Registration for Fall Term 2025 and Spring Term 2026 is now open. You may register for your courses through NVIT Self-Service.
Nicola Valley Institute of Technology
Course Descriptions
ACED - AECE
| ACED 100 | Introduction to Community Economic Development (3.0) |
| This course clarifies the importance of Community Economic Development as a strategy for the development of economically marginalized and depressed communities. The course introduces students to the theory and practice of Community Economic Development and provides them with an insight as to combining both theory and practice to help build capacity and sustainability within a community. It promotes a future role and job for the Community Economic Development Officer and highlights how the successful completion of the course could help increase the development of healthy Aboriginal communities.
Course Duration: 45 hours |
|
| ACED 115 | Introduction to Accounting for Continuing Education (3.0) |
| This course is an in-depth study of concepts, principles and practice for external business financial reporting. Consideration of issues related to the measurement and reporting of cash, receivable, inventories, property, plant and equipment, intangibles, investments, revenue and expense recognition and cash flows are discussed. In addition, current financial statement presentation issues (balance sheet, income statement and cash flow statement) are analyzed to gain an appreciation for the impact of generally accepted accounting principles on the business environment as a whole. Recognition and measurement of liabilities (short and long-term), the structure of stakeholders’ equity, taxes, leases, pensions, and accounting changes and error analysis are also covered in the course. Current generally accepted standards for business reporting are also analyzed, as is their effect on the presentation of financial results by corporations and other entities.
Course Duration: 45 hours |
|
| ACED 120 | Venture Development I (3.0) |
| This course examines components of venture development including opportunity identification, community selection criteria, business planning, feasibility analysis, identification of relevant laws and regulations and an overview of basic business concepts. The course focuses on the venture development process and the building of a business plan. It provides the basis for the second-year course called ACED 230 – Venture Development II the focus of which is Aboriginal entrepreneurship and business development.
Course Duration: 45 hours |
|
| ACED 140 | Introduction to Marketing (3.0) |
| In this course, students will be introduced to the concepts, activities, and decisions that relate to the marketing function in business and non-business organizations in community, regional, national, and international settings. There will be a focus on development and implementation of marketing strategies through the use of marketing mix, variables of product, price place, and promotion. Ethical issues in marketing will be discussed, and the creative use of Internet marketing entertained.
Course Duration: 45 hours |
|
| ACED 151 | Leadership Development (3.0) |
| The purpose of this course is to study current leadership thinking and behavior in organizations and in CED. It also explores the relationship leadership has to power and decision-making in those settings. The emphasis in this course is on developing a better understanding of self and one’s role as a leader.
Course Duration: 45 hours |
|
| ACED 160 | Community Analysis (3.0) |
| This course examines how communities work. Five community functions – political, social, cultural, economic, and physical – will be identified and will be looked at from research, investigative, assessment, and analytical perspectives. The course highlights how data on the five functions may be collected, and how the analysis of the data can help Community Economic Development officers clarify challenges and opportunities and use the information to direct and inform action planning.
Course Duration: 45 hours |
|
| ACED 161 | Negotiations and Contract Management (3.0) |
| This course focuses on how to successfully negotiate in a variety of organizational situations. In addition, participants learn the basic features of entering into, and successfully managing, a contract. Both negotiations and contract management examined in this course through experiential models and practices, focusing particularly on applications with a First Nations setting. The learning process is based on a combination of lecture inputs to introduce core concepts, individual and class exercises organizational skills, and allows students to monitor their own progress in the course.
This course is targeted for those who are employed and/or have administrative experience. Course Duration: 45 hours |
|
| ACED 180 | Project Management (3.0) |
| This course examines project management from a First Nations perspective, using models based on First Nations community projects. Experiential processes supplement theories for an introductory approach to managing projects, including finances, planning, scheduling and problem-solving. This course is targeted for those who are employed and/or have administrative experience.
Course Duration: 45 hours |
|
| ACED 182 | Proposal Writing (3.0) |
| The content of this workshop is timed for delivery over a period of 45 hours. Proposal writing was designed to address training requests for participants who are primarily employed by First Nations organizations, albeit others charged with proposal writing can benefit from the content of the workshop. As First Nations communities are similar in so much as they respond to similar needs and search for similar funding types; three types of proposals are presented:
• Responses to RFPs This course is targeted for those who are employed and/or have administrative experience. Course Duration: 45 hours |
|
| ACED 200 | Planning in Aboriginal Communities (3.0) |
| This course is an interdisciplinary course. It examines economic, environment and social factors that impact or enhance Community Economic Development (CED) project design. Both successful and unsuccessful CED projects are examined to highlight CED strategies, principles and concepts that have positive impact on sustainable development planning in Aboriginal and small communities.
Course Duration: 45 hours |
|
| ACED 205 | Aboriginal Governance Development (3.0) |
| This course focuses on the twin topics of effective leadership and the role and mandate of the Board of Governors or Tribal Council. This includes balancing the leadership and management needs of an organization, and sharing these functions effectively with the board. The governance functions of the mission statement, the role of the board, recruiting and orienting new board members, and board-executive director relations will be critically examined through experiential models and practices. Students will keep a single notebook or binder to hold their written notes and class handouts. This will develop the student’s organizational skills, and allow them to monitor their own progress in the course.
Course Duration: 45 hours |
|
| ACED 211 | Human Resources Management (3.0) |
| This course focuses on how organizations recruit, train and keep employees. The typical functions this covers are designated as Human Resource Management (HRM). HRM is examined in this course through experimental models and practices, focusing particularly on applications within a First Nations setting.
The learning process is based on a combination of lecture inputs to introduce core concepts, individual and class exercises, and workshops to test ideas and develop skills and directed reading. Students will keep a single notebook or binder to hold their written notes and class handouts. This will develop the students’ organizational skills and allow them to monitor their own progress in the course. This course is targeted for those who are employed and/or have administrative experience. Course Duration: 45 hours |
|
| ACED 220 | First Nations Law and Community Economic Development (3.0) |
| This course will provide the student with knowledge of contemporary First Nations Law and Economic Development. The student will learn about constitutional law, case law, and public policy. This course will discuss the concepts of self-government and also of community development. Analysis will include studying the Indian Act and also studying contemporary economic initiatives. In addition, this course will discuss the communities’ control over services, creation of corporations, and economic development. Systemic issues such as historical background, history of treaties, and Canada-First Nation relations will be studied. This course will provide a historical understanding of contemporary events as well as current legal and political developments.
Course Duration: 45 hours |
|
| ACED 230 | Venture Development II (3.0) |
| This course introduces students to the field of “entrepreneurship”. Students examine the concepts, activities and new ways to meet the needs and demands of entrepreneurs. The course examines these themes: (1), the characteristics of the entrepreneur, (2), family businesses, (3), home-based businesses, (4), new product design, (5), business plan, (6) franchising and other alternatives. There will be a focus on opportunities for entrepreneurial development in Aboriginal communities facing challenges such as: downsizing, restructuring, information and communication technologies and globalization.
Course Duration: 45 hours |
|
| ACED 240 | Contemporary First Nation Issues (3.0) |
| This course will provide the student with knowledge of contemporary First Nation issues. Students will examine First Nation peoples, employment, health and cultures. Other issues are: historical background, history of treaties, and Canada-First Nation relations, First Nation land claims, Indian and Northern Affairs Canada, government policy, and Canadian law. Contemporary issues such as treaty negotiations, Bill C-31, and self-government initiatives will be analyzed.
Course Duration: 45 hours |
|
| ACED 260 | Case Studies in Community Economic Development (3.0) |
| This course examines some of the significant CED initiatives in Aboriginal communities. At the heart of the course lies a simple point: “Aboriginal people are taking greater responsibility for determining and managing their economies” but do they have the tools to help them along? This course provides lessons from case studies in Aboriginal and non-Aboriginal communities. As a survey course, it integrates CED theory and practice. It empowers local communities through CED that balances economic, social, and ecological objectives.
Course Duration: 45 hours |
|
| ACED 280 | Community Development II (3.0) |
| This course is an in-depth study of practical and theoretical applications of “community organizing” case study from the U.S. The course introduces students to the concepts, principles and practice of community organizing. The course explores the current movement of community development which includes: some of the sophisticated networks of foundations, corporations, intermediaries, technical assistance providers, with local, state, and federal agencies in the design and implementation of community economic development and organizing strategies.
Course Duration: 45 hours |
|
| ACED 295 | Integrating Knowledge and Experience (3.0) |
| This professional development course is a capstone course for the new national Council for the Advancement of Native Officers (CANDO) Certified Economic Developer Program (CED). Participants will integrate knowledge learned in previous sections of the certification program, experience CANDO material, discuss their experiences, and share ideas on three overriding themes, ethics, communication, and leadership. The course will encourage participation and the open and forthright discussion of professional standards, the CANDO Code of Ethics and CED issues. Participants will also develop and present outlines of their research papers.
Course Duration: 45 hours |
|
| ACHD 100 | Prenatal Health Care For First Nations I (3.0) |
| This course is an introduction to the study of prenatal care. It focuses on program planning and implementation to promote healthy active living, reduction of risks associated with pregnancy and lifestyle, nutritional information, and support referrals for Aboriginal women.
Course Duration: 45 hours |
|
| ACHD 120 | Developing Community Health Leadership (3.0) |
| This course will provide students with an opportunity to examine principles of leadership as they relate to community health and wellness. Students will investigate challenges faced by Aboriginal communities in the areas of social, political, cultural, economics, educational and health. Community and group dynamics will be examined through an analysis of issues in the current community systems. Students will have the opportunity to undertake a community needs assessment with an emphasis on health as an interactive assignment with an Aboriginal community. Students will gain an understanding of Aboriginal community systems, their challenges and strengths, and what is needed to develop communities from a holistic perspective that will contribute to the health and wellness of families and to the community as a whole. This course will address the legacy of physical and sexual abuse in residential schools, including the intergenerational impacts by providing students with the opportunity to explore the impacts of colonization and residential schools, including the many forms of abuse, on their own family systems.
Course Duration: 45 hours |
|
| ACHD 122 | Basic Counselling in the Health Field (3.0) |
| This course provides students with an introduction to basic counselling skills, and processes and core conditions associated with effective counselling practice. Focus will be on skills that promote an understanding of the counselling relationship as it relates to health and wellness. Students will be prepared to deliver counselling services to people inside and outside a health care setting. Emphasis will be placed on the importance of communication in establishing and maintaining effective helping relationships that consists of rapport building, effective listening skills, and appropriate feedback in the helping process. This course will address the legacy of physical and sexual abuse in Residential Schools, including the intergenerational impacts by providing students with the opportunity to explore the impacts of colonization and Residential Schools, including the many forms of abuse, on their own family systems.
Course Duration: 45 hours |
|
| ACHD 123 | Traditional Health & Wellness Practices (3.0) |
| This course will provide students with a historical context of colonization and residential schools. Students will examine the historical and current impacts of colonial policies on Aboriginal families and communities. This will lead into examining traditional practices of Aboriginal people and identifying those that will continue to be incorporated into creating health and wellness. This course will address the legacy of physical and sexual abuse in residential schools, including the intergenerational impacts by providing students with the opportunity to explore the impacts of colonization and residential schools, including the many forms of abuse, on their own family systems. Students will also explore the impact on their community systems and then examine how traditional methods of healing can be incorporated into practice, not only personally, but also professionally, as health workers.
Course Duration: 45 hours |
|
| ACHD 125 | Community Health and Development (3.0) |
| This course is an introduction to the study of Aboriginal community and health development. Students will examine the process of colonialism and systemic factors that influence Aboriginal health and well-being. The interaction between the individual, family and community as it influences health and development of Aboriginal communities will be studied within a holistic framework. Students will learn positive ways of analyzing historical experiences through the use of the wellness wheel and genograms. Students will study cultural and traditional ethics and practice for healthy communication. This course will address the legacy of physical and sexual abuse in residential schools, including the intergenerational impacts by providing students with the opportunity to explore the impacts of colonization and residential schools, including the many forms of abuse, on their own family systems.
Course Duration: 45 hours |
|
| ACHD 126 | Self, Health and Wellness (3.0) |
| This course focuses on personal care and individual responsibility in the practice of essential stress management as it relates to service delivery. Emphasis is placed on understanding and balancing of professional and personal lives. Students explore the concept of a collective learning format, which recognizes the importance of traditional Aboriginal values in the healing process. The medicine wheel’s theory and practice for health and healing and exploring mind/body/spirit connection to illness and wellness are paralleled with contemporary self-care methods. Ethical issues associated with self-care and practice will also be explored. This course will address the legacy of physical and sexual abuse in residential schools, including the intergenerational impacts, by providing students with the opportunity to explore colonization and residential schools’ impacts, including the many forms of abuse, on their own family systems.
Course Duration: 45 hours |
|
| ACHD 127 | Health Care Policies (3.0) |
| In this course, students will be introduced to health care policies with an emphasis on BC and Canadian legislation and policies. As this field continues to change and develop rapidly, ideological influences and the importance of gender, class and race issues will be examined. Emphasis will be placed on an Aboriginal perspective and Aboriginal health policies and programs in BC and Canada. Students will learn about the historical and legislative impacts on Aboriginals and understand the current approaches being taken by Aboriginals to control their own health programs. There will be opportunity to explore social issues that impact policy, and the impact of oppression on policy. The legacy of physical and sexual abuse in residential schools will be addressed, including intergenerational impacts with the opportunity to learn about legislation and policies affecting health care.
Course Duration: 45 hours |
|
| ACHD 129 | Introduction to Aboriginal Family and Counselling Systems (3.0) |
| This course aims to introduce family and counselling systems theory and practice from an Aboriginal perspective. Students will gain an understanding of the perspectives, theory methods, and practice of western counselling with an emphasis on Aboriginal worldviews, including traditional healing and ceremonies. This course will address the legacy of physical and sexual abuse in residential schools, including intergenerational impacts. This will allow students to learn counselling techniques, both contemporary and traditional relevant to survivors and intergenerational family members of residential schools.
Course Duration: hours |
|
| ACED 130 | Introduction to Disabilities (3.0) |
| Introduction to Disabilities is designed to provide students with a variety of theoretical frameworks and models for understanding disabilities. It also includes exploring the impact of legislation on the disabled. Students will have the opportunity to examine topics central to disabilities such as experiencing limitation and stereotyping, disability identity as a learned social role, employment and income, mobility, access, and assisted technology.
Course Duration: 45 hours |
|
| ACHD 223 | Current Issues in Health (3.0) |
| This course will explore traditional and non-traditional trends of today’s health care for Aboriginal people. The course provides the view that Aboriginal people’s health is a complex web of psychological, spiritual, historical, sociological, cultural, economic, and environmental factors. Students will analyze the health care system and its impact on Aboriginal family health and well-being. This course introduces students to integrating traditional and non-traditional approaches to delivering health care and health transfer in Indigenous communities. This course will address the legacy of physical and sexual abuse in Residential Schools, including the intergenerational impacts, by providing students with the opportunity to explore colonization and Residential Schools’ impacts, including the many forms of abuse, on their own individual family systems.
Course Duration: 45 hours |
|
| ACHD 224 | Addictions and Recovery (3.0) |
| This course will examine the various forms of addictions, including substance, solvents, and process addictions. Students will have the opportunity to examine addictions from a structural perspective and how colonialism and residential schools have contributed to Aboriginal communities’ social challenges. Processes of recovery will be explored, including western models and traditional models. This course will address the legacy of physical and sexual abuse in residential schools. Content including intergenerational impacts by providing students with the opportunity to understand how residential schools have contributed to high levels of addictions in our communities and how recovery can be effective by utilizing a blend of contemporary and traditional models.
Course Duration: 45 hours |
|
| ACHD 225 | Health Promotion: Gerontology (3.0) |
| As future community health workers, students will need to have a strong foundation of understanding the aging process and the elderly. This course will examine the similarities and differences between western approaches and Aboriginal traditional approaches to caring for our elders. This course will address the legacy of physical and sexual abuse in residential schools, including the intergenerational impacts by providing students with the opportunity to work with community members, especially elders. Many of our elders are survivors of residential schools and the impact on the survivors physically, emotionally, mentally and spiritually will be studied.
Course Duration: 45 hours |
|
| ACDH 226 | Aboriginal Research (3.0) |
| This course will introduce various research methods with an emphasis on how to conduct culturally sensitive research as health care professionals. Students will examine mainstream research methods as well as indigenous research methods with an emphasis on researching Aboriginal communities. Students will gain critical thinking skills and conduct research in an Aboriginal community as a participatory assignment. Students will explore the concept of ‘Aboriginal ways of knowing’ and how research can be empowering and useful to Aboriginal communities and organizations when it is approached with cultural-sensitivity and sound ethics. This course will address the legacy of physical and sexual abuse in residential schools, including intergenerational impacts by providing students with the opportunity to know how to conduct culturally sensitive research in communities, particularly around the topic of residential school and the legacies around residential school.
Course Duration: 45 hours |
|
| ACHD 227 | Contemporary Health & Medical Practices (3.0) |
| The purpose of this course is to provide students with information to enhance their knowledge and skills about contemporary health practices including the medical system. Students will learn medical terminology including the DSM-V and medical approaches used by physicians, nurses, psychiatrists, psychologists, therapists and other medical professionals. Students will gain an understanding of the key health problems plaguing Aboriginal communities and treatments from medical perspectives and explore how traditional, holistic practices can be blended with contemporary approaches. This course will address the legacy of physical and sexual abuse in residential schools, including intergenerational impacts by providing students with the opportunity to incorporate contemporary health practices with residential school survivors and family members and to ensure that the workers are sensitive to the legacy of physical and sexual abuse resulting from residential schools.
Course Duration: 45 hours |
|
| ACHD 228 | Case Management: Roles & Responsibilities of Community Health (3.0) |
| This course will focus on casework practice and management for health care workers. This course will address the legacy of physical and sexual abuse in residential schools, including intergenerational impacts. It will also provide students with an understanding of the specific roles and responsibilities of community health workers, particularly those working in Aboriginal communities. Students will learn how to apply theory into practice; they will also look at casework examples and conduct an assignment with a community health worker. Students will learn about the administrative responsibilities of community health workers including developing competencies in office management, scheduling, recording and reporting, clinical and ethical decision-making as well as communicating with colleagues and supervisors. Students will learn the importance of self-care and implementing a personal wellness plan, to prepare them for their own professional careers.
Course Duration: 45 hours |
|
| ACHD 229 | Advanced Aboriginal Family & Counseling Systems (3.0) |
| In this course students will learn advanced counseling techniques from western and traditional philosophies to incorporate into practice with individuals and families. Students will learn how to conduct family assessments including the development of specific tools such as family genograms. Students will continue to learn specific approaches of counseling and examine the impact of cultural practices and beliefs on healing and therapeutic practices, particularly when working in Aboriginal communities. Students will also undertake a personal study and a reflection of one’s own value system and biases. This course will address the legacy of physical and sexual abuse in residential schools, including the intergenerational impact by providing students with the opportunity to continue to develop their counseling skills with an emphasis on providing counseling for residential school survivors and intergenerational members.
Course Duration: 45 hours |
|
| ACHD 230 | Mental Health Wellness and Challenges (3.0) |
| Students will have the opportunity to apply concepts and principles of long-term care for individuals and families with chronic, complex mental health problems and/or developmental needs. They will also explore the difference between long-term care and short-term care treatment approaches. Areas of focus will include contemporary practices (rehabilitative, habilitative, and palliative care). Case studies will include but not be limited to organic illness, genetic, mental disability, post-traumatic stress disorder, psychotic and neurotic conditions, personality disorders, the impact of trauma, and multi-generational trauma. This course will address the legacy of physical and sexual abuse in residential schools, including the intergenerational impacts, by providing students with the opportunity to learn specifically about trauma and the multi-generational impact of residential schools.
Course Duration: 45 hours |
|
| ACHD 231 | Health Administration and Program Development (3.0) |
| This course will introduce students to all aspects of health administration. They will explore what is involved in administering a health program, particularly in Aboriginal communities, including funding, budgetary and reporting requirements, staffing, case work, policy development and guidelines, ethics, and codes of conduct. Students will become familiar with program development and the differences between how programs are developed in Aboriginal communities and non-Aboriginal communities. This course will review contemporary program development in Aboriginal communities with an emphasis on health care programs, health transfer and holistic perspectives to program development and administration. Students will have the opportunity to explore culturally sensitive programs that can be designed for survivors of residential school and their families in communities and how programs can network and enhance the support to families.
Course Duration: 45 hours |
|
| ACHD 232 | Practicum I (3.0) |
| An Aboriginal Community & Health Development Diploma Practicum is required to complete the program. Nicola Valley Institute of Technology utilizes an extensive number of Aboriginal and non-Aboriginal service agencies and Bands for practicum. The development of an appropriate practicum placement is a collaborative effort between NVIT, the student, and the agency that will maximize the students’ learning potential. Practicum I is intended to build upon practice and work experience to provide opportunities to strengthen skills, knowledge, and understanding of current values and attitudes. The practicum, more than a work experience, is a continuation of the educational learning process. The students will be exposed to specific learning objectives, structured supervision, and the opportunity to apply theory to practice.
Course Duration: 100 hours |
|
| ADCT 101 | Counselling Skills, Processes, Theory and Methods (3.0) |
| This course introduces students to several theoretical perspectives used in the counselling process. Students examine practice concepts such as problem-solving, goal-setting, self-awareness, and intervention methods. An Aboriginal perspective citing “ways of knowing” is explored as a mechanism in problem identification. Students compare and contrast the ecological approach with the traditional teaching of the medicine wheel as conceptual frameworks within the counselling
Course Duration: 45 hours |
|
| ADCT 102 | Psychology, Understanding Human Behaviour (3.0) |
| This course is an introduction to native psychology. It introduces the psychological understanding of human nature developed in tribal thought. These understandings include; 1) the development of the individual through the stages of life; 2) an introduction to ceremonial practices which promote healthy individuals, families’ systems, and communities; and 3) an introduction to the dynamics of native psychology as it relates to the client in recovery.
Course Duration: 45 hours |
|
| ADCT 103 | Introduction to Mental Health (3.0) |
| This course introduces students to the principle of mental health and its association with the legacy of colonization. Students examine the colonization process related to current high rates of depression, anxiety, alcoholism, suicide, and violence in Aboriginal communities. Students are required to use critical thinking and reasoning skills. An Aboriginal perspective guides the delivery of this course.
Course Duration: 45 hours |
|
| ADCT 104 | Case Management (3.0) |
| The course will introduce students to management skills in the administration of caseloads, including maintaining appropriate records, developing procedures for diagnosing and planning, and for follow-up treatment after the client is released. This course will examine techniques that will ensure proper management of clients’ treatment and their files. This course will assist students in balancing traditional Aboriginal and non – Aboriginal practices standards.
Course Duration: 45 hours |
|
| ADCT 105 | Sociology of Aboriginal Communities (3.0) |
| The course is designed to provide students with the conceptual tools and knowledge for understanding the nature of Aboriginal communities today. Aboriginal people have many different ways of approaching, understanding, and discussing issues and specific worldviews resulting from living in an enclosed society. This course will provide students with the opportunity to examine and discuss present-day issues through the lens of significant contemporary, historical, and legislative events.
Course Duration: 45 hours |
|
| ADCT 200 | Pharmacology and Psychoactive Drugs (3.0) |
| This course is designed to help participants develop an understanding of pharmacology and increase their familiarity with the signs and symptoms of psychoactive chemical problems. Participants will gain knowledge of the effects and interactions of psychoactive chemicals that lead to dependence or Addiction: physically, mentally, spiritually, and emotionally. Participants will gain information in the area of pharmacology to assist in conducting effective assessments, counselling, treatment, and referral of clients.
Course Duration: 45 hours |
|
| ADCT 201 | Family Systems (3.0) |
| Students study the family from Aboriginal and non-Aboriginal perspectives. Students compare nuclear family structures and extended family structures. Students explore the concept of socialization and its impact on self and family. Students examine personal value systems, interpersonal relationships, gender-role relationships, marriage, and family structures.
Course Duration: 45 hours |
|
| ADCT 202 | Sexual Abuse (3.0) |
| This course is designed to furnish students with an experiential process of learning how to work with traumatic disclosures. Students will explore the concept of safety as a crucial element in establishing a counselor-client relationship that characterizes sharing despite the power of family secrecy and shame dynamics of abuse victims. Students will be encouraged to draw upon their knowledge of Aboriginal culture, practices, beliefs, and rituals as a source of healing while exploring western concepts and ideologies of practice. This course directs students towards understanding aspects of sexual abuse/incest at a cognitive level, including the notion of developing strategies for the survivors when families and community are still unhealthy.
Course Duration: 45 hours |
|
| ADCT 203 | Special Issues in Counselling (3.0) |
| Students explore the significance of communication and diversity as a foundation of basic counselling. Students will examine concepts such as cultural socialization, multiple worldviews, race, ethnicity, and gender. The course provides students with a unique treatment of intercultural communication to examine special issues in the counselling process.
Course Duration: 45 hours |
|
| ADCT 204 | Advanced Counselling (3.0) |
| Students explore, compare, and contrast Aboriginal and non-Aboriginal counselling practice models. They examine theoretical frameworks such as cognitive-behavioural, tasks-centred, crisis intervention systems, and ecological approaches. Students focus on anti-discriminatory and anti-oppressive perspectives as they relate to traditional teachings. Students research common threads/themes that connect Aboriginal and non-Aboriginal counselling practices.
Course Duration: 45 hours |
|
| ADCT 205 | Practicum, Directed Practice in Addictions Counselling (3.0) |
| Students will gain practical experience and will meet future potential employers through a workplace practicum. The practicum will commence immediately and will consist of 200 contact hours of supervision and workplace assignments. Practicum placement will be under the discretion of the program.
Course Duration: 45 hours |
|
| ADCT 294 | Ethics and Law for Addictions Workers (3.0) |
| This course is designed to provide participants with a basic understanding of ethics, laws, and confidentiality related to the counselling profession’s chemical addictions. The course focuses on the code of ethics of addiction counsellors, legal and moral standards, confidentiality, discrimination, client welfare, public statements, competence, client-counsellor relationships, responsibility, and interpersonal relationships with regards to the role of the counsellor. Cultural diversity is always an integral component of the course work.
Course Duration: 45 hours |
|
| ADMN 115 | Accounting I (3.0) |
| This course is an in-depth study of the concepts, principles and practice for external business financial reporting. Consideration of issues related to the measurement and reporting of cash, receivable, inventories, property, plant and equipment, intangibles, investments, revenue and expense recognition and cash flows are discussed. In addition, current financial statement presentation issues (balance sheet, income statement) and cash flow statement) are analyzed to gain an appreciation for the impact of generally accepted accounting principles on the business environment as a whole. Recognition and measurement of liabilities (short and long-term), the structure of stockholders’ equity, taxes, leases, pensions, and accounting changes and error analysis are also covered in the course. Current generally accepted standards for business reporting are also analyzed, as is their effect of the presentation of financial results by corporations and other entities.
Course Duration: 45 hours |
|
| ADMN 121 | Introduction to Management (3.0) |
| This course provides the student with an introduction to management. It is designed to introduce students to the world of organizations. Although this course will not necessarily make the student a “manager” it will provide them with a better understanding of the workings of organizations and those who manage them. The ideas and concepts associated with management will be practiced in class through experiential learning in a team context. The material will not only clarify the things managers do but also focus on developing a conceptual awareness of the issues facing managers and organizations in the ever-changing and increasingly competitive world economy.
Course Duration: 45 hours |
|
| ADMN 130 | Community Development I (3.0) |
| This course 130 examines Community Economic Development (CED) within a global setting. Additional CED strategies and the development of global theories on CED are explored. This course will promote roles and jobs for CEDO’s (Community Economic Development Officers) in their communities and globally.
Course Duration: 45 hours |
|
| ADMN 150 | Leadership and Problem Solving (3.0) |
| An introduction to the contemporary theories of leadership styles, problem-solving, conflict resolution techniques and decision-making processes that come into play in Aboriginal communities. We will also explore the various traditional First Nations leadership styles that are coming back into play in Aboriginal communities.
This course provides an opportunity to learn, experience, develop and enhance the participant’s knowledge and skills that are necessary to become effective Aboriginal community leaders and community workers. This course is based on these guiding principles: Through the use of Stephen R. Covey’s books “The 7 Habits of Highly Effective People” and “Principle Centered Leadership (PCL)”, we will study the various paradigm shifts and habits that are necessary to become highly effective people and highly effective leaders. Course Duration: 45 hours |
|
| ADMN 165 | Introduction to Computing Systems (3.0) |
| Introduction to Computing Systems explains how computer systems, comprised of hardware and software, work. Computing systems are used as a tool, and are intended to increase operation efficiencies in business. Having a clear understanding of computing systems is important to those who often work with limited resources. In addition to enabling the student in understanding how to implement and utilize computing systems, this course will review examples of how computing systems and information technology have been used in economic development.
Course Duration: 45 hours |
|
| ADMN 190 | Technical Communications I (3.0) |
| This course introduces students to the fundamentals of written communication for the professional situation. Upon completion, students will be able to properly compose internal and external written communication in various administrative formats including memos, policy directives, letters, summary papers and media releases. This is a practical course involving a substantial number of word-processed written assignments and oral presentations.
Course Duration: 45 hours |
|
| ADMN 191 | Technical Communications II (3.0) |
| This course provides students with the skills necessary for effective written and spoken communication in the business world. Students will be given extensive practice in writing clear and concise English through word-processed, written assignments. Upon completion of the course, students will be able to plan, research, and present technical reports and proposal projects.
Course Duration: 45 hours |
|
| AECE 190 | Coaching Skills (3.0) |
| Leadership and management topics will be explored within the context of the Head Start initiative and Early Childhood Development. Topics include: communication skills, conflict management, motivating staff, bringing out the best in employees, setting boundaries, giving feedback, and self-care. This course will be participatory and interactive with coaching concepts woven throughout each module. Participants will work with partners and small groups to practice and enhance their skills. Leadership and management will be examined through online discussions, conference calls (tele-classes) and practical application through the readings and assignments.
Course Duration: 45 hours |
AGLP - CHAD
| AGLP 111 | Aboriginal Governance & the Indian Act (3.0) |
| This course outlines the effects of the Indian Act on current community development. It also examines the key issues affecting Aboriginal communities and explores best practices for leaders to move beyond the limitations of the Indian Act.
