Program and Course Search

HSER 254 Core Concepts in Human Services introduces students to the concepts of theory and practice in Human Services and the interrelationship between the two. A number of theoretical perspectives on change are explored from both a Child and Youth Care and Social Service Worker orientation, including multicultural, feminist, developmental and post modern perspectives. Each of the theoretical perspectives studied offer a basis for understanding the helping relationship and personal change processes. An emphasis will be placed on psychodynamic, humanist, cognitive/behavioural, systemic and solution-focused/narrative approaches to practice.

HSER 258 Fundamentals of Change I is designed to assist the student in developing self-awareness as a helper, and in developing both an understanding and a beginning level of skill. Students are required to participate in exercises, role plays, simulations and video taping of interviews and counselling sessions, in order to accomplish the course objectives.

HSER 276 Issues in Youth will explore the issues that face those in adolescence and early adulthood in various societies. 'Adolescence' and 'early adulthood' are terms used to describe a time of life in which major developmental and social changes occur. An exploration of adolescence and early adulthood, and the issues that are unique to these stages of life in various societies will occur. Students will be exposed to theories of adolescence, issues of gender, sociological explanations of existing issues, and to local and international programs designed to address these issues.

INDG 287 Introduction to Indigenous Teachings and Practices. This course will provide students with an introduction to Indigenous studies, including key concepts, themes and topics relevant to Indigenous histories and contemporary practices. The history and impact of colonialism, residential schools and oppression will be explored. We will explore Indigenous Worldview and ways in which we can respectfully participate in creating a future vision which embodies respect for cultural diversity and the health of our planet. Local wisdom keepers will be invited to share stories.

HSER 255 Professional Foundations for Human Services explores foundations of Human Service Worker professional practice through an examination of the issues surrounding professional identity, ethical practice, and the interdisciplinary team approach. The skills required for communicating as a professional and as a team member, both oral and written, are developed throughout the course.

HSER 259 Fundamentals of Change II is designed to assist students to build advanced helping skills on the base developed in HSER 258. Students will learn to use their helping relationships and interpersonal communication skills within the framework of the helping process model. Students are required to demonstrate their skill development on video tape, as well as demonstrate analytical skills which will require both self-awareness and knowledge of the helping model. The focus is on the skills required to carry out action planning, support of action and evaluation of outcomes in helping interventions.

HSER 264 Introduction to Professional Child and Youth Care is designed to provide an overview of the child and youth care field, and the professional identity of child and youth care workers, which will enable the student to work with and advocate for children, youth and families in a more effective way. Students will explore the historical development of the field and gain a working understanding of the key concepts and basic principles of practice in the Child and Youth Care field. They will develop a clear understanding of the similarities and differences in the role and function of Child Care Professionals and other Human Service Professionals.

PSYC 241 Adult Development is an introduction to teenage and adult development. This course explores selected aspects of the physical, cognitive, emotional, and moral development from adolescence thru late adulthood.

HSER 270 Practicum in a Child and Youth Care Setting. A 200 to 250 hour practicum located in a child and youth care setting. This practicum requires students to work directly with children and/or youths in order to promote professional skill acquisition and integration. Emphasis is placed on observation and recording skills, awareness of personal functioning in relation to the children and/or youths. The ability to demonstrate beginning-level case management planning, intervention, and case-presentation skills with both a one-to-one focus and a group focus are also emphasized.

EASL 066 College Preparation - Research Writing is an advanced writing course that focuses on various forms of writing that can be found in the academic and the work world. In addition to formal academic research techniques, this course will also explore practical technical writing skills needed for clear, timely, concise and accurate communication. The writer must focus on the purpose and audience as well as the form, style and organization. In this class, students will produce a variety of practical and academic forms of writing, including correspondence, summaries, instructions, proposals, reports etc.

ECCE 186 Child Health and Safety is on personal wellness and the planning, establishment and maintenance of a safe and healthy environment in programs for children from birth to school age. Topics include: food preparation and handling; planning nutritious snacks and meals; universal precautions; diapering and toileting; accident prevention and hazard identification; medication; illness management, assessment and reporting; modelling healthy practices and utilizing community health resources.

