative person, creative thinking, creativity and culture, tests of creativity, and creativity in education. During the course, candidates will be encouraged to monitor any personal patterns of creative growth.
EDUC 5246 Curricular Issues – Authored and Taught F2F 2 times
This course provides a community for participants to examine current curriculum issues from a personal and professional perspective. Through class dialogue, students will have the opportunity to consider issues from various points of view.
EDUC 5526 Leadership in Action Research – Authored and Taught F2F 2 times
It is designed to assist educational leaders in facilitating and mentoring action research projects conducted by their colleagues. Second, the course will assist these leaders in developing, implementing, and assessing action research projects. Students will produce action research reports suitable for submission for submission for publication in a variety of venues.
EDUC 5356 Supervision of Instruction – Authored and Taught F2F 2 times + Online 1 time
This course engages participants in an examination of the meanings of instruction and supervision as they relate to the purposes of education within a democracy. Specifically, his course aims to: critically investigate conceptions of teaching, learning, and student engagement in a democratic context; examine models of supervision; and analyze connections between assumptions about education and diversity and teacher supervision.
EDUC 5146 Reflective Practice – Authored and Taught Online 1 time
Reflective Practice is designed to encourage participants to explore their own teaching philosophy and to connect it with their teaching practice. Strategies such as critical reflection and personal journal writing will be utilized as examples of building and sustaining reflection in teaching, planning and practice.
EDUC 5486 Independent Study – Supervised 5 times
This course allows MEd candidates to pursue issues of professional relevance that are not dealt with in offered courses. The study will be designed, developed and implemented by the candidate, with the assistance of a M.Ed., instructor.
EDUC 5626 Foundations of Special Education – Authored and Taught F2F 1 time
Foundations of Special Education will provide an overview of the history, philosophy, and social context of special education. It is intended to provide the underpinning for ideas and concepts to be explored in advanced study in Special Education.
EDUC 5546 Assessment of Learning – Authored and Taught F2F 2 times
This course will examine the various means by which teachers assess student performance. The focus of the course will be on teacher-created instruments intended to examine classroom performance. Group assessment instruments will be emphasized, but some discussion of individual assessment instruments will be undertaken. Government mandated standards tests of student achievement will also be considered. An overview of standardized tests will be provided. Issues in assessment, such as test bias, fairness in testing and ethical use of tests and test results, will be discussed.
EDUC 5326 Organizational Management – Authored and Taught F2F 1 time & Online 1
This course will help participants develop a critical awareness of the intersections between organizational management theories and practice in schools. In order to achieve these objectives we will read about and discuss organizational management theories and relate them to educational contexts. This course aims to: critically investigate issues related to organizational management in a democratic context; help participants develop their own critical views; and enhance ongoing, responsible, reflective action and practice.
EDUC 5656 Models & Methods for Program Development with Gifted Learners – Authored/Taught Online 1 time – The course will analyze and integrate major contemporary models of curriculum and program development for gifted and talented learners. Theory, research and assessment measures will be explored and implications for educational application will be considered.
EDUC 5136 Models of Teaching – Authored/Taught Online 1 time – The Models of Teaching course assists educators in their efforts to design, implement, and evaluate instructional contexts and relationships that enhance the learning process. Course participants will examine a variety of models appropriate for individual, small group and large group instruction and explore the issues surrounding the use of models of teaching.
University of Lethbridge – 2000-2002
Graduate Level
ED 5400 – The Nature of Educational Research – Authored and Taught F2F 2 times – An introduction to the paradigms of educational inquiry, the framing of research questions, and research processes and methods as it relates to a variety of educational settings.
Undergraduate Level
ED 3604 – Evaluation of Student Learning – Authored and Taught F2F 4 times
ED 3601 – C & I for Majors – Physical Education – Authored and Taught F2F 4 times
Campus Alberta Applied Psychology Program – Graduate Level M.A. 2002-2008
CAAP 617 Methods of Inquiry – Authored and Taught Online 5 times
Helps students critically analyze other research efforts and in the process learn how to think through their own research questions in a critically evaluative manner.