Course Duration: 45 hours |
|
| AGLP 121 | Advance Communications (3.0) |
| This course teaches learners the fundamental software systems utilized in business. Learners will study how to optimize their use of software and web-based tools for business and leadership effectiveness and professionalism—an important dimension to being a 21st century leader. This course includes learners’ development and understanding of core tools for effective management (e.g., budgets, briefing notes,) that are a requirement for leaders and public sector workers.
Course Duration: 45 hours |
|
| AGLP 150 | Introduction to Traditional Aboriginal Leadership (3.0) |
| In this course, learners will research and develop an enhanced understanding of their/a traditional Aboriginal leadership values, teaching systems, protocols, ceremonies, responsibilities, and the role of Elders in traditional leadership and governance. Learners will also learn governance concepts, theories and practices and their effect on traditional community governance, contemporary organizational leadership, and governance.
Course Duration: 45 hours |
|
| AGLP 151 | Leadership Concepts and Theories (3.0) |
| In this course, learners will explore leadership concepts and models, interpersonal/group dynamics, organizational impacts and analyses, while reflecting upon their own leadership style, and determining the model of leadership currently and into the future.
Course Duration: 45 hours |
|
| AGLP 155 | Aboriginal Leadership Principles & Ethics (3.0) |
| In this course, learners will explore leadership values (Aboriginal and Western perspectives), understand how values are the foundation of an organization, and understand the importance of aligning values to develop effective institutions and governments. Learners will work to explore their own values, how they define each value, and their associated behaviour, and establish plans to align personal values to establish personal integrity in their leadership practice. Learners will also gain an understanding of governance principles and ethics, learn about common leadership challenges (Aboriginal and Western), learn how to observe issues/resolve interpersonal problems, and learn how to develop trust in group settings, and refine problem-solving skills.
Course Duration: 45 hours |
|
| AGLP 160 | Aboriginal Leadership & Governance Systems (3.0) |
| This course is designed to teach learners how to undertake problem solving from a systems perspective—mapping an Aboriginal community’s governance systems, and developing strategies to improve existing systems. Learners will utilize this knowledge to reflect upon real world community challenges, and apply their learning in the continued development of their year two internship.
Course Duration: 45 hours |
|
| AGLP 260 | Indigenous Governance Policy I (3.0) |
| This course introduces learners to policy writing, comprehensive governance model considerations, key decision points in policy, and how to develop policy based upon evidence and analyses including Indigenous communities’ traditional knowledge (TK), values, customary law, protocols and practices. Learners also develop an understanding of how to apply rules of order in chairing/facilitating a meeting.
Course Duration: 45 hours |
|
| AGLP 265 | Indigenous Governance Policy II (3.0) |
| This course will complete learners understanding of the full spectrum of governance policies required in a comprehensive governance policy model, including: issues resolution, strategic planning, monitoring, citizen relationship to leadership, their rights and responsibilities, policy ratification processes, annual review, and amendments. This course also introduces learners to strategic planning, policy analysis, evaluation methods, and how to make recommendations for policy development.
Course Duration: 45 hours |
|
| AGLP 290 | Indigenous Research (3.0) |
| This course introduces learners to research theories, approaches, and methodologies. During this course, learners will be taught how to design and undertake culturally relevant ethical research on Indigenous knowledge that is based upon effective practices. During this course, learners will apply their knowledge by outlining their internship project plan (e.g., approach and methodology).
Course Duration: 45 hours |
|
| AGLP 299 | AGLP Internship (3.0) |
| The course offers learners with an opportunity to work with an Indigenous organization/community, under the supervision of their instructor, and engage with an Indigenous community/organization to implement a governance/leadership project. The internship allows learners to actively undertake community-based research, apply learning from the AGLP and explore/apply issue resolution, and ethical leadership practices.
Course Duration: 105 hours |
|
| ANTH 214 | Canadian Indigenous People (3.0) |
| This course serves as an introduction to the Indigenous Peoples of Canada and will examine precolonial, colonial, and current perspectives about political, economic, and cultural practices.
Course Duration: 45 hours |
|
| ANTH 223 | Indigenous People of British Columbia (3.0) |
| This course serves as an introduction to the Indigenous cultures of British Columbia; topics include the archaeological record, traditional social and political structures, cultural practices, and cultural changes following the arrival of Europeans and the relationship between colonialism and de-colonization.
Course Duration: 46 hours |
|
| APBT 110 | Administrative Procedures (3.0) |
| The dynamic office of today requires that office workers demonstrate the ability to communicate effectively, think critically, apply problem-solving skills, and work effectively with other members of the office team. The rapid pace of change in the office of today demands that office workers have the ability to develop new skills and understand new processes as jobs evolve. In this course, learners will master essential organizational skills and develop efficient office practices in preparation for entry into the contemporary office.
Course Duration: 47 hours |
|
| APBT 111 | Records Management (3.0) |
| The amount of information created and used in offices has increased significantly in recent years. Records, which contain all of the daily information necessary to the operation of any business, need to be managed effectively and efficiently. In today’s office, maintaining the integrity of the records system means that all office workers need to be aware of the importance of correct creation, storage, use, retrieval, protection, control, and disposition of records. Technology continues to change the role played by today’s office worker. This course will provide the student with the knowledge, skills and abilities to face these challenges and new responsibilities in dealing with both manual and electronic files.
This course and the activities to be completed are based on the text-workbook and filing simulation materials. It introduces the concepts of manual and electronic records management related to four different filing systems: alphabetic, numeric, geographic and subjective. Hands on experience will be acquired working with realistic business documents and miniaturized filing equipment and supplies. As students work through the materials, they will develop skills in quickly and efficiently filing and retrieving items, in preparing cross-reference sheets and tracking requests in a manual records management environment. A set of word document files will be organized into folders and subfolders in alphabetic and subjective electronic filing systems. Course Duration: 48 hours |
|
| APBT 120 | Business Calculators & Mathematics (3.0) |
| This course follows current trends in office technology, teaches the touch method of calculator use, explains common calculator features, and emphasizes business problem solving.
Course Duration: 49 hours |
|
| APBT 130 | Human Relations for Career Success (3.0) |
| This course concentrates on personal and professional development skills needed by workers in today’s workplace. These skills include self-examination and assessment, effective communication skills, interpersonal skills, client relations, teamwork, problem-solving, and an understanding of business ethics.
Course Duration: 50 hours |
|
| APBT 149 | Practicum (3.0) |
| This partnership with the business community will provide our students with an exciting opportunity to apply their newly acquired skills in a practical office environment. This practicum will allow students to explore areas in the field they have not previously been exposed to, gain an understanding of what is required of various jobs, the skills necessary to be successful, as well as engage directly with industry partners.
This course consists of 70 unpaid hours of work in the company’s day-to-day operations over a two-week period. The coordinator will establish appropriate placements and complete site visits. Course Duration: 70 hours |
|
| APBT 210 | Office Administration Procedures II (3.0) |
| This course builds upon the skills and knowledge gained in APBT 110 during the Office Administration Assistant Certificate Program. Learners gain knowledge of business etiquette and professionalism skills for workplace success. Topics covered include the conduct of meetings using Roberts Rules of Order, transcribing minutes, arranging travel, performing scheduling, managing contacts, customer service, and reception duties.
Course Duration: 45 hours |
|
| APBT 220 | Executive Assistant Accounting I (3.0) |
| This course is an introduction to manual accounting. Emphasis is placed on fundamental accounting principles and their application in day-to-day business situations. Topics covered include the accounting cycle, cash and receivables, inventory valuation, and the use of special journals and subsidiary ledgers.
Course Duration: 45 hours |
|
| APBT 221 | Executive Assistant Accounting II (3.0) |
| This course is a continuation of APBT 220: Executive Assistant Accounting I and will introduce the student to accounting for and amortization/depreciation of capital assets and intangibles, goodwill, accounting for various types of liabilities, accounting for corporations and investments, the statement of cash flows, analysis of financial statements, and an introduction to partnerships. Students will have an introduction to electronic accounting.
Course Duration: 45 hours |
|
| APBP 222 | Business Math & Calculators II (3.0) |
| This course builds upon APBT 120: Business Math and Calculators in the Office Administration Certificate program and is intended for students continuing onto the Executive Assistant Diploma program. It is designed to give the learner an overview of today’s business world and a working knowledge of its mathematical applications and procedures. Learners will experience firsthand working knowledge of many important business math applications. Students will gain a valuable understanding of the time value of money concept, and how it relates to many important personal finance issues such as budgeting, purchasing, borrowing, investing, and retirement planning.
Course Duration: 45 hours |
|
| APBT 290 | Simulation/Integrated Project (3.0) |
| This is a capstone course in which students integrate word processing, spreadsheet, database, desktop publishing, and presentation software, along with their job knowledge. Students will complete a variety of office administrative tasks including decision-making, time management, record management, and prioritizing.
Course Duration: 45 hours |
|
| BIOL 050 | General Biology (0.0) |
| This course covers the basic principles of biology, detailing biological processes and diversity with respect to ecology and evolution.
Course Duration: 90 hours |
|
| BIOL 060 | Human Biology (0.0) |
| This BC ABE – Provincial Level biology course focuses on the study of life processes. They are examined from the molecular to the organ system levels. Cell structure and function is studied microscopically and with respect to its biochemistry. The majority of the course concerns itself with human anatomy and physiology with an in-depth study of selected organ systems. These systems are studied macroscopically with functional aspects examined at the molecular level. Laboratory exercises will be an integral part of this course.
Course Duration: 90 hours |
|
| BIOL 061 | Introduction to Life Sciences (0.0) |
| This BC ABE – Provincial Level biology course is for students entering the ENRT program at NVIT, or who are planning on majoring in general sciences or general biology. The students will be introduced to the fundamentals of living systems, including plant/animal structure and function with emphasis placed on adaptation to changes in the environment. Laboratory work is intended to complement material covered in lectures.
Course Duration: 90 hours |
|
| BIOL 110 | Biological Principles (4.5) |
| Biological Principles is a science elective for arts and education students or others interested in an overview of biology. No prerequisites in biology or science are required to enroll. This course does not fulfill the prerequisite requirements for students pursuing a science major. This course provides a biological perspective on our world. It will focus on humankind’s place in nature by integrating such topics as structure and function of organisms, their genetic heritage and their relationship to the biosphere. The labs will continue to develop the ideas discussed in the lecture as well as fostering skills in data gathering and interpretation both in the lab and in the field.
Course Duration: 90 hours |
|
| BIOL 120 | Human Anatomy and Physiology (4.0) |
| This course will focus on common health terminology, specific anatomy, and physiology of the following human body systems: integumentary, skeletal, muscular, nervous, endocrine, cardiovascular, immune, respiratory, digestive, urinary and reproductive. Cellular organization of the body, blood, fluid and electrolytes, and acid-base regulation of bodily functions are also studied. Diseases and aging-related human body changes are discussed briefly.
Course Duration: 60 hours |
|
| BTEL 060 | Bridging to Trades Electrical (0.0) |
| This course introduces learners to the skills and theory required for entrance into the electrical trade. Employment skills and workplace safety will be emphasized. Learners will learn about safety requirements, tools, and equipment. Learners will also receive a brief introduction to the roles and responsibilities electricians experience daily.
Course Duration: 60 hours |
|
| BTER 060 | Bridging to Trades Employment Readiness (0.0) |
| This course provides opportunities to develop skills in resume writing, interviewing, and other job-search related areas. Trades orientation, workplace protocols, and employer expectations will be covered. This course also emphasizes interpersonal skills related to being a successful tradesperson, both in training and in the field.
Course Duration: 60 hours |
|
| BTES 060 | Essential Skills (0.0) |
| This course provides opportunities to develop skills in resume writing, interviewing, and other job-search related areas. Trades orientation, workplace protocols, and employer expectations will be covered. This course also emphasizes interpersonal skills related to being a successful tradesperson, both in training and in the field.
Course Duration: 60 hours |
|
| BTMW 060 | Bridging to Trades Millwright (0.0) |
| This course provides learners with the skills and theory required for entrance into the millwright trade. Basic theory and related information along with hands-on shop training will enable learners to become familiar with basic millwright duties. This course also introduces learners to metric and imperial measuring instruments. Employment skills and workplace safety will also be emphasized.
Course Duration: 60 hours |
|
| BTPT 060 | Bridging to Trades Piping (0.0) |
| This course offers learners the skills and theory required for entrance into the piping trade. Learners will learn to fit pipe materials together as well as some basic plumbing procedures. Learners are required to join both metal and plastic pipes using thread cutting machines. Learners will also be introduced to the basic plumbing procedures required to perform tasks such as changing fixtures and assembling plumbing equipment. Employment skills and workplace safety will also be emphasized.
Course Duration: 60 hours |
|
| BTWD 060 | Bridging to Trades Welding (0.0) |
| This course offers learners the skills and theory required for entrance into the welding trade. Learners will be shown how welding skills are useful in many trades. Learners will learn to cut and join metals using the welding process and general welding equipment. Employment skills and workplace safety will also be emphasized.
Course Duration: 60 hours |
|
| BUSM 200 | Finite Mathematics (3.0) |
| This course is designed to build a mathematical base for persons planning to become involved in administration and/or business management. In recent years, there has been a dramatic increase in the need for business professionals to be able to use mathematics in research, statistics, problem solving and decision-making. This course is designed to expose students to the areas of mathematics that they are likely to require in their future jobs or areas of study. Topics include linear equations, sets and counting, probability, matrices, linear programming and solving financial problems.
Course Duration: 45 hours |
|
| BUSM 207 | Introduction to Statistics (3.0) |
| This course is designed for students who require a course in statistical concepts, principles and methods in preparation for working with statistical studies and analyzing data in their chosen field of study. The focus of this course will be on the logic and interpretation of statistical concepts and techniques in business settings. Much work will be required. This course introduces the student to basic statistical methods for analyzing both quantitative and qualitative information, including graphic methods, sampling, descriptive statistics and inferential statistics. The relationship of statistics to research methods is discussed, applications to business decisions is stressed.
Course Duration: 45 hours |
|
| BUSM 210 | Accounting II (3.0) |
| A continuation of the introduction to fundamental accounting concepts and techniques. Topics include plant assets, depreciation methods, current and long-term liabilities, partnership accounting, bonds and shareholders’ equity. The statement of changes in financial position is studied in depth, and financial analysis and consolidations are introduced.
Course Duration: 45 hours |
|
| BUSM 211 | Introduction to Finance (3.0) |
| The objective of this course is to develop a framework within which financial decisions can be examined. This framework broadly covers the theoretical foundations of finance, the Canadian institutional framework and the techniques used in financial management.
Course Duration: 45 hours |
|
| BUSM 222 | Organizational Behaviour (3.0) |
| Information extracted from various areas of psychology (social, industrial/organizational) and management will be utilized to study the nature of work, people and organizations. Topics include: leadership, motivation, group dynamics, communication, Japanese management, job design, organizational design, culture and climate, organizational change, power, stress and time management and human resource management/development issues. Organizational behavior will be examined through lecture, discussion and practical applications of learned materials.
Course Duration: 45 hours |
|
| BUSM 223 | Human Resources Management (3.0) |
| An introduction to personnel management including organization of the personnel functions; recruitment and selection, interviewing and counseling, job descriptions and evaluation, compensation and salary administration, management development and performance appraisal, training and staffing planning, safety and occupational health. The course places particular emphasis on the practical applications of personnel policies and procedures, on personnel’s relationship to management and management’s responsibilities to employees.
Course Duration: 45 hours |
|
| BUSM 250 | Principles of Marketing (3.0) |
| This course is an introduction to marketing activities in modern business firms. The major topics covered are strategic planning, target markets and segmentation, consumer behavior, research and information systems, and the marketing mix. Throughout the course, emphasis is on the application of concepts and perspectives to current business problems and opportunities, through case studies and projects.
Course Duration: 45 hours |
|
| BUSM 251 | Introduction to Economics (3.0) |
| This course is designed to build a basic understanding of economic principles. Students who undertake this course will be able to understand and discuss economic issues at the level covered by the media. The course places a special emphasis on the economic indicators, measuring economic performance, GDP, unemployment, inflation, business cycles, barter and trade, the impact of taxation and government policies.
Course Duration: 45 hours |
|
| BUSM 255 | Small Business Development (3.0) |
| This course is specifically designed to provide students with the knowledge required in starting-up and successfully operating a small business. Topics include business structures, location and market assessment considerations, business plans and methods of financing, government obligations, franchising, strategic planning and control. Case studies and simulation are used in the course.
Course Duration: 45 hours |
|
| BUSM 260 | Management Information Systems (3.0) |
| An introduction to the theory and methodology of structured analysis and design of business information systems. Among the many topics introduced are: the systems development cycle, the problem definition and evaluation of existing systems, characteristics of good system design, systems control, evaluation of benefits and alternatives, systems documentation, conversion and testing, implementation, follow-up and evaluation. Throughout, human relations are emphasized as well as the goals, methodology, and particular tools and techniques of a top-down approach to analysis and design of business systems.
Course Duration: 45 hours |
|
| BUSM 294 | Business Law (3.0) |
| This course introduces students to fundamental legal concepts, principles, and issues that are relevant to Canadian business. It promotes an understanding of how these legal concepts and issues are applied to specific problems in business. Topics include an introduction to the Canadian legal system, the law of torts, and the law of contracts. An in-depth investigation is then made in specific areas of contract and business law, including: sale of goods, contracts, employment contracts, the law of agency, corporations, secured transactions, the law of real property and mortgages, and negotiable instruments.
Course Duration: 45 hours |
|
| CAPS 100 | Physical Education Development for Public Safety I (3.0) |
| This course introduces learners to fitness and lifestyle management requirements specific to the field of public safety. Learners explore nutrition, stress management, and physical aptitude through methods such as weight training, anaerobic, aerobic, and cardio-vascular capabilities by employing a variety of methods. Physical aptitude assessments will take place throughout the term.
Course Duration: 45 hours |
|
| CAPS 101 | Physical Education Development for Public Safety II (3.0) |
| This course builds on Physical Education Development for Public Safety I and further develops fitness and lifestyle management requirements specific to the field of public safety. Learners will apply knowledge related to nutrition, stress management, physical aptitude to physical fitness methods to improve on weight training, anaerobic, aerobic and cardio-vascular capabilities. Physical aptitude assessments will continue through the term.
Course Duration: 45 hours |
|
| CAPS 110 | Introduction to Public Safety (3.0) |
| This purpose of this course is to provide a career orientation to public safety and address barriers by connecting students with tools and resources to support success in the program and the pursuance of career pathways. Learners will be introduced to current topics in Indigenous relations in Canada including the Truth and Reconciliation Commission of Canada (TRC), United Nations Declaration of the Rights of Indigenous People (UNDRIP) and Bill-41, and the Inquiry into the Murdered and Missing Indigenous Women and Girls (MMIWG) and become familiar with trauma-informed practice as it relates to public safety. Additionally, learners will examine the field of public safety by reviewing the professional requirements and expectations on public safety professionals to ensure learner preparedness through topics such as volunteerism, lifestyle management, decision-making, goal setting, learner and professional responsibilities, and holistic wellness and self-care strategies.
Course Duration: 45 hours |
|
| CAPS 120 | Intro to Interpersonal Violence and Abuse (3.0) |
| This course is designed to introduce learners to interpersonal violence and abuse in Indigenous communities through a trauma informed lens. Learners will explore the impact of colonialism on the historical, political, and socio-economic realities of Indigenous communities that have led to intergenerational trauma, increased rates of interpersonal violence and Indigenous mistrust in Canada’s criminal justice system. Learners will explore the systemic influences that have contributed to the vulnerability of Indigenous women and the resulting inquiry into Murdered and Missing Indigenous Women and Girls (MMWIG). Using the cycle of interpersonal violence and abuse as a model, learners will examine the characteristics, dynamics, and motivations of both victims and offenders as well as use a community-based response to address patterns of violence and develop reduction and prevention strategies.
Course Duration: 45 hours |
|
| CAPS 140 | Criminal Justice Studies I (3.0) |
| This course is an introduction to the Canadian Criminal Justice System (CJS). Learners will study the structure and jurisdictions of the different levels of government and will follow an offender through the judicial process. Learners will be able to describe powers and authorities involving non-Indigenous and Indigenous offenders and options available for sentencing in both Indigenous and non-Indigenous justice systems.
Course Duration: 45 hours |
|
| CAPS 141 | Criminal Justice Studies II (3.0) |
| Building on Criminal Justice Studies I, this course enhances the learner’s understanding of the structure, jurisdictions, and processes of the judicial process. Learners will be introduced to responsibilities of professionals in the field and will explore activities related to public safety, corrections, and reform. This course examines the gaps in the existing criminal justice system that has resulted in the overrepresentation of Indigenous peoples in the system as both victims and offenders. Professional expectations including ethics, responsibilities, and experiential components will be used throughout.
Course Duration: 45 hours |
|
| CAPS 145 | Public Safety Investigational Techniques (3.0) |
| This course utilizes a problem-based learning model that requires learner interaction and role-playing. Learners will practice the process of applying informed and modern approaches to investigating criminal offences and are introduced to the procedures and processes of investigational duties as related to public safety.
Course Duration: 45 hours |
|
| CAPS 150 | Public Safety: Special Topics (3.0) |
| Learners will explore career pathways and training opportunities for Indigenous and non-Indigenous learners in the public safety sector. This course provides learners with an opportunity to explore career pathways and professional opportunities in the public safety sector. Emphasis is placed on guest speakers who provide an overview of their professionalization and allowing learners to research areas of interest in written and oral assignments. Through this process, learners will gain an understanding of the specific professional requirements for their area of interest and develop a network of contacts in the field.
Course Duration: 45 hours |
|
| CAPS 160 | Approaches to Conflict Resolution I (3.0) |
| Learners will be introduced to Indigenous methods of conflict resolution skills relevant to a career in public safety. This course explores trauma informed conflict resolution models and the concept of emotional intelligence to develop practical skills to enhance understanding of the trauma inflicted on Indigenous people and societies. Learners will examine Indigenous methods of resolving conflict as well as familiarize themselves with historical and contemporary events involving conflict between Indigenous people and police organizations. By developing interpersonal communication skills, learners will participate in conflict resolution dialogue that focuses on case studies as well as self-reflection activities to challenge their own attitudes, assumptions and beliefs.
Course Duration: 45 hours |
|
| CAPS 200 | Physical Education Development for Public Safety III (3.0) |
| This course encourages learners to continue their commitment to fitness and the development of health and wellness strategies to further build their capacity for a career in public safety. Learners will focus on fitness and nutrition to enhance their overall well-being and in preparation for their chosen career. Leaners will use a variety of training methods such as weight training, anaerobic, aerobic, and cardio-vascular capabilities. Physical aptitude assessments will take place throughout the term.
Course Duration: 45 hours |
|
| CAPS 210 | Hist. Perspectives on Crime (3.0) |
| The course will explore the nature of historical, political, sociological and economical injustices experienced by Indigenous people as a result of the colonization of Canada. Students will examine how colonialism has led to and sustains present day crime rates. Emphasis will be placed on interpreting the effects of historical systemic bias, social inequality, and institutional policies on the over-representation of Indigenous people in today’s criminal justice system.
Course Duration: 45 hours |
|
| CAPS 240 | Community Based Policing (3.0) |
| Community policing is collaboration between the police and the community that identifies and solves community problems in order to prevent crime. Within this course, learners will explore models, both historical and contemporary, to engage members of the community to solve localized problems pertaining to crime and poverty. Learners will engage with local community groups and seek opportunities to volunteer in a public safety setting.
Course Duration: 45 hours |
|
| CAPS 250 | Applied Public Safety (3.0) |
| This course will examine various aspects of work involved with public safety employment opportunities in a municipal setting such as: ride alongs, shift work, applying administrative duties, importance of report writing, process of detainment, and the significance of communication. Learners will attend field trips to training facilities and explore opportunities for participating in summer cadet programs. Additionally, learners will participate in skill development opportunities in preparation for the application process for careers in public safety.
Course Duration: 45 hours |
|
| CAPS 255 | Perceptions, Attitudes and Beliefs in Public Safety (3.0) |
| This course engages learners in critical self-reflection in consideration of deconstructing personal values that influence decision making and interactions with others. Learners will examine individual beliefs, ethics, and beliefs that challenge their assumptions of diversity, backgrounds and experiences. Through role-play, simulations, and active discussions, learners will analyze bias in the field of public safety and how it often leads to over-policing, discrimination and the misuse of force. Learners will explore and define their own values in an effort to understand behaviours and develop individual integrity in preparation for a career in the sector.
Course Duration: 45 hours |
|
| CAPS 260 | Approaches to Conflict Resolution II (3.0) |
| Building on Approaches to Conflict Resolution I, learners will continue to develop conflict resolution skills relevant to a career in public safety by focusing on interpersonal communication and a collaborative approach to resolving conflict. Learners will further develop their practical skills by examining case studies like the Oka Crisis, Delgamuukw v. British Columbia, the Ipperwash Inquiry Report, the Mount Polley Mine disaster, and the Wet’suwet’en Solidarity Protests. Further, learners will use Indigenous methods of conflict resolution to examine community-based conflict resolution processes like band council resolutions, mediations, treaty resolutions, sentencing circles, and traditional systems-based approaches. Learners will continue to develop interpersonal communication skills by participating in dialogue that focuses on relationship building, interpersonal and intercultural communication, group simulations, and case studies to critically analyze historical conflicts between law enforcement and Indigenous Nations.
Course Duration: 45 hours |
|
| CAPS 270 | Indigenous Justice Practices (3.0) |
| In this course, learners will examine Indigenous justice systems and critically analyze the differences between traditional Indigenous approaches to the existing criminal justice system. Topics include restorative justice, healing circles, Gladue reports, Indigenous court programs, Indigenous justice centers and trauma-informed justice programming that are culturally grounded. Learners will examine the over-representation of Indigenous people in the criminal justice system and explore alternative approaches to address systemic disparities.
Course Duration: 45 hours |
|
| CAPS 280 | Public Safety Field School (3.0) |
| This course is intended for students that are in their final semester of the Community and Public Safety Professional Diploma program. Students will participate in a field school at the RCMP Depot training cadet academy where they will observe and reflect on RCMP training practices and procedures.
Course Duration: 45 hours |
|
| CARP 100 | Carpentry Level 1 |
| This course introduces learners to foundational carpentry knowledge and practices, equipping them with the essential skills and safety awareness needed to begin a career in the construction industry and progress through apprenticeship training. Topics of study include construction safety, blueprint reading, building codes, framing systems, trades math, materials handling and the safe use of hand incl power tools. Learners develop practical vocational skills in formwork, framing, and layout, as well as professional competencies in communication, hazard identification, and teamwork.
Course Duration: 210 hours |
|
| CARP 200 | Carpentry Level 2 |
| This course introduces learners to advanced carpentry concepts and practices, building on the foundational skills acquired in Carpenter Level 1 to prepare them for more complex tasks and greater responsibility on the job site. Topics of study include architectural drawings, advanced framing and roofing systems, building envelope components, finishing materials, and the safe use of specialized power tools and layout instruments. Learners develop technical skills in stair and roof construction, door and window installation, concrete finishing, along with professional skills in project planning, code compliance, and quality assurance.
Course Duration: 210 hours |
|
| CARP 230 | Carpentry Level 3 |
| This course introduces learners to complex structural and architectural carpentry systems, expanding on the skills and knowledge gained in Carpenter Levels 1 and 2 to support greater independence and leadership on advanced construction projects. Topics of study include structural and shop drawings, formwork systems, advanced concrete techniques, interior and exterior finishing, rigging and hoisting, and code compliance for public spaces. Learners develop technical expertise in suspended slabs, stair forms, roofing systems, and cabinetry, along with professional competencies in project planning, material coordination, and interpreting detailed construction documents.
Course Duration: 210 hours |
|
| CARP 400 | Carpentry Level 4 |
| This course introduces learners to the advanced technical, planning, and leadership skills required for Red Seal certification, building on the cumulative knowledge from Carpenter Levels 1 through 3 to prepare them for supervisory roles and specialized construction work. Topics of study include advanced roof and stair systems, construction estimation, seismic design, energy-efficient building practices, site management, and mentoring in diverse workplaces. Learners develop high-level vocational skills in specialized framing, renovations, and finish work, along with professional competencies in code interpretation, cost estimation, leadership, and sustainable construction practices.
Course Duration: 210 hours |
|
| CHAD 324 | Addiction and Nutrition (3.0) |
| This course will give the students the opportunity to view addiction as a physiological disease as defined by the World Health Organization. How alcohol and drugs damage the entire body will be reviewed and discussed. Students will examine how Aboriginal health, which had been maintained by a traditional diet and life-style, has been adversely affected by a modern diet and life-style. Furthermore, students will note that Aboriginal people have become predisposed to addictions because of such harmful changes in their diets and life-styles.
The current First Nations Canada Food Guide will provide a focus for discussion. Learning to identify healthy food choices using a holistic program model, students will gain the knowledge and skills to help restore people to physical, mental, emotional and spiritual health. As part of these investigations, students will become aware of how a lack of nutrition and the wrong food choices can facilitate cravings for drugs and alcohol. Course Duration: 45 hours |
|
| CHAD 327 | Blood Borne Pathogens (3.0) |
| This course is designed to assist participants in understanding ways to recognize, control and deal effectively with blood-borne pathogens. This knowledge will enable participants to implement procedures and policies that will limit accidental exposure to blood and other potentially infectious materials in the workplace that could result in disease or death. While students will learn about blood-borne pathogens, such as Human Immunodeficiency Virus (HIV), Acquired Immunodeficiency Syndrome (AIDS), Opportunistic Infections, and Hepatitis (A, B, C), myths and taboos regarding blood-borne pathogens and transmission will also be discussed. As well, community education and modern approaches to health will be explored to prepare students for work in closed communities. Critical to this course, students will also learn about pre- and post-supportive counseling for individuals.