HSER 174 Interpersonal Communications provides the student with an opportunity to examine personal goals, values and attitudes; develop and practice listening and responding skills, and become more aware of personal strengths and limitations. This course is designed to help students gain self-understanding in order to be more effective in working with people.

ECCE 178 Professional Practice I provides an overview of the field of early childhood education from a theoretical perspective influenced by both historical and current contexts. Learners will have the opportunity to engage with a variety of program models and structural components such as the BC Childcare Licensing Regulation, the Early Learning Framework of BC and the Occupational Standards for Early Childhood Educators. Using these guiding frameworks and theories learners will demonstrate an understanding of standards of practice and childcare administration.  

ECCE 168 Observing and Reflecting Practicum I is an experiential course with field placements and lectures integrating theories and practices in the early years. Through engagement with early childhood educators in practicum learners will participate in professional practice; plan and evaluate a developmentally appropriate program that meets the observed needs of children. Learners will explore how pedagogical narrations inform practice through observing, collecting traces, collaborating and reflecting. Utilizing a ‘common world’s’ framework, including indigenous world views, learners will have opportunities to explore the interrelationship of living and non-living things.

ECCE 179 Professional Practice II examines early childhood care and education in a historic and current cultural context. Using a variety of theories, including the bioecological approach learners will reflect on the impact of their personal values and attitudes on their professional practice.

The principles of inclusive practice when working with young children and families will be examined, and the importance of play in learning will be identified through exploring the theory and its benefits. By the end of the course learners will have gained a sense of professionalism and will be able to advocate for the profession of early childhood care and education. Current frameworks and theories will be used to develop positive, compassionate and ethical professional values.

ECCE 188 Planning with Young Children I provides opportunities to learn about warm, caring, responsive relationships and emotionally safe, child-centered environments. The course focuses on application of theories, planning experiences and environments to support children’s development. Students explore the areas of art, music, movement, literature, and drama within the conceptual frameworks of developmentally appropriate practice, the competent child, diversity, child-centred environments, sensory motor exploration, emergent curriculum and creativity.

ECCE 193 Child Centered Partnership I, learners reflect on values, beliefs and attitudes toward building warm relationships with children. Understanding of self within the guiding relationship is developed. With the use of problem-solving techniques, students learn the skills of guiding and caring for children and creating emotionally safe, respectful environments that are empowering and that enhance friendships, responsibility, self-discipline, self-worth, and maximize potential.

FAM 180 Family Dynamics is designed to provide students with a variety of theoretical perspectives to understanding families. It considers the diversity of families through the lenses of the life course perspective and political policies. Family formation, parenting, separation and divorce and aging are all examined. Family issues are also considered, including marriage and death rituals, work and poverty, same sex relationships, disabilities and immigrants. Policies that affect families are explored through an examination of violence in the family and political trends. The course is intended to be a foundation for further study of families.

PSYC 100 Introductory Psychology I is an introduction to the methods, theory and practice of psychology as a science. Among others, topics will include motivation and emotion, learning and memory, biological foundations, sensation and perception. Other topics are added at the discretion of the individual instructor. Class demonstrations and activities are used to illustrate concepts. Teaching methods and resources in the course vary with the instructor.

ECCE 169 Observing and Reflecting Practicum II is designed to integrate theories and practices in the ECCE field. Students will observe and participate in regional early childhood programs off campus. The clinical practicum provides opportunities to practice observing and recording children's individual abilities and interests over time, and, reflective practice and professional conduct.

ECCE 189 Planning with Young Children II builds on the concepts and theories of ECCE 188 with an emphasis on play theory, social relationships and skills, and creative and cognitive processes in children ages three to six years. Learners examine the interface of adults and children in a child-centred environment. Learners study ways of supporting and extending the interests, understandings and problem-solving abilities of young children in the areas of mathematics, science and social studies. The focus will extend to the programming context with a holistic approach to the practitioner as planner and adult within the play environment and address variations in development, abilities, issues, and risk factors.

ECCE195 Practicum I provides the learner with practical experience in an early childhood centre. Students integrate learning and demonstrate skills in interpersonal communication, observing and recording children's responses and abilities, program planning, guiding and caring and growing professional awareness. Seminars are scheduled for reflective discussion of practicum learning.

