Holistic Approach to Master of Education (M.Ed.) Curriculum Studies

1. Master of Education (M.Ed.)Curriculum Studies Degree (housed in Department of Curriculum and Pedagogy, Faculty of Education).Health, Outdoor & Physical Experiential Education (HOPE-Ed) ProgramAdministered by Professional Development and Community Engagement

2. HOPE-ED1 COHORT 2017-2019 (EDCP585 - SUMMER 2017)

3. Hope-ed program Academic Coordinator: Dr. Joy Butler Three Streams and Advisors: • Health (Dr. LeAnne Petherick) • Outdoor (Dr. Hartley Banack) • Physical (Dr. Joy Butler) Collective Learning • Higher success rate of completion, more motivated, committed & persistent • Collective insights • Develop robust professional networks and advocacy groups Target Audience: • Teachers (formal and informal) • Coaches • Administrators • Outdoor Leaders • Professionals

4. Cohort philosophical Platform • Experiential Education (EE) to include Experiential Learning (EL) • Used as a catalyst for thinking about ontological (nature of being) and epistemological (truth & knowledge) issues to challenge entrenched educational values • Provides comprehensive and inclusive means to encompass the 3 streams • Aims to develop a cohesive and comprehensive approach to teaching and learning. • Experiential Education: • Experiential education is education (the leading of students through a process of learning) that makes conscious application of the students' experiences by integrating them into the curriculum (Carver, 1996). • Experiential Learning • EL might be considered as the process of change that occurs for individuals and collectives. • Thus the focus of EL is upon the learners and their constructions of knowledge • Through critical questioning to examine embedded power relations

5. Schedule in summary • M.Ed degree consists of 10 x 3-credit courses (30) • Includes the following: • 5 shared courses (all streams) • The first in July 2019 (Experiential Education) • 1 project (= 1 x 3-credit course) to investigate research question (in pairs or solo) • 3 core stream courses (taken over 2 summers 2019 & 2020) • 1 Elective (taken in either summer in one of the other 2 streams).

6. Two-year part time schedule

7. Delivery platforms • Face-to-face at UBC • Summer courses (2019 & 2020) includes: • Shared course (July 2019); • Stream core courses (3) • Elective (1) • On-line courses • EDCP562 (shared) W1 2019 • EDUC500 (shared) W2 2020 • EDCP501 (shared) W1 2020 • Hybrid (face-to-face for one day – Sat, on-line and SKYPE tutorials) • EDCP508B (how to write research for project) • EDCP590 (Project)

8. Health Education stream

9. Health Education stream •The health education stream invites those working in physical and health education to engage in timely and relevant conversation about the ‘trickiness’ of doing ‘health education’. •The conversation in this stream will emerge from a constructivist and interpretivist perspective to interrogate the societal shifts occurring in health education such that topics of gender, race, and social class, as well as curricular areas of sex education and mental health are addressed. •Using the social determinants of health we will address the broad factors shaping individual health behaviours thus moving beyond behaviour change models for health. •There will be a concrete effort to approach Indigenous ways of knowing and being as a means to broaden health understandings and teaching practices.

10. Outdoor Education Stream

11. Outdoor Education Stream • Research into the impact of OE on student and teacher perceptions and practices with respect to the environment and sustainability shows unequivocally strong relationships(Ballantyne and Packer, 2009; Lugg, 2007; Smith, 2007; Stibbards and Puk, 2011; Zink, 2010). • “Benefits of nature” literature also illustrates many significant findings around physical and socio-emotional health and wellbeing, and includes theories such as free play(Chawla, 2015; Gill, 2014) and healthy risk (Brussoni et al. 2012; Tremblay, 2015). • There has been limited research on the development or critique of OE in Canada (Blanchet-Cohen & Elliot, 2011; Derby et al., 2013). • Demand for OE at UBC, and across BC, is increasing.

12. Outdoor Education Stream • The inherently interdisciplinary outdoor learning setting invites educators to (re)consider curricular and pedagogical approaches and methodologies beyond classroom walls and school confines.  • The outdoor learning courses explore themes such as: experiential learning, environmental education, indigenous principles of learning, local learning, place-based learning, socio-emotional learning, STEM, sustainability, and holistic wellbeing through critical and emancipatory lenses.  • The Outdoor Education stream welcomes formal and in/non-formal educators interested in increasing time spent outdoors in their practice.

13. Physical education stream

14. Physical education stream • Curricular innovations (TGfU, Sport Education, Physical Literacy, Movement Education, Inventing Games – Democracy in Action) – used as means to examine what, why, how of teaching and learning in PE • Examine entrenched educational values through ways of knowing • Examining own practice • Explore what it means for physical educators in helping learners become engaged citizens in a sustainable world and society.

15. COHORT Projects • Research based (qualitatitive or quantitative) project or conceptual paper • Written in pairs or solo • Examples: • Teacher Identity and Healthism • Indigenous Pedagogy: Weaving together the what, the why, and the how • Place based learning & BC curriculum • Feminine Role in OE • Gritty Girls • Outdoor Self • Getting girls into the game PE cohort #2 2012-2014 PE cohort #1 2009-2011

16. Thank you for listening Questions??