Category: Courses

INDS502c-SOWK570k Course Historical Memory and Social Recounstruction flyer

Hermeneutic Phenomenological Research and Writing

 

EDCP 585 Winter 2015; Wed 4:30-7:30, Scarfe 1210

Norman Friesen, PhD (norman.friesen@ubc.ca)

 

What is the experience of an exhilarating moment in class? How does a child live through failure or abandonment (and what can we actually “know” about it)? The purpose of this course is to give a “hands-on” introduction to the methods involved in the research of the nature and meaning of these and other lived experiences. Based largely on the work of Max van Manen, but relying on texts by Heidegger, Gadamer, Merleau-Ponty and others, it focuses on the practices of writing and analysis in hermeneutic phenomenological research. It is intended to provide students with an opportunity to learn about and apply of hermeneutic phenomenology as it relates to MEd or doctoral research projects. It will engage students in a number of hermeneutic phenomenological research practices, including descriptive writing (and re-writing), interviewing, conceptual clarification and the thematic analysis of interview transcripts. Students will also learn about phenomenological research as a way of formulating a research question, and of “dwelling with” that question as research progresses.

EDCP 501 62A abstract

EDCP 585E (032)                                                                                                                                               Instructor: Peter Cole Special Course in Curriculum and Pedagogy: Narrativity, Indigeneity and Ecoliteracy Mon (16:30 – 19:30)

This seminar examines the coming together of narrativity, Indigeneity, and ecoliteracy. For Indigenous peoples, ecological ethnicities and others intimately connected with the land, stories are linked rhizomatically with their sources and with one another as a way of acknowledging inter-relationality, locality and interdependency. Being able to ‘read’ the land, the sky, the currents of the waters, how a raven flies, how a fish swims, the presence or not of insects, moss, lichen, bark, accustomed sounds, the signs of presence or absence, the freshness of tracks and traces, the weather, changing seasons and the predicative ‘meanings’ inscribed within storying have always been key aspects of Indigenous pedagogies. Readings and other course material will draw on primarily indigenous knowings and practices. Field trips will encourage students to engage their visual, auditory, olfactory, tactile, gustatory, intuitional and spiritual senses. The experiential offers an opportunity to connect, resituate, and regenerate connections with the human, non-human and more-than-human worlds not just as concepts, but as intra-actions of mutuality and reciprocity.Students will respond critically to the stories, films and other course materials, and will be encouraged to create their own ecoliteracy narratives grounded in their own interests, experiences, cultural knowings, histories, geographies and ecologies.

UBC DEPARTMENT OF SOCIOLOGY

Graduate Course Offerings for 2014-15

For further information about any specific course listed below, please contact the instructor.

TERM 1

SOCI 500 (3 credits): Foundations of Sociological Thought

Mondays 2:00-5:00pm; Dr. Ralph Matthews, ralph.matthews@ubc.ca
This course focuses on analyzing (a) the underlying questions that the early sociologists were grappling with in the years leading to the middle of the twentieth century, (b) the relative traditions of social thought and where individual sociologists fit into those traditions, (c) the substantive and the epistemological concerns of sociological theorists, and (d) a sociology of knowledge perspective to social thought.

SOCI 502 (3 credits): Research Design and Techniques (Quantitative)

Fridays 9:00-12:00pm; Dr. Gerry Veenstra, gerry.veenstra@ubc.ca
This course focuses on the process of conducting a survey and analyzing the data obtained from the process. It includes consideration of philosophical and ethical issues; causality; research questions; research design; measurement; survey questions; indices and scales; questionnaire formats; sampling; kinds of surveys; transferring data into a statistical software package; and basic analysis of survey data. Upon completion of the course, students should be able to read and constructively critique survey research results, demonstrate the applicability and limitations of various survey administration strategies and undertake a survey project of her/his own.

 

SOCI 503 (3 credits): Research Design and Techniques (Qualitative)

Tuesdays, 1:30-4:30pm; Dr. Wendy Roth, wendy.roth@ubc.ca
This course is designed for sociology students in the first year of their graduate program or who have little previous experience with qualitative research methods. It focuses on research design issues, data collection, and building skills as a qualitative researcher. The class is intended to be the first in a two-course sequence together with SOCI 515, which focuses on qualitative data analysis. The present course is intended to give students an understanding of several qualitative methodological approaches, but with special emphasis on interview-based research and ethnography/participant observation, with which students will gain hands-on experience. The course will provide an overview of other common qualitative methods used in sociology, including focus groups and case studies.