ECCE 293 Child-Centred Partnerships II, concepts and skills of ECCE 193 are further developed and enhanced; for example, understanding of self within the guidance relationship, creating emotionally safe and respectful environments and enhancing autonomy. Students examine guiding relationships and apply principles and skills to complex situations. Students will also have the opportunity to learn about the various community partners and their role in supporting young children.

PSYC 240 Child Development is an introduction to normal child development; this course explores selected aspects of the physical, cognitive, emotional, and moral development of children from birth to middle childhood; and examines the major theories of child development.

ECCE 294 Practicum II, students synthesize learning with practical application. The focus is on collaboration with families and community in the creation of inclusive, responsive, culturally-sensitive child-centered environments for young children. Learners continue to engage in the process of self-reflection and individual goal setting regarding exemplary professional practice. Seminars are scheduled for reflective discussion of practicum learning.

ECCE 200 Infant Growth and Development. This course will explore child development from theoretical perspectives and will examine ways of enhancing young children's development. Conceptual themes to be addressed include: developmentally appropriate practice, the competent child, diversity, responsive caring, relationships, child centered environments, emotional safety, and creativity.

ECCE 260 Health Care in Infant and Toddler Programs includes the planning, establishment and maintenance of a safe and healthy environment regarding: food preparation and handling, planning nutritious snacks and meals, diapering/toileting, accident prevention and hazard identification, medication, illness management and assessment, modelling healthy practices and utilizing community health resources.

ECCE 285 Practices with Infants and Toddlers. This culmination course is designed to prepare the student to work as an Early Childhood Educator with children under three years. Emphasis will be on professional decision making; designing and implementing a safe nurturing inclusive program. This course builds on and expands knowledge from the basic ECCE program regarding early childhood theory, philosophies, historical approaches and high quality care.

ECCE 282 Infant/Toddler Observation Practicum provides the student with opportunities for supervised practical experience and directed observation of individual infants and toddlers as well as group settings designed for infants and toddlers. Ten hours of individual child observations may be done in homes, family day care, or other informal settings. The forty hours of Infant-Toddler Centre observations will be arranged in a variety of locations.

ECCE 286 Infant Toddler Practicum experience is designed to provide the student, under supervision, with opportunities to apply and consolidate knowledge and skills in working with infants and toddlers in group settings. Five weeks in length, this block practicum places each student in an early childhood setting for children under age three.

HSER 267 Leadership in Human Services provides a basic introduction to leadership concepts. Students self-reflect as they explore the concepts of emotional intelligence, leadership style, and the qualities and attributes of an effective leader. Students create a plan for developing personal leadership skills and have opportunities to improve their leadership performance in managing conflict, overcoming obstacles, and establishing a constructive climate.

EACS 155 Foundations of Practice introduces students to the theory and philosophical perspectives necessary for working with individuals who are challenged by a disabling condition. Values regarding service delivery are explored through an historical review of the disability movement and an examination of new initiatives and trends. This course also examines the role of unions, advocacy and policy and procedures in support services and introduces students to professionals from various professional infrastructure sectors including licensing and ministry personnel. Through personal reflection and research, the roots of person centered support will be explored and students will develop their own personal and professional philosophy of support work.

EACS 156 Support Strategies focuses on support strategies used with individuals who have disabilities. The analysis and understanding of behaviour as a means of communication is explored. Strategies are learned and practiced in context to support individuals with the development of pro-social skills, life, vocational, and academic skills. An awareness of issues related to healthy sexuality and the ethics of touch are explored. Emphasis is placed on the ethics of support work and effective implementation of strategies to support individuals with disabilities to be as independent as possible.

EACS 160 Classroom Support Strategies I focuses on the development of knowledge, skills and attitudes necessary for paraprofessionals to perform their roles and responsibilities as members of a multidisciplinary team to integrate all children into inclusive school settings.

EACS 170 Augmentative Communication explores the alternative forms of communications for people with little or no speech. Non-speech communication programming is examined through review of normal and disordered language and the strengths and weaknesses of various augmentative communication systems. Communication systems studied include sign language and other manual systems, pictogram/ideogram communication and electronic systems.

