HDLC Courses

For presently scheduled courses, please refer to the Student Service Centre.

Find other Special Topics & Research Methods courses

Selected Possible Graduate Research Methods Courses

This course is designed to provide a broad overview of theories about how children develop, learn and grow up in a diverse society and how an understanding of development and diversity can inform educational practice.

Credits: 3

Course Link:EPSE 308 | Human Development, Learning and Diversity

This course focuses on building teachers’ competencies in creating school and classroom environments that are safe, supportive, caring and respectful. Recognizing the long-standing, historical debates regarding discipline and classroom management, this course provides teacher candidates with an understanding of how traditional discipline and classroom management practices that have emphasized reactive and punitive approaches have given way to a more recent focus on positive approaches, including self-discipline, internalization and restorative practices that focus on building and preserving relationships in an effort to promote positive classroom contexts for learning.

Credits: 1

Course Link:EPSE 311 | Cultivating Supportive School and Classroom Environments

Principles of instructional design and their application to the development, analysis, and evaluation of instructional plans for selected settings, instructional formats, and age groupings of learners

Credits: 3

Course Link:EPSE 401 | Instructional Design

This course is an introduction to the process and practice of research in education. It provides an overview of a variety of educational research methods and introduces both “quantitative” and “qualitative” approaches. In this course, students are assisted to recognize research paradigms as examples of disciplined inquiry, situate various models of inquiry, such as experimental, correlational, and single-subject designs, ethnography, and case studies. Within these models of inquiry, students will be guided to understand, interpret, and critique studies conducted using a variety of methodological approaches, and plan a study with a research design appropriate to a selected research question. The students in this course:

examine characteristics of different educational research paradigms
study applications of these research paradigms to different educational problems
develop skills necessary to conduct a literature review and construct an integrated and critical summary of the literature in a particular area
develop strategies for understanding, interpreting, and evaluating research articles conducted within a range of research traditions
identify a research question of interest they would like to investigate Prerequisites: Successful completion of EPSE 482 or an introductory level statistics course is a pre- or co-requisite to this course.

Prerequisites: Successful completion of EPSE 482 or an introductory level statistics course is a pre- or co-requisite to this course.

Credits: 3

Course Link:EPSE 481 | Introduction to Research in Education

This course provides an overview of descriptive and inferential statistics commonly used in educational and psychological research.

Students successfully completing this course should be able to comprehend the assumptions, limitations, and uses of statistical methods; compute and interpret descriptive and selected inferential statistics; comprehend research that reports frequencies, means, t-tests, F-tests, and nonparametric tests; engage in statistical thinking; and develop a positive attitude towards the use of statistical methods.

The key concepts include data displays, descriptive statistics, variance, standardized distributions, sampling, probability distributions, sampling error, hypothesis testing, t and F-tests for comparing independent and dependent means, comparing proportions, correlation, and simple linear regression.

Prerequisites: Grade 12 algebra/math. A college level course in mathematics or statistics will be a definite advantage.

Credits: 3

Course Link:EPSE 482 | Introduction to Statistics for Research in Education

Introduction to research in education and educational psychology, including cognitive, sociocultural, and technological approaches to teaching and learning in diverse contexts, and cognitive, social and emotional development across the lifespan.

Program Area:

Credits: 3

Course Link:EPSE 501 | Seminar in Human Development, Learning and Culture

Investigates sociocultural research, pedagogies, and historically significant and emerging concepts, including situated learning, development as cultural participation, knowledge / identity, mediation, artifacts. Formal and informal learning environments are discussed, designed, and critically analyzed.

Program Area: 
Course Link:EPSE 503 | Cultural Perspectives on Learning, Development and Media

Investigates a range of developmental theories and research relevant to education. Topics address biological, social/emotional, and cognitive development, as well as contexts and factors influencing developmental wellbeing, including families, peers, schools, and communities.

Program Area:

Credits: 3

Course Link:EPSE 505 | Foundations in Human Development: Infancy to Adulthood

Examination of theoretical approaches to human development, learning, and culture relevant to education. Topics rotate given faculty expertise. Students are encouraged to explore their research interests within the context of the course.

Program Area:

Credits: 3

Course Link:EPSE 511 | Special Topics in Human Development, Learning, and Culture

Practicum with focus on student area of interest. Letters after EPSE 561 indicate which focus area is taught.

EPSE 561H, EPSE 561I – Human Development Learning and Culture (HDLC)

An integrated school-based experience in psychosocial and psycho-educational assessment and intervention for school-aged youth. The course is intended to provide opportunities for students to integrate and apply knowledge and skills acquired through previous coursework in the context of general school psychology practice. The primary goal is for students to develop competency and confidence in addressing the psychosocial and psycho-educational needs of children and youth.