Course Duration: 45 hours |
|
| CHAD 333 | Psychosocial Trauma Healing: Addiction Theory and the Grief Process (3.0) |
| This course investigates the connections between historical and social trauma, grief, and addictions. One of the foci will be on cultural healing that will encompass within its scope First Nations cultural metaphors, symbols, archetypes, histories, and Indigenous healing practices. From a First Nation’s perspective, students will make a deep and collective inquiry into addiction, explore trauma and grief inter-culturally and intra-culturally, and theorize culturally specific ways to apply psychosocial trauma healing and grief management approaches during the recovery process. Since the learning process is highly interactive, dialogic and stimulating, students will be required to trust in their personal knowledge gained from experience, tribal histories, and teachings. To support this learning process, students must demonstrate a willingness to think and process information “outside the box.”
Course Duration: 45 hours |
|
| CHAD 334 | Relapse Prevention (3.0) |
| This course is designed to assist participants in understanding the recovery/relapse process and stages of relapse, identifying warning signs of relapse, and developing effective relapse prevention strategies and techniques with the client. Culturally appropriate techniques to reduce the risk to Aboriginal patients will be discussed.
Course Duration: 45 hours |
|
| CHAD 335 | Working with FASD in Aboriginal Communities (3.0) |
| This course is designed to provide learners with a conceptual framework for working with individuals who are affected by prenatal exposure to alcohol, clinically referred to as Fetal Alcohol Spectrum Disorder. The nature of the neurological differences that make adaptive living so difficult for individuals with an FASD will be highlighted. Given its practical orientation, the course will enable students to work with First Nations communities, to select and apply intervention techniques, and to provide support for individuals and families living with an FASD. To be truly effective, the learner will continue to require on-going mentoring, time in the field, and practice using the knowledge acquired.
Course Duration: 45 hours |
|
| CHAD 339 | Cultural Perspectives on Stress and Trauma (3.0) |
| This course incorporates a more expanded definition of trauma that is based upon an understanding of how trauma affects groups, communities and societies. From this theoretical perspective, students will recognize that the phenomenon of collective trauma may be a “normal response to abnormal situations” and, therefore, is not just a form of “pathology.”
Instead of examining trauma and appropriate intervention strategies within a Western theoretical and philosophical paradigm, this course will conduct an in-depth review of stress and trauma within the social and cultural contexts in which they have occurred, including the impact of historical racism on Aboriginal identity which has resulted in cultural loss. Course Duration: 45 hours |
CHEF - ECON
| CHEF 120 | Professional Cook Level 1 (PC1) |
| The Culinary Arts Program is designed to provide students with opportunities to develop the knowledge, skills, and attitudes necessary to function effectively as culinary professionals and leaders in the culinary field with an increased understanding of Indigenous culture and traditions related to food. Under the direction and supervision of a culinary professional, graduates will be empowered to perform all kitchen activities such as preparing and presenting vegetables, soups, sauces, meat, fish, and poultry; cold kitchen items; desserts, baking and pastry; basic menu planning and costing; as well as knowledge of safety, sanitation, and food storage. Upon completion of the program, graduates are prepared to work in a variety of vocational environments such as restaurants, cafeterias, hotels, resorts, food trucks, hospitals, cruise ships, educational institutions, catering companies, as well as a wide range of other establishments.
Course Duration: 840 hours |
|
| CHEF 200 | Professional Cook Level 2 (PC2) |
| The Professional Cook 2 (PC2) is a SkilledTradesBC designed program. This program introduces apprentices to Indigenous culture through traditional food gathering and preparation. Learners will perform all kitchen activities which includes preparing and presenting vegetables, soups, sauces, meat, fish, and poultry; cold kitchen items; desserts, baking and pastry; basic menu planning and costing; as well as knowledge of safety, sanitation, and food storage. Indigenous knowledge and traditional practices are weaved throughout the program and will ensure occupational knowledge related to the provincial and federal codes, statutes, and standards. Learners will also gain valuable knowledge that will empower apprentices to become leaders in the field with an increased understanding of Indigenous culture and traditions related to food.
Course Duration: 420 hours |
|
| CHEM 050 | Chemistry – Advanced Level (0.0) |
| Chemistry is an essential part of our everyday world. A knowledge and understanding of its principles is the basis on which applications in health, environment, and industrial development are founded. This chemistry course will foster an understanding of chemistry as a vital part of a sustainable society and provide a basis for further academic and career/vocational training. Topics include measurement, the periodic table, atomic structures, reactions and solutions.
Course Duration: 90 hours |
|
| CHEM 060 | Chemistry – Provincial Level (0.0) |
| Chemistry is an essential part of our everyday world. A knowledge and understanding of its principles is the basis on which applications in health, environment, and industrial development are founded. This chemistry course will foster an understanding of chemistry as a vital part of a sustainable society and provide a basis for further academic and career/vocational training. Topics include equilibrium, acids and bases, gas laws, and oxidation and reduction.
Course Duration: 90 hours |
|
| CISM 101 | Critical Incident Stress Management (3.0) |
| This course emphasizes basic crisis communication techniques, allowing for interactive and hands-on practice opportunities, and will provide the participants with valuable communication skills to be used for individuals and groups in crisis. This will include building an awareness and respect for the cultural protocols within different communities. A focus will be placed upon the SAFER-R Model of Psychological Crisis Intervention (Stabilize, Acknowledge, Facilitate, Encourage, Recovery, and Referral) from an Indigenous perspective. Students will also look at intrapsychic, interpersonal, environmental, situational, and organic causes which impact an individual’s behavior, and develop an understanding of the assessment and referral process.
Course Duration: 45 hours |
|
| CMSC 109 | Computer Applications (3.0) |
| The course is intended to provide practical skills for the academic usage of computers. Basic concept and terminology will also be covered. At the end of this course the student should be able to use computers to some common problems found in both the academic community and Aboriginal communities and organizations. Students will have a basic knowledge of computer hardware, office applications and internet technologies.
Course Duration: 45 hours |
|
| COMM 101 | Business English (3.0) |
| This course focuses on correct English usage in a business environment and provides students with a comprehensive review of grammar, punctuation, and style, as well as business spelling and vocabulary development. The course materials are presented in small, easily manageable learning segments.
Course Duration: 45 hours |
|
| COMM 111 | Business Communication (3.0) |
| Business Communication teaches learners how to plan, organize, and write correct and effective, reader-friendly business documents appropriate for use in today’s global business environment. Students will discover how to write business letters, memos, reports, and electronic messages. Each unit begins with a set of learning objectives. The assigned readings, together with the reinforcement exercises, are the principal learning activities.
Course Duration: 45 hours |
|
| COMM 140 | Technical Writing (3.0) |
| This course will provide students with the skills necessary to write technical papers as clearly, accurately, and succinctly as possible. Students will learn how to take accurate field notes, to differentiate between primary and secondary source information, and learn how to research and read technical papers. A major component of the course will focus on writing a research and review paper.
Course Duration: 45 hours |
|
| COMM 145 | Public Relations & Communications (3.0) |
| This course is designed to provide the student with the skills to communicate efficiently and effectively with a variety of audiences. Students will be required to solve public relations problems as individuals or in teams, and will be encouraged to use critical thinking techniques. Case studies incorporating current controversial issues will be used for debate and to develop resolution in ways that demonstrate professionalism and respect for equality and diversity in the workplace.
Course Duration: 45 hours |
|
| COMP 025 | Basics of Technology (0.0) |
| This introductory course is tailored for Indigenous Elders and others who need to improve their computer literacy. The course is culturally safe in that incorporates storytelling to respect the learners’ rich knowledge of Indigenous ways of knowing and being. It will emphasize patience, repetition, and relevance to the Elders’ lives and Community. The aim of this course is to familiarize Indigenous Elders with basic technology skills, Internet navigation, and digital communication tools in a respectful and culturally safe manner. This course aims to empower Elders to connect with Community, access online resources, and share their knowledge and stories digitally.
Course Duration: 18 hours |
|
| COMP 030 | Computer Studies – Fundamental Level (0.0) |
| Computers are increasingly becoming a pervasive part of daily life in personal, work and educational situations. Computer skills are introduced at the fundamental level to help students gain the confidence to perform basic computer operations. Topics include keyboarding, basic knowledge of computers, word processing and electronic communication.
Course Duration: 75 hours |
|
| COMP 040 | Computer Studies – Intermediate Level (0.0) |
| Computers are a pervasive part of daily life in personal, work and educational environments. The goal of an intermediate level computer course is to introduce adult learners to the use of the computer as a tool so that they will become more self-confident and therefore be able to function more efficiently with a computer. Topics include keyboarding, introduction to computers, operating systems, word processing and electronic communications.
Course Duration: 75 hours |
|
| COMP 050 | Computer Studies – Advanced Level (0.0) |
| The goals of Computer Studies at the Advanced Level are to provide students with a survey of the major applications of computers, to develop an understanding of computers and concepts to aid the students’ employment opportunities, personal productivity, and to enable students to acquire skills to contribute to, and participate productively in society. Topics include hardware, system components, memory and storage, input and output, operation, computers in society, word processing and the internet.
Course Duration: 90 hours |
|
| COMP 060 | Computer Studies – Provincial Level (0.0) |
| The goals for this Provincial Level Computing Studies course will focus on computer applications and developing problem solving/critical thinking skills utilizing computer application software as a tool. Towards this end, project work will be emphasized. Topics can include current technologies, publishing, advanced spreadsheets, database management, networking and programming.
Course Duration: 90 hours |
|
| COMP 101 | Computer Essentials and the Internet (3.0) |
| In this course, the student is introduced to computer terminology, basic hardware, and operating system capabilities and will have confidence in navigating the Internet. The student will identify and manipulate data within a networked computer environment using current Microsoft Windows. The student will communicate via groupware with others using email and synchronous text chat, conduct online meetings, and be familiar with online learning.
Course Duration: 45 hours |
|
| COMP 102 | Word Processing I (3.0) |
| Word Processing Level I is designed to teach students the basic functions of a word processing program as well as teach how to properly format documents such as letters and memoranda. Although students will be required to use the current Microsoft Windows to complete this course, many of the skills are generic and can be transferred to most word processing packages.
Course Duration: 45 hours |
|
| COMP 103 | Keyboarding I (3.0) |
| The course provides learners with the necessary techniques to keyboard accurately at a minimum of 25 wpm using the alpha and numeric keyboard. Keyboarding accuracy is a valuable skill for all. Students need to be enrolled in Applied Business Technology/Office Administration to take this course; however, this course or the equivalent skill is essential for those interested in an office career, and a prerequisite for subsequent computer courses where keyboarding is required.
This course is one of the required courses needed to receive an Applied Business Technology/Office Administration Certificate at BC public colleges. Students planning to complete a college certificate program must meet college entrance requirements. Course Duration: 45 hours |
|
| COMP 104 | Spreadsheets (3.0) |
| This course provides students with a working knowledge of electronic spreadsheets using the current Microsoft Windows program. Students will discover how to design, create, modify, and present professional spreadsheets for use in today’s workplace. Exercises include using formulas and built-in functions to solve mathematical problems. Students will also illustrate and present spreadsheet data in graphic form.
Course Duration: 45 hours |
|
| COMP 105 | Databases (3.0) |
| This course introduces learners to the Microsoft Access 2016 data management system. It focuses on planning, designing, and creating a database to meet the needs of today’s workplace. Students will use various commands and features to create tables, generate queries, and print forms. Learners will enter data, work with calculations, and extract information to generate and print reports.
Course Duration: 45 hours |
|
| COMP 112 | Word Processing II (3.0) |
| Word Processing II is a continuation of Word Processing I. The course will cover additional instruction and practice with letter styles, tables, charts, and reports plus many advanced features of word processing software such as merge, macros, outlines, graphics and styles.
Course Duration: 45 hours |
|
| COMP 113 | Keyboarding II (3.0) |
| This course is designed to provide the student the opportunity to increase their current keyboarding speed and build skill while creating word processing documents, ensuring workplace success. Students correctly format memos, letters, emails, reports, manuscripts, and tables. Students key accurately and proficiently while building endurance to reach a minimum of 50 words per minute on five-minute timings using the alpha and numeric keyboard.
Course Duration: 45 hours |
|
| COMP 130 | Desktop Publishing (3.0) |
| This course will introduce learners to desktop publishing software. Students will plan, design, and produce business-quality publications such as web pages, letterhead, flyers, brochures, forms, and newsletters.
Course Duration: 45 hours |
|
| COMP 140 | Geographic Information Systems (5.0) |
| In this course, students will develop an understanding of the terms and principles of geographic information systems (GIS). Students will learn to create and enter database structures and reports, as well as apply GIS techniques for such functions as creating views, tables, charts and printing maps. Students will also incorporate the use of global positioning systems data with GIS.
Course Duration: 45 hours |
|
| COOP 101 | Co-operative Education Workplace Preparation (1.0) |
| This course will assist Co-operative Education participants in developing workplace essential skills. The topics will include: time management, thinking, working with others, continuous learning, resumes, cover letters, and interview skills. In addition, the students will explore professionalism, practice job interview techniques and research job opportunities. They will become familiar with the expectations of NVIT and the employer while on a Co-op work-term.
Students registered in diploma and degree programs can access the course during the Winter Academic Semester (1.5 hours per week) and/or Summer Session as a six-week concentration. In addition, this course may be offered as a one-week intensive for Trades such as the Professional Chef Level 1 program. Co-op Education credits/courses are extra-to-certificate, diploma or degree. Course Duration: 20 hours |
|
| COOP 110 | Co-operative Education Program Work Term 1 (3.0) |
| A Co-op work term will provide the student with opportunities to: • experience personal and professional growth; • enhance employability skills; • confirm concentration and/or career path; and • develop a network of relevant industry contacts. NVIT Co-operative Education may also connect students with Indigenous organizations and First Nations communities who will hire students into culturally relevant co-op opportunities. Co-op is an academic program and work-term assignments are mandatory to satisfy the academic requirements for NVIT. Each work term will require student goal setting; an individual on-site evaluation; the student’s work term report and a performance evaluation from the hosting employer. Work term reports are due at the end of every four-month long work term. Details are in the Co-op Student Handbook. Course Duration: 420+ hours |
|
| COOP 120 | Co-operative Education Program Work Term 2 (3.0) |
| A Co-op work term will provide the student with opportunities to: • experience personal and professional growth; • enhance employability skills; • confirm concentration and/or career path; and, • develop a network of relevant industry contacts. NVIT Co-operative Education may also connect students with Indigenous organizations and First Nations communities who will hire students into culturally relevant co-op opportunities. Co-op is an academic program and work-term assignments are mandatory to satisfy the academic requirements for NVIT. Each work term will require student goal setting; an individual on-site evaluation; the student’s work term report and a performance evaluation from the hosting employer. Work term reports are due at the end of every four-month long work term. Details are in the Co-op Student Handbook. Course Duration: 420+ hours |
|
| COOP 210 | Co-operative Education Program Work Term 3 (3.0) |
| A Co-op work term will provide the student with opportunities to: • experience personal and professional growth; • enhance employability skills; • confirm concentration and/or career path; and • develop a network of relevant industry contacts. NVIT Co-operative Education may also connect students with Indigenous organizations and First Nations communities who will hire students into culturally relevant co-op opportunities. Co-op is an academic program and work-term assignments are mandatory to satisfy the academic requirements for NVIT. Each work term will require student goal setting; an individual on-site evaluation; the student’s work term report and a performance evaluation from the hosting employer. Work term reports are due at the end of every four-month long work term. Details are in the Co-op Student Handbook. Course Duration: 420+ hours |
|
| COOP 220 | Co-operative Education Program Work Term 4 (3.0) |
| A Co-op work term will provide the student with opportunities to: • experience personal and professional growth; • enhance employability skills; • confirm concentration and/or career path; and • develop a network of relevant industry contacts. NVIT Co-operative Education may also connect students with Indigenous organizations and First Nations communities who will hire students into culturally relevant co-op opportunities. Co-op is an academic program and work-term assignments are mandatory to satisfy the academic requirements for NVIT. Each work term will require student goal setting; an individual on-site evaluation; the student’s work term report and a performance evaluation from the hosting employer. Work term reports are due at the end of every four-month long work term. Details are in the Co-op Student Handbook. Course Duration: 420+ hours |
|
| COOP 240 | Co-operative Education Program International Work Term (3.0) |
| An International Co-op work term will provide the student with opportunities to: • Experience personal and professional growth; • Experience another culture; • Learn another language; • Enhance employability skills; • Confirm your career path; and, • Develop a global network of relevant industry contacts. A NVIT International Co-op experience provides students with a unique opportunity to travel the world, while gaining experience in the workplace. Having this experience as an undergraduate is impressive to employers and makes a student’s résumé more competitive after graduation. During an International Co-op work term, the student will have the chance to learn a foreign language, develop their skills, and travel the world. More importantly, International Co-op serves as professional and personal growth experience by forcing the student to adapt to a new cultural environment. Co-op is an academic program and work term assignments are mandatory to satisfy the academic requirements for NVIT. Each work term will require student goal setting; an individual evaluation; the student’s work term report and a performance evaluation from the hosting employer. Work term reports are due at the end of every four-month long work term. Details are in the Co-op Student Handbook. Course Duration: 420+ hours |
|
| CRIM 101 | Introduction to Criminology (3.0) |
| This course provides a general overview of criminology. It explores the history and evolution of criminological theories and reviews criminological concepts: crime, delinquency, deviance, victim, offender, rehabilitation, and treatment. The course also addresses the relationship between theory and practice, the interdisciplinary nature of criminology, and the application of criminology with a focus on Aboriginal peoples of Canada.
Course Duration: 45 hours |
|
| CRIM 103 | Psychological Explanations of Criminal & Deviant Behaviour (3.0) |
| This course introduces and critically examines biogenetic, psychiatric, and psychological explanations of criminal and deviant behavior. Special attention will be given to the theoretical links between criminality and genetics, physiology, mental disorders, the endocrine system, personality, moral development and the impact of residential schools, poverty, and mental illness.
Course Duration: 45 hours |
|
| CRIM 104 | Sociological Explanations of Criminal & Deviant Behaviour (3.0) |
| This course is a survey of major sociological theories on criminal and deviant behavior, with emphasis on Aboriginal and critical perspectives. Sociological theories will be situated in their historical, social and political contexts and will be critiqued by contrasting their underlying assumptions, their strengths/weaknesses, and their research and practical applications. The course explores the impact of criminal and deviant behavior in Canada, with special attention to Aboriginal communities.
Course Duration: 45 hours |
|
| CRIM 131 | Introduction to Criminal Justice System (3.0) |
| The course will examine the various components of the criminal justice system, and patterns of crime and victimization in Canada, with particular attention paid to Aboriginal issues. Police operations, decision-making options, courts, sentencing and corrections will be reviewed in the context of both Aboriginal and non-Aboriginal communities. In addition, this course will explore Aboriginal traditional and contemporary justice philosophies and initiatives and the youth justice system, including culturally relevant and community-based models.
Course Duration: 45 hours |
|
| CRIM 135 | Introduction to Canadian Law (3.0) |
| This course is a general introduction to the fundamental and competing principles of jurisprudence and to the basic legal institutions of Canada. It focuses on the history of Aboriginal and non-Aboriginal relations and interactions with the Canadian legal system. It also reviews the development of Canadian law, and the roles and responsibilities of community members, elders and legal professionals. It explores legal reasoning and application, the doctrine of precedent, principles of statutory interpretation, the fields of contract, torts, and administrative and family law. Course Duration: 45 hours |
|
| CRIM 220 | Introduction to Research Methods (3.0) |
| This introductory course explores qualitative and quantitative approaches to social science research. Students will explore the basics of social scientific research from a social science/criminological perspective. This introductory course will provide students with an overview of the nature of research, models of social scientific research, bridging theory and data, research ethics, sampling, observational methods, obtrusive and unobtrusive research techniques, types of research strategies, and analysis of qualitative and quantitative data. The first half of each class will be devoted to research method theory and application, the second half of the class will be devoted to how to write a research proposal and report.
Course Duration: 45 hours |
|
| CRIM 230 | Criminal Law in Canada (3.0) |
| This course reviews the nature, scope and basic principles of criminal law in Canada. Students will study fundamental legal concepts such as mens rea, negligence and strict liability. The course will analyze the concept of criminal responsibility in Canada and it will critically examine the legislative policies expressed in the Criminal Code. In addition to the exploration of the basic elements of a criminal offence this course will review criminal law as it pertains to and affects Aboriginal and Non-Aboriginal populations including the examination of legal principles as they relate to specific aboriginal crimes and major defenses. This course will also review the impact of the Canadian Charter of Rights and Freedoms and the Indian Act on criminal law.
Course Duration: 45 hours |
|
| CRIM 231 | Introduction to the Judicial Process (3.0) |
| This course provides a critical examination and evaluation of the judicial process in Canada from both an Aboriginal and non-Aboriginal perspective. The course will review the structure and functions of the criminal court system and its relationship to other branches of government. In addition, this course will critically examine court systems in Canada, including traditional Aboriginal and international alternative systems of justice. The course will also analyze the impact of the Canadian Charter of Rights and Freedoms on Canadian courts, and Aboriginal peoples of Canada.
Course Duration: 45 hours |
|
| CRIM 233 | Introduction to Corrections (3.0) |
| This course will examine the organization, structure and operation of contemporary Canadian correctional practices. It will consider the history, development, and contemporary social organization of provincial and federal correctional institutions. The experiences of individuals with lived incarceration experiences, their families, communities and correctional staff and administrators will be considered. The impacts of new legislative changes, and the role of sentencing in the correctional process will be explored. In addition, this course will discuss issues relating to community-based Aboriginal (restorative/transformative) practices, parole, continuity of care, and re-entry into the community.
Course Duration: 45 hours |
|
| CRLS 050 | College Readiness and Learning Skills (0.0) |
| This course is designed to prepare students with the skills to successfully pursue higher education and/or employment. The holistic approach to career preparation ventures around the development of skills that will strengthen each student’s personal wellness and learning skills. The curriculum and activities in this course focus on building self-esteem, securing cultural identity, establishing healthy life skills, and acquiring effective learning, study and employment skills.
Course Duration: 75 hours |
|
| CRLS 060 | College Readiness Learning Skills (0.0) |
| This course provides students with the necessary knowledge in areas of reading, public speaking, and writing to assist students to become successful at the college academic level. The course covers a variety of topics including personal development, study habits and methodology, and current views of Aboriginal issues from a holistic perspective. The curriculum focuses on cultural history, roles and responsibilities of First Nations in higher education, and the practice of effective learning and study skills.
Course Duration: 75 hours |
|
| CTEL 060 | Electrical (0.0) |
| In this module, learners receive an overview of the procedures and skills required for the electrical trade and will consist of: • Safe workplace practices (personal and shop). • Applying circuit concepts and installing low voltage distribution systems. • Installing electrical equipment. • Installing control circuits and devices. Course Duration: 65 hours |
|
| CTES 060 | Workforce Essential Skills (0.0) |
| This section provides learners with the necessary competences and knowledge required to work safely in a trade environment. The certificates also provide increased employability because learners will be job-ready upon completion of the program. Learners will complete at least three modules: • Fall Protection • Site Ready BC • Occupational First Aid Level 1 (OFA1). Course Duration: 25 hours |
|
| CTPB 060 | Plumbing (0.0) |
| In this module, learners will get a general understanding of the procedures and skills required for the plumbing trade and will consist of: • Safe workplace practices. • Tools and equipment. • Soldering tool usage. • Preparing, assembling, and installing plumbing components such as pipes and fittings. • Installing fixtures and equipment. Course Duration: 60 hours |
|
| CTRC 060 | Carpentry (0.0) |
| In this module, learners will receive a broad overview of the procedures and abilities needed for the carpentry trade. Units of study in the Carpentry section will include: • Shop and personal safety practices. • Hand and portable power tool usage. • Shop and leveling equipment usage. • Selecting wood frame systems and materials. • Building floors, support systems, walls, partitions, and gable roofs with ceiling joist. Course Duration: 270 hours |
|
| DICM 101 | Introduction to Digital Innovation and Communication Media (3.0) |
| The purpose of this course is to introduce students to the hands-on process of video storytelling. Students will learn the essential language of screenplay formatting and stages of video production including the diverse jobs involved in film industry production. Learners will write, design, produce and edit their own short videos on iPads and DSLRs through an intensive delivery of 45 hours over a two-week period. Skills and information will be delivered through an integrated approach.
Course Duration: 45 hours |
|
| DKLH 110 | Dakelh Language: Pronunciation – Learning the Sounds (3.0) |
| Dakelh language proficiency in adult learners prepares them for learning and hearing Dakelh language sounds. The learner will actively participate in an Dakelh introduction to Dakelh language. Instructional methods develop proper pronunciation skills in the separate sounds of Dakelh language and develop recognition and differentiation of separate sounds in speech. This method provides the learner with foundational communication skills as a beginning learner.
Course Duration: 45 hours |
|
| DKLH 111 | Dakelh Pronunciation – Root Syllables (3.0) |
| This course will provide learners with an understanding of the polysynthetic syllable structures as they apply to the Dakelh language for pronunciation in constructing words.
These structures are crucial for understanding how Dakelh language root syllables are essential to construct meaning and their part in word construction and word meaning. Root structures are foundational for understanding root morphemes. Instruction and activities will include English and the Dakelh language. Course Duration: 45 hours |
|
| DKLH 112 | Introduction to Writing Dakelh (3.0) |
| This course will introduce the Dakelh language orthography and develop the ability for reading, writing, and in the context of continued pronunciation. Learners will apply foundational writing based on previous knowledge and pronunciation skills to improve learning in Dakelh language.
Course Duration: 45 hours |
|
| DKLH 120 | Dakelh Language in Everyday Social Language (3.0) |
| This course will introduce learners to Dakelh Language proficiency. The learner will actively participate in an oral Dakelh language class. Instructional methods provide new vocabulary words and phrases essential in everyday social use. Greetings, introductions, basic questions, responses, and other necessary word concepts to function in everyday situations are emphasized. Instructors are experienced in utilizing associative/cognitive (immersion) second language learning methods combined with some aspects of total physical response as an instructional methodology.
Course Duration: 45 hours |
|
| DKLH 121 | Dakelh Everyday Action & Interaction (3.0) |
| This course develops Dakelh language proficiency. Learners will actively participate in action-based activities and will develop oral skills by interacting and using basic foundational phrases for interactive contexts. All instruction and activities take place in the Dakelh language. The Total Physical Response (TPR) method will be used to imbed action contexts.
Course Duration: 45 hours |
|
| DKLH 122 | Dakelh Language Vocabulary in Place and Socio-Spatial Context I (3.0) |
| This course provides learners with foundational immersion learning tools following these three principles: a) leaving English behind; b) relating to everything and every action in Dakelh language; and c) re-learning the world in Dakelh language.Fluent Dakelh language speakers engage learners in activities focused on increasing the interactive use of Dakelh language in selected topics including (a) workplace action and description sentences and phrases; (b) school or place of learning action and description sentences and phrases; (c) gatherings such as formal, feast, ceremonies, and meetings; (d) action and description sentences and phrases; and (e) elders home visits, action and description sentences and phrases. Course Duration: 45 hours |
|
| DKLH 130 | Dakelh Language Entry Tools: Introduction to Full Immersion (3.0) |
| This course is an introductory to a full immersion course. It provides learners with Dakelh language immersion learning tools following the principles of leaving English behind and conveying every object and process in Dakelh language. Learners will be relearning the world in the Dakelh language. The course provides immersion learners with essential Dakelh language phrases to assist them with words, phrases that allow them to interact, and asking for repetition or slowing down or demonstrating.
Learners will learn the use of basic phrases as well as the process of participating in an immersion setting. Course Duration: 45 hours |
|
| DKLH 131 | Dakelh Language Special Topics: Immersion (3.0) |
| This course uses a special topics approach to expose and immerse learners in the Dakelh language. Learners will enhance their basic knowledge and ability to speak the Dakelh language within a topical context. Learners will gain sufficient knowledge to understand, listen, and speak sufficient vocabulary related to each special topic. Special topics may include one or more of the following, depending on the time of year the course is conducted: medicine protocols, roots, berries, feasts, and hunting/fishing protocols.
Course Duration: 45 hours |
|
| DKLH 132 | Dakelh Interpersonal Interactions through Immersion Learning (3.0) |
| This course is a total immersion course. It utilizes supervised fluent speakers to engage learners in an interpersonal foundational conversation in the Dakelh language. The goal is to assist development of oral use in socio-spatial contexts of phrasing fluency using personal and emphatic first, second, and third person pronouns in selected real-world settings.
Course Duration: 45 hours |
|
| DKLH 210 | Dakelh Language Linguistics/Literacy (3.0) |
| This course provides a foundation in theory and practice in linguistics and literacy. Learners will discover the processes that occur in word formation, phrase formation, and sentence formation. A general introduction to linguistics will be given.
Course Duration: 45 hours |
|
| DKLH 211 | Dakelh Translation / Transliteration (3.0) |
| This course provides a foundation in the theory and practice for transcribing and translating Dakelh language oral text. Learners will transcribe and translate texts and/or tapes using the International Phonetic Alphabet. As a part of this course, learners will develop touch-keyboarding skills using the Dakelh language font. There will be a basic introduction to linguistic processes such as phonology, phonetics, morphology, and syntax. There will also be practice in transcribing and reading texts.
Course Duration: 45 hours |
|
| DKLH 220 | Dakelh Vocabulary in Place and Socio-Spatial Context II (3.0) |
| This course provides learners with increased active immersion learning tools following the three principles of (a) leaving English behind, (b) relating to everything and every action in Dakelh language, and (c) re-learning the world in the Dakelh language.
Fluent Dakelh language speakers engage learners in activities focused on increasing the interactive use of the Dakelh language in selected topics including (a) a story gathering convened by learners, (b) a special feast with Elders with Elders convened by learners, (c) a visit to a sacred sited convened by learners and (d) a visit to a traditional gathering selected by learners. Course Duration: 45 hours |
|
| DKLH 221 | Dakelh Structure and Syntax (3.0) |
| This course will expose the learner to the basic structure and syntax of the Dakelh language. Topics include an overview of the Dakelh language regarding patterns and rules of various language components. This course will also cover the introductory linguistic components of phonetics, phonology, and morphology as it relates to Dakelh language which Includes descriptive components of sentence building.
Course Duration: 45 hours |
|
| DKLH 230 | Dakelh Language Connections: Context Through Immersion Learning (3.0) |
| This course will focus on developing listening and speaking skills for using Dakelh language in situational contexts. Learners will apply previous knowledge and communication skills to improve or increase vocabulary to connect ideas to everyday situational contexts in the Dakelh language. Practical application will reinforce learning within schools/classroom, community gatherings, and formal situations.