 

SOCI 560A (3 credits): Culture and Knowledge

Tuesdays 2:00-5:00pm; Dr. Renisa Mawani, renisa@mail.ubc.caWhat is “Culture” and how does it influence the social world? Is culture divisible from social relations or is it a foundation and condition of social life? In the contemporary moment, “culture” has become a ubiquitous term, one that carries a wide range of meanings. Culture is described and defined through symbols, language, institutional discourses and practices that are materialized in the social world through identities, nationalisms, and tastes. This graduate seminar offers a critical and historical foray into the sociology of culture. The course begins by evaluating classical and foundational texts in the field (including Marx, Adorno and Horkheimer, Durkheim, Mauss, Veblen, Bourdieu, and others) and places them into conversation with critical race, postcolonial, and anticolonial thinkers (such as Fanon, Said, Gilroy, Hall, Gikandi and others). Please note that the course readings overlap, albeit not entirely, with the Sociology of Culture Comprehensive Exam readings.

SOCI 599A 003 (3 credits): Urban Sociology

Wednesdays 2:00-5:00pm; Dr. Nathan Lauster, nlauster@mail.ubc.ca

Course Description: This course is meant to provide students with a broad survey of urban sociology as a field, providing theoretical grounding and support for research and fieldwork set within or otherwise concerning cities.  Central questions include: How do cities generate difference, and how do people deal with the consequences?  How are cities built and regulated?  How can they be variously understood as places, arenas, habitats, networks, and actors?  Vancouver and other North American cities provide ready laboratories for investigating research questions, but historical and international breadth of discussion will be encouraged.

TERM 2

SOCI 501 (3 credits): Contemporary Sociological Theory

Wednesdays 1:00-4:00pm; Dr. James White, blanco@mail.ubc.ca
This is a survey course reviewing most of the contemporary theories used in the sociology and social science. There will be some special emphasis on the rational choice theory of James Coleman, Pierre Bourdieu’s cultural conflict theory, and the recent work on inequality and capital by Thomas Picketty. A major text is used as well as assigned readings.

SOCI 509A (3 credits): Sociology of the Environment

Mondays 2:00-5:00pm; Dr. Ralph Matthews, ralph.matthews@ubc.caAll action is situated, and where things happen is often as important in determining the social behaviour and social organization that develops, as the other people in the situation. Simply put, environment matters. Yet, while we may know the environment through our senses, we understand and explain the environment through the meanings that we give to it. This seminar course focuses on (a) how these socially meaningful aspects of environment develop, and how these socially constructed environments come to influence us in turn and (b) how sociological frameworks of explanation can help us to understand the environment and to understand environmental issues in ways that are different from those perspectives found in other disciplines. Among the many topics to be covered are issues of environment change and regulation occurring in British Columbia and Canada – particularly around issues of resource management and environmental impacts.

 

SOCI 514 (3 credits): Analyzing Quantitative Data in Sociology

Monday 10:00-1:00pm; Dr. Elizabeth Hirsh, ehirsh@mail.ubc.ca
Sociology 514 covers quantitative data analysis techniques used in the social sciences, with a focus on linear modeling. We begin by reviewing the basics of descriptive and inferential statistics and then cover ordinary least squares regression and generalized linear models. While we spend some time discussing statistical motivation, the focus of the class is applied data analysis and interpretation using the statistical software package Stata.

SOCI 584A (3 credits): Health, Illness and Society

Tuesdays 2:00-5:00pm; Dr. Richard Carpiano, richard.carpiano@ubc.caThe sociological study of health and illness (also known as medical sociology) is a longstanding intellectual tradition that emerged from and has informed not only the discipline of sociology, but also the fields of medicine, public health, and population health. This seminar course provides an introduction to medical sociology, covering a variety of focal areas in this broad subfield, including: professional and public conceptions of health, illness, disease, and risk; the experience of living with an illness, the medicalization of personal and social problems; how institutions shape the practices of and care provided by health care professionals; and the mechanisms through which various social factors (e.g., socioeconomic status, race/ethnicity, gender, and community) influence mental and physical health throughout the lifespan.

