Category: Courses

Dr. Anneke van Enk's section of EDUC 500 (Research Methodology in Education) still has spaces. It meets Tuesday afternoons 
this term, 4:30-7:30 pm in Scarfe. Please see the attached outline. If you haven't yet taken EDUC 500, please consider 
registering for this class. Please contact the instructor for more information: Anneke.vanEnk@ubc.ca<mailto:Anneke.vanEnk@ubc.ca>

EPSE 630: Advanced Seminar on Adolescence and Emerging Adulthood

Course Specifics: Dr. Jenna Shapka (jennifer.shapka@ubc.ca) will be offering this course in Summer Term 1 (May to June, 2014) on Tuesdays and Thursdays from 1:30-4:30.

Course Description: As children grow and interact with their environment, the processes underlying their development become increasingly complex. By adolescence, the biological, cognitive, social, and cultural influences have become so intertwined that untangling their separate effects becomes an interesting challenge.  This seminar will explore the diversity of the adolescent experience while providing an overview of current research and theory on normative adolescent development.  Special attention will be paid to the contexts within which adolescents live and grow (i.e., family, school, peer groups and community). Students will gain an understanding of the biological and social processes that influence development, the challenges and risks facing adolescents today, and the factors that promote positive youth development.

Topics that will be covered include:

§  Social development and Identity formation

§  Achievement and motivation

§  Pubertal timing

§  Sexual risk taking

§  Brain development and cognitive understanding

§  Adolescent development and information technology

§  Problem behaviours in adolescence

§  Adolescent parent and peer relationships

Who should take this course? There are no pre-requisites for this course and it is suitable for all graduate students (Masters and Phd) who are working with, researching, or just interested in an adolescent population.

LLED 565B – Scholarly Discourses in Education: The How and the Why

Date: Term 2 (January – April), Mondays

Time: 4:30-7:30pm

Location: Ponderosa Annex E, room 117

Description:

Chances are you didn’t get many opportunities to engage directly with the research culture of the university during your undergraduate years. But when you embark on post-baccalaureate studies, you are taking a more significant part in that culture, and you may find yourself a little perplexed by its ways of thinking and acting. In particular, you may find its language–the highly abstract terms, densely layered ideas, heavy use of citations, and so on—somewhat bewildering. In this advanced course on scholarly writing, we will unpack these and other formal linguistic features with the aim of helping you to participate in the disciplinary “conversations” of education scholarship.

What will I learn in this course?

You’ll learn not only how to produce scholarly texts in your discipline(s), but—just as importantly—why these texts sound the way they do. The course combines reading and discussion of research about academic discourse with workshops, guest speakers, and hands-on practice using various theories and methods for examining language. In this course, you will

– consider the particularities of academic discourse in relation to cross-cultural, practice-based, and popular perspectives

– draw on conceptual frameworks and discourse analytic strategies to better understand writing practices (and, to a lesser extent, spoken and digitized communicative activities) as they relate to a range of scholarly contexts

– design and carry out a theoretically-informed project on some facet of academic discourse in your own education discipline

– write about the project using scholarly genres AND creatively “translate” your project for users of the Faculty’s proposed new website on scholarly discourse

Is this course for me?

This course is for students from across the Faculty of Education. Indeed, the more varied the disciplines represented by students in the course, the richer our explorations of disciplinary discourse will be. Note that, while anyone curious about scholarly discourse is welcome, the course will likely be of greatest interest to current and prospective graduate students.

This course is cross-listed with LLED 480B

Dear UBC Graduate Students and Faculty:
 
I am writing to let you know that, as in past years, free statistical consultation will be available this fall term, from graduate students enrolled in our practicum course STAT 551 (Statistical Consulting).
 
Students in this course have already completed STAT 550 (Techniques of Statistical Consulting), and will be carrying out this academic activity under my overall supervision.

************************************************************************
STAT 551, FALL Term of 2013-2014
 
Projects from all UBC-affiliated units and all levels of researchers, particularly including graduate students, are welcome.  Research projects requiring primarily advice on appropriate designs and methods of statistical analysis are ideally suited for STAT 551.  To allow each
551 student to be exposed to several projects, the total time spent on each project has to be limited.  Thus, smaller projects are particularly suitable.  Students will provide at most 2 to 4 hours of "face-to-face"
consultation on a given project but will also provide a written report containing detailed advice and recommendations.
 