Course Duration: 45 hours |
|
| DKLH 231 | Dakelh Language Place and Time: Context Through Immersion Learning (3.0) |
| This course is a full immersion course. It utilizes supervised fluent speakers to engage learners in full-immersion activities in the Dakelh language use. This course will develop proficiency and fluency in contextualizing the speaker and the receiver as well as third persons in real world situations. The course will increase vocabulary use of simple explanatory statements, responses to questions, use of spatial indicators and appropriate pronoun designations, as well as time differentiation related to present, past, and future contexts.
Course Duration: 45 hours |
|
| DKLH 330 | Dakelh Language Immersion: Pod/Cohort Learning through Multiple Mentors (6.0) |
| This course builds on the Dakelh Language Immersion where learners will expand on elements of the oral immersion learning tools and communication phrases for use. Learners will gain experience hearing different fluent speakers of each Dakelh speaking community with the intent of increasing usage and vocabulary. Learners will form a Mentor pod process as a cohort of advanced immersion learners move from one community of fluent speakers to another. Learners will assist in organizing within their own community the immersion event with the fluent speakers.
Course Duration: 90 hours |
|
| DKLH 350 | Dakelh Language Immersion: Introduction to Mentored Special Topics (3.0) |
| This course is an introductory mentored special topics course. The course provides immersion learning following a special topics model. Fluent Dakelh language topic mentors engage learners in total immersion sessions focused on increasing the use of the Dakelh language. Implementing a situational learning practice to guide the topics plan for selected sessions. Situational learning topics may include indoor, outdoor, or other practical learning experiences.
Course Duration: 45 hours |
|
| ECON 101 | Principles of Microeconomics (3.0) |
| Course topics include markets, applications of supply and demand analysis, the theory of consumer behavior and the impact of government regulations and intervention on market performance. Other topics include the theory of the firm under imperfect competition, monopoly, and monopolistic competition, the principles of oligopoly, productive efficiency, the distribution of income, the role of unions and factor market performance.
Course Duration: 45 hours |
|
| ECON 102 | Principles of Macroeconomics (3.0) |
| Topics include the determination of national income, production and employment, economic goals of government and the Bank of Canada, the limitation of monetary and fiscal policy in dealing with Canada’s unemployment, inflation and balance of payments problems. Keynesian policy, monetarism and supply side economics will be studied in detail. Online data from key Canadian institutions including Statistics Canada and Bank of Canada will be used to complement and deepen student knowledge of the course.
Course Duration: 45 hours |
EDUC - ENRT
| EDUC 240 | Communication and Education Planning (3.0) |
| This course critically examines the uniqueness of the Aboriginal adult learner, what motivates adults and how adults learn. Learners will gain knowledge and skills involved in becoming an effective advocate for adult learners and Aboriginal post-secondary education. The course will incorporate theory and practical approaches that will address: effective communications; and provincial post-secondary protocols within public institutions and the relevant ministries. In addition, the course will also examine partnership building, basic career counselling, and ethics in developing a sense of professionalism for Education Coordinators. Participants will also be asked to create a professional development growth plan.
Course Duration: 45 hours |
|
| EDUC 250 | Practical Application of Assessment, Evaluation & Reporting (3.0) |
| This course is designed to provide the language teacher with a greater understanding of the assessment, evaluation, and reporting of student progress specific to the teaching and learning of First Nations languages. Language teachers will become familiar with assessment and evaluation terminology, a variety of appropriate techniques and strategies for assessing and evaluating performance and language proficiency, gain experience at developing effective and alternate forms of assessing students, develop the ability to keep appropriate student records as well as developing the ability to write report cards.
Course Duration: 45 hours |
|
| EDUC 260 | Innovative Teaching and Planning (3.0) |
| This course is structured so participants will further develop planning, preparation, and innovative teaching skills. To maximize learning, teachers must not only know their subject and its accompanying pedagogy, but also their students. This course will include a language teaching practicum component.
Course Duration: 45 hours |
|
| EDUC 270 | Language Acquisition: Theory & Practice (3.0) |
| Language Acquisition: Theory & Practice will review theories of first and second language acquisition. As well, participants will read and discuss the developmental stages of learning a language in preparation to analyzing and assessing it in a practical situation.
Course Duration: 45 hours |
|
| EDUC 280 | Methods in Second Language Teaching (3.0) |
| Methods in Second Language Teaching is designed to introduce students to eight major language teaching approaches and methodologies. Each of the approaches and/or methods will be demonstrated through structured observations, multimedia presentations, and/or through student-to-student microteaching. The course will focus on the unique challenges of Aboriginal community language programming.
Course Duration: 45 hours |
|
| EDUC 285 | Technological Innovations & Language I (3.0) |
| E-Master-Apprentice Pedagogy Practice Part I will instruct students in the theory and practice of using new technology in language-revitalization pedagogy. Students will (i) explore application of multimedia technology tools (including digital audio, video and text) for teaching and learning an Aboriginal language, (ii) use web-based work and develop communication protocols for apprenticing with native-speaking elders, (iii) explore the application of interactive multimedia and web technology tools for teaching and learning an Aboriginal language.
Course Duration: 45 hours |
|
| EDUC 286 | Technological Innovations & Language II (3.0) |
| E-Master-Apprentice Pedagogy Practice Part II will instruct students in the theory and practice of embracing new technology in language-revitalization pedagogy. Students will explore (i) advanced application of multimedia technology tools (including digital audio, video and text), (ii) theory and practice of mentoring, having students take the role of web-mentor, and developing communication protocols with their students, and (iii) integration and evaluation of these new tools in language renewal programs.
Course Duration: 45 hours |
|
| EDUC 290 | Principles of Effective Teaching (3.0) |
| This course is designed to build on and enhance the teaching capabilities required by First Nations language teachers. The course will provide opportunities for students to experience classroom management strategies and techniques, deal with student behavior practice effective communication skills, look at formats for lesson and unit planning for instruction, teaching and professionalism, effective (physical) arrangement of classrooms, student diversity/getting to know your students, and an introduction to assessment, evaluation, record keeping, and reporting on student progress. This course will include a practicum component.
Course Duration: 45 hours |
|
| EDUC 390 | Making the Classroom a Healthy Place (3.0) |
| Indigenous communities and educational institutions have inherited and continue to endure non-holistic learning that puts a narrow emphasis on cognitive outcomes and excludes emotional learning and skill development. This course will examine the history of affective suppression as a form of colonialism and document its impact on the education of Indigenous peoples in North America. Learners will explore Indigenous learning methodologies, affective neuroscience, and philosophical arguments for developing the emotional dimension of education. This course will introduce a transformational view of learning within a cultural pedagogy that builds on a concept of affective development based on a holistic educational philosophy.
Course Duration: hours |
|
| EDUC 410 | Language and Cultural Identity in Indigenous Adult Education (3.0) |
| This course focuses on developing foundational intercultural adult education competencies. Learners will have the opportunity to explore language and cultural identity in learning models, research and approaches to learning. Emphasis is placed on the knowledge and skills required to foster curriculum that promotes the co-creation of knowledge in inclusive Indigenous adult learning spaces. Learners will explore how one’s positionality impacts their teaching praxis and consider how to address diverse individual and collective learning needs in Indigenous adult learning spaces. The importance of Indigenous standpoint theory, critical race theory and decolonization in Indigenous adult learning will be emphasized.
Course Duration: hours |
|
| EDUC 420 | Indigenous Adult Learning Epistemologies (3.0) |
| This course introduces learners to Indigenous worldviews, epistemologies, typologies, and learning approaches in adult education. Learners will explore Indigenous adult learner characteristics and consider how historical, social, psychological, and political contexts impact inclusive Indigenous adult learning spaces. Learners will also consider how to foster responsive teaching and learning strategies that enhance respect, relevancy, responsibility, and reciprocity. Diverse Indigenous teaching and learning theories and practices that strengthen inclusive Indigenous adult spaces will be explored.
Course Duration: hours |
|
| EDUC 430 | Indigenous Place-Based Adult Education (3.0) |
| This course introduces learners to the impacts of a place-based education curriculum on the improvements of Indigenous learners’ achievements. Learners will connect learning curriculum to their own histories, locations, circumstances, and needs. Learners will find opportunities to promote personal and community engagement, learning and growth by exploring community-based protocols, place-based learning resources, and intergenerational teachings. The integration and importance of ceremony and spirituality in Indigenous adult education will be explored.
Course Duration: hours |
|
| EDUC 440 | Transformative Adult Learning (3.0) |
| This course examines theories of transformative education within the field of Indigenous adult education, particularly theories that aim to foster individual and social transformation. Transformative learning theories will be explored within the history of critical transformative education in various political, economic, geographical, social and cultural contexts. Learners will engage in respectful dialogue, active listening, and self-reflection and consider how to design lesson plans that promote critical thinking and a shared responsibility for the learning, growth and transformation of Indigenous learners, families, communities and nations.
Course Duration: hours |
|
| EDUC 450 | Instructional Strategies (3.0) |
| This course provides learners with the opportunity to explore and experience a variety of instructional strategies that enrich Indigenous learner-centered adult learning spaces. Learners will explore Indigenous learning models and experience techniques that engage and motivate Indigenous adult learners. Learners will learn how to engage and motivate adult learners and apply innovative and creative instructional strategies to enhance self-determination, lifelong learning, and critical thinking skills with Indigenous adult learners. Learners will also identify and use instructional strategies and techniques that are relevant and meaningful to their own communities or Indigenous adult learning spaces.
Course Duration: hours |
|
| EDUC 460 | Storytelling for the Translation of Knowledge (3.0) |
| This course introduces learners to Indigenous oral storytelling as a valid methodology and holistic way of teaching and learning with Indigenous peoples. Learners will consider how storytelling sustains cultural knowledge and practices for Indigenous nations and ensures the translation of knowledge. Oral storytelling and Indigenous wellness models will be explored to identify how Indigenous belief systems align with the four areas of development, including mental, emotional, physical, and spiritual realms.
Course Duration: hours |
|
| EDUC 470 | Interactive eLearning (3.0) |
| This course introduces learners to online learning tools and learning management platforms that can extend and enhance Indigenous adult learning spaces. The course will explore how to design and create interactive adult learning lesson plans, using asynchronous and synchronous strategies. Learners will experience using Moodle, MS Teams, other iCloud applications, explore online facilitation essentials, and consider how to facilitate an engaging blended Indigenous adult learning experience.
Course Duration: hours |
|
| EDUC 480 | Curriculum Development (3.0) |
| This course introduces learners to adult learning curriculum development approaches and practices. Learners will design and develop curriculum documents for an Indigenous adult learning space. Emphasis is placed on curriculum design that validates and responds to holistic and diverse learner needs and connects learning outcomes with assessment and evaluation of adult learning. Developing innovative lesson plans, holistic feedback, and relevant evaluation tools are also explored.
Course Duration: hours |
|
| EDUC 500 | Capstone Project (3.0) |
| This course represents the culmination and connections of learners’ knowledge, skills, and experiences acquired in the Indigenous Adult Instructor Diploma (IAID) program. Learners will articulate their personal teaching and learning philosophy and have an opportunity to apply what they have learned and created in the IAID program to an Indigenous adult learning space. Learners will create a syllabus in their chosen discipline, and design and implement a 3-hour lesson plan with Indigenous adult learners. Integral to this capstone project is aligning curricula and lesson plans with respect, relevancy, responsibility, and reciprocity. In addition, learners will critically reflect on instructional strategies collectively, and engage in self, peer, faculty, and Elder feedback.
Course Duration: hours |
|
| ELEC 120 | Electrician Foundation |
| The Electrician Foundation Program reflects the standards based on the Construction Electrician Red Seal Occupational Standard (RSOS – 2015) and the Industrial Electrician Red Seal Occupational Standard (RSOS – 2016). The curriculum for the first year of the electrician apprenticeship program adheres to requirements established by the British Columbia Ministry of Advanced Education, which includes installing residential, commercial, and industrial systems according to the Canadian Electrical Code. These courses prepare students for careers in the electrical industry or allied crafts. Installing, maintaining, and repairing electrical equipment in commercial, industrial, and residential settings is the specialization of electricians. Students engage in extensive practical exercises to develop their job-readiness in residential, commercial, and industrial wiring. This includes wiring of practical labs, drawing and labelling schematic and wiring diagrams, as well as bending conduit and installing cable tray using various types of electrical fittings for indoor and outdoor use.
Course Duration: 720 hours |
|
| EMSK 041 | Cultural Orientation (0.0) |
| This course will introduce Aboriginal culture and personal wellness using a holistic approach. The students will examine the impact of cultural activities and mores (eg: residential schools). Activities in this course will enhance self-esteem, cultural identity, and oral traditions in relation to healthy lifestyles within the home, community, and workplace. In addition, the students will be introduced to post-secondary services and campus orientation including testing in work place skills.
Course Duration: 30 hours |
|
| EMSK 042 | Personal Development (0.0) |
| This course will further develop the student’s self-awareness, self-management and self-development. Using ‘Guiding Circles’ curriculum the students will examine their roles and responsibilities in relation to personal and professional boundaries. In addition, they will explore goals and will practice prioritizing and time management.
Course Duration: 30 hours |
|
| EMSK 043 | Workplace Essentials (0.0) |
| This course will assist the learners in developing workplace essential skills. The topics will include: time management, thinking, working with others, continuous learning, resumes, cover letters, and interview skills. In addition, the students will explore professionalism, practice job interview techniques and research job opportunities.
Course Duration: 35 hours |
|
| EMSK 044 | Career Exploration & Networking (0.0) |
| This course will provide students with the opportunity to network, research, and explore various career choices. Using the ‘Guiding Circles’ workbook and ‘Inclusion Works,’ students will research career opportunities and develop a career plan. They will explore and practice effective communication with co-workers and employers.
Course Duration: 35 hours |
|
| EMSK 045 | Math in the Workplace (0.0) |
| Numeracy skills are essential in the work place. This course will enhance the learners’ ability to use and understand numbers by developing the following skills: basic math, budgeting, calculations, measurement, handling money, banking, and creating schedules.
Course Duration: 35 hours |
|
| EMSK 046 | English in the Workplace (0.0) |
| This course will enhance the student’s reading, writing, document use, oral communication, and vocabulary for essential skills development as required for success in the workplace. It will highlight reading, thinking, and continuous learning, as well as developing group work and team building skills. The English curriculum will be based on the nine Essential Skills as identified by Human Resources and Skills Development Canada (HRSDC).
Course Duration: 70 hours |
|
| EMSK 047 | Introduction to Workplace Computer Skills (0.0) |
| The use of computers is an essential skill needed in the workplace environment. Learners will be introduced to the computer by learning related computer concepts and terminology, identifying the parts of a computer, computer care, software programs, buying a computer, keyboarding skills, searching the internet for job opportunities, and an introduction to Microsoft Office Word (r) and Excel.
Course Duration: 35 hours |
|
| EMSK 048 | Essential Skills Practicum (0.0) |
| This will complete the Employment Skills Access program. The Employment Skills Access Job Fair is a collaborative effort between the institute, the student, and localized employers, to maximize the student’s acquisition of skills and experience. The Coordinator will establish service industry site visits for students to become familiar with various service industry job sites. This course will also have students participate with potential employers in a “Job Fair” employment model. This course offers 70 hours of work place exploration over a two-week period.
Course Duration: 70 hours |
|
| ENGL 020 | Fundamental English – Reading (0.0) |
| This course integrates communicative and adaptive skills to enable students to develop effective strategies for interacting with other people in a variety of situations, for problem solving and for responding to information.Readings allow a student to evaluate personal knowledge and experiences. Additional support is available outside of class.
Reading comprehension skills and strategies developed in this course enables students to focus on written communication of information and ideas for future English courses. Course Duration: 75 hours |
|
| ENGL 030 | Fundamental English – Writing (0.0) |
| This course will focus on the written communication of information and ideas in a variety of practical situations and in a variety of forms. Core writing skills are developed, specifically grammatical structures, punctuation, spelling and handwriting.
Reading skills and strategies developed in English 020 will clearly overlap and compliment those accomplished in this course. General learning skills will continue to be enhanced for students, including communicative skills and adaptive strategies. As with English 020, the course is facilitated by instruction and support to varying degrees. Course Duration: 75 hours |
|
| ENGL 040 | English – Intermediate Level (0.0) |
| This entry-level English course is designed to introduce students to basic English skills such as sentence construction, grammar, spelling, vocabulary building and speaking. Students will compose paragraphs using First Nations and contemporary issues. Topics can include speaking and listening, reading, research, referencing, and writing.
Course Duration: 75 hours |
|
| ENGL 050 | English – Advanced Level (0.0) |
| This advanced level course is a grade 11 equivalent which focuses on English skills including basic essay format and introductory research skills. Students who have completed advanced level work will have the skills necessary to enter provincial level courses and some vocational, career, and technological programs. Topics can include speaking and listening, reading, research, referencing, and writing.
Course Duration: 75 hours |
|
| ENGL 060 | English – Provincial Level (0.0) |
| This Provincial level course is a grade 12 equivalent focusing on various essay types including an introduction to the research essay. Elements of literature are also discussed. Students who have completed provincial level work will have the skills necessary to enter many academic, vocational, career, and technological programs. Topics will include critical and creative thinking, speaking and listening, reading, research and reference, and written communication.
Course Duration: 75 hours |
|
| ENGL 090 | English Seminars (0.0) |
| The English seminars are designed as a hybrid instructional model between on-line and face-to-face teaching. The seminars are to assist students in preparing for various types of writing, reading, analyzing, and responding that is expected of the college level student. Students will complete assignments designed to improve their ability to write clearly and correctly, to organize material, use a multi-stage writing process and to carry out basic library research. Students will learn and practice the strategies and processes that successful writers employ as they work to accomplish specific purposes. In college, these purposes include comprehension, instruction, persuasion, investigation, problem resolution, evaluation, and explanation.
Course Duration: 60 hours |
|
| ENGL 100 | Workplace Writing (3.0) |
| This course prepares learners to communicate in both oral and written discourses in the workplace. Through a series of theoretical discussions and practical exercises about the different genres in workplace writing, learners select the type of discourse that is most appropriate for the specific situation in the workplace. In exercises that simulate the workplace, learners will write business letters, memos, reports, official emails, project proposals, cover letters, and résumés. Learners will also create a professional-level oral presentation for persuasive or informative purposes. As part of this comprehensive overview, learners will learn that workplace communications are designed to achieve specific goals and outcomes within the organization.
Note: Learners cannot receive credit for ENGL 100 if they have received credit for ENGL 204 and ENGL 229. Course Duration: hours |
|
| ENGL 101 | Foundations of Academic Writing (3.0) |
| This course introduces learners to the process of critical reading and the conventions in academic writing. Through a comprehensive study of the elements of academic writing, learners will be introduced to the writing process, sentence and paragraph structure, grammar, punctuation, and the overall structure of the academic essay. While learners will learn the basics of writing a comparative contrast paragraph, a cause-and-effect analysis, etc., they will focus primarily on writing logically organized expository and argumentative essays. Learners will also learn and apply research skills as well as the techniques for critical reading. To aid in their development, learners will participate in weekly forums by writing smaller assignments to receive explicit feedback on their work.
Course Duration: hours |
|
| ENGL 110 | English Composition (3.0) |
| This course prepares learners to develop foundational skills in critical reading, analysis, and writing with a focus on transferable techniques for academic disciplines. Through selected readings from NVIT’s Indigenous anthologies, a variety of selected texts, and Internet sources, learners will explore and respond to diverse arguments and issues in contemporary culture through an Indigenous lens. Emphasis will focus on improving writing by restructuring, error correction, and rewriting, as well as developing research literacy by gathering information from primary and secondary sources. Learners will engage in a variety of reading, analyzing, and expository and persuasive writing to enhance essential academic writing techniques. The course will also emphasize analysis of textual rhetoric, discourse, and style. By the end, learners will have gained the necessary skills to write, revise, and analyze university-level essays effectively.
Course Duration: hours |
|
| ENGL 111 | Introduction to Modern Fiction (3.0) |
| This course introduces learners to the study of Western and Indigenous literature by exploring a variety of genres such as short fiction, poetry, drama, and the novel. Learners develop critical reading skills to both analyze and write literary interpretations of literary texts. Emphasizing the processes of close reading, literary analysis, and writing cogent literary interpretative essays, the course encourages learners to engage with diverse perspectives and various literary techniques and styles of writing, which are used by writers to convey a range of topical issues, such as culture, discrimination, gender, childhood, and politics. Learners critically examine literature, formulate thoughtful questions, and develop interpretations through verbal and written assessments.
Course Duration: 45 hours |
|
| ENGL 202 | The Cultural Politics of Indigenous Literature (3.0) |
| In this course, learners read a range of Indigenous writers and genres from the critical perspective that these literary works constitute a form of cultural-political resistance to the often racist, paternalistic, and sexist colonial construction of Indigenous identities. Through the lens of identity politics, learners identify and analyze how these writers negotiate their Indigenous identities within the ideologically loaded discursive terrain of colonial discourse, whether by drawing on Indigenous values and beliefs, oral stories, cultural motifs and figures, and innovations in the English language to subvert the oppressive linguistic norms imposed upon them. By using the appropriate theoretical paradigm—such as gender studies or postcolonial theory—learners identify the recurring social and political themes of the Indigenous writers.
Course Duration: 45 hours |
|
| ENGL 204 | Business Communications (3.0) |
| This course will prepare students to communicate in both oral and written discourses across a variety of organizational contexts. Through a series of practical exercises and theoretical discussions, students will learn to assess the communicational requirements of an organizational context, to select the type of discourse most appropriate to that context, and to respond to the context in a perspicuous, concrete, organized, and persuasive style of speaking or writing. In simulated experiences, students will write various forms of business letters, memos, reports, project proposals, cover letters, and résumés.
Course Duration: 45 hours |
|
| ENGL 205 | Advanced Composition (3.0) |
| This course provides an intensive preliminary review of the conventions of academic writing, covering a range of formal concerns such as the importance of concise word choice, precise focused thesis statements, proper sentence and paragraph structure, the various methods for the logical organization of essays, the use of textual evidence and other forms of proof, and the appropriate level of diction for academic essays with an emphasis on Standard English. Special emphasis is placed on learners writing longer essays to prepare them for writing at the more advanced level, which will require learners to conduct a final research project comparable to an honours essay or capstone project. As part of this research project, learners must demonstrate a competency in applying a major theoretical paradigm, such as cultural theory, feminist theory, or discourse analysis. To provide support to learners in attaining these advanced skills, learners are guided in their research project and will work in a writer’s workshop-like setting.
Course Duration: 45 hours |
|
| ENGL 208 | Creative Writing: Poetry (3.0) |
| This course introduces learners to a variety of literary elements of poetry such as stanzaic structure, line length, rhyme, meter, rhythm, tone, and imagery. Different aesthetic theories of the creative process and the imagination are analyzed by reading both Western and Indigenous models of poetry for learners to explore with the different formal structures and styles of poetry. Emphasis is placed on learners developing their own unique voice and vision.
Course Duration: 45 hours |
|
| ENGL 209 | Creative Writing: Short Stories (3.0) |
| This course introduces learners to the elements of writing short stories such as setting, characterization, point-of-view, flashbacks and flash-forwards, conflict, dialogue, tone, irony, and climax. While both Western and Indigenous short stories are used as models to emulate, learners write a series of short stories to develop their own unique vision and voice. To facilitate this objective, they are encouraged to experiment with different techniques, such as various forms of narrative structures, types of vernacular/diction, points-of-view, and imagery. As well, learners choose to write in different literary genres such as the memoir, fantasies, horror stories, and love stories. To provide learners with support, they receive and give feedback in a workshop setting.
Course Duration: 45 hours |
|
| ENGL 222 | Survey of Indigenous Literature from Canada (3.0) |
| This course will survey indigenous literature and oral traditions of First Nations writers and orators in Canada.
Course Duration: 45 hours |
|
| ENGL 323 | Indigenous Literature (3.0) |
| This course will examine significant Indigenous texts from a range of genres and traditions, and will focus on specific themes such as oral tradition, the experience of Indigenous women, colonialism/decolonization, and the literature of resistance. A selection of diverse literary and cultural texts will engage in both critical theory and Indigenous thought and practice in nuanced and creative ways, from short stories and poetry, to films and art installations. This will include examinations of historical and contemporary texts, tensions, and dialogues, which is intended to foster an understanding of the broader social, political, and historical contexts from which these critical and theoretical productions emerge. Course Duration: 45 hours |
|
| ENRT 110 | Introduction to Natural Resources (3.0) |
| The goal of this course is to provide students with an overview of the natural resources sector as well as current ecology and management issues. It serves as an introductory core course in the Environment Resources Technology Program, but it is tailored for all students with an interest in natural resources. The lectures and field labs in the course provide a general overview of how scientific inquiry and knowledge can be integrated with First Nations, economic and cultural values to provide a basis for understanding the natural resource sector. The subject areas will include: forestry, wildland recreation, wildlife, mining, fisheries, rangeland, hydrology, and First Nations traditional ecological knowledge.
Course Duration: 45 hours |
|
| ENRT 140 | Wildland Recreation (3.0) |
| This course provides the participant with an understanding of the potential for Western Canadian wilderness areas to meet the social and cultural needs of society. The course will also develop concepts of the balance among social, cultural and economic needs of society and how careful integration of activity on wilderness areas can work toward optimizing all societal values. The course will focus on a broad range of wilderness recreation activity, particularly in areas associated with First Nation communities.
Course Duration: 45 hours |
|
| ENRT 141 | Aboriginal People and the Land (5.0) |
| Resource developments that occur throughout BC encompass First Nations Traditional Territories. With landmark cases such as Calder, Sparrow and Delgamuukw, Aboriginal people are asserting their right to be included in decisions made about resource development. Environmental Resource Technologists working within Traditional Territories need to understand that any decisions they may make regarding resource development could infringe on Aboriginal rights and title. This course will explore the history and perspectives of Aboriginal people toward resource development in Canada, the laws governing resource development and their implications to Aboriginal people and the future of resource development in Canada.
Course Duration: 75 hours |
|
| ENRT 145 | Fire Ecology (5.0) |
| This course develops students’ understanding of fire behaviour as affected by environmental factors such as weather, topography and fuel types. Weather instruments, fire weather and the Canadian Fire Weather Index System are studied in detail to understand fire ecology concepts. Ecological effects of fire on soils, plants and animals will be examined. Prescribed burning techniques, use of water and fire pumps, domestic and industrial firefighting methods are also included. Woods safety is stressed throughout this course. Fire suppression techniques, including use of water, bulldozers, skidders, rotary and fixed wing aircraft, air tankers, chemical retardant and other equipment are topics covered in this course. Initial attack and fire crew organization, detection, communications and pre-suppression methods and concepts are studied. Students completing this course will receive their S100 ticket and will participate in a prescribed burn, if conditions are suitable.
Course Duration: 75 hours |
|
| ENRT 150 | Silvics and Dendrology (5.0) |
| This course is a study of the life history and general characteristics of forest trees and stands, with particular reference to locality as a basis for silviculture. Identification and systematic classification of trees and site indicator plants will be emphasized. Plants with traditional values to First Nations will also form an important part of this course.
Course Duration: 75 hours |
|
| ENRT 155 | Soil Science (5.0) |
| This course is designed to develop a basic understanding of soil sciences and the effects management practices have on soil as it pertains to water, grassland, wildlife and forest management. Topics covered are landforms and soil formation, physical and chemical properties of soil, descriptions of soil profiles, classification (according to the Canadian System of Soil Classification), bedrock classification and basic principles of soil hydrology.
Course Duration: 75 hours |
|
| ENRT 160 | Field Surveys I (5.0) |
| This course is designed to provide students with a basic understanding of how to operate field survey equipment such as a compass, clinometer and distance measuring devices. Students will also learn how to record field data to industry standards and be introduced to various electronic data collectors, such as global positioning systems and tablets. Use of topographic maps and aerial photographs are also be included in this course. Basic algebra, geometry and trigonometry will be incorporated into various field and classroom exercises.
Course Duration: 75 hours |
|
| ENRT 165 | Field Surveys II (5.0) |
| This course is a continuation of Field Surveys I and provides students with a basic understanding of sampling methods used in the management of natural resources. Knowledge and use of methods such as fixed and variable radius plots, line transects and quadrats will be developed, with an emphasis on industry standard note taking procedure and accuracy. This course will also incorporate basic algebra, geometry and trigonometry, as it applies to the use of maps, orthophotos, satellite imagery and aerial photographs. Statistical analysis of data will also be included.
Course Duration: 75 hours |
|
| ENRT 167 | Introduction to Cultural Heritage Surveys (3.0) |
| This course is designed to provide the student with an understanding of the importance of a Cultural Heritage Field Survey used by a First Nation Band. The course material is designed to provide each student with the skills and understanding to complete a field assessment for determining cultural or heritage features in a forest ecosystem. Utilizing field labs, students will begin to investigate a variety of culturally significant sites, such as culturally modified trees, spiritual places, land forms, lightning struck trees, and red ocher sites. Students will also be introduced to methods and devices used for electronic field data collection More importantly, this Cultural Heritage course is designed to reconnect students to the land by exploring and identifying culturally significant features left behind by First Nations people.
Course Duration: 45 hours |
|
| ENRT 170 | Principles of Ecology (5.0) |
| In this course, students will study the relationship between organisms and their environment. Topics covered include perspectives in ecology, evolution and adaptation, the physical environment, the flow of energy and materials within an ecosystem, population ecology, and community ecology. Contemporary issues in ecology will also be explored.
Course Duration: 75 hours |
|
| ENRT 240 | Environmental Planning (5.0) |
| This course will provide students with the background and tools necessary to ensure multiple resource uses on British Columbia’s lands are sustainable. Topics include legislation, regulation and policies for various land uses, land tenures, land use management planning, Ecosystem Stewardship, certification, consultation, conflict resolution and negotiation processes. Students will also produce a research paper on a local land-use issue.
Course Duration: 75 hours |
|
| ENRT 245 | Watershed Hydrology (3.0) |
| In this course students, will learn the procedures required to understand water-related problems that may exist in a watershed. They will also learn to recognize water-related implications of development in watersheds.