ENGL 110 introduces students to the world of scholarly writing -- reading it, thinking about it, and producing it as academic researchers. Students will explore how professional and/or academic writers across disciplines communicate to a variety of audiences. Students will practice active reading, writing and critical thinking skills by conducting scholarly research on a topic. This course aims to equip students with the skills and knowledge they need to write effectively within academic contexts.

HSER 174 Interpersonal Communications provides the student with an opportunity to examine personal goals, values and attitudes; develop and practice listening and responding skills, and become more aware of personal strengths and limitations. This course is designed to help students gain self-understanding in order to be more effective in working with people.

PSYC 100 Introductory Psychology I is an introduction to the methods, theory and practice of psychology as a science. Among others, topics will include motivation and emotion, learning and memory, biological foundations, sensation and perception. Other topics are added at the discretion of the individual instructor. Class demonstrations and activities are used to illustrate concepts. Teaching methods and resources in the course vary with the instructor.

EACS 157 Challenging Conditions introduces students to the impact of specific challenging conditions on the individual, the family and the service providers' practice. Four foundational questions are addressed for each topic:

a. What is it?

b. What can it look like (describing a continuum)

c. What can we do with what we know? (basic skills)

d. Where can we find out more (critical thinking about resources)

EACS 161 Person-Centered Planning focuses on the need for planning, advantages and disadvantages of planning and the key elements of the planning process. The course examines how to identify and obtain information relevant to planning, formulation of long and short-term objectives, prioritization of objectives, and translation of objectives into action. Emphasis is placed on viewing, planning as a dynamic process, and analysis of human interaction as part of the planning process. Models for structuring positive interaction of all planning team members are reviewed.

EACS 165 Health and Wellness is designed to introduce the essential concepts of health and wellness with emphasis on six dimensions of wellness including: emotional, intellectual, spiritual, occupational, social and physical. Students will examine health and wellness from two perspectives. The first includes the examination of wellness in the students' lives with emphasis on developing strategies to increase resiliency and well being in the work place. The second dimension will focus on ways in which the wellness of others can be enhanced in a respectful, person-centred way that values personal choice and preferences. The course will emphasize the importance of lifestyle changes being self-directed and on understanding ways in which we can support change in others and ourselves. Lecture, interactive exercises and group discussions will be used to explore a variety of topics including: stress management, diet and nutrition, ageing, intimacy and relationships, immunity, safety, lifestyle, developing relationships and quality of life. The importance of professional accountability and authenticity in supporting the wellness of others will be emphasized.

EACS 195 Practicum I provides students with an opportunity to work and observe in an educational or community living setting under the direction of college instructors and on-site staff. The focus of this practicum is to provide students with an opportunity to interact with children or adults with challenging conditions, to develop objective documentation skills and to observe the techniques and procedures used by on-site staff. This is a 17-day practicum beginning with two preparation days.

FAM 180 Family Dynamics is designed to provide students with a variety of theoretical perspectives to understanding families. It considers the diversity of families through the lenses of the life course perspective and political policies. Family formation, parenting, separation and divorce and aging are all examined. Family issues are also considered, including marriage and death rituals, work and poverty, same sex relationships, disabilities and immigrants. Policies that affect families are explored through an examination of violence in the family and political trends. The course is intended to be a foundation for further study of families.

PSYC 101 Introductory Psychology II covers topics include thinking and other cognitive processes, development of the individual, personality, mental disorders, health and social psychology. Other topics are added at the discretion of the instructor. Class demonstrations and activities are used to illustrate concepts. Teaching methods and resources in the course vary with the instructor.

EACSW 196 Practicum II is an opportunity for students to demonstrate their abilities in field settings. It provides students with opportunities to learn experientially and to apply concepts from the classroom.

Practicum offers students opportunities to self-evaluate and receive feedback about their knowledge, skills, abilities and attitudes in the field of Education Assistant and Community Support Worker. 

ENVR 150 Hydrology I is an introductory study of water in our environment including its properties, the natural processes which affect it, and climate and weather. Students will gain practical experience in the collection and analysis of field and laboratory data using standard techniques and equipment.

ENVR 160 Surveying and Field Measurements is an introduction to the practical use of common survey instruments and techniques used by Environmental technicians. As well, the course will introduce the student to various sampling methods used to collect, assess, classify, and evaluate field data. Emphasis is placed on the proper care and use of basic surveying and measurement tools and the skills involved in collecting and interpreting precise and accurate field data.