SOCI 599A 004 (3 credits): Special Topics Seminar on Work and Economic Sociology

Thursdays 9:30-12:30pm; Dr. Sylvia Fuller, sylvia.fuller@ubc.ca

In this course we explore work and labour markets, with particular attention to the ways that the contemporary organization of work reflects and shapes broader social relations of inequality including intersections of class, migration, “race/ethnicity”, and gender. We will consider dynamics operating at varying levels, from broad policy regimes through organizational structures and practices down through to intimate interactions. Throughout, the course considers the implications of key changes in the organization of work occurring in recent decades, including changing gendered divisions of paid and unpaid work, organizational restructuring, and increasingly globalized labour markets.

CCFI 565a/EDCP 585a: Advanced Seminar in Qualitative Research 

(counts as a 600 level course for CCFI student requirements)

Winter 1, 2014

 

Class Time: W 1-4pm

Professor Lisa W. Loutzenheiser,

loutzl@mail.ubc.ca

Course Description and Objectives

 

This participant driven course is an intensive workshop/course for doctoral students. We will develop your individual components (likely in groups) at the beginning of the term, selecting readings that are appropriate to the needs of students in the course.  Students will present their own work and critique the work of their student colleagues. Terms of evaluation will be negotiated individually with each student, in light of the nature and timetable of each project.

 

The course is appropriate for all doctoral students in second year and above including those (1) working toward comprehensive questions in methodologies; 2) assembling proposals for qualitative dissertations; and/or (3) collecting/analyzing qualitative data for their doctoral projects. How will you get ready to undertake your doctoral dissertation research?  What do you think you need to know, learn and experience before you do this work?  This course is designed to help you gain the skills and knowledges you need and question the underpinnings of such desires.  This is a course focused on both methodological theory and gaining skills in qualitative methods.  It is not, however, a survey course as I hope you have gained that knowledge prior to this.  This is a focused exploration of a variety of skills and theories as it pertains to your projects.

 

Prerequisite: at least one doctoral-level course in qualitative research methods/methodologies.

 

Objectives:

♣Identify the epistemological underpinnings to your chosen methodologies and apply this to developing an analytical theoretical framework.

♣Project (in part) the ethical issues and dilemmas that may be associated with various phases of your proposed research and discuss how you expect to work with such challenges

♣Be able to analyze your skills in conducting high quality qualitative research

♣Design and conduct a plan to improve skills and thinking in these areas. Select and assess different means for recording qualitative data: prerecorded, recorded (manual and automatic), and non-recorded (from human memory).

♣Apply the qualitative research skills you are developing in critically analyzing your own and others’ proposals and completed studies.  Identify and apply the alternative standards used to assess qualitative research.

 

This course may be audited, however the workshop format is key to success and therefore is necessary for auditors.

 

 

EDST 579 School-Community Relations

Prof. Mark Aquash is trying to recruit more students for his summer course. For more information of this course: EDST579Summer2014INFO2

 

EDCP 303 & 304:

As graduate students you are able to register June 11, diploma June 16. If your interested register immediately as 4th & 5th year undergrads can also register June 16 & the classes fill very quickly.  And no I wouldn’t be able to let you in once the 20 seats are gone.  It is a studio class and the cap is for safety reasons. 

EDCP 303: Ceramic Design and Pedagogical Approaches is scheduled for Thursday evenings 4:30 – 8:30.  First class Term 1: Thursday, Sept. 4, last class Thurs., Nov 27.  Term 2: Thursday, Jan. 8. UBC Reading Break, Feb 16-20, no class Feb 19, last class April 9.

If you have any questions don’t hesitate to e-mail decosson@mail.ubc.ca For more info: ct_advertising

 

EDCP 585B (031)

Special Course in Curriculum and Pedagogy – SPECIAL CURR&PED: Actor-Network Theory (After Method)

Thu 13:00-16:00

Scarfe 1221

Course Description:

This advanced research methods course focuses on field experiences in Actor-Network Theory (ANT) and more specifically on data collection and analysis in the Humanities and Social Sciences.  ANT has proven to be immensely productive in Science and Technology Studies (STS) as well as a diverse range of disciplines including Anthropology, Education, Environmental Studies, Geography, History, Law, Literary Theory, Media Studies, Medicine, Philosophy, and Urban Planning.  The course is a combination of fieldwork and seminar for masters students in early stages of research and doctoral students in advanced stages.  We focus on After Method: Mess in Social Science Research to explore current trends in ANT fieldwork and philosophy.

