Curriculum Studies & Instructional Intelligence
Investigating our practices through Instructional Intelligence
This program is designed to respond to the interests and concerns of teachers who wish to become curriculum leaders in school districts. The cohort theme is to encourage and support teachers who wish to “investigate their practices” through Barrie Bennett’s notions of “Instructional Intelligence” (“II”) in order to challenge, learn, explore, and renew their understanding of how their engagement with students and curriculum plays a critical role in education.
Curriculum Studies encompass, but are not limited to, investigations of how learning is constructed. Graduate students learn about issues around curriculum planning, and development, implementation and evaluation. Inquiry in curriculum studies is multidisciplinary, and explores a variety of perspectives.
Cohort Core Courses
The required eight (8) graduate courses are meant to provide a broad overview of central issues in teacher practices:
- How practice is both technical and moral, and embedded in social contexts
- How practice might be reflected upon, questioned, critiqued and improved
- How practice is related to conceptions of curriculum
The focus of these courses will be on investigating how teacher-researchers can make a difference in educational practices, curriculum development and instructional integration, and understanding of student learning. A culminating course will provide graduate students the opportunity to share their research and learning with their peers.
Two (2) elective courses are selected by participants with the assistance of their faculty graduate advisor. Elective courses may be offered in North Vancouver, providing that a sufficient number of students in the cohort opt for the same course. Courses are created for cohorts to reflect that cohort’s collective interests, concerns, and questions.
Capstone Graduating Research Project
Challenging and rewarding, the capstone research project is the highlight of the cohort experience. Teachers, individually or in groups, choose a research question to investigate. Through action research, participants inquire into their own practices in the classroom. Past cohort participants have presented their research at conferences and have published. For an example of research projects see Notes from the Field at http://www.educationalinsights.ca.
The 30-credit program is offered over a three-year period, with courses scheduled to accommodate practicing teachers and administrators.
|September 2010||Instructional Creativity|
|January 2011||Narrative Research|
|September 2011||Research Methodology in Education|
|January 2012||Instructional Creativity 2|
|May 2012||Education Action Research|
|September 2012||Instructional Creativity 3 (Technologies)|
|January 2013||Introduction to Curriculum Issues & Theories|
|May 2013||Graduating Project|
* Elective courses are taken at UBC’s main campus during the summer sessions.
All students must meet the requirements for this program, which include:
- A minimum of 3 years full-time teaching experience or an equivalent combination of engagement within schools, communities, Non-Governmental Organizations and other education-oriented environments.
- A completed four-year undergraduate degree, and at least a 76% average on all senior-level credits.
- Three recommendations from educators and administrators that speak to your engagement with education and leadership.
- Resumé and a 600-word personal statement about your perspectives of leadership, indicating how you think this program (along with your current education and experience) can help you enhance your understanding of effective leadership.
Program fees will be paid over a minimum of nine (9) installments, payable in September, January and May of each year. For current information on tuition and student fees, please log in to the Student Service Centre.
To find out what it costs to take one of our graduate programs, please refer to the list of programs accepting applications.