Due to this time limitation, STAT 551 projects typically do not involve carrying out data analyses.  Our Statistical Consulting and Research Laboratory (SCARL) has fee-for-service options in cases where further work is desired -- check the CONSULTING link at www.stat.ubc.ca for more information.
 
To take advantage of this unique opportunity to receive free statistical advice, please submit your project description to me by e-mail (as an attached WORD document, to john at stat dot ubc dot ca), with a subject line clearly indicating STAT 551.
 
Your project description should consist of a concise description of your research problem in non-specialist language, with a clear indication of specific statistical issues on which advice is desired.  A description of at most one page is preferred.  Please only attach supplementary material if it is absolutely essential.  (For example, sending a grant proposal, together with a cover note saying you want advice on its statistical aspects without any attempt to describe the research problem in terms that can be understood by a Statistics graduate student or to clarify what specific statistical issues are of concern, is not an appropriate submission.)  A sample project description can be viewed at:
http://www.stat.ubc.ca/SCARL/HowSCARLHelp/Detail/stat551.php
 
As soon as your project is approved for STAT 551, your description will be added to the list from which students will select projects.  Thus it is to your advantage to submit a clear description as soon as possible.
Students will begin selecting projects immediately at the start of the fall term.  The clearer your description, the more likely students are to select your project sooner rather than later and the more productive the initial consultation session is likely to be.
 
Once your project has been selected, the student will contact you to arrange an appointment for an initial consultation session.  If, at any time prior to being contacted, you no longer require advice on your project, please let me know so the students do not spend time preparing for "inactive" projects.
 
Please note that a graduate student seeking advice via STAT 551 needs the permission of his/her supervisor.  An e-mail from the supervisor at the time of project submission suffices.
 
If you know others who might be interested in this opportunity, please pass on this information.
 
Thanks in advance for submitting interesting and challenging projects for the students enrolled in STAT 551 this term.
 
John Petkau
Professor
2013-14 STAT 551 Instructor
Department of Statistics, UBC
 
E-mail: john at stat dot ubc dot ca

Citation Management Using RefWorks, Zotero, or Mendeley

Need to manage large numbers of references and citations as part of your research, teaching or administrative work? Citation management tools are for you. These tools provide a simple way to store, organize and retrieve your citations in an effective manner, and can also help you in formatting in-text citations and bibliographies in your work.

Sign up for a tool specific hands-on workshop about the coreconcepts of citation management and detailed instruction for use of either RefWorks, Zotero, or Mendeley.

Are you new to citation management tools entirely, or do you have advanced-user questions? Email research.commons@ubc.ca to set up a one-on-one appointment with one of our citation management experts

Citation Management Using Zotero:

Tuesday, June 18, 10am-12pm
Citation Management Using RefWorks:
Wednesday, June 26, 2-4pm http://elred.library.ubc.ca/libs/dashboard/view/4188
Citation Management Using Mendeley:
Friday, June 28, 10am-12pm http://elred.library.ubc.ca/libs/dashboard/view/4186

EDUC 517 Wellbeing as the aim of Wisdom – and of Education too?  taught by Drs. Christopher Martin and Joe Dunne is being offered from July 29-August 16, 2013 from 9am-12pm Monday thru Friday at UBC’s Okanagan campus.  This three credit course is open to all graduate students.

NOTE: Dr. Joseph Dunne is a member of the Royal Irish Academy whose writings on teaching as a distinct practice has been internationally lauded and has provoked a revival in valuing teacher practice in a variety of professions, including schools of education and faculties of medicine. He is an Invited International Distinguished Visitor to UBC’s Okanagan campus. This is unique opportunity to work closely with an international leader in education studies.

Please see below for a course description.

In educational research and policy there has been a recent upsurge of interest in ideas around the promotion of “social and emotional wellbeing”, “happiness”, “wellness” and “quality of life” as a central aim of education. This reflects and draws on accumulating work in psychology, economics and public policy analysis – work that itself revives deep concerns with human flourishing in classical Greek philosophy as well as in other ‘wisdom’ literatures of the world. This course will i) explore different perspectives on human wellbeing and ii) explore the implications of these perspectives for teacher practice and educational leadership.

For more detailed information concerning this course, please contact Dr. Martin at christopher.martin@ubc.ca or 250.807.8427.