Students complete a minimum of 250 supervised hours each semester of the practicum. Prerequisites: Admission to the School Psychology Program.

Course Link:EPSE 561H & EPSE 561I | Laboratory Practicum

Historical and methodological foundations of contemporary studies on motivation. An interdisciplinary review, including how models of motivation differentially impact approaches to pedagogy, curriculum, and other aspects of learning in and beyond schools and communities of practice.


2. Learning Disabilities MA Additional Content Requirements (choose 3 credits):

Credits: 3

Course Link:EPSE 584 | Motivation in Education

Examines theoretical foundations and current research on the promotion and evaluation of social and emotional development and learning in schools and community settings, including cooperation, group interaction, moral education, and classrooms as social systems. Prerequisite: EPSE 505 or equivalent.



2. Learning Disabilities MA Additional Content Requirements (choose 3 credits)

Credits: 3

Course Link:EPSE 585 | Social and Emotional Development in Education

Advanced research in human development, learning, and culture across perspectives from educational psychology. Topics rotate given faculty expertise. Students are encouraged to explore their research interests within the context of the course.

Program Area:

Credit: 3/6

Course Link:EPSE 604 | Advanced Topics in Human Development, Learning, and Culture

Designed primarily for graduate students preparing for post-secondary teaching. Examination of issues from the standpoint of research in educational psychology, including principles of learning, instructional technology, assessment, as well as developing, organizing, and evaluating instruction.

Program Area:

Credits: 3

Course Link:EPSE 606 | College and University Teaching

Exploration of the diversity of experience from adolescence through emerging adulthood, including current educational research and theory on developmental trajectories and learning across family and peer, school and community, and cultural and global contexts.

Program Area:

Course Link:EPSE 630 | Advanced Seminar: Adolescence Through Emerging Adulthood

Course Number: EPSE 604B
Dates and Time: January 9th to April 3rd, 2018; Tuesdays, 1:00-4:00pm
Instructor: Kimberly A. Schonert-Reichl, Ph.D.
Professor, Human Development, Learning, and Culture, ECPS; Director, Human Early Learning Partnership (HELP), SPPH, Faculty of Medicine
Contact: kimberly.schonert-reichl@ubc.ca

Course Description

Recently, there has been widespread emerging interest in the use of contemplative practices (including mindfulness, yoga, etc.) aimed at cultivating mindful attention awareness and positive human qualities such as compassion and altruism in teachers and students alike. But what is mindfulness and how can it be cultivated in secular educational settings in ways that support and extend other core aims of education associated with the “three Rs”? Both clinical science and neuroscience have revealed important beneficial outcomes of the practice of mindfulness – defined as moment-to-moment, present-centered, non-judgmental awareness, in adults. New efforts are underway to extend these practices and examine their beneficial effects to children and adolescents such that the downstream consequences of a lack of mindfulness, self-regulation, and compassion, including stress and its deleterious effects on the body and the mind, might be curtailed.
In this advanced graduate seminar, we will examine the theoretical and empirical literature associated with mindfulness during both childhood and adolescence and in educators as well, with a particular focus on examining the processes and mechanisms that foster well-being in students and teachers across a variety of educational contexts. Course readings will cover such topics as: contemporary definitional and methodological issues in mindfulness research; individual, familial, social, and contextual processes and mechanisms associated with mindfulness interventions with children, youth, and teachers; and school and community based interventions. Readings for the course will include a variety of books (including the instructor’s co-edited book with Dr. Robert W. Roeser)published by Springer Press in 2016 titled “Handbook of Mindfulness in Education: Integrating Theory and Research Into Practice”), empirical research articles, and literature reviews on recent innovations in mindfulness from neuroscience, psychobiology, epigenetics, clinical research, and education. Note that this is an advanced level graduate course and assignments will include several written assignments and presentations. Both master’s level and doctoral students are welcome to enroll.

Some of the questions that we will consider include:

  • How have different researches and educators defined mindfulness?
  • How can contemplative practices be “secularized” and used in secular educational settings like schools and other settings?
  • Do teachers need mindfulness practices or only students?
  • How should such practices be taught and delivered?
  • What are the measures that can be used to assess mindfulness and related constructs?
  • How can recent research from neuroscience and clinical research inform mindfulness interventions in educational settings?
Course Link:Open for Registration: EPSE 604B, HDLC Special Focus Course – “Mindfulness in Education: Emerging Theory, Research, and Programs for Teachers and Students”