Course Duration: 45 hours |
|
| ENRT 250 | Silviculture (5.0) |
| This course will apply the basic tree biology and forest ecology to the growing, harvesting and regeneration of trees. Students will apply their knowledge of soils and ecology to ecological classification, site preparation, stocking surveys and planting operations. Field exercises will include planting and regeneration inspections, site assessments and prescriptions, and ecosystem mapping. This course will also include such topics as silviculture systems, tree seed collection and processing, direct seeding, nursery practices, intensive silviculture (spacing, pruning, fertilization, etc), tree improvement, and ecological impact of forestry practices.
Course Duration: 75 hours |
|
| ENRT 255 | Timber Development I (5.0) |
| This course is designed to provide students with knowledge and skills to design timber harvesting plans. Upon successful completion of this course students will be able to recommend timber harvesting systems for both the Coast and Interior of British Columbia. Other concepts covered in this course, as they relate to timber harvesting, will be First Nations values, visual quality objects, sustainable harvest schedules, non-timber forest products, soil stability, operational cost analysis and safe work practices.
Course Duration: 75 hours |
|
| ENRT 257 | Timber Development II (5.0) |
| This course is designed to provide students with knowledge and skills to design and field locate natural resource development roads. Students will be instructed on how to collect data, determine location and recommend construction equipment as it pertains to resource development roads. First Nations values related to access to the land, road maintenance and road deactivation will also be topics covered by this course.
Course Duration: 75 hours |
|
| ENRT 260 | Forest Surveys (5.0) |
| This course is designed to prepare students to assist and eventually take the lead in timber cruising operations. Timber cruising procedures taught will be as described in the Ministry of Forests, Lands and Natural Resource Operations Cruising Manual and include both interior and coastal procedures.
Course Duration: 75 hours |
|
| ENRT 266 | Environmental Assessment Surveys (3.0) |
| Both the provincial and federal governments have requirements where certain resource developments proposals undergo an Environmental Assessment (EA) before they can proceed. This course will introduce students to the process of these EAs. Topics include the players involved in the EA process, legislation and guidelines established by BC and the federal government, steps to conducting an EA, the various tools and methodologies used to gather, analyze and interpret data, and monitoring techniques. Encompassing and integrating the recent reform to the federal EA process and the proposed changes to the provincial EA process as proposed by First Nations and the public will be a core component of this course.
Course Duration: 45 hours |
|
| ENRT 270 | Fisheries Ecology (5.0) |
| This course will provide students with the skills and knowledge to carry out such technical skills as classifying streams, sampling fish using various techniques, fish species identification, describing habitat according to the life history of various fish species, and collecting data specific to aquatic surveys. Upon successful completion of this course, students well be able to recommend and apply sustainable management practices as they relate to fisheries resources.
Course Duration: 75 hours |
|
| ENRT 271 | Grasslands Ecology (5.0) |
| This course is an introduction to grassland management, concentrating on range concepts and plant communities. The course will include range management, short duration grazing, grazing standards, tenures, planning and livestock management, and economics. The student will complete range unit plans and a business plan for a cow/calf operation. Field trips and a plant collection will play a large role in the education process.
Course Duration: 75 hours |
|
| ENRT 272 | Forest Health (5.0) |
| In this course students will develop a practical working knowledge of living organisms that affect the health of the forest. This course will concentrate on the reasons why the “natural” and sometime “unnatural” presence of insects, fungi, noxious plants and vertebrates can adversely affect our management objectives for the forest. Consideration is given to the beneficial roles played by these organisms in the ecosystem and the ways in which these roles can be upset by human intervention. Emphasis will be placed on getting to know how these functions affect forest ecosystems. Emphasis will also be placed on the recognition of existing and potential forest insect and pathogen issues in the field.
Course Duration: 75 hours |
|
| ENRT 273 | Wildlife Ecology (5.0) |
| This course gives an overview of wildlife species (mammals, birds, reptiles and amphibians) identification and their habitat requirements with special emphasis on maintaining biodiversity, and managing forest habitat for wildlife in the Interior of British Columbia. This course also focuses on population dynamics within wildlife communities, as well as habitat assessment for various wildlife species. In addition to identifying wildlife and assessing habitat, this course will explore issues related to management of BC’s wildlife, human-wildlife conflicts, and the importance of Indigenous Knowledge in wildlife ecology.
Course Duration: 75 hours |
|
| ENRT 280 | Coastal Resources Field School (3.0) |
| This course is an optional addition to the Environmental Resources Technology (ENRT) diploma program and is intended for students that are in their final semester. The learning outcomes of this course will be met primarily through experience, during planned activities in and around coastal First Nations’ communities. Students will experience, first-hand, a variety of natural resource management practices and Indigenous Ecological Knowledge unique to coastal areas of BC. Strong emphasis will also be placed on the application of forest measurement skills in coastal environments.
Course Duration: 45 hours |
|
| ENRT 298 | Capstone Project (3.0) |
| This course represents the culmination of students’ knowledge and skills in their final year of the Environmental Resources Technology program. The primary outcome of this course is for students to complete a high-quality, professional capstone report (minimum 3000 words in body of report) in a chosen sub-discipline of Environmental Resources Technology. Students will research, plan, implement, report and present on a project of their choosing and at the expected level of a Technologist. Core to this report will be the inclusion of First Nations (FN) Indigenous Knowledge or FN voices as they pertain to the project and/or project outcomes. As part of this course, students will also attend a weekly seminar where they will be able to interact with professionals working in their respective fields.
Course Duration: 45 hours |
FAPC - HALQ
| FAPC 100 | Foundations for Professional Communications (3.0) |
| Many First Nations in BC are working to develop and expand their communication’s function as an essential part of Nation building and to further their Nation’s political, operational, and social objectives. Foundations for Professional Communications is designed to introduce adults working for First Nation communities and Indigenous organizations to a wide array of fundamental communications skills including communications research, planning and evaluation, internal communications, branding, media relations, and community engagement all from an Indigenous perspective.
Course Duration: 45 hours |
|
| FINA 060 | Studio Foundations (0.0) |
| This course will introduce students to Aboriginal arts through media of drawing, painting, printmaking and video. Each discipline will involve image development and design strategies, visual elements and principles of art and design, materials, technologies and processes.
Course Duration: 60 hours |
|
| FINA 061 | Drawing (3.0) |
| This course explores drawing as an expressive art form. It will focus on image development and design strategies, context, visual elements and principles of art and design, materials, technologies and processes. Traditional and contemporary Indigenous art perspectives will be incorporated with an emphasis on the Nsyilx people.
Course Duration: 60 hours |
|
| FINA 062 | Painting (3.0) |
| This course will primarily introduce the fundamentals of painting, i.e. media, techniques, design element principle, and history. Classes will involve demonstration, projects, group critiques and visits by guest artists.
Course Duration: 60 hours |
|
| FINA 063 | Sculpture (3.0) |
| Sculpture is an introductory course that focuses on the processes and ideas associated with Indigenous 3-dimensional art. Students will explore and develop traditional to contemporary 3-dimensional forms through a range of materials, designs, techniques, and processes. Nsyilx 3-dimensional art will be given special attention.
Course Duration: 60 hours |
|
| FINA 064 | Printmaking (3.0) |
| This course introduces printmaking as an art form. Students will explore traditional and contemporary printmaking practices, including philosophies and perspectives from an Aboriginal point of view. The medium of printmaking will be explored through lino blocks, wood cuts, mono prints, embossing, and collographs. Indigenous art will be emphasized with special attention to Nsyilx designs.
Course Duration: 60 hours |
|
| FINA 065 | Publishing (3.0) |
| Students will learn through hands-on experience the steps involved in the planning, design, drafting, layout, editing and publishing of a historical manuscript. This course will develop research, writing, editing, and documenting skills. Students in this course will create a manuscript documenting a topic relevant to the community from an indigenous perspective.
Course Duration: 60 hours |
|
| FINA 112 | Design I (3.0) |
| An introduction of elements of design and focus on principles of design, line, shape, form, color, texture, tone, value and intensity. Students will be introduced to a wide variety of two-dimensional media.
Course Duration: 45 hours |
|
| FINA 113 | Drawing I (3.0) |
| An introduction to drawing which explores the basic elements of line, shape, plane, form, texture and composition. Students will be introduced to a wide scale of materials, tools and techniques.
Course Duration: 45 hours |
|
| FINA 175 | Painting I (3.0) |
| This course will primarily introduce the fundamentals of painting, i.e. media, techniques, design element principle, and history. Classes will involve demonstration, projects, group critiques and visits by guest artists.
Course Duration: 45 hours |
|
| FINA 201 | Native Art History I (3.0) |
| A survey of the evolution of styles and concepts of First Nations art forms from Prehistoric to the advent of “modern art”. The main regions discussed are: Northwest Coast, Plateau, Western Sub-Arctic and Arctic, Plains and Woodlands.
Course Duration: 45 hours |
|
| FINA 202 | Native Art History II (3.0) |
| A survey of the evolution of styles and concepts of First Nations art forms from the following areas: Southwest, Plains, Woodlands, and Eastern Sub-Arctic.
Course Duration: 45 hours |
|
| FITC 110 | Administrative Professional (4.0) |
| This course introduces students to Microsoft Office Suite software programs, and guides students through the development of professional conduct and communication practices in the workplace.
Course Duration: 60 hours |
|
| FITC 120 | Communication and Digital Marketing (4.0) |
| This course introduces students to the foundational skills necessary for pursuing a career in communications and marketing, utilizing a combination of soft skills development, writing and technical training.
Course Duration: 60 hours |
|
| FITC 130 | Web Developer & Coding (4.0) |
| This course introduces students to the foundational concepts necessary for pursuing a career in web development, including basic skills development in front end design and customization, and back end development and problem solving.
Course Duration: 60 hours |
|
| FITC 140 | Software Testing (4.0) |
| This course introduces students to the foundational concepts and basic skills necessary for pursuing a career in software testing, including methodological approaches, industry-standard tools and best practices related to software testing.
Course Duration: 60 hours |
|
| FITC 150 | Network Set Up and Support (4.0) |
| This course introduces students to the foundational knowledge necessary for pursuing a career in computer network maintenance, including basic skills development in the set-up, operation and maintenance of networked environments.
Course Duration: 60 hours |
|
| FITC 160 | GIS/GPS Mapping (4.0) |
| This course introduces students to the foundational knowledge necessary for pursuing a career in GIS/GPS mapping, including skills development in data gathering and map customization, GIS analysis and modelling, and project plan development.
Course Duration: 60 hours |
|
| FNCO 250 | Introduction to Marketing I (3.0) |
| Students will gain an understanding of what marketing is and what the tools of marketing are. Students will be able to separate marketing concepts and address questions such as: How are price, product, and promotion related in marketing? How are markets identified? What are the ethical constraints in promoting products? Students will learn about the planning stages of marketing: strategic, tactical, and operational.
Course Duration: 45 hours |
|
| FNCO 292 | Organizational Behaviour (3.0) |
| Organizational behaviour is a field of study that investigates the impact that individuals, groups, and structure have on behaviour within organizations. Behaviour refers to what people do in the organization, what their attitudes are, how they perform. Because the organizations studied are often business organizations, OB is frequently applied to topics such as absenteeism, employment turnover, productivity, human performance, working in groups, and job satisfaction.
Course Duration: 45 hours |
|
| FNED 150 | International Indigenous Studies (3.0) |
| This course provides an introductory overview of the political, social and cultural circumstances of indigenous peoples globally. Particular attention is given to sovereignty, land and resource rights, the protection of indigenous knowledge, and indigenous justice. Through the use of case studies from around the world, students will gain an appreciation for the contributions of indigenous peoples to the global community, and be able to identify and discuss their various struggles for decolonization.
Course Duration: 45 hours |
|
| FNLD 100 | First Nations Leadership Orientation |
| Designed for Community Leadership Members, this course explores the principles of governance, Community values, and succession planning guided by captikʷɬ. Participants will examine how First Nations governance systems, practices, and laws serve as constitutional foundations for culturally grounded protocols. The course highlights the diversity of Indigenous leadership, from traditional to contemporary governing systems, values, and ceremonies that strengthen resilience and advance social justice.
Course Duration: 24 hours |
|
| FNPA 200 | Politics and Education (3.0) |
| This course will enable students to gain an understanding of the influences of federal and provincial political decisions and actions on shaping the historical and contemporary context of First Nations education in Canada. The course will begin with principles and processes of First Nations education and politics prior to European colonization. It incorporates the values, philosophy, applicable knowledge and practices inherent in traditional First Nations wisdom. Theory and practical application of First Nations pedagogy and philosophy will be utilized. Self-government, self-determination, human rights, treaty negotiations, decolonization, revitalization, collaboration, and future planning will also be examined to provide a realistic framework for practical community-based educational development.
Course Duration: 45 hours |
|
| FNPA 210 | Band School Organization (3.0) |
| This course will enable students to understand the philosophy and history of First Nations band education and its relationship to the bands and to the public school system. It will cover school organization, management, and community relations. This course will also serve to show how mainstream educational goals can be met without losing Aboriginal distinctiveness.
Course Duration: 45 hours |
|
| FNPA 220 | Educational Leadership (3.0) |
| This course will expose the student to the fundamentals of management, mobilization resources, supervision of personnel, and examination of education budgets. The student will learn the basics of organizational change and perspectives of education. The course will examine effective leadership and the many factors that impact education, such as socio-economic, community and political factors. To expand their view of education students will share ideas and perspectives with administrators.
Course Duration: 45 hours |
|
| FNPA 225 | Diplomacy and Leadership (3.0) |
| This course will introduce students to the interconnected concepts of leadership and diplomacy. It will look at these two concepts in terms of cultural relevance and context. Looking at Indigenous and non-Indigenous approaches will enable students in the First Nations Public Administration program to determine their own philosophy for leadership and diplomacy.
Course Duration: 45 hours |
|
| FNPA 227 | The First Nations Fiscal and Statistical Management Act (3.0) |
| This course will provide participants with an examination of the First Nations Fiscal and Statistical Management Act (FSMA), including an introduction to the four major institutions created by the FSMA and the enabling tools created by the Act. In addition, the course will provide an opportunity for participants to learn how the enabling tools may be used to strengthen the financial administration and economic development capacities of First Nation communities. The FSMA is a Federal Government Act that, in 2005, established four institutions designed to provide First Nation band governments with the practical tools available to other governments for modern fiscal management – to provide for real property taxation powers of First Nations, to create a First Nations Tax Commission, First Nations Financial Management Board, First Nations Finance Authority and First Nations Statistical Institute and to make consequential amendments to other Acts.
Course Duration: 45 hours |
|
| FNPA 228 | Leading & Managing Corporate Boards (3.0) |
| Although a board may have broadly defined legal duties, its role in evaluating management, providing strategic oversight, and dealing with the complexity of today’s regulatory environment has never been more tested—or more critically dependent on effective leadership. Boards strive to promote sound governance and effective leadership while facing many issues including financial resilience, corporate strategy, executive compensation, and regulatory compliance. This course examines board structure, roles and responsibilities within the context of how to effectively lead the organization through periods of adversity and opportunity. The course identifies tools to help boards harness the considerable talents of board members to create a cohesive and forward-thinking unit.
Course Duration: 45 hours |
|
| FNPA 230 | Ethics for Educational Administrators (3.0) |
| This course provides a foundation for examining ethical behavior in administration, and encompasses the concepts of individual responsibility, transparent practices, and performance evaluation. Students will critically investigate concepts of ethical leadership, administration and organizational culture. Aboriginal ways of evaluating ethical conduct and practice are integrated throughout the course.
Course Duration: 45 hours |
|
| FNPA 240 | Responses to Alcoholism & Addiction Issues (3.0) |
| This course critically examines how leaders and administrators working within First Nations organizations can effectively address alcohol abuse and other addiction issues at the community level. This course provides a brief overview of what addiction is and the types of addiction with particular emphasis on the historical roots of alcoholism in First Nations communities, alcohol abuse theories and treatment models, alcohol as a social problem, the relationship between alcohol and violence, and effective preventative and intervention strategies for dealing with alcohol abuse in a holistic and culturally appropriate manner.
Course Duration: 45 hours |
|
| FNPA 245 | Advanced Financial Management (3.0) |
| This course critically examines financial management issues within Aboriginal communities, Aboriginal business entities and Aboriginal governments. Discussion and analysis will focus on how future challenges in accountability, corporate governance, and fiscal responsibility can be more effectively managed. This course provides a brief overview of past, present and future financial management issues in First Nation’s communities, businesses and governments. The topics for discussion include; the linkage between financial management and strategy, financial management from a stakeholders’ perspective, the changing financial management roles and responsibilities, financial analysis – tools and techniques for interpretation, budgeting processes and responsibility accounting, contract management, financial statement reporting – accountability and disclosure, funding acquisition processes, and investment planning processes.
Course Duration: 45 hours |
|
| FNPA 250 | Economics and Taxation (3.0) |
| This course is designed to build on student’s introductory course in Economics and public administration. Students who take this course will be able to understand and discuss the principles of economics and taxation in Canada and relate it to a First Nations context. The course places a special emphasis on the principles of economics; taxation policy in Canada; redistribution of wealth as a traditional economic practice among First Nations. The course will examine aboriginal traditions, values and philosophies of wealth creation and distribution, as well as the foundations of municipal forms of taxation, their valuation, and their uses in a municipal or community context. Students will gain some exposure to taxation authorities established under Canadian federal law.
Course Duration: 45 hours |
|
| FNSC 106 | Exploring the Natural Sciences (3.0) |
| This course reviews concepts used in the study of the natural sciences with an emphasis on biology. Students will explore: cell biology, genetics, evolution, biological diversity, geology, and ecology. Indigenous and contemporary scientific ways of knowing about the natural world will be compared and contrasted. Students will be given an opportunity to explore a specific example of traditional indigenous knowledge about nature through a final project. The course includes a laboratory component that provides theoretical knowledge and practical experiences in gathering, organizing and analyzing different aspects of natural science.
Course Duration: 45 hours |
|
| FNSC 107 | Environmental Sciences (3.0) |
| This course introduces concepts used in the study of environmental studies. Students will explore fundamental principles of environmental sciences, biogeochemical cycles and ecosystem structure, biological diversity and productivity, ecological succession, endangered species, environmental health and pollution, global environment conflicts and issues, global warming and sustainability. The lab portion of this course offers students an opportunity to make direct observations of environmental situations in the field.
Course Duration: 45 hours |
|
| FNSL 113 | Introduction to First Nations Speech-Language Assistant Program (3.0) |
| This course introduces the First Nations Speech-Language Assistant Certificate Program and Speech Audiology Canada guidelines for speech-language pathologists (SLP) and speech-language assistants (SLA). Students become familiar with the roles and responsibilities of SLPs, SLAs, and other professionals in childcare programs and schools. Contemporary issues that impact speech and language acquisition are discussed. Ethical concerns and topics of professional practices including confidentiality, informed consent and best practice standards are explored.
Course Duration: 45 hours |
|
| FNSL 133 | Language Development (3.0) |
| This course explores typical language development in children and the variety of influences on language learning. Early language facilitation techniques are described and demonstrated. We discuss the roles of attention, memory, and perception in the acquisition of language and outline activities that enhance language learning for children and students. We review differences in language use at home and school. The focus of the course is on understanding typical language development and factors influencing this to prepare for the implementation of interventions.
Course Duration: 45 hours |
|
| FNSL 143 | Interventions for Communication Exceptionalities I (3.0) |
| This course concentrates on the principles of speech and language intervention and the role of the speech-language assistant in carrying out program recommendations to provide effective intervention and respond to the needs of First Nations students. Topics include principles of evidence-based practice such as data collection, treatment techniques, use of effective prompting/cueing and feedback and effective intervention strategies across various therapy models (i.e., individual intervention, small group intervention, whole-class intervention). Participants have opportunities to practice the implementation of interventions to target various speech, language, and literacy goals.
Course Duration: 45 hours |
|
| FNSL 153 | Interventions for Communication Exceptionalities II (3.0) |
| This course explores the concept of neurodiversity and disability. Participants learn about specific speech, language, and social communication exceptionalities such as Autism Spectrum Disorder, Developmental Language Disorder, Fetal Alcohol Spectrum Disorder and Attention Deficit Disorder. Participants consider the social, emotional, cognitive, and educational implications and demonstrate intervention techniques and strategies to build skill development.
Course Duration: 45 hours |
|
| FNSL 163 | Speech Development (3.0) |
| This course provides participants with essential background knowledge and an introduction to providing intervention for children with speech sound differences. Basic anatomy and physiology of the speech mechanism, understanding of the subsystems involved in speech production and normal developmental milestones will be linked to understanding the process of typical speech sound development.
Course Duration: 45 hours |
|
| FNSL 173 | Literacy Interventions (3.0) |
| This course explores the relationship between oral and written language and the role of speech-language therapists and assistants in literacy. Participants learn the component skills that are required to become a skilled reader. This course shares the most up-to-date Science of Reading research and how this translates into best practices for assessment, reading instruction and intervention. Participants learn about various descriptive labels associated with reading difficulties such as dyslexia and learning disability (LD) and how neurodiverse profiles can impact the acquisition of literacy. The focus of the course is on the implementation of effective interventions to support students at various levels of literacy.
Course Duration: 45 hours |
|
| FNSL 183 | Tools and Technologies for Speech-Language Intervention (3.0) |
| The course provides participants with information and practice using different tools and technology to support students with speech and language needs. Participants develop skills in the use of technology for accessing and sharing information with professionals. Specific tools for screening and intervention are introduced. Hearing screening and support for individuals with hearing loss is covered. Participants evaluate the appropriateness of materials and learn to create materials to support specific student goals.
Course Duration: 45 hours |
|
| FNSL 193 | Practicum (3.0) |
| This practicum is designed to provide participants with experience working as a speech-language assistant under the direction of a qualified speech-language pathologist (SLP). Behavioural competencies will be provided as a guideline to assist the supervising SLP in ensuring the well-rounded skill development of the SLA. In cooperation with the SLP, NVIT will provide support in practicum monitoring and evaluation guidelines.
Course Duration: 200 hours |
|
| FNST 100 | Introduction to First Nations Studies I (3.0) |
| This course is designed to introduce students to concepts of colonialism and indigenous reaction to it. Students will learn about the following: the origins of indigenous peoples in Canada; the rise of Europe and its world-wide empires; European colonialism in the Americas; Canadian forms of colonialism and neo-colonialism; the aftermath of colonialism, and indigenous reactions to the above. The experiences of indigenous peoples in North America, particularly Canada, will be the focus of our reading and discussions. The experiences of indigenous peoples in Central and South America will also be considered.
Course Duration: 45 hours |
|
| FNST 101 | Introduction to First Nations Studies II (3.0) |
| This is an introductory First Nations Studies course that will review the historical relationship between Aboriginal and non-Aboriginal peoples within Canada. It will then provide an overview of contemporary issues facing Aboriginal peoples within Canada as they relate to colonialism, identity, consciousness, population, and health, social development, justice, urban experience, treaties, self-determination and self-government, land claims policy, organization, the Canadian Government, and economic development.
Course Duration: 45 hours |
|
| FNST 102 | Indigenous Society, Culture and Identity (3.0) |
| This course provides learners with an introduction to Indigenous worldviews, philosophies, and identities focusing on historical and contemporary concepts. The cultural, historical, societal, spiritual, and psychological dimensions of pre-contact societies will be explored to provide a framework for understanding traditional strengths of Indigenous Communities, families, and individuals. Learners will develop conceptual and personal frameworks to examine the complex relationships between Indigenous Communities, their cultural practices, languages, belief systems, and the effects of colonization. Learners will also utilize Indigenous scholarship, Storywork, and Traditional Knowledge to celebrate and develop a deeper understanding of the cultural diversity, histories, and lived experiences of Indigenous Peoples.
Course Duration: 45 hours |
|
| FNST 200 | First Nations of the Americas I (3.0) |
| This course will consist of an historical examination of specific First Nations peoples in Central America, Mexico, the American Southwest, Northeast, Southeast, the Plains, and California. The traditional cultural, social, economic, political and spiritual strengths of these groups will be explored in the context of the pre-contact and post-contact eras. Students will learn of the diversity that exists in Indigenous cultures throughout the Americas and the effects of non-Indigenous colonial contact on them.
Course Duration: 45 hours |
|
| FNST 203 | First Nations of the Americas II (3.0) |
| This course will consist of an historical examination of specific First Nations peoples of Southern, Central, and North America (excluding Canada). The traditional cultural, social, economic, political and spiritual strengths of these groups will be explored in the context of the pre-contact and post-contact eras. Students will learn of the fascinating diversity that exists in Indigenous cultures throughout the Americas and the effects of non-Indigenous colonial contact on them.
Course Duration: 45 hours |
|
| FNWS 100 | Introduction to First Nation Women Studies I (3.0) |
| Utilizing a multidisciplinary approach, this introductory course explores the role of First Nations women and their contributions to society from a historical perspective. Topics will include an overview of women’s traditional roles in politics, law, family, reproduction, health and illness, science, culture and philosophy. A significant emphasis will also be placed on identification and utilization of effective research resources and development of successful learning strategies.
Course Duration: 45 hours |
|
| FNWS 101 | Introduction to First Nation Women Studies II (3.0) |
| Building on Introduction to FNWS I, this course examines the role of First Nations women and their contributions to society from a contemporary perspective. Topics will include an overview of women’s roles in present-day politics, law, family, reproduction, health and illness, science, culture and philosophy. This course will focus on the identification and utilization of effective research resources and development of successful learning strategies.
Course Duration: 45 hours |
|
| FNWS 103 | First Nations’ Women and Colonization Race, Class and Gender (3.0) |
| The purpose of this course is twofold: First, this class will examine concepts of race, class and gender. Secondly, this course will examine theories of dominance and its relation to the societal status of First Nations women. Further, this class will examine the national themes in the lives of First Nations’ women in their current political and social struggles.
Course Duration: 45 hours |
|
| FNWS 105 | Political Economy and First Nations’ Women (3.0) |
| The purpose of this course is to analyze and understand how the political economy acted upon First Nations’ women’s lives prior to residential schools and examine means of becoming active within today’s political economy.
Course Duration: 45 hours |
|
| FNWS 201 | “Unruly Women”: Indigenous Women and the Justice System (3.0) |
| This course explores the intersection of patriarchy and colonization with particular emphasis on Indigenous women, inequities, and systems of oppression. It will address the social, political, economic, and psychological inequities that result in selective criminalization and incarceration of First Nations women. The continuum between victimization and criminalization will be the focus.
Course Duration: 45 hours |
|
| FNWS 202 | Comparative Gender Studies (3.0) |
| An inter-disciplinary examination of the various meanings and values ascribed to gender and sexuality, historically and cross-culturally. This course, using cross-cultural comparisons, will critically examine the concept of gender and identity in First Nations cultures. The central theme of this class will focus on the significance and perception of gender as a concept and as a means of manipulating identity and organizing social life. Further, this course will examine, assess and interpret agents of change that impacted on gender and sexuality of First Nations women and First Nations cultures.
Course Duration: 45 hours |
|
| FNWS 203 | First Nations Women, Power and Environments (3.0) |
| This interdisciplinary course will deal with First Nations women’s environmental histories, issues and concerns in comparison to the experiences of other First Nations cultures. It will introduce students to the uneven energy developments on First Nations land and the social and economical consequences for First Nations women. It will provide an analysis of power relations and adaptations with our current environmental problems. This course will enable students to develop strategies to fight existing power relations and develop alternative strategies of development.
Course Duration: 45 hours |
|
| FNWS 204 | Status of First Nations Women (3.0) |
| A study of legal, political, economical and cultural issues relating to gender relations and the social status of First Nations women in contemporary society. This class will analyze the socio-political structures and also address the impact of residential school syndrome in relation to these issues.
Course Duration: 45 hours |
|
| FNWS 205 | Neither ‘Indian Princess’ nor ‘Easy Squaw’: First Nations Women and Popular Culture (3.0) |
| This course will examine and analyze how the media using various visual and written expressions, has been a conduit for shaping and transforming the public’s perception of First Nations’ women. Students will evaluate and critique visual and written representations of First Nations women and examine First Nations women’s representations of themselves.
Course Duration: 45 hours |
|
| FNWS 206 | Visionaries and Dreamers: First Nations Women’s Artistic Traditions (3.0) |
| This course, by way of participatory methods and experiential methods, will survey the artistic expressions of First Nations women, which allows for a new approach to understanding First Nations cultures. Further, this course will examine both the spiritual and political themes inherent in First Nations women’s cultural expression. This course is predicated on the notion that creativity resides in all of us, thus, artistic ability (as generally defined) is not a prerequisite.
Course Duration: 45 hours |
|
| FNWS 207 | Storytelling as Metaphor: First Nations Women’s Lives (3.0) |
| This course is an exploration of First Nations women’s auto/biographies. This course will examine autobiography texts narrated and written by First Nations women. In all of the texts, we will explore the historical, cultural, social, political and spiritual realities of First Nations women as revealed by the telling of their stories. Common themes and issues will be discussed.
Course Duration: 45 hours |
|
| FNWS 208 | Women’s Activism (3.0) |
| This course is a cross-cultural study, from a multidisciplinary perspective regarding the history and philosophy of the women’s activism on a global scale. It offers an introduction to the lives and achievements of women in a range of cultural milieu whose theorizing and activism has changed the position of women in those societies and thus our own. It will cover a wide range of issues related to the lives of the women and cultures featured. The course will cover the conditions and circumstances affecting the lives of women in various historical and social contexts. It will include discussion of issues such as female bonding, leadership, and women’s goals and strategies to achieving them within local, national, and global contexts. Students are recommended to take FNWS 100 prior to enrolling in this course.
Course Duration: 45 hours |
|
| FNWS 209 | Directed Study (3.0) |
| This course enables the student to engage in in-depth research in an area of First Nations Women Studies, not normally covered by other principal or ancillary courses. Students, under the direction of an instructor will engage in advanced research in an area of study that reflects the student’s preferred area of interest. Students must meet with the instructor and department head prior to submitting a plan of study.
Course Duration: 45 hours |
|
| FNWS 210 | Feminist Critical Thought (3.0) |
| This course will introduce and trace the development of feminist thought and theories. Emphasis will be placed on the theoretical foundations of feminist analysis and the diversity of debates within feminism. Students will examine various theoretical positions and their application to First Nations women’s lives.