 

LLED 565H: Advanced Academic Writing for Education Researchers

Summer Term 2a, 2014 (Jul 2 to 18)

M-F, 11:30 to 2:30 in PON E 121

In this advanced writing course, we focus on the connection between the forms academic texts typically take and the scholarly cultures that produce them. You will learn more about writing conventions in your own fields of study (e.g., When is it acceptable to use “I” in my papers? How far do I go in making practical recommendations in my conclusion?). Just as importantly, you will learn more about what these conventions signal in terms of researchers’ beliefs about knowledge making and their orientations to practice and policy.

 

EDCP 585a/CCFI 565a (for doctoral students)

Overview of Advanced Qualitative Seminar 2014-2015

This course is an intensive workshop/course for doctoral students who are in the process of (1) working toward comprehensive questions in methodologies; 2) assembling proposals for qualitative dissertations; and/or (3) collecting/analyzing qualitative data for their doctoral projects. For more information please see: https://blogs.ubc.ca/outofplace/2014/06/12/advanced-qualitative-seminar-2014-2015/

Summer Term 2a, 2014 (Jul 2 to 18)

M-F, 11:30 to 2:30 in PON E 121

 

In this advanced writing course, we focus on the connection between the forms academic texts typically take and the scholarly cultures that produce them. You will learn more about writing conventions in your own fields of study (e.g., When is it acceptable to use “I” in my papers? How far do I go in making practical recommendations in my conclusion?). Just as importantly, you will learn more about what these conventions signal in terms of researchers’ beliefs about knowledge making and their orientations to practice and policy.

 

By the end of this course you will

–       –  be familiar with typical formal features of academic writing broadly and in your own field, as well as with the academic cultures that produce (and are, in part, reproduced through) these features

–        – be acquainted with several methods and analytic approaches commonly used in socio-cultural studies of writing (and which you can, of course, apply to examine writing in other, non-scholarly settings, as well)

–        – have had the opportunity to use one or more of these methods/approaches in a small-scale research project of your own (the project will focus on an aspect of your field of study and related written discursive practices)

–        – have numerous opportunities to receive feedback on your writing from both peers and the instructor

UVic is offering an online graduate summer course that may be of interest  to some of the students in your program.  Your grad students could complete a course (as an elective, for example) at UVic at no extra cost to them through the Western Dean’s Agreement (http://www.uvic.ca/graduatestudies/assets/docs/forms/Western-Deans-Agreement-Form.pdf.  We have capacity in the course so I thought it would be worthwhile to pass this around.  Please let your students know, if you feel it is appropriate.  If I should contact someone else in your program – please let me know.

CH 562: Heritage Conservation Planning (May 5-Aug 10 2014) – This course considers how traditional concepts of curatorship have shifted significantly in the face of more democratic relations with community, more subjective perspectives of knowledge, and increasing emphasis on the museum’s social and educative roles. Explores the nature and scope of contemporary critical curatorial theory and practice and focuses on the ways in which curators engage with cultural heritage resources, develop sustainable collections, and generate and share associated knowledge to meet the needs of diverse communities.

You can learn more about the Cultural Heritage Studies Graduate Professional Certificate at www.uvcs.uvic.ca/cultural/graduate/programs/certificate/.

If you are interested in taking one of these courses, please speak to your Grad Advisor and submit the Western Deans Agreement Form.

For more information about the program or the courses, please contact me.

All the best,

Tusa Shea, PhD

Program Coordinator

Heritage, Culture & Museum Programs

Review of Research in Curriculum and Pedagogy (Mathematics & Science Education)

EDCP 508A (951) 3 credits	Dr. Ann Anderson
July 10, 11: TBA; July 21, 22 : TBA	Room: SCARFE 1209

July 10-July 22 (modified time schedule*)