ENVR 162 Applied Botany and Ecosystem Classification is an introduction to the principles of Botany and Ecosystem Classification. Botany lectures will focus on plant classification, botanical terms, plant morphology, and plant physiology. Topics include: plant cell structure, plant tissue function and structure, photosynthesis and respiration, transpiration and translocation. Botany labs will focus on learning to identify about 100 native plants commonly found in the West Kootenay Region of B.C., specifically key indicator species. Ecology lectures will focus on ecosystem classification using the Biogeoclimatic Ecosystem Classification System (BEC) of B.C. Other key topics include the study of climatic factors, disturbance and succession, landscapes and stand structure. Ecology labs focus on classifying ecosystems (including soils, site and vegetation) to site series using BEC. Labs are mainly field based.

ENVR 164 Soil and Earth Sciences will cover the identification of common rocks and minerals, landforms and soils of British Columbia. Learners will be introduced to the study of physical geology and geomorphology in relation to management of the forest environment and landscape. Learners will gain skills and knowledge in rock and mineral identification, description of the physical and chemical qualities of soils, and identification and classification of landforms and terrain. Skills will also be developed with respect to interpretation of geology, landforms and soils for environmental management.

ENVR 190 Computer Applications in Natural Resource Management. This introductory course builds on students' basic computer skills, focusing on applications relevant to careers in the environment and geomatics sectors. Students will learn to organize and manage files, create presentations and graphics, and develop spreadsheet skills. The course also covers formatting professional documents, setting up data collection on tablets, and transferring data between systems. Emphasis is placed on applying these skills to real-world tasks and demonstrating professionalism in digital work.

MATH 160 Technical Math Review is a mathematical review course for first-year students in the School of Environment and Geomatics (SEG) diploma programs. This course will provide a review of mathematical concepts which you will need for your other SEG courses. Materials to be covered include: unit conversions, trigonometry, exponentials and logarithms, problem solving, slope calculations, distance and direction calculations.

TWC 150 Introduction to Technical Writing and Communications I is an introduction to general principles in written technical communication and their application to environmental concerns and workplace communication. Classroom sessions focus on developing writing skills, the organization and presentation of data, basic report formats, and job search techniques.

ENVR 158 Introduction to Geomatics is an introduction to applied mapping and geographic information systems (GIS) theory and applications. The first half of the course will be focused on introducing basic uses of remotely sensed imagery and exploring applied mapping technologies, including Google Earth and Internet Mapping websites. The second half of the semester will be focused on learning basic Geographic Information System concepts and applying GIS technologies to environmental, renewable resource management, and planning fields. Emphasis will be placed on how geographic data is represented, collected, managed, analyzed, and displayed using GIS tools. Hands-on experience will be developed with desktop GIS software, ESRI's ArcGIS for Desktop.

ENVR 163 Terrestrial Ecology and Biology builds upon the concepts from ENVR 162 with further studies of local forest ecosystems. Students will identify key forest structural components and study the role that disturbance (such as fire), environmental gradients, and competition play in defining a species' niche. Participants will also examine the role of primary and secondary growth, nutrient uptake, reproduction, and survival mechanisms for plants. Winter plant identification, ecosystem form and function, and plant adaptations to timberline will also be examined. A practical field based assignment will form a major portion of the term assessment. This project includes collecting the data in the field, entering and analyzing the data in the computer lab, and presenting the data in a written scientific report.

ENVR 170 Fish and Wildlife Ecology is designed to introduce students to the general ecological principles, taxonomy and management of fish and wildlife in British Columbia.

MATH 190 Resource Statistics I is an introductory applied statistics course for environment and geomatics students. Topics include: types of data, descriptive statistics, probability and random variables, discrete probability distributions, continuous probability distributions, confidence intervals, sample size, and hypothesis testing.

TWC 151 Introduction to Technical Writing and Communications II is an introduction to general principles in written scientific communication, research strategies, and oral presentations. Lectures and in-class writing focus upon research strategies, the formal report, technical style, and graphic illustration. Students practice delivery techniques for oral presentations and learn research skills for research report preparation.