Course Duration: 45 hours |
|
| FNWS 211 | Research Methods (3.0) |
| This course introduces students to various research practices, including oral history, interviews, case studies, archival and library research, survey/ content analysis and field- work. The emphasis will be on community-based participatory research within the context of a project designed and implemented by the class. Students will be expected to integrate the data from their investigation with what is known.
Course Duration: 45 hours |
|
| FNWS 212 | First Nations’ Women’s Experience, Knowledge And Wisdom (3.0) |
| In relation to First Nations women, this course examines the meaning of experience, knowledge and wisdom across time. It will examine what counts as knowledge, question who has access to it, and will examine how this knowledge is transmitted to succeeding generations. A central component of this course will be the analysis of First Nations women’s narrative and expository discourse.
Course Duration: 45 hours |
|
| FNWS 213 | The Politics Of First Nations’ Women’s Health (3.0) |
| Using an historical and a contemporary perspective, this course will assess and analyze social structures, social processes and cultural themes in relation to First Nations’ women’s health. Further, the politics of First Nations’ women’s health and healing issues will be examined. Additionally, the health practices of First Nations’ women in both pre- and post – contact cultures will be used to frame discussions of appropriate health practices for First Nations’ women today.
Course Duration: 45 hours |
|
| HALQ 100 | Halq’eméylem Language Introduction (3.0) |
| The Halq’eméylem Language Introduction course is for those who have had little or no previous Halq’eméylem instruction. An intensive study of important aspects of pronunciation, vocabulary and grammar are presented through the use of Elders, audiovisual techniques, drill patterns, flashcards, pictures and videotapes. At the end of the course, students will know some of the most important basics of speaking Halq’eméylem.
Course Duration: 45 hours |
HIST - IHMS
| HIST 100 | Intro to General Canadian History I (3.0) |
| This course will examine some of the principle events in Canadian history from the pre-contact era to Confederation in 1867. The contributions of the three principal players in this time period – Aboriginal peoples, the British and the French – will be explored. Topics will include the following: pre-contact Aboriginal societies, the early European explorers, First Nations as trading partners and allies, the growth of the British and the French colonies, the expanding fur trade, the Seven Years War and the Royal Proclamation, the ongoing French Canadian issue, the rebellions in Upper and Lower Canada, the acceptance of responsible government, and the formation of Canada. Through this course student will learn about the historic roots of Canada and some of the key challenges facing it today.
Course Duration: 45 hours |
|
| HIST 101 | Intro to General Canadian History II (3.0) |
| This course will examine some of the principle events in Canadian history from Confederation to the modern era. The course will examine political, social and economic developments that have shaped modern Canada. Significant Aboriginal issues and events will be brought into the discussion. Major topics include: the first provinces, the National Policy, the Numbered Treaties, World War I, the Great Depression, World War II, Canada as a middle power, multiculturalism, the 1982 Constitution and the Charter of Rights and Freedoms, and the recognition of Aboriginal rights. Through this course student will learn about the modern roots of Canada and some of the key challenges facing it today.
Course Duration: 45 hours |
|
| HIST 110 | Approaches to History (3.0) |
| An examination of the conceptual problems involved in the historian’s attempt to apprehend the past and its relationship to the present and the future. Particular attention will be paid to the nature of historical knowledge and explanation, and to the broad systems and patterns in which history has been conceived, including oral traditions.
Course Duration: 45 hours |
|
| HIST 204 | The Métis Of Canada: Historical And Contemporary Perspectives I (3.0) |
| This course will examine the formation and growth of Canada’s Métis people, from the time of the first European contact up to the famous Métis uprising in 1869-70. The historical, cultural, and political aspects of Métis life will be explored. Some of the major topics include: European colonization and the beginnings of a mixed-blood population, Métis in the fur trade, the Great Lakes settlements, the Red River colony, Louis Riel and the 1869-1870 Uprising, and the Manitoba Act. By means of this course, students will learn of the unique history and fabulous culture of this group which importantly is considered as one of Canada’s official Aboriginal groups. A people once looked upon as “in-betweens” and unworthy of study will thus be given the academic and historical treatment that they deserve.
Course Duration: 45 hours |
|
| HIST 205 | The Metis Of Canada: Historical And Contemporary Perspectives II (3.0) |
| History 205 will examine the history of Canada’s Métis people and their contribution to Canadian life. The historical, cultural, and political aspects of Métis life will be explored. Some of the major topics of the course include: the emergence of the Métis as a distinct peoples, the dispersal of Métis communities in various parts of what would become known as Canada, Métis experience in the armed struggles of 1870 and 1885, the post-1885 life of the Métis, the diversity of Métis peoples, and the modern emergence and recognition of Métis rights. By considering a variety of perspectives regarding Métis history, you will gain insight into the vitality and complexity of Métis identity.
Course Duration: 45 hours |
|
| HIST 234 | History of Thompson People (3.0) |
| This course is designed to provide insight of the NleɁkepmux history and culture. Students will study the lifestyle of the NleɁkepmux prior to contact with European cultures, and they will follow the events that progressed to the current status of the NleɁkepmux.
Course Duration: 45 hours |
|
| HIST 235 | History of Okanagan People (3.0) |
| This course is designed to provide insight of the Silx (Okanagan) peoples history and culture. Students will study the lifestyles of the Silx prior to contact with European cultures, and they will follow the events that progressed to the current status of the Silx peoples.
Course Duration: 45 hours |
|
| HIST 236 | History of Secwepemc People (3.0) |
| This course is designed to provide insight to the Secwepemc people’s history and culture. Students will study the lifestyle of the Secwepemc prior to contact with European cultures, and they will follow the events that progressed to the current status of the Secwepemc peoples.
Course Duration: 45 hours |
|
| HIST 237 | History of Stl’atl’imx People (3.0) |
| This course is designed to provide an introduction to St’át’imc (Lillooet) history and culture. Students will study the way of life of the St’át’imc prior to contact with European cultures, the early contact period, current events that have impacted St’át’imc economy, and current social structures and culture.
Course Duration: 45 hours |
|
| HIST 238 | History of Nadut’en (3.0) |
| This course is designed to provide an introduction to Nadut’en history and culture. Students will study the way of life of the Nadut’en prior to contact with European cultures, the early contact period, current events that have impacted Nadut’en economy and current social structures and culture.
Course Duration: 45 hours |
|
| HIST 321 | Heroes, Rebels, Villains, Folks: The People Who Shaped Canada (3.0) |
| This course will consider some of the individuals, both historically prominent and lesser known, who have helped to shape Canada and the social and/or impact that they left behind. An examination of these figures will offer insight into Canada’s evolution from a British colony to more recent constitutional challenges. Themes include race, class, gender, identity, sexuality, indigeneity, colonialism, slavery, immigration, moral regulation, and activism. A focus will be on Indigenous leaders who helped shape Canada (Frank Calder, Elijah Harper, Louis Riel…), including local leaders.
Course Duration: 45 hours |
|
| HIST 362 | History of Education in Canada (3.0) |
| The history of schooling in Canada from New France to the present day. Topics include emergence of the public school system in the 19th century; its institutional growth after the 1850s; social history of schooling and educational experience of teachers, students, and parents; politics of education; and residential schooling for Indigenous people. A focus will be on Indigenous education including traditional education, residential schooling, Indian Control of Indian Education (ICIE), early integration and education today.
Course Duration: 45 hours |
|
| HLTH 201 | Physical Health and Fitness (3.0) |
| The aim of this course is to provide students with introductory knowledge regarding improvement in health and physical fitness for the enhancement of a healthy lifestyle and total well-being. Students will examine the elements of muscular fitness, cardiovascular fitness, balance and flexibility as it relates to healthful living. Specifically, students will learn to develop personal exercise programs and understand the health implications of physical activity, physical fitness and nutrition. Furthermore, students will improve their current level of physical fitness.
Course Duration: 45 hours |
|
| HTCA 104 | Interpersonal Communications (2.0) |
| This course focuses on the development of self-awareness, increased understanding of others, and effective interpersonal communication skills that can be used in a variety of care-giving contexts. Students will be encouraged to become more aware of the impact of their own communication choices and patterns. They will have opportunities to develop and use communication techniques that demonstrate personal awareness, respect, and active listening skills.
Course Duration: 60 hours |
|
| HTCA 111 | Health: Lifestyle and Choices (1.0) |
| This course introduces students to a holistic concept of health and the components of a health-enhancing lifestyle. Students will be invited to reflect on their own health care challenges and learn how to access appropriate resources that impact lifestyle choices. Students will be introduced to a model that can be applied in other courses to understand the multi-faceted aspects of health and healing.
Course Duration: 30 hours |
|
| HTCA 116 | Introduction to HTCA Practice (1.0) |
| This course provides an introduction to the role of the Health Care Assistant within the British Columbia health care system. Students will be introduced to the healthcare occupational framework along with the roles and functions of Health Care Assistants. Students will also have opportunities to develop self-reflective skills required for competent practice and will be introduced to effective job-finding approaches.
Course Duration: 30 hours |
|
| HTCA 121 | Health and Healing: Concepts for Practice (2.5) |
| This course provides students with the opportunity to develop a theoretical framework for practice. Students will be introduced to the philosophical values and theoretical understandings that provide a foundation for competent practice as a Home Care Attendant. The course focuses on concepts of caring and person-centred care, basic human needs, human development, as well as family, culture, and diversity as they relate to health and healing. Students will also be introduced to a problem-solving model that will be critical for their practice.
Course Duration: 75 hours |
|
| HTCA 126 | Personal Care Assistance I (2.0) |
| This practical course offers students the opportunity to acquire personal care and assistance skills within the parameters of the Health Care Assistant role. This course is comprised of class and supervised laboratory experiences. This arrangement will provide students with opportunities to integrate theories from other Health Care Assistant courses into developing introductory care-giver skills. These skills are required to maintain and promote the comfort, safety, and independence of individuals in Community and facility contexts.
Course Duration: 60 hours |
|
| HTCA 152 | Cognitive or Mental Challenges (2.0) |
| This course builds on content from other Health Care Assistant courses to assist students in exploring concepts and caregiving approaches that will allow them to work effectively with individuals experiencing cognitive or mental challenges. The emphasis is on supporting clients with dementia, recognizing responsive behaviours and identifying person-centred intervention strategies.
Course Duration: 60 hours |
|
| HTCA 153 | Common Health Challenges (4.0) |
| This course introduces students to the normal structure and function of the human body and normal bodily changes associated with aging. Students will explore common challenges to health and healing in relation to each body system. Students will also be encouraged to explore person-centred practice as it relates to the common challenges to health and, in particular, to end-of-life care.
Course Duration: 120 hours |
|
| HTCA 156 | Personal Care Assistance II (2.0) |
| This practical course follows the Personal Care Assistance I course, and offers students the opportunity to acquire further personal care and assistance skills within the parameters of the Health Care Assistant role. The course is comprised of class and supervised laboratory experiences which assist the student to integrate theory from other Health Care Assistant courses to continue to develop care-giver skills that maintain and promote the comfort, safety and independence of individuals in community and facility contexts.
Course Duration: 60 hours |
|
| HTCA 159 | Community Practicum (2.0) |
| This practice experience provides students with an opportunity to apply knowledge and skills they have learned in other Health Care Assistant courses with individuals and families in a community setting. Opportunity will be provided for students to become more familiar with the role of the Health Care Assistant within a home support agency, assisted living facility, and/or a group home, and to gain abilities that will prepare graduates for employment in these settings. It is important that students understand the philosophy of community care settings and its’ emphasis on client choice and independence.
Course Duration: 60 hours |
|
| HTCA 169 | Clinical I (2.0) |
| This supervised practice experience provides students with an opportunity to apply knowledge, understanding, skills and attitudes they have learned in other Health Care Assistant courses with individuals in a multi-level or complex care setting. Opportunity will be provided for students to gain expertise, and confidence and to become ready to undertake the role of the Health Care Assistant within a residential care facility.
Course Duration: 60 hours |
|
| HTCA 179 | Clinical II (5.0) |
| This supervised practice experience provides students with further opportunities to apply knowledge, understanding, skills and attitudes they have learned in other Health Care Assistant courses with individuals in a multi-level or complex care setting. Further opportunities will be provided for students to gain expertise, and confidence and to become ready to undertake the role of the Health Care Assistant within a residential care facility.
Course Duration: 150 hours |
|
| IBUS 100 | Indigenous Business Foundations (3.0) |
| This foundational course examines the historical and ongoing impacts of colonization in the business environment, highlighting how Indigenous Peoples navigate and respond to societal, political, economic, and cultural influences. Learners will engage in foundational explorations of various business disciplines including governance and leadership, technology, economics, land stewardship, finance, communications, and entrepreneurship through fundamental Indigenous perspectives. By co-creating spaces of learning and relationship building with Community leaders and Knowledge Keepers, learners will critically examine the synergies and tensions between colonial and Indigenous business structures, gaining insights that shape contemporary business practices and establish a basis for future learning and action.
Course Duration: 45 hours |
|
| IBUS 110 | Indigenous Business Communications (3.0) |
| Learners explore historical and contemporary Indigenous and colonial theories, styles, and communication practices. This course provides hands-on experience in oral, written, and digital communication within organizational and Community contexts, emphasizing the vital role effective business communication plays in achieving goals, fostering relationships, and leading effectively. Learners will refine their speaking and listening skills with a strong emphasis on respecting and honouring Indigenous pedagogy and Community voices. Through active practice, learners will gain the ability to navigate complex communication landscapes, demonstrating both cultural awareness and professional proficiency.
Course Duration: 45 hours |
|
| IBUS 120 | Finite Mathematics for Business (3.0) |
| This course is designed to equip learners with a mathematical foundation and the skills needed to engage in both traditional business contexts and Indigenous economic systems. The curriculum covers essential mathematical concepts directly applicable to real-world business challenges such as linear equations and inequalities, matrices, linear programming, mathematics of finance, set theory, combinatorics, probability, as well as probability distribution and statistics. Learners will gain insight into how these tools can support sustainable economic practices to foster Community-driven development in Indigenous business settings.
Course Duration: 45 hours |
|
| IBUS 130 | Community Evaluation and Strategy (3.0) |
| This course equips learners with the tools and frameworks to analyze strengths, priorities, and opportunities within Indigenous Communities, while discussing responsive strategies that honour Indigenous Knowledge Systems. By integrating Indigenous methodologies and Storywork with contemporary analytical tools, this preparatory course emphasizes Community driven approaches. Learners will conduct Community evaluations and needs assessments as foundational activities, examine case studies, engage with Indigenous leaders, and co-create actionable strategies for sustainable economic, cultural, and social development. These activities will prepare learners for deeper, practice-oriented explorations in future courses.
Course Duration: 45 hours |
|
| IBUS 140 | Community Dynamics and Organizational Analysis (3.0) |
| Knowledge drawn from various areas of Community dynamics and collective leadership practices will guide the understanding of work, people, and interconnected systems. This course will explore topics such as collective motivation, group harmony, communication practices rooted in Indigenous traditions, inclusive decision-making, designing roles that honour all contributions, cultural values and shared climate, Community-driven change, and shared responsibilities. Human Resource development will be approached as a communal effort, emphasizing the growth and well-being of all members. This course will unfold through storytelling, shared discussions, and the practical application of knowledge within Indigenous Communities.
Course Duration: 45 hours |
|
| IBUS 150 | Microeconomic Analysis (3.0) |
| This course examines microeconomic concepts through an Indigenous lens, integrating Indigenous Knowledge and Community values. Topics will include analyzing market systems that reflect Community needs, exploring the balance of supply and demand in sustainable practices, and recognizing the impact of consumer behaviour on cultural values. Learning will explore the influence of government regulations on Indigenous economies, discuss Indigenous business models, and investigate how Communities navigate competition and cooperative enterprises. Additionally, the course will address productive efficiency through traditional practices, analyze income distribution rooted in sharing, and highlight the importance of Indigenous Knowledge Systems in protecting land and resources.
Course Duration: 45 hours |
|
| IBUS 160 | Financial Stewardship (3.0) |
| This course emphasizes the construction and interpretation of financial reports relevant to Indigenous Communities and organizations. The goal is to foster an understanding of the concepts, principles, and conventions that underpin financial accounting, while integrating Indigenous perspectives on economic practices and Community values. Learners will analyze financial statements with a focus on incorporating Indigenous values when deconstructing accounting techniques and financial policies. By developing analytical skills to interpret financial information, learners will support Indigenous self-determination, sustainability, and collective economic well-being.
Course Duration: 45 hours |
|
| IBUS 200 | Macroeconomic Analysis (3.0) |
| This course explores national income, production, and employment through an Indigenous lens, emphasizing Community well-being and economic sustainability. Learners will examine the economic goals of government and the Bank of Canada by comparing the limitations of monetary and fiscal policy on issues such as unemployment, inflation, and balance of payments within both Indigenous and colonial contexts. Various economic frameworks such as Keynesian policy, monetarism, and supply-side economics will be analyzed for their relevance to Indigenous perspectives.
Course Duration: 45 hours |
|
| IBUS 210 | Relational Marketing (3.0) |
| This course introduces learners to the principles and practices of relational marketing by emphasizing trust, reciprocity, and the creation of shared values among all stakeholders. Grounded in traditional learning and relational approaches, the course demonstrates how marketing can be a tool to build meaningful, long-term relationships rooted in respect, empathy, and Community priorities. Learners will examine the differences between transactional and relational models, exploring how cultural and Community contexts shape ethical and effective marketing practices.
Course Duration: 45 hours |
|
| IBUS 220 | Digital Leadership and Community Connectivity (3.0) |
| This course examines the intersection of digital technology, leadership, and Community connectivity through an Indigenous lens. Learners will explore how digital tools and systems can strengthen Community relationships, support cultural sovereignty, and enable sustainable decision-making. This course integrates Indigenous perspectives with management information systems to implement technology-driven initiatives that prioritize Community well-being and foster meaningful connections.
Course Duration: 45 hours |
|
| IBUS 230 | Land Stewardship and Economic Change (3.0) |
| This course explores the dynamic relationship between land stewardship and economic systems, emphasizing Indigenous approaches to land management, sustainable economic development, and cultural sovereignty. Learners will engage with traditional knowledge and contemporary environmental practices to understand how land stewardship—rooted in reciprocity, respect, and cultural continuity—shapes economic change. Through an examination of key industries such as natural resource management, agriculture, and tourism, learners will investigate innovative economic systems that balance environmental sustainability with Community well-being by utilizing land-based learning, Storywork, and collaborative research.
Course Duration: 45 hours |
|
| IBUS 240 | Indigenous Business Law and Ethics (3.0) |
| This course invites learners to explore foundational legal concepts, principles, and issues integral to Indigenous business practices within a Canadian context. Grounded in Indigenous perspectives, the course emphasizes the intersection of legal frameworks, ethical considerations, Community values, and Traditional Knowledge. Learners will engage in a deep exploration of topics such as contract and business law in Indigenous contexts, including agreements related to the sale of goods, employment contracts, the law of agency, Community-owned enterprises, secured transactions, land stewardship and real property, as well as ethical considerations in business practices.
Course Duration: 45 hours |
|
| IBUS 250 | Indigenous Governance, Law and the Land (3.0) |
| This course explores the interconnectedness of Indigenous governance, law, and the land, emphasizing the inherent rights of Indigenous Communities to self-governance. Learners will examine how these rights are realized through laws rooted in the land, Traditional Knowledge, cultural practices, and ecological stewardship. The course highlights how Indigenous legal systems inform governance structures and decision-making processes. By studying land-based laws and their relationship to Community well-being, learners will gain a comprehensive understanding of how self-determination is enacted through the stewardship and protection of the land, and how Indigenous laws continue to shape both traditional and contemporary governance models.
Course Duration: 45 hours |
|
| IBUS 260 | International Indigenous Business (3.0) |
| This course reimagines international business through an Indigenous nation-to-nation lens, emphasizing how traditional and contemporary Indigenous practices can shape global economic relationships. Learners will explore core concepts such as trade, governance, partnerships, and sustainability grounded in the principles of reciprocity, respect, and cultural sovereignty. The course emphasizes the development of ethical and mutually beneficial business relationships between Indigenous nations guided by Indigenous values, Knowledge Systems, and protocols. Through case studies, relationship building, cross-nation dialogue, and shared initiatives, learners will develop strategies to foster economic growth, cultural preservation, and self-determination.
Course Duration: 45 hours |
|
| IBUS 270 | Economic Reconciliation (3.0) |
| This course explores economic reconciliation as a transformative process to address systemic financial, social, and political harms caused by colonialism. Emphasizing the active reclamation and redesign of Indigenous economic systems, learners will explore how Indigenous Communities are forging pathways to economic self-determination, healing, and equity. Topics include historical economic injustices, the development of Indigenous-driven economic frameworks, and the integration of Indigenous Knowledge Systems with contemporary economic models. Through case studies, Community-driven initiatives, and collaborative learning, learners will develop strategies to build equitable partnerships, foster sustainable economic opportunities, and advance systemic change that prioritize Community prosperity and sovereignty.
Course Duration: 45 hours |
|
| IBUS 280 | Indigenous Leadership and Management Practices (3.0) |
| This course explores Indigenous leadership and management by highlighting the values, principles, and practices that have guided Indigenous leaders for generations. Learners will examine how leadership rooted in Community, reciprocity, stewardship, and cultural continuity can shape contemporary management practices. Topics include decision-making processes, conflict resolution, governance, and strategic leadership in both Indigenous and broader organizational contexts. Through experiential learning and reflection on traditional leadership models, learners will gain a deeper understanding of how Indigenous leadership fosters strong, resilient Communities and organizations. By integrating cultural values with modern management theories, learners will explore how Indigenous leadership principles contribute to sustainable organizational practices and ethical decision-making.
Course Duration: 45 hours |
|
| IBUS 290 | Capstone: Indigenous Entrepreneurship and Innovation (3.0) |
| In this capstone course, learners will integrate and apply the knowledge and skills acquired throughout their studies in the Indigenous Business program. The course emphasizes the development of a comprehensive plan for Indigenous entrepreneurship, innovation, or Community development guided by Indigenous values, cultural practices, and the principles of self-determination. Learners will engage in Community-based planning, mentorship and collaborative learning, and the design of sustainable economic strategies that integrate Traditional Knowledge and modern practices. The course culminates in a final presentation based on practical implementation for long-term impact and learners will showcase their projects to Community stakeholders, leaders, and peers.
Course Duration: 45 hours |
|
| IECE 101 | Child Health and Wellness (3.0) |
| This course focuses on holistic health and wellness principles to support child development, family, and personal wellness. The overall goal is that students will be introduced to the concepts of preventative health, nutrition, and safety, particularly in a local Indigenous context. IECE 101 will ensure students are aware of the current health regulations, policies, and the realities within Indigenous communities. As part of IECE 101, students may also participate in industry certifications like First Aid and Foodsafe.
Course Duration: 45 hours |
|
| IECE 102 | Introduction to Indigenous Early Learning and Care (3.0) |
| This course forms an integral and unique part of NVIT’s Indigenous Early Childhood Education program by introducing the students to Indigenous ways of knowing, First People’s Principles of Learning, and the United Nations Declaration on the Rights of Indigenous People (UNDRIP). Included in this course are the history, philosophies, and models of early childhood education programs as well as an introduction to the values and beliefs related to children’s learning and development, the concept of play, and the British Columbia Early Learning Framework (BC ELF).
Course Duration: 45 hours |
|
| IECE 103 | Stories, Ideas, and Pathways of Child (3.0) |
| This course examines developmental perspectives that explain growth and development of children from pre-conception to 3 years of age. The image of the child in society and the influence of family and culture on children’s growth are addressed, inclusive of Indigenous ways of knowing and being.
Course Duration: 45 hours |
|
| IECE 104 | Pathways of Development (3.0) |
| In this course, students will continue to explore child development, and child-rearing practices from age two up to adolescence through an Indigenous lens. It will allow students to explore past, present, and current issues that continue to impact Indigenous children, families, and communities.
Course Duration: 45 hours |
|
| IECE 124 | Introduction to Designing Children’s Environment (3.0) |
| The intent of IECE 124 is to introduce students to the learning environment as related to early years programming within a community context. The students will build on the current philosophies in early childhood education including the role that theory, professional ethics, and licensing regulations have in programming as well as the implementation of quality early childhood programs. This introductory programming course interconnects and supports IECE 148: Connecting Theory and Practice.
Course Duration: 45 hours |
|
| IECE 125 | Designing Children’s Programs (3.0) |
| The intent of IECE 125 is to introduce students to curriculum and program planning that is child-centered and play-based. Education strategies and techniques that incorporate art, language, literacy, science, drama, music and movement within a community and cultural context will be explored. IECE 125 will ensure that students are informed of child development within a holistic framework. This second programming course interconnects and supports IECE 149: Practicum II: Practicing Competencies.
Course Duration: 45 hours |
|
| IECE 126 | Programming for Early Years (3.0) |
| The overall goal of IECE 126 is for students to design an inquiry-based project that is grounded in collaboration with families, community, Elders, and knowledge keepers. Students will gather and develop the resources in this course that will support the implementation of the project in their demonstration practicum. This third programming course interconnects and supports IECE 150: Practicum III: Demonstration.
Course Duration: 45 hours |
|
| IECE 134 | Guiding Through Gifts in Indigenous Early Years (3.0) |
| In this course, students will be introduced to the principles of guiding and caring for children through an Indigenous perspective of the child as a gift. The focus will be on the child at the centre of a community model of care. The course will highlight developing methods of guiding and caring for children in ways that honour culture, identity, and support healthy child development, while promoting positive behaviour and the development of social-emotional skills. This course will be built on local community practices of child rearing and will honour and include key Indigenous principles of child development.
Course Duration: 45 hours |
|
| IECE 136 | Connectedness to Culture and Community (3.0) |
| This course introduces students to concepts involving place-based learning and education specific to the local community and environment. The intention of this course is to use place and space in early years practice as a method to strengthen identity through recognizing the interconnected relationships between land, culture, and community uniqueness. Cultural practices are central to this course as students immerse themselves in local traditions to enrich their early years practice and promote stewardship and engagement.
Course Duration: 45 hours |
|
| IECE 148 | Practicum I: Connecting Theory and Practice (3.0) |
| This course is the first practicum and provides students with the opportunity to interact with young children at a variety of child care programs such as preschools, Head Start programs, Strong Start programs, daycares, early years centers, and family daycares. This practicum provides students with 80 hours of direct time with children and Mentors/ Supervisors in a childcare setting as well as 5 hours of practicum seminar. This course will give the students practical experience that will enhance their course and classroom studies by connecting theory and practice. Students will be assessed in relation to the competencies in the Student Assessment and Feedback Booklet. This assessment is intended to act as a living document for students as they progress through their course and practicum work. It is expected that students will grow in their knowledge, core competencies, skills, and professional practice throughout the practicum, including supporting the Truth and Reconciliation goals of moving towards an understanding and appreciation of Indigenous ways of knowing and being. The IECE program encourages the modeling of making learning visible. Documenting these competencies provides instructors with a holistic view of the student’s growth. Students will benefit from multiple perspectives that include the student voice, peer voices, as well as the the Mentor/Supervisor and the NVIT practicum Instructor.
Course Duration: 45 hours |
|
| IECE 149 | Practicum II: Practicing Competencies (3.0) |
| Building on the learning goals of Practicum I, in IECE 149 students will integrate their knowledge and skills while participating as a team member in a childcare program. Students will be assessed in relation to the competencies in the Student Assessment and Feedback Booklet. This assessment is intended to act as a living document for students as they progress through their course and practicum work. It is expected that students will grow in their knowledge, core competencies, skills, and professional practice throughout the practicum, including supporting the Truth and Reconciliation goals of moving towards an understanding and appreciation of Indigenous ways of knowing and being.
Students will work directly with the children for 120 hours and attend 10 hours practicum seminar. Students will be required to plan curriculum and participate as a team member under the supervision of practicum Mentor/Supervisor. They will be responsible for activity presentations, observations and recording of children’s growth and development, and to make the learning visible through pedagogical narration and learning stories. Course Duration: 45 hours |
|
| IECE 150 | Practicum III: Demonstration (6.0) |
| This course is the final practicum for the IECE Certificate program and is designed to allow students to apply their skills and knowledge of the role of an Early Childhood Educator in a community childcare program while being mentored under the supervision of an NVIT practicum Instructor and a designated practicum Mentor/Supervisor. Students will be assessed in relation to the competencies in the Student Assessment and Feedback Booklet. This assessment is intended to act as a living document for students as they progress through their course and practicum work. It is expected that students will grow in their knowledge, core competencies, skills, and professional practice throughout the practicum, including supporting the Truth and Reconciliation goals of moving towards an understanding and appreciation of Indigenous ways of knowing and being.
Students will work directly with the children for 200 hours and attend 10 hours practicum seminar. In this final practicum, students will take a leadership role in designing and implementing curriculum, introducing a project to a group of young children, observing and recording children’s learning while making learning visible to the children, families, educators, and community. In this final practicum, students will have increased opportunities for reflection and the practice of ethical decision-making. Course Duration: 200 Practicum + 10 Seminar hours |
|
| IECE 204 | Early Years Development III (4.0) |
| This course provides a comprehensive review of normal developmental milestones from prenatal to age three. Learning emphasizes both typical and atypical development across key domains, including social and emotional growth, physical development, cognitive abilities, and language acquisition. Learners will apply current theories and research to deepen their understanding of early childhood development and its implications for practice in diverse settings.
Course Duration: 60 hours |
|
| IECE 208 | Developing Inclusive Early Childhood Settings (3.0) |
| Learners will explore inclusion in early-learning settings focusing on developing and implementing proactive strategies to promote children’s successful participation in all program aspects. Learners will examine several professional resources related to early interventions, adverse childhood experiences, and complex trauma. Learners will also understand the importance of collaborative relationships with local stakeholders and organizations to support children with diverse abilities.
Course Duration: 45 hours |
|
| IECE 210 | Working with Families (3.0) |
| This course explores the principles and practices that promote inclusive, family-centered approaches in diverse Community settings. Learners will utilize Indigenous ways of knowing and being to identify and utilize support systems and referral services for children and families, which includes facilitating opportunities for family involvement in policy and program development. The course also emphasizes professional development to understand the Early Childhood Educators of BC (ECEBC) Code of Ethics, cultivating a professional demeanor and behavior, and utilizing advocacy skills to successfully serve families and children.
Course Duration: 45 hours |
|
| IECE 214 | Indigenous Culture in Early Learning Environment (3.0) |
| Learners will explore Indigenous Community’s roles and responsibilities that influence guiding children. Learners will examine culture, language, family social structure, and traditional guiding practices within Community. Learners will examine how to identify strategies for sharing knowledge and experiences in an early learning setting with engaging discussions, storytelling, and shared experiences.
Course Duration: 45 hours |
|
| IECE 216 | Administrative Licensing & Leadership (3.0) |
| In this course, administration and management of inclusive childcare are examined. Learners will gain knowledge of licensing requirements and develop the skills needed to create and implement inclusive philosophies, policies, and procedures across all aspects of service administration. Learning also emphasizes building collaborative working relationships with other professionals and service providers to enhance the quality of care and ensure compliance with regulations.
Course Duration: 45 hours |
|
| IECE 224 | Programming for Early Years II (3.0) |
| This course focuses on planning, implementing, and evaluating developmentally appropriate programs and routines that nurture and meet the observed needs of infants and toddlers. Learning will incorporate designing indoor and outdoor play environments that support the developmental needs of young children while prioritizing their health, safety, and well-being. The course also emphasizes the development of positive approaches for guiding, caring for, and interacting with infants and toddlers to foster responsive caregiving relationships.
Course Duration: 45 hours |
|
| IECE 226 | Natural Environments in Child Care (3.0) |
| Learners will study the natural outdoor environment as a learning centre for curriculum and programming. Teachers’ roles, responsibilities, and policies regarding outdoor play will be a key component. Connecting indigenous values and traditions with the outdoor curriculum will also be addressed. Topics will include culture and the environment, value of outdoor play, and sustainable materials and equipment.
Course Duration: 45 hours |
|
| IECE 234 | Guidance for Early Years II (3.0) |
| This course focuses on the principles and practices of creating inclusive and developmentally appropriate programs for children who require additional support. Learning will include planning, implementing, and evaluating programs that foster growth and development of children with challenging behaviour. Emphasis is placed on designing accessible indoor and outdoor play environments in a compassionate and effective manner to promote inclusivity, health, safety, and well-being.
Course Duration: 45 hours |
|
| IECE 260 | Infant/Toddler Practicum (6.0) |
| This practicum course offers supervised observation and hands-on experience in a variety of infant and toddler care settings. Learners will have opportunities to apply their knowledge and competencies in real-world environments by working directly with young children and their caregivers. Seminar discussions involving sponsor educators, learners, and practicum instructors will facilitate the integration of theory and practice. The course also emphasizes reflective practice, self-assessment, and constructive feedback to support professional growth.
Course Duration: 212 hours |
|
| IECE 265 | Special Needs Practicum (6.0) |
| This practicum course offers supervised observation and hands-on experience in childcare settings that include children requiring additional support. Learners will apply their knowledge and skills to meet the diverse needs of children in inclusive environments. Seminar discussions with sponsor educators, classmates, and practicum instructors provide opportunities to connect theory with practice. The practicum emphasizes reflective practice, self-assessment, and the integration of feedback to enhance professional competencies and support the development of inclusive and responsive childcare.
Course Duration: 220 hours |
|
| IHMS 110 | Fundamentals in Interpersonal Communications (3.0) |
| Self-awareness is foundational to the development of competent Indigenous Human Service Workers. The purpose of this course is to provide opportunities of self-development by furthering self-knowledge and the development of self-reflection skills. Topics include the values and ethics of helping, relationship building, interpersonal and intercultural communication, interpersonal conflict and teamwork.
Course Duration: 45 hours |
|
| IHMS 120 | Introduction to Indigenous Studies & Human Service Practice (3.0) |
| Students examine the historical and continuing processes of colonization in Canada and the resulting societal, political, linguistic, spiritual, and cultural impacts that are challenging Indigenous people today. Students are introduced to the concept and process of decolonization through connections to contemporary community initiatives and human service practices of Indigenous peoples.
Course Duration: 45 hours |
|
| IHMS 130 | Introduction to Human Service Professional Practice (3.0) |
| This course prepares students for their field practicum experience. Students review the field of human service practice beginning with an overview of the values and ethics that are key elements of professional attitude and conduct. Additional topics include observation, record keeping, community mapping, supervision, team work and self-care.
Course Duration: 45 hours |
|
| IHMS 140 | Introduction to Working with Substance Use (3.0) |
| This course is designed to provide students with an introduction to working with people who use substances and substance related harms. This course will primarily examine harmful use of substance among Indigenous populations, and will introduce the concept of addictions generally. The course will explore different models of addiction as well as key foundational concepts in the prevention, screening, assessment and treatment of substance misuse and abuse. Students will be introduced to the descriptions of various drugs and their effects, and will be encouraged to explore their own attitudes and beliefs regarding substance abuse and treatment.
Course Duration: 45 hours |
|
| IHMS 150 | Introduction to the Family in Human Service Practice (3.0) |
| This course is an examination of the family, in both historical and current Indigenous and Canadian contexts, which provides the groundwork for beginning practice with families in human service work. Current social, political, cultural, and economic influences on diverse families are presented. Topics include family of origin, family systems theory and family communication theory.
Course Duration: 45 hours |
|
| IHMS 160 | Fieldwork Education Practicum (3.0) |
| The fieldwork course provides the link between the classroom and the work place. Under supervision, students will integrate core concepts of human service practice in a fieldwork agency. Students will spend two days a week in a fieldwork placement from January to April. Fieldwork seminars will be held weekly to enable students to discuss what they are learning to make the connection between theory and practice.
Course Duration: 45 hours |
|
| IHMS 210 | Theoretical Foundations of Human Service Practice (3.0) |
| This course introduces students to various theories for human service practice. A range of theories are examined to assist students to develop a professional practice framework that establishes a link between theory and practice. Participants integrate theories into their practice framework and investigate the suitability of various theories in practice with individuals, families, groups and communities. Particular attention is paid to the appropriate application of theories and practice for Indigenous peoples.
Course Duration: 45 hours |
|
| IHMS 250 | Interpersonal Relationships in the Human Services (3.0) |
| Students develop the values, language, contextual speech, and skills required for the development of professional helping relationships. Students will utilize critical reflection, examine relationship development with members of diverse populations, conduct relationship building activities with their peers, and learn the process of giving and receiving feedback. Working more effectively and respectfully with Indigenous populations is an integral part of this course.
Course Duration: 45 hours |
|
| IHMS 260 | Indigenous Human Service Diploma Practicum (3.0) |
| The primary purpose of this practicum course is to provide opportunities for both the demonstration and evaluation of the student’s human service competencies in a community services agency. The competencies to be evaluated are outlined in the IHMS Practicum Manual. Both the student’s comprehension and application of knowledge, skills and self-atttributes relevant to the field of human services will be evaluated by both the agency instructor and the student. The course instructor assigns all grades.
Course Duration: 45 hours |
|
| IHMS 320 | Trauma Informed Social Work Theory and Practice (3.0) |
| This course is designed to introduce students to the knowledge of trauma informed theory and practice in social work. Students will explore Aboriginal and non-Aboriginal theories of trauma and attachment research. Trauma will be examined from a holistic approach using the following four aspects: child, family, community and professional. Emphasis will be placed on understanding the implications of trauma among diverse populations (race, culture, class, gender, ability). Through assigned readings, lecture, class discussion, video and other exercises, students will explore a variety of approaches. Equates to Social Work 320: Trauma Informed Social Work Theory & Practice.
Course Duration: 45 hours |
|
| IHMS 353 | Advanced Interpersonal Skills in Human Services (3.0) |
| The course will build upon IHMS 110 & IHMS 250 and include more in-depth self-reflection, active experimentation, and the integration of theory with practice. Due to the nature of the course content, the high level of individual and group interaction and the emphasis on self-development, participation and attendance at all classes is required. Students are expected to be self-directed in their learning. This will involve summarizing assigned readings, challenging one’s self in discussions, role-plays and exercises, and providing supportive/developmental feedback to peers and the instructor during the course. (Equates to Social Work 353: Social Work Practice with Individuals.)
Course Duration: 45 hours |
IHWA - MATH
| IHWA 250 | Relapse Prevention (3.0) |
| This course is designed to assist participants in understanding the recovery/relapse process and stages of relapse, identifying warning signs of relapse, and developing effective relapse prevention strategies and techniques with the client. Culturally appropriate techniques to reduce the risk to Indigenous clients will be discussed.
Course Duration: 45 hours |
|
| IHWA 320 | Case Management: Roles & Responsibilities of Community Health (3.0) |
| This course will focus on casework practice and management for health care workers. This course will address the legacy of physical and sexual abuse in residential schools, including intergenerational impacts. It will also provide students with an understanding of community health workers’ specific roles and responsibilities, particularly those working in Indigenous communities. Students will learn how to apply theory into practice; they will also look at casework examples and conduct an assignment with a community health worker. Students will learn about community health workers’ administrative responsibilities, including developing office management competencies, scheduling, recording, reporting, clinical and ethical decision-making, and communicating with colleagues and supervisors. Students will learn the importance of self-care and implement a personal wellness plan to prepare for their careers.
Course Duration: 45 hours |
|
| IHWA 324 | Addiction and Nutrition (3.0) |
| This course will allow the students to view Addiction as a physiological disease as defined by the World Health Organization. How alcohol and drugs damage the entire body will be reviewed and discussed. Students will examine how Indigenous health, which had been maintained by a traditional diet and lifestyle, has been adversely affected by a modern diet and lifestyle. Furthermore, students will note that Aboriginal people have become predisposed to addictions because of such harmful changes in their diets and lifestyles.
The current First Nations Canada Food Guide will provide a focus for discussion. Learning to identify healthy food choices using a holistic program model, students will gain the knowledge and skills to help restore people to physical, mental, emotional, and spiritual health. As part of these investigations, students will become aware of how a lack of nutrition and the wrong food choices can facilitate cravings for drugs and alcohol. Course Duration: 45 hours |
|
| IHWA 327 | Blood Borne Pathogens (3.0) |
| This course is designed to help participants understand ways to recognize, control, and deal effectively with blood-borne pathogens. This knowledge will enable participants to implement procedures and policies that will limit accidental exposure to blood and other potentially infectious materials in the workplace that could result in disease or death. While students will learn about blood-borne pathogens, such as Human Immunodeficiency Virus (HIV), Acquired Immunodeficiency Syndrome (AIDS), Opportunistic Infections, and Hepatitis (A, B, C), myths and taboos regarding blood-borne pathogens and transmission will be discussed. Community education and modern approaches to health will also be explored to prepare students for work in closed communities. Critical to this course, students will also learn about pre-and post-supportive counselling for individuals.
Course Duration: 45 hours |
|
| IHWA 333 | Psychosocial Trauma Healing: Addiction Theory and the Grief Process (3.0) |
| This course investigates the connections between historical and social trauma, grief, and addictions. One of the foci will be cultural healing that will encompass First Nations cultural metaphors, symbols, archetypes, histories, and Indigenous healing practices. From a First Nation’s perspective, students will make a deep and collective inquiry into Addiction, explore trauma and grief inter-culturally and intra-culturally, and theorize culturally specific ways to apply psychosocial trauma healing and grief management approaches during the recovery process. Since the learning process is highly interactive, dialogic, and stimulating, students will be required to trust their personal knowledge gained from experience, tribal histories, and teachings. To support this learning process, students must demonstrate a willingness to think and process information “outside the box.”
Course Duration: 45 hours |
|
| IHWA 335 | Working with FASD in Aboriginal Communities (3.0) |
| This course will provide learners with a conceptual framework for working with individuals affected by prenatal exposure to alcohol, clinically referred to as Fetal Alcohol Spectrum Disorder. Classwork on the nature of neurological differences making adaptive living difficult for individuals with an FASD will also be highlighted. Given its practical orientation, the course will enable students to work with First Nations communities, select and apply intervention techniques, and provide support for individuals and families living with an FASD. To be truly effective, the learner will continue to require on-going mentoring, time in the field, and practice using the knowledge acquired.
Course Duration: 45 hours |
|
| IHWA 339 | Cultural Perspectives on Stress and Trauma (3.0) |
| This course incorporates a more expanded definition of trauma from understanding how trauma affects groups, communities, and societies. From this theoretical perspective, students will recognize that the phenomenon of collective trauma may be a “normal response to abnormal situations” and, therefore, is not just a form of “pathology.”
Rather than examining trauma and intervention strategies from a Western theoretical and philosophical paradigm, this course will conduct an in-depth review of stress and trauma within the social and cultural contexts in which they have occurred, including the impact of historical racism on Indigenous identity resulting in a cultural loss. Course Duration: 45 hours |
|
| IHWA 360 | Community Engagement in Health and Addictions (3.0) |
| This course focuses on the assessment of community health and the capacity to support the development of policy and community-based systems of health protection, health promotion, and health services. Beginning with a systematic description of the cultural and community systems and the partnerships that emerge. Students will learn to design a community assessment in collaboration with community partners. There is an emphasis on community/organizational capacity assessment. Students will draw from their personal practice and individual experiences to assess health determinants, needs for mental health and wellness services, and the local community and organizations’ capacity and resources. Students will also learn how to develop, facilitate and evaluate data for decision-making by partnerships, organizations, and policymakers. This course is targeted for those who are employed and/or have administrative experience and work in the health and addictions field.
Course Duration: 45 hours |
|
| IHWA 361 | Negotiations and Contract Management in Health and Addictions (3.0) |
| In this course, students will acquire the skills and learn the strategies to develop, negotiate and manage contracts and contracting relationships effectively. The course will explore various negotiations, including integrative, distributive, and various iterations of these negotiation approaches. The student will also learn communication, emotion/perception, team/multiparty negotiations, and intercultural competencies. Both negotiations and contract management are examined in this course through experiential models and practices, focusing primarily on applications within an Indigenous setting. Students will engage with core concepts, individual and collective exercises, and evaluate their own progress in the course. This course is targeted for those who are employed and/or have administrative experience and work in the health and addictions field.
Course Duration: 45 hours |
|
| IHWA 380 | Project Management in Health and Addictions (3.0) |
| The students will study the nature of projects, project management tools, techniques, organizational and interpersonal issues in project management. Students will explore project initiation, project definition, project planning, project implementation, and project closure. The first part of the course will cover project management principles, including defining projects, project portfolios, programs, and how projects link to organizations’ goals and strategies. The second part of the course will focus on the tools and techniques available to support project management. Students will work in project teams to identify and create a project plan relevant to their current or future employment settings. This course will be grounded in Indigenous community project models. This course is targeted for those who are employed and/or have administrative experience and work in the health and addictions field.
Course Duration: 45 hours |
|
| IHWA 382 | Proposal Writing in Health and Addictions (3.0) |
| This is a project-based course which explores the process of grant proposal development and responding to proposal funding opportunities. This course will also explore viable and fundable projects, research and assess possible funding sources, funder relationships, proposal writing, budget development, and prepare a full proposal package. Students will examine the nonprofit philanthropic environment and become familiar with the tools and resources available to help them seek funds for their projects, institutions, or causes. The course aims to improve proposal writing and research skills and case studies to illuminate strategic questions in developing projects and writing grant proposals. This course is targeted for those who are employed and/or have administrative experience and work in the health and addictions field.
Course Duration: 45 hours |
|
| INCO 100 | Indigenous Court Orientation Program |
| This micro-credential will prepare individuals to participate in Indigenous Courts and other justice initiatives. The overrepresentation of Indigenous Peoples in the Canadian criminal justice system is largely attributable to the lingering impacts of colonization on Indigenous individuals and Communities. In recognition of these impacts, the Criminal Code of Canada now requires that in sentencing, judges must pay “particular attention to the circumstances of Aboriginal offenders.” The learning is intended to assist and prepare Indigenous Peoples to understand court principles, procedures, and the goals of Indigenous Courts, so they can contribute their knowledge and experiences to the sentencing of Indigenous individuals and assist Judges in crafting probation conditions and healing plans consistent with Indigenous values and traditions. This micro-credential is designed for delivery in the province of British Columbia.
Course Duration: 45 hours |
|
| INLG 160 | Ways of Knowing: Nsyilxcen Social Foundations |
| This course is an introduction to Okanagan Social Foundation. It gives a fundamental overview of the concepts and worldview contained in key Okanagan language words and stories (captikwl). Students are introduced to the roles and responsibilities of individuals as Syilx within their society in relation to the land, to community and to family in the key areas of the use and protection of land and resources, the protection and service to community: the strength of family and roles within family and how each relates education, economics, political and spiritual practice.
Course Duration: 45 hours |
|
| INLG 161 | Ways of Knowing: Nłeʔkepmx Social Foundations (3.0) |
| This course is an introduction to Nłeʔkepmx Social Foundation. It gives a fundamental overview of the concepts and worldview contained in key Nłeʔkepmx language words and stories (sptekʷł). Students are introduced to the roles and responsibilities of individuals as Nłeʔkepmx within their society in relaltion to the land, to community and to family in the key areas of the use and protection of land and resources, the protection and service to the community; the strength of family and roles within family and how each relates to education, economics, political and spiritual practice.
Course Duration: 45 hours |
|
| INLG 162 | Ways of knowing: St’át’imc Social Foundations (3.0) |
| This course is an introduction to St’át’imc Social Foundation. It gives a fundamental overview of the concepts and worldview contained in key language words and stories. Students are introduced to the roles and responsibilities of individuals as Stʼatʼimc within their society in relation to the land, to community and to family in the key areas of the use and protection of land and resources, the protection and service to community: the strength of family and roles within family and how each relates to education, economics, political and spiritual practice.
Course Duration: 45 hours |
|
| INLG 163 | Ways of Knowing: Nadut’en Social Foundations (3.0) |
| This course is an introduction to Nadut’en Social Foundation. It gives a fundamental overview of the concepts and worldview contained in key Nadut’en language words and stories. Students are introduced to the roles and responsibilities of individuals as Nadut’en within their society in relation to the land, to community and to family in the key areas of the use and protection of land and resources, the protection and service to the community; the strength of family and roles within family and how each relates to education, economics, political and spiritual practice.
Course Duration: 45 hours |
|
| INLG 164 | Ways of Knowing: Secwépemc Social Foundations (3.0) |
| This course is an introduction to Secwépemc Social Foundation. It gives a fundamental overview of the concepts and worldview contained in key Secwepemc Language words and stories Students are introduced to the roles and responsibilities of individuals as Secwépemc within their society in relation to the land, to community and to family in the key areas of the use and protection of land and resources, the protection and service to the community; the strength of family and roles within family and how each relates to education, economics, political and spiritual practice.
Course Duration: 45 hours |
|
| INLG 165 | Ways of Knowing: Niwhkinic Social Foundations (3.0) |
| This course is an introduction to Niwhkinic Social Foundation. It gives a fundamental overview of the concepts and worldview contained in key Niwhkinic language words and stories Students are introduced to the roles and responsibilities of individuals as Niwhkinic within their society in relation to the land, to community and to family in the key areas of the use and protection of land and resources, the protection and service to the community; the strength of family and roles within family and how each relates to education, economics, political and spiritual practice.
Course Duration: 45 hours |
|
| INLG 166 | Ways of Knowing: Dakelh Social Foundations (3.0) |
| This course is an introduction to Dakelh social foundation. It gives a fundamental overview of the concepts and worldview contained in key Dakelh language words and stories. Learners are introduced to the roles and responsibilities of Dakelh individuals within their society in relation to the land, to community, and to family. Key topics include the use and protection of land and resources, the protection and service to the community, the strength of family, and the roles within family in how each relates to educational, economical, political, and spiritual practice.
Course Duration: 45 hours |
|
| INLG 180 | Dynamics of Indigenous Language Shift (3.0) |
| This course introduces the human dynamics of political and social factors associated with Indigenous language shift and language loss which includes the profound psychological, intellectual, and spiritual effects on individuals, families, communities, and cultures. Language revitalization is explored as a source of healing and empowerment.
Course Duration: 45 hours |
|
| INLG 181 | Issues, Principles and Practices in Language Revitalization (3.0) |
| This course introduces contemporary issues as well as principles and practice models in the revival, maintenance, and revitalization of Indigenous languages in Canada and around the world. Participants identify community assets supporting individual, family, and community language revitalization.
Course Duration: 45 hours |
|
| INLG 260 | Ways of Knowing: The Syilx Land Culture (3.0) |
| This course will introduce students to the study of pre-contact Okanagan culture. Traditional knowledge, systems and practices are examined to roles and responsibilities, worldview, philosophy, and spirituality.
Course Duration: 45 hours |
|
| INLG 261 | Ways of Knowing: The Nłeʔkepmx Land and Culture (3.0) |
| This course will introduce students to the study of pre-contact Nłeʔkepmx culture. Traditional knowledge, systems and practices are examined in relation to roles and responsibilities, worldview, philosophy and spirituality.
Course Duration: 45 hours |
|
| INLG 262 | Ways of Knowing: The Stʼatʼimc Land Culture (3.0) |
| This course will introduce students to the study of pre-contact Stʼatʼimc culture. Traditional knowledge, systems and practices are examined to roles and responsibilities, worldview, philosophy, and spirituality.
Course Duration: 45 hours |
|
| INLG 263 | Ways of Knowing: The Nadut’en Land Culture (3.0) |
| This course will introduce students to the study of pre-contact Nadut’en culture. Traditional knowledge, systems and practices are examined in relation to roles and responsibilities, worldview, philosophy and spirituality.
Course Duration: 45 hours |
|
| INLG 264 | Ways of Knowing: The Secwépemc Land and Culture (3.0) |
| This course will introduce students to the study of pre-contact Secwépemc culture. Traditional knowledge, systems and practices are examined in relation to roles and responsibilities, worldview, philosophy and spirituality.
Course Duration: 45 hours |
|
| INLG 265 | Ways of Knowing: The Niwhkinic Land and Culture (3.0) |
| This course will introduce students to the study of pre-contact Niwhkinic culture. Traditional knowledge, systems and practices are examined in relation to roles and responsibilities, worldview, philosophy and spirituality.
Course Duration: 45 hours |
|
| INLG 266 | Ways of Knowing: The Dakelh Land & Culture (3.0) |
| This course will introduce learners to the study of pre-contact Dakelh culture. Traditional knowledge, systems, and practices are examined in relation to roles and responsibilities, worldviews, philosophy, and spirituality.
Course Duration: 45 hours |
|
| INST 050 | Indigenous Studies I (0.0) |
| This social history course examines the impacts on First Nations lives during the Colonial Period in Canada covering topics such as the fur trade, railway, gold rush, missionaries, diseases, and role of women, through to the World Wars.
Course Duration: 60 hours |
|
| INST 060 | Indigenous Studies II (0.0) |
| This course is designed to provide students with a knowledge base and understanding of indigenous peoples. Students will explore how history corresponds to the situation indigenous peoples are currently in. The following themes are included: impacts of colonization, epidemics, settlement, indigenous resistance and survival, and the nation rebuilding processes operating in indigenous communities. Emphasis will be the respective nation on whose territory the course is delivered.
Course Duration: 45 hours |
|
| INST 105 | Teachings from the Land (3.0) |
| This course will be taught in conjunction with Elders and Knowledge Keepers in a land-based and classroom setting. Learning will involve a unique combination of culturally specific topics that will encompass traditional and contemporary understandings of land and Community. The course will focus on interconnectedness, reciprocity, responsibility, and Storywork to revitalize, preserve, and utilize traditional knowledge. Learners will participate in experiential learning and ceremonies to learn about the cultural significance of specific landscapes, traditional resource use, seasonal teachings, and the importance of Indigenous languages in conveying land-based wisdom. Traditional values and practices will be explored to understand the ongoing relationship between land, identity, and Community.
Course Duration: 45 hours |
|
| INST 108 | General Introduction to First Nations Issues (3.0) |
| Major interdependency themes of Canada’s First Nations after European contact, including historical demography, economic interdependency, missionary encounters, and relations with the Canadian state.
Course Duration: 45 hours |
|
| INST 162 | Native Education in Canada (3.0) |
| This class will enable students to gain a greater understanding of the educational policies, both federal and provincial, that have guided the educational approaches towards the First Nations of Canada; both children and adults. This class will first provide a historical overview of government legislation and policy pertaining to education. This will be followed by an examination of the education system in the context of contemporary Canadian society. Further, we will investigate the educational pedagogy of First Nations; drawing from culturally specific regions. Finally, this class will assess First Nation educational initiatives over the past twenty-five years.
Course Duration: 45 hours |
|
| INST 201 | Native Art History I (3.0) |
| A survey of the evolution of styles and concepts of First Nations art forms from prehistoric to the advent of “modern art”. The main regions discussed are: Northwest Coast, Plateau, Western Sub-Arctic and Arctic, Plains and Woodlands.
Course Duration: 45 hours |
|
| INST 240 | Indigenous Philosophy, A World View Perspective (3.0) |
| This course will introduce students to some of the major philosophical principles and concepts of Indigenous peoples. These topics will include but will not be limited to the ecological foundations of Native knowledge, the social and spiritual function of art and storytelling, the concept of interrelatedness, the social structure of Native communities, the science of healing with natural medicines, the importance of sacred spaces, the cosmological origin of Native peoples, and the Tree of Life. Students will also be introduced to some of the key elements in political philosophy that affect Native peoples, such as the issue of land title and sovereignty. While this course will review these principles and concepts within a broader context, the importance of these ideas to individual Indigenous nations will also be considered.
Course Duration: 45 hours |
|
| INST 241 | First Nations Women’s Cultural Development I (3.0) |
| This course forms an integral and unique part of NVIT. This course, taught in conjunction with knowledgeable Elders, is aimed at providing students with the opportunity to: (1) compare their knowledge systems and philosophical appreciation for First Nations cultures including values, philosophies, survival skills, technologies, arts and ceremonies; and (2) to compare and examine how various aspects of First Nations cultural values and practices can be incorporated into and enhance their learning experience.
Course Duration: 45 hours |
|
| INST 242 | First Nations Women’s Cultural Development II (3.0) |
| This course will regularly engage students in appropriate projects and experiential learning activities. Traditional settings such as camps will be utilized as learning environments for transmitting both cultural and academic knowledge. In conjunction with knowledgeable Elders students will engage in traditional healing practices such as talking circles, moontime ceremonies, womanhood ceremonies, fasting and sweatlodge ceremonies.
Course Duration: 45 hours |
|
| INST 245 | Okanagan Cultural Development I (3.0) |
| This course will introduce students to the study of pre-contact Okanagan culture. Traditional knowledge, systems and practices are examined in relation to roles and responsibilities, worldview, philosophy and spirituality.
Course Duration: 45 hours |
|
| INST 246 | Okanagan Cultural Development II (3.0) |
| This course examines the impact of contact and colonization on the Okanagan people. The underlying value system is examined in relation to the consequent changes to Okanagan culture. This course recognizes that material culture changes but Okanagan values remain. Traditional values and practices are explored to determine how they shape and inform contemporary Okanagan cultural practice and identity.
Course Duration: 45 hours |
|
| INST 247 | Nsyilx Studies: Leadership (3.0) |
| This course provides an in-depth study of the meanings contained in Nsyilxcen words associated with the concept of leadership, and an overview of the complexity of the way historical and contemporary leadership is viewed by the Okanagan People. Students will study the foundations of good leadership in terms of the roles, responsibilities and obligations that are expected of Okanagan individuals to taking leadership roles in whatever area of endeavor. Students will review the traditional oral Captiklw stories that are relevant to leadership and decision making. They will be given a foundation in the role of sk’ulst (training) sc’a’xc’axw (discipline) and kswitmist (dedication). Students will review and analyze various leadership roles and responsibilities within contemporary Okanagan society, including political leadership, spiritual leadership, education leadership, service leadership traditional, community leadership and family leaderships.
Course Duration: 45 hours |
|
| INST 250 | Okanagan Curriculum/Materials Development (3.0) |
| This course provides a foundation in theory and practice for curriculum and materials development. Indigenous Peoples’ language preservation projects are studied and critiqued. Students will develop a culturally informed Okanagan language oriented curriculum project and action plan.
Course Duration: 45 hours |
|
| INST 271 | Land Title: A Global Perspective (3.0) |
| This course surveys the Land Title and governance issues affecting other indigenous nations and will be examined within their historical and cultural contexts. Current issues affecting aboriginal title, sovereignty and Indigenous governance will also be examined. International principles of treaty making will be critiqued.
Course Duration: 45 hours |
|
| INST 275 | First Nation Law (3.0) |
| This course will critically examine the practices of First Nation, Metis, and Inuit Law from historical/traditional and contemporary perspective. Students will examine how First Nation, Metis, and Inuit communities practiced social harmony, both in the past in the present.
Course Duration: 45 hours |
|
| INST 290 | Research Methods (3.0) |
| This course introduces the theory and methods of applied research in First Nation communities. Ethics, protocols, and community and regional prioritization will be examined. Documentation of oral traditions and texts will be studied.
Course Duration: 45 hours |
|
| INST 301 | Indigenous Writing (3.0) |
| A writing-intensive course examining approaches to writing Indigenous research: Representation and the Other; Indigenous critiques of research and representation; Indigenous, feminist and cultural studies approaches to writing ethnography, oral history, and related research methods.
Course Duration: 45 hours |
|
| INST 308 | Indigenous Women: Perspectives (3.0) |
| The course examines the roles of Indigenous women, historically, traditionally, and in contemporary context. The course will examine the global themes in Indigenous women’s current political situation, the history of activism and social struggles to transcend the colonial legacy that continues to constrain them. However, a majority of the course will focus on Canadian Indigenous women. Themes and issues relating to the historical and contemporary experiences, gender issues; evolution and political function of stereotypes of Indigenous women; history of Canadian legislation regulating Indigenous identity; relevance of feminist analysis; and history of activism. The course will also discuss current issues and concerns as they are constructed, reported on, and circulated in popular culture including the National Inquiry into Murdered Missing Indigenous Women and Girls (MMIWG) and the #MeToo movement.
Course Duration: 45 hours |
|
| INST 340 | Indigenous Digital Storytelling (3.0) |
| This course will provide students with the opportunity to speak with and learn from Indigenous Elders and community members. Students will inquire about indigenous philosophies, stories, and teachings and will create digital stories that share authentic Indigenous voices. Digital Storytelling is one way to decolonize education and give voice to Indigenous Elders, women, and groups.
Course Duration: 45 hours |
|
| INST 341 | Indigenous Healing Practices (3.0) |
| This course focuses on the traditional healing practices and cultural protocols of a local Indigenous group, or a specific healing practice across several Indigenous groups. Students are expected to participate in the organization and preparation of one or more traditional healing practices.
Course Duration: 45 hours |
|
| INST 350 | Image Of The Indian In Film (3.0) |
| This course explores the history of images of the Indian in film and how such images continue to influence the ongoing relationships between Indigenous and settler societies today. Included in this course is an exploration of the images presented by Indigenous filmmakers themselves.
Course Duration: 45 hours |
|
| INST 371 | Indigenous Leadership (3.0) |
| This course explores pre-colonial to modern styles of Indigenous Leadership and focuses on the ways in which Indigenous leaders have shaped, and continue to shape, the cultural, political, and economic fabric of modern Canada. Topics may include but are not limited to the following: Indigenous political bodies, human rights, resource development, global pressures, customary law, treaties, Declaration on the Rights of Indigenous Peoples (UNDRIP), Truth and Reconciliation Commission Canada (TRC) and Supreme Court cases.
Course Duration: 45 hours |
|
| INST 440 | Oral Tradition and Epistemology of Indigenous People (3.0) |
| This course examines the foundations of oral traditions and oral history method. It explores the ways in which Indigenous spirituality differs from Western religions and the impact of this on Indigenous and non-Indigenous worldviews, and ways of understanding and relating in the world.
Course Duration: 45 hours |
|
| INST 470 | Traditional Ecological Knowledges (3.0) |
| This course explores Indigenous approaches to botany, zoology, and ecology. Possible topics include classification, traditional ecological knowledge, harvesting, natural resource management, animal care, and relationships to other aspects of Indigenous life, culture, and land claims. Emphasis is on local traditional knowledge.
Course Duration: 45 hours |
|
| MATH 020 | ALFM LEVEL I & II (0.0) |
| This British Columbia Adult Literacy Fundamental Mathematics (ALFM) Level I and Level II course will give students a strong foundation of basic skills, concepts, mathematical vocabulary, and problem solving strategies to prepare them to meet personal, career or further academic goals. Both Level I and Level II outcomes must be met to satisfy the requirements for this course. MATH 020 is the prerequisite for MATH 030. Some of the topics include whole numbers, operations, and estimation.
Course Duration: 60 hours |
|
| MATH 030 | ALFM LEVEL III & IV (0.0) |
| This British Columbia Adult Literacy Fundamental Mathematics (ALFM) Level III and Level IV course will give students a stronger foundation of basic skills, concepts, mathematical vocabulary, and problem solving strategies to prepare them to meet personal, career or further academic goals. Both Level III and Level IV outcomes must be met to satisfy the requirements for this course. MATH 030 is the prerequisite for MATH 040. Some of the topics include whole numbers, operations, decimals and word problems.
Course Duration: 60 hours |
|
| MATH 040 | ALFM LEVEL V & VI (0.0) |
| This British Columbia Adult Literacy Fundamental Mathematics (ALFM) Level V and Level VI course continues in giving students a stronger foundation of basic skills, concepts, mathematical vocabulary, and problem solving strategies to prepare them to meet personal, career or further academic goals. Both Level V and Level VI outcomes must be met to satisfy the requirements for this course. MATH 040 is the prerequisite for MATH 041. Some of the topics include whole numbers, operations, decimals, word problems fractions, and dealing with factors.
Course Duration: 90 hours |
|
| MATH 041 | Introductory Algebra I (0.0) |
| The British Columbia ABE Intermediate Level Mathematics course enables adult learners to acquire mathematical knowledge, skills, and strategies needed to enter appropriate higher level courses or to satisfy personal or career goals. MATH 041 is a course that prepares students with the introductory algebraic concepts that must be understood prior to taking MATH 055 or MATH 057. Some of the topics include rational numbers, measurement, ratios and proportions, linear relations, polynomials and algebra.
Course Duration: 90 hours |
|
| MATH 050 | Introduction to Algebra (0.0) |
| MATH 050 is an introductory algebra course intended for students who have not studied algebra but have a firm background in basic mathematics. Topics include real numbers and algebraic expressions, solving equations and inequalities, operations and factoring, graphs of equations and inequalities, systems of equations, quadratics, radical expressions and equations, and trigonometry.
Course Duration: 90 hours |
|
| MATH 051 | Intermediate Algebra (0.0) |
| A continuation of MATH 050 in intermediate Algebra, it completes the requirement for the BC secondary school Pre-Calculus of Math 11 equivalent Algebra course, and prepares students for post-secondary math courses requiring PC Math 11.
Course Duration: 90 hours |
|
| MATH 053 | Business/Technical Mathematics (0.0) |
| The British Columbia ABE Advance Level Business/Technical Mathematics course provides the student with practical applications useful in future vocational training, careers, or personal life. MATH 053 can be used as a prerequisite for MATH 057. Some of the topics include real numbers, first degree equations and inequalities, graphing, consumer mathematics, finance, data analysis, trigonometry, and algebra.
Course Duration: 90 hours |
|
| MATH 055 | Introduction to Algebra II (0.0) |
| The British Columbia ABE Advanced Level – Foundations Mathematics course is a further introductory algebra course intended for students who have studied little to no algebra but have a firm background in basic mathematics. This course provides students with enough algebra, geometry, and/or trigonometry to satisfy grade 11 prerequisites for some vocational, career, technical, and/or further academic programs. MATH 055 can be used as a prerequisite for MATH 057. Some of the topics include algebra, linear relations and systems, functions, quadratics, geometry and trigonometry.
Course Duration: 90 hours |
|
| MATH 057 | Intermediate Algebra I (0.0) |
| The British Columbia ABE Advanced Level – Developmental Mathematics course provides students with sufficient algebra, geometry, and trigonometry to satisfy grade 11 prerequisites for some vocational, career, technical, and/or further academic programs. MATH 057 is the prerequisite for MATH 059 Advanced Level Algebraic Mathematics. Some of the topics include linear equations and inequalities, linear systems, polynomials, rational and radical expressions, quadratic and trigonometric equations.
Course Duration: 90 hours |
|
| MATH 059 | Intermediate Algebra II (0.0) |
| The British Columbia ABE Advanced Level – Algebraic Mathematics course is a continuation of MATH 057 in intermediate algebra. It completes the requirement for the BC secondary school Pre-Calculus Math 11 equivalent algebra course and prepares students for post-secondary math courses and programs requiring Pre-Calculus Math 11. MATH 059 is the prerequisite for MATH 060 Provincial Level Algebra and Trigonometry. Some of the topics include linear systems of equations and inequalities, functions and their graphs, quadratic, rational, radical, polynomial and trigonometric functions.
Course Duration: 90 hours |
|
| MATH 060 | Provincial Level Math I (0.0) |
| This Provincial Math course is designed to prepare students with the necessary algebra and trigonometry skills to undertake programs requiring an Algebra 12 qualification. It encompasses a study of linear, quadratic, logarithmic and trigonometric functions.
Course Duration: 90 hours |
|
| MATH 061 | Provincial Level Math II (0.0) |
| This Provincial Math level math course completes the study of the subject areas necessary for the completion of Precalculus of Math 12. It includes the study of complex numbers, conic sections, arithmetic and geometric sequences and series, an introduction to statistics and an introduction to calculus.
Course Duration: 90 hours |
|
| MATH 063 | Algebra & Trigonometry (0.0) |
| The British Columbia ABE Provincial Level – Algebra and Trigonometry course provides adult learners with the knowledge and skills in algebra and trigonometry necessary for entry to technical, vocational and career programs that require Math 12 equivalency as a prerequisite and for future study in higher-level math courses at college/university. MATH 063 is the prerequisite for MATH 065 Provincial Level Calculus. Some of the topics include polynomial and rational functions, exponential and logarithmic functions, trigonometric functions, and sequences and series.
Course Duration: 90 hours |
|
| MATH 065 | Calculus (0.0) |
| The ABE Provincial Level Calculus course is designed to (1) provide students with the mathematical knowledge and skills needed for post-secondary academic and career programs and (2) ease the transition from Provincial Level Mathematics to first year Calculus at college and university. Some of the topics include limits, derivatives and their applications, and the anti-derivative.
Course Duration: 90 hours |
|
| MATH 120 | Introduction to Statistics (3.0) |
| This course introduces the student to basic statistical methods for analyzing both a quantitative and qualitative information, including graphic methods, sampling, descriptive statistics and inferential statistics. The relationship of statistics to research methods is discussed.
Course Duration: 45 hours |
|
| MATH 140 | Technical Mathematics (3.0) |
| This course is designed to introduce students to the principles and practices of mathematics with applications to technologies. Topics include: number systems, algebraic concepts, analytic geometry, function and graphs, trigonometry, and basic statistics. This course will apply mathematical principles, so that they can be used in practical problem solving exercises specific to natural resources management.
Course Duration: 45 hours |
|
| MATH 190 | Mathematics for Elementary School Teachers (3.0) |
This course is designed for students who wish to enter an Elementary Teaching program. This course provides students with fundamental mathematical concepts and practices that will prepare them to teach the provincial mathematics curriculum. Students will explore subject matter in the following areas:
Course Duration: 45 hours |
MEDA - NLEK
| MEDA 100 | Medical Terminology I (2.0) |
| This course introduces learners to the medical language and terminology used by health care professionals. Learners will complete an introductory study of medical terms, including prefixes, suffixes, root words, abbreviations, pronunciation, and terminology related to disease processes of specific body systems.
Course Duration: 30 hours |
|
| MEDA 101 | Medical Terminology II (2.0) |
| In this course, learners will be introduced to the basic anatomy and physiology of the human body and the associated medical terminology. Based on the foundation gained from Medical Terminology I, learners will increase their knowledge and definitions of medical terms and increase their application of medical abbreviations. Learners will gain knowledge of the blood, lymphatic, musculoskeletal, skin, sensory, and endocrine systems. There will also be an emphasis on the medical vocabulary and knowledge necessary for the medical office assistant in the specialty areas of oncology, nuclear medicine, radiology, pharmacology, psychiatry, pathology, diagnostic testing, and clinical procedures.
Course Duration: 30 hours |
|
| MEDA 110 | Medical Office Practices (3.0) |
| This course introduces learners to the basic knowledge required to work in a medical office. They will have an introduction to medical terminology and the BC Medical Directory. Students will develop skills in appointment scheduling, entering patient information, reception and communication skills, filing, referrals, and pharmacology. Learners will learn the necessary supplies and procedures for inventory control and ordering.
Course Duration: 45 hours |
|
| MEDA 120 | Interpersonal Communications (3.0) |
| This course focuses on the development of self-awareness, increased understanding of others and development of effective interpersonal communication skills that can be used in a medical office setting. Students will develop and use communication techniques that demonstrate personal awareness, respect, and active listening skills applicable to working with diverse populations. Topics include conflict resolution, interpersonal and intercultural communication, cultural safety and sensitivity, and trauma informed care.
Course Duration: 45 hours |
|
| MEDA 130 | Medical Billing Procedures (3.0) |
| Learners will apply patient data entry skills in the preparation of day sheets and appointment schedules as required for medical billing. The emphasis of this course is on using correct fee item numbers and amounts as they apply to medical services rendered by the physician. Students will submit for payment to the Medical Services Plan (MSP) of British Columbia (BC), WorkSafe BC, First Nations Health Authority, Insurance Corporation of BC (ICBC) and allied health providers as well as out-of-province insurance claims and private billing. Learners will examine how to use the Medical Service Plan of BC, billing schedules, and preambles using computerized medical billing software, inclusive of Electronic Medical Records (EMRs) systems.
Course Duration: 45 hours |
|
| MEDA 140 | Medical Transcription Skills (3.0) |
| This course will provide students with the core skills necessary for the transcription of medical reports from oral dictation, using transcription technology, editing and proofreading skills, and word processing software. Students will be introduced to medical specialty fields, including related anatomy diagnostic procedures, diseases, and conditions.
Course Duration: 45 hours |
|
| MEDA 150 | Clinical Procedures (3.0) |
| This course focuses on clinical procedures and tests performed in medical settings, including using instruments, equipment, and supplies. Learners are taught relevant theories about clinical procedures as well as how to take and chart vital signs, collect specimens, test visual acuity, and prepare the required equipment for specialty examinations and minor surgical procedures. Learners will learn to perform basic laboratory tests, assist the physician, and prepare patients for specific tests, procedures, and examinations. Emphasis is placed on establishing and maintaining medical and surgical asepsis and properly disposing of bio-hazardous materials.
Course Duration: 45 hours |
|
| MEDA 160 | Medical Office Practicum (3.0) |
| This 3-week practicum provides students with the opportunity to apply, develop, and advance the skills learned in the classroom in a practicum setting. This three-week practicum occurs in either a physician’s office, clinic, hospital department, or related healthcare facility. Students will assist with day-to-day operations and apply industry-specific concepts and procedures. The learner will maintain a journal throughout, and after the practicum is complete, learners will prepare and deliver a presentation that describes their practicum experience to peers and faculty.
Course Duration: 105 hours |
|
| NADU 110 | Nadut’en Language: Pronunciation – Learning the Sounds (3.0) |
| Nadut’en language proficiency in adult learners prepares them for learning and hearing Nadut’en language sounds. The student will actively participate in an Nadut’en introduction to Nadut’en language. Instruction method develops proper pronunciation skills in the separate sounds of Nadut’en language, develops recognition and differentiation of separate sounds in speech. This method provides the learner with foundational communication skills as a beginner learner.
Course Duration: 45 hours |
|
| NADU 111 | Nadut’en Language Pronunciation – Root Syllables (3.0) |
| This course will provide students with an understanding of the polysynthetic syllable structures as they apply to the Nadut’en language for pronunciation in constructing words. These structures are crucial for the student’s the way Nadut’en language root syllables are essential to construct meaning and their part in word construction and word meaning. Root structures are foundational for understanding root morphemes. Instruction and activities will include English and the Nadut’en language
Course Duration: 45 hours |
|
| NADU 112 | Introduction to Writing Nadut’en (3.0) |
| This course will introduce the Nadut’en language orthography and develop the ability for reading, writing and in the context of continued pronunciation. Students will apply foundational writing based on previous knowledge and pronunciation skills to improve learning in Nadut’en language.
Course Duration: 45 hours |
|
| NADU 120 | Nadut’en Language in Everyday Social Language (3.0) |
| This course will introduce students to Nadut’en Language proficiency in adult learners. The student will actively participate in an oral Nadut’en language class. Instruction method provides new vocabulary words and phrases essential in everyday social use. Greetings, introductions, basic questions, responses and other necessary word concept to function in everyday situations. Instructors are experienced in utilizing associative/cognitive (immersion) second language learning method combined with some aspects of total physical response as an instructional methodology.
Course Duration: 45 hours |
|
| NADU 121 | Nadut’en Everyday Action & Interaction (3.0) |
| This course develops Nadut’en language proficiency in adult learners. Students will actively participate in class action-based activities. Students will develop skills in interacting in oral Nadut’en language using basic foundational phrases for interactive contexts. All instruction and activities take place in the Nadut’en language. Total Physical Response (TPR) method will be used to imbed action contexts.
Course Duration: 45 hours |
|
| NADU 122 | Nadut’en Language Vocabulary in Place and Socio-Spatial Context I (3.0) |
| This course provides students with foundational immersion learning tools following the three principles of (a) leaving English behind, (b) relating to everything and every action in Nadut’en language and (c) re-learning the world in Nadut’en language. Fluent Nadut’en language speakers engage students in activities focused on increasing the interactive use of Nadut’en language in selected topics including (a) workplace action and description sentences and phrases, (b) school or place of learning action and description sentences and phrases, (c) gatherings (formal, feast, ceremonies, and meetings). (d) action and description sentences and phrases and (e) elders home visits, action and description sentences and phrases will be given.
Course Duration: 45 hours |
|
| NADU 130 | Nadut’en Language Entry Tools: Introduction to Full Immersion (3.0) |
| This course is an introductory-level to a full immersion course. It provides students Nadut’en language immersion-learning tools following the principles of leaving English behind, and conveying every object and process in Nadut’en language. Students will be relearning the world in Nadut’en language. The course provides immersion learners with essential Nadut’en language phrases to assist them with words, phrases that allows them to interact and ask for repetition or slowing down or demonstrating. Students will learn the use of basic phrases as well as the process of participating in an immersion setting.
Course Duration: 45 hours |
|
| NADU 131 | Nadut’en Language Special Topics – Immersion (3.0) |
| This course uses a special topics approach to expose and immerse students in the Nadut’en language. Students will enhance their basic knowledge and ability to speak the Nadut’en language within a topical context. Students will gain sufficient knowledge to understand, listen and speak sufficient vocabulary related to each special topic. Special topics may include one or more of the following: medicine protocols, roots, berries, feasts, and hunting/fishing protocols, depending on the time of year the course is conducted.
Course Duration: 45 hours |
|
| NADU 132 | Nadut’en Language Interpersonal Interactions through Immersion Learning (3.0) |
| This course is a total immersion course. It utilizes supervised fluent speakers to engage students in an interpersonal foundational conversation in Nadut’en language. The goal is to assist development of oral use in soci-spatial contexts. To assist development of phrasing fluency using personal and emphatic first, second and third person pronouns in selected real-world settings.
Course Duration: 45 hours |
|
| NADU 210 | Nadut’en Language Linguistics/Literacy (3.0) |
| This course provides a foundation in theory and practice in linguistics and literacy. Students will learn the processes that occur in word formation, phrase formation, and sentence formation. A general introduction to linguistics will be given.
Course Duration: 45 hours |
|
| NADU 211 | Nadut’en Language Translation / Transliteration (3.0) |
| This course provides foundation in theory and practice for transcribing and translating Nadut’en language oral text. Students will transcribe and translate texts and/or tapes using the International Phonetic Alphabet. As a part of this course, students will develop touch-keyboarding skills using the Nadut’en language font. There will be a basic introduction to linguistic processes such as phonology, phonetics, morphology and syntax. There will also be practice in transcribing and reading texts.
Course Duration: 45 hours |
|
| NADU 220 | Nadut’en Language Vocabulary in Place and Socio-Spatial Context II (3.0) |
| This course provides students with increased active immersion learning tools following the three principles of (a) leaving English behind, (b) relating to everything and every action in Nadut’en language and (c) re-learning the world in Nadut’en language. Fluent Nadut’en language speakers engage students in activities focused on increasing the interactive use of Nadut’en language in selected topics including: (a) a story gathering convened by students, (b) a special feast with elders with elders convened by students, (c) a visit to a sacred sited convened by students and (d) a visit to a traditional gathering selected by students.
Course Duration: 45 hours |
|
| NADU 221 | Nadut’en Language Translation / Transliteration (3.0) |
| This course will expose the student to the basics structure and syntax of Nadut’en language. Topics include an overview of the Nadut’en languages with regard to patterns and rules of various components of language. This course will also cover the introductory linguistic components of phonetics, phonology and morphology as it relates to Nadut’en language. Including descriptive components of sentence building.
Course Duration: 45 hours |
|
| NADU 230 | Nadut’en Language Connections: Context Through Immersion Learning (3.0) |
| This course will focus on developing listening and speaking for using Nadut’en language in situational contexts. Students will apply previous knowledge and communication skills to improve or increase vocabulary to connect ideas to everyday situational contexts in Nadut’en language. Practical application to situations within schools/classroom, community gatherings and formal situations.
Course Duration: 45 hours |
|
| NADU 231 | Nadut’en Language Place and Time: Context Through Immersion Learning (3.0) |
| This course is a full immersion course. It utilizes supervised fluent speakers to engage student in full-immersion activities in Nadut’en language use. This course will develop proficiency and fluency in contextualizing the speaker and the receiver and third persons in real world situations. The course will increase vocabulary use of simple explanatory statements, responses to questions, use of spatial indicators and appropriate pronoun designations and time differentiation related to present, past and future contexts.
Course Duration: 45 hours |
|
| NADU 330 | Nadut’en Language Immersion: Pod/Cohort Learning through Multiple Mentors (6.0) |
| This course builds on the apprentice Nadut’en language Immersion where students will expand beyond the elements of the language learning tools (literacy) and communication (phrases for use). Students will be a part of the “Mentor pod” process which is unique in that students will be with a cohort of advanced immersion leaners moving from one fluent Elder Mentor to another (rather than having one Elder per one speaker). Students will have immersion topics with each of the fluent Elder Mentors.
Course Duration: 90 hours |
|
| NADU 350 | Nadut’en Language Immersion: Introduction to Mentored Special Topics (3.0) |
| This course is an introductory apprenticeship course. The course provides students immersion learning following a master apprentice model. Fluent Nadut’en language speakers engage students in total immersion sessions focused on increasing the use of Nadut’en language by pairing students with community or family Mentor Fluent or Elder speakers. To develop an instructor guided Mentored learning plan including selecting a Mentor Fluent or Elder speaker to commit to homework with. Developing a day-by-day Mentor/learner setting and topics plan for seven selected sessions approved by Instructor and Mentor Fluent or Elder speaker (to be carried out by the student and monitored, observed and evaluated by the Instructor).
Course Duration: 45 hours |
|
| NEHI 110 | Nēhiyawēwin Introduction (3.0) |
| Students will be introduced to the Nēhiyawēwin language primarily through listening and speaking. Emphasis will be placed on the development of listening, pronunciation, and conversational skills. Understanding grammatical structures and the sounds associated with Nēhiyawēwin will be considered essential. Integral to this course will be an introduction to basic language protocols and oral traditions. No prior knowledge of the language is expected for this entry level course.
Course Duration: 45 hours |
|
| NIWH 110 | Niwhkinic Language: Pronunciation – Learning the Sounds (3.0) |
| Niwhkinic language proficiency in adult learners prepares them for learning and hearing Niwhkinic language sounds. The student will actively participate in an Niwhkinic introduction to Niwhkinic language. Instruction method develops proper pronunciation skills in the forty-seven separate sounds of Niwhkinic language, develops recognition and differentiation of separate sounds in speech. This method provides the learner with foundational communication skills as a beginner learner.
Course Duration: 45 hours |
|
| NIWH 111 | Niwhkinic Language Pronunciation – Root Syllables (3.0) |
| This course will provide students with an understanding of the polysynthetic syllable structures as they apply to the Niwhkinic language for pronunciation in constructing words. These structures are crucial for the students to understand how the Niwhkinic language root syllables are essential to construct meaning and their part in word construction and word meaning. Root structures are foundational for understanding root morphemes. Instruction and activities will include English and the Niwhkinic language.
Course Duration: 45 hours |
|
| NIWH 112 | Introduction to Writing Niwhkinic Language (3.0) |
| This course will introduce the Niwhkinic language orthography and develop the ability for reading, writing and in the context of continued pronunciation. Students will apply foundational writing based on previous knowledge and pronunciation skills to improve learning in Niwhkinic language.
Course Duration: 45 hours |
|
| NIWH 120 | Niwhkinic Language in Everyday Social Language (3.0) |
| This course will introduce students to Niwhkinic language proficiency in adultlearners. The student will actively participate in an oral Niwhkinic language class. Instruction method provides new vocabulary words and phrases essential in everyday social use. Greetings, introductions, basic questions, responses and other necessary word concept to function in everyday situations. Instructors are experienced in utilizing associative/cognitive (immersion) second language learning method combined with some aspects of total physical response as an instructional methodology.
Course Duration: 45 hours |
|
| NIWH 121 | Niwhkinic Language Everyday Action & Interaction (3.0) |
| This course develops Niwhkinic language proficiency in adult learners. Students will actively participate in class action-based activities. Students will develop skills in interacting in oral Niwhkinic language using basic foundational phrases for interactive contexts. All instruction and activities take place in the Niwhkinic language. Total Physical Response (TPR) method will be used to imbed action contexts.
Course Duration: 45 hours |
|
| NIWH 122 | Niwhkinic Language Vocabulary in Place and Socio-Spatial Context I (3.0) |
| This course provides students with foundational immersion learning tools following the three principles of (a) leaving English behind, (b) relating to everything and every action in Niwhkinic language and (c) re-learning the world in Niwhkinic language. Fluent Niwhkinic language speakers engage students in activities focused on increasing the interactive use of Niwhkinic language in selected topics including (a) workplace action and description sentences and phrases, (b) school or place of learning action and description sentences and phrases, (c) gatherings (formal, feast, ceremonies, and meetings). (d) action and description sentences and phrases and (e) elders home visits, action and description sentences and phrases will be given.
Course Duration: 45 hours |
|
| NIWH 130 | Niwhkinic Language Entry Tools: Introduction to Full Immersion (3.0) |
| This course is an introductory-level to a full immersion course. It provides students Niwhkinic language immersion-learning tools following the principles of leaving English behind and conveying every object and process in Niwhkinic language. Students will be relearning the world in Niwhkinic language. The course provides immersion learners with essential Niwhkinic language phrases to assist them with words, phrases that allows them to interact and ask for repetition or slowing down or demonstrating. Students will learn the use of basic phrases as well as the process of participating in an immersion setting.
Course Duration: 45 hours |
|
| NIWH 131 | Niwhkinic Language Special Topics – Immersion (3.0) |
| This course uses a special topics approach to expose and immerse students in the Niwhkinic language. Students will enhance their basic knowledge and ability to speak the Niwhkinic language within a topical context. Students will gain sufficient knowledge to understand, listen and speak sufficient vocabulary related to each special topic. Special topics may include one or more of the following: medicine protocols, roots, berries, feasts, and hunting/fishing protocols, depending on the time of year the course is conducted.
Course Duration: 45 hours |
|
| NIWH 132 | Niwhkinic Language Interpersonal Interactions through Immersion Learning (3.0) |
| This course is a total immersion course. It utilizes supervised fluent speakers to engage students in an interpersonal foundational conversation in Niwhkinic Language. The goal is to assist development of oral use in soci-spatial contexts. To assist development of phrasing fluency using personal and emphatic first, second and third person pronouns in selected real-world settings.
Course Duration: 45 hours |
|
| NIWH 210 | Niwhkinic Language Linguistics/Literacy (3.0) |
| This course provides a foundation in theory and practice in linguistics and literacy. Students will learn the processes that occur in word formation, phrase formation, and sentence formation. A general introduction to linguistics will be given.
Course Duration: 45 hours |
|
| NIWH 211 | Niwhkinic Language Translation / Transliteration (3.0) |
| This course provides foundation in theory and practice for transcribing and translating Niwhkinic language oral text. Students will transcribe and translate texts and/or tapes using the International Phonetic Alphabet. As a part of this course, students will develop touch-keyboarding skills using the Niwhkinic language font. There will be a basic introduction to linguistic processes such as phonology, phonetics, morphology and syntax. There will also be practice in transcribing and reading texts.
Course Duration: 45 hours |
|
| NIWH 220 | Niwhkinic Language Structure and Syntax (3.0) |
| This course provides students with increased active immersion learning tools following the three principles of (a) leaving English behind, (b) relating to everything and every action in Niwhkinic language and (c) re-learning the world in Niwhkinic language. Fluent Niwhkinic language speakers engage students in activities focused on increasing the interactive use of Niwhkinic language in selected topics including: (a) a story gathering convened by students, (b) a special feast with elders with elders convened by students, (c) a visit to a sacred sited convened by students and (d) a visit to a traditional gathering selected by students.
Course Duration: 45 hours |
|
| NIWH 221 | Niwhkinic Language Structure and Syntax (3.0) |
| This course will expose the student to the basics structure and syntax of Niwhkiniclanguage. Topics include an overview of the Salishan languages with regard to patterns and rules of various components of language. This course will also cover the introductory linguistic components of phonetics, phonology and morphology as it relates to Niwhkinic language. Including descriptive components of sentence building.
Course Duration: 45 hours |
|
| NIWH 230 | Niwhkinic Language Connections: Context Through Immersion Learning (3.0) |
| This course will focus on developing listening and speaking for using Niwhkinic language in situational contexts. Students will apply previous knowledge and communication skills to improve or increase vocabulary to connect ideas to everyday situational contexts in Niwhkinic language. Practical application to situations within schools/classroom, community gatherings and formal situations.
Course Duration: 45 hours |
|
| NIWH 231 | Niwhkinic Language Place and Time: Context Through Immersion Learning (3.0) |
| This course is a full immersion course. It utilizes supervised fluent speakers to engage student in full-immersion activities in Niwhkinic language use. This course will develop proficiency and fluency in contextualizing the speaker and the receiver and third persons in real world situations. The course will increase vocabulary use of simple explanatory statements, responses to questions, use of spatial indicators and appropriate pronoun designations and time differentiation related to present, past and future contexts.
Course Duration: 45 hours |
|
| NIWH 330 | Niwhkinic Language Immersion: Pod/Cohort Learning through Multiple Mentors (6.0) |
| This course builds on the apprentice Niwhkinic language Immersion where students will expand beyond the elements of the language learning tools (literacy) and communication (phrases for use). Students will be a part of the “Mentor pod” process which is unique in that students will be with a cohort of advanced immersion leaners moving from one fluent Elder Mentor to another (rather than having one Elder per one speaker). Students will have immersion topics with each of the fluent Elder Mentors.
Course Duration: 90 hours |
|
| NIWH 350 | Niwhkinic Language Immersion: Introduction to Mentored Special Topics (3.0) |
| This course is an introductory apprenticeship course. The course provides students immersion learning following a master apprentice model. Fluent Niwhkinic language speakers engage students in total immersion sessions focused on increasing the use of Niwhkinic language by pairing students with community or family Mentor Fluent or Elder speakers. To develop an instructor guided Mentored learning plan including selecting a Mentor Fluent or Elder speaker to commit to homework with. Developing a day-by-day Mentor/learner setting and topics plan for seven selected sessions approved by Instructor and Mentor Fluent or Elder speaker (to be carried out by the student and monitored, observed and evaluated by the Instructor).
Course Duration: 45 hours |
|
| NLEK 110 | Nłeʔkepmx Language: Pronunciation – Learning the Sounds (3.0) |
| Nłeʔkepmx