MEd in Human Development, Learning, and Culture

Developing Self-Regulating Learners in the Context of BC’s Renewed Curriculum


This program is designed for educators who wish to extend their knowledge and expertise about how to foster self-regulated learning (SRL) in schools. In particular, in this program, participants will explore how a focus on SRL can help in understanding and bringing to life the new BC curriculum.

Across North America, self-regulation is being associated with the kinds of “21st century learning skills” that schools need to foster, if today’s learners are to experience success from primary grades through the adult years. Self-regulation is critical because it entails learners’ adaptive engagement in learning in a wide variety of subject areas. Effective forms of self-regulation underlie success in both individual and social forms of learning.

Models of self-regulation describe how “metacognition” (e.g., understanding oneself as a learner), motivation/emotions, and strategic action combine to ensure success in learning. Research suggests that these models provide a powerful framework from which educators can build to better understand challenges/successes in students’ learning and engagement, and for constructing practices that foster students’ development as empowered, strategic learners.

This graduate program will engage participants 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.

Program Highlights

Participants in this program will construct a strong, foundational knowledge base related to learning and human development. Building on that base, they will explore in depth the ways in which self-regulation and motivation are central to learners’ academic, social and emotional learning and development. Throughout the program they will work together and with faculty to build from what they are learning to plan for, take up, and reflect on implications for practice.

More specifically, through the program, participants will consider together theories, principles, and practices related to:

  • developmental and learning processes in the academic, social-emotional, and cultural domains;
  • self-regulation and motivation in classrooms and schools;
  • how to meet the diverse learning needs in today’s classrooms by establishing inclusive practices and environments, and;
  • how to interpret and take up theory/research to inform ongoing practice development.

Across the program, participants will continually reflect on how what they are learning can help them in understanding the aims underlying BC’s new curriculum, and correspondingly, in considering how to develop new practices in their particular contexts. For example, learning experiences will help participants understand the emphasis in BC’s new curriculum on flexible, personalized learning. It will also help them see the purpose behind, and strategies for, helping students develop core competencies in communication, thinking, and personal and social domains (particularly in social-emotional learning, lifelong learning, critical thinking, and strategic problem-solving).

Proposed Schedule

Note this is the proposed schedule and is subject to change.

YEAR COURSE
TITLE
COURSE
CODE
One Seminar in Human Development, Learning, and Culture EPSE 501
One Reading and Interpreting Research* (online) EPSE 483
One Social and Emotional Development in Education EPSE 585
One Foundations in Human Development: Infancy to Adulthood EPSE 505
Two Motivation in Education EPSE 584
Two Opportunity to take electives if needed
Two Cultural Perspectives on Learning, Development, and Media EPSE 503
Two SRL Summer Institute
(bridge to field study course, EPSE 598B)
Three SRL Inquiry Hub: Field Experience EPSE 598B
Three Developing Self-Regulating Learners EPSE 565R
Three Conceptual Foundations in Inclusive Education EPSE 565I
Three Opportunity to take electives if needed
Three Opportunity to take electives if needed
Three Graduating Seminar EPSE 590

Notes

  • *EPSE 483 is a program prerequisite offered on-line for students who have not had an equivalent research methods course previously. It can be taken prior to the program. It will also be offered as part of the program in May-June 2017.
  • Students take 30 credits (not including the program prerequisite): 8 required courses (listed above) will be offered in the community for cohort members;
  • **EPSE 598B serves as a required elective (counting as one of the two required in the program overall), and will also be offered in the community;
  • 1 additional elective of students’ choosing may be taken at UBC’s main campus, or may include approved courses taken at other BC institutions (e.g., SFU, UVic, UBC-O).
  • Courses and schedule are subject to change.

Applicant Requirements

All students must meet the admission and application requirements of both the Faculty of Graduate Studies and the program, which include:

  • A completed four-year undergraduate degree, and at least a 76% average on all senior-level credits
  • Evidence of adequate preparation, ideally through a combination of academic and professional experience, to undertake graduate level study in this area

Required application materials for this program include:

  • An online application form
  • Two official (sealed) transcripts from all post-secondary institutions (except from UBC)
  • Three electronic letters of reference
  • An electronic copy of an up-to-date resumé

Prerequisite

Note that students who have not taken a course in research methods prior to starting the program will be required to take EPSE 483 (3 credits), Reading and Interpreting Research in Education. This course can be taken prior to the program start. Or, for students who need it, this course will be offered online in the first year of the program.

Online Application Form

Students will be asked to respond to the following questions:

  1. Please provide a 500-word statement of your academic and professional goals, indicating how you think this program can help you enhance your professional learning and practice.
  2. Please provide a 500-word description of academic and/or professional experience that you feel have prepared you to take up graduate-level work in this area of study.
  3. Please discuss any other information you feel would be important to the Admission Committee in evaluating your application to the Faculty of Graduate Studies (optional; only if there is something you have not had an opportunity to highlight)

Application Status: Pending
Application deadline: TBA

Full details on how to apply will be posted once this cohort is confirmed and the application is open.

Tuition

The following information is on tuition for 2016-2017. Once this cohort is approved and the application open, current tuition fees will be posted.

2016-2017 Tuition

Program tuition will be divided into nine (9) installments of approximately $1,584 plus applicable student fees, payable in September, January, and May of the  program years. The program total is $14,267.76 plus applicable student fees.

Tuition fees are in Canadian dollars, are reviewed annually by the UBC Board of Governors, and are subject to change (typically 2% in May of each year).

DISCLAIMER:

If there is a discrepancy between the fees listed on this website and the UBC Calendar, the UBC Calendar is the correct and confirmed source.

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in partnership with:

ECPS This program is offered by the Department of Educational & Counselling Psychology, and Special Education. Learn more about ECPS programs.