This summer, EDCP & UBC are hosting two prestigious, international mathematics and science conferences with leading scholars from around the world presenting their research in Science, Technology, Engineering and Mathematics (STEM, July12-15) and the Psychology of Mathematics Education (PME- NA & International, July 15-20).  The proposed course is designed to allow students who will be presenting at either of the conferences and/or who will be participating in either  or both conferences to take advantage of contemporary, cutting edge and emerging research in these areas. The focus of this course, then, is to review contemporary research in science and mathematics education, with a particular focus on the themes of  “STEM education and our Planet: Making connections across contexts” and/ “Mathematics Education at the Edge: social justice, equity, peace & Indigenous education”. The course will have face-to-face and virtual components and will be organized as follows. Prior to the conference(s) we will meet for two seminars, where we will identify and discuss trends in recently published literature, students’ research interests, and ways to orient ourselves to the upcoming conference presentations and papers. During the conference(s), students will attend a designated number of presentations and read the associated conference papers. Daily postings to an online discussion board sharing insights, posing questions and engaging in reflection, will be required during this period. After the conference(s), we will meet for two seminars to examine retrospectively insights and issues and to identify and discuss implications for research, practice and theory. The major assignment for the course will be a critical review and synthesis of the papers read.

This course provides Ph.D. and Masters students attending and/or presenting at the conference(s), a focused, sustained, guided and collaborative experience.

*NB: July 10, 11: TBA; July 21, 22 : TBA (face-to-face sessions). During the conferences (STEM July12-15; PME July 15-20) students will be required to attend presentations (18 hours) and participate in online discussions (9 hours).

Please contact Dr. Anderson if you have any questions.

Summer 2014 Special Topics Course Listing with Descriptions (Term 1 & 2)

Summer 2014 Research Methods Course Listing Calendar (Term 1) (Term 2)

These documents will continue to be updated as information becomes available.  The most up-to-date versions can always be found at the OGPR website: http://ogpr.educ.ubc.ca/grad/current-students/.

EDCP has added the following (Summer Scholars) courses to the EDCP 2014 summer schedule:

Special Course in Curriculum and Pedagogy: Indigenous Knowledge Systems in Education

EDCP 585C (951) 3 credits	Dr. Bryan Brayboy
Mon-Fri;  13:00-17:00; July 02-July, 11, 2014 (including Saturday of July 5; 9:00-17:00 (allowing 1 hour for lunch))	Room: SCARFE TBA

Indigenous Knowledges Systems (IKS), ways of knowing, being, teaching and learning draws on social science theory, law, Indigenous intellectuals, and creative essays in order to examine the ways that Indigenous people and communities engage in the act of knowing, being, and teaching and learning.  This course is largely driven by the following questions: How do Indigenous communities come to know things and how does this process of knowing influence the ways in which individuals and communities interact with the world? We will largely draw upon the work of Native scholars.

There are myriad ways of teaching and learning (pedagogies) as well as ways of knowing (epistemologies) and ways of being (ontologies) in the world.  There are also multiple sites where these interactions and actions take place, including, but certainly not limited to communities, schooling institutions and families.  We will begin by addressing notions of what makes Indigenous peoples in North America unique in the manner in which they interact with larger societal structures by examining American Indian Law.  We will move into the ways that knowledges (epistemology) are addressed by both Indigenous and non-Indigenous scholars and ask what this means for the ways in which these knowledges then get taken up in formal schooling and in Indigenous communities.  There is a special emphasis on redefining what counts as “real” knowledge by larger U.S. society and by Indigenous communities; this examination includes rethinking research methods and methodologies and rethinking the ways that individuals and communities interface with the world.

This course is broadly configured around Indigenous Knowledge Systems, ways of being, and teaching and learning with a special focus on North America.  Additionally, there is an emphasis on examining what this might mean for students and educators.  Students taking this course will have a sense of what we mean by Indigenous Knowledge Systems, but the course is not exhaustive. Students will be able to address basic elements of North American Indigenous Knowledge Systems and will have a solid foundation for future explorations of the ways that communities come to know, learn, be, and engage the world.

Special Course in Curriculum and Pedagogy: East Wisdom Traditions, John Dewey, and Teacher Education

EDCP 585E (951) 3 credits	Dr. Zhang Hua
Mon-Fri;  13:00-17:00; July 28 to-August 08, 2014	Room: SCARFE TBA

Couse Contents: East wisdom traditions are mainly formed by Confucianism, Taoism, and Buddhism. Among them, Confucianism is the leading one. What is the philosophical essence and era meanings of these wisdom traditions? What is the Confucian, Taoist, and Buddhist visions of curriculum, pedagogy, and teacher education? To understand education based on east wisdom traditions has twofold significance of theory and practice. John Dewey’s philosophy is right at the connecting point between east and west civilizations. So, to explore the relationship between John Dewey’s philosophy and east wisdom traditions is of special significance to construct international theories of curriculum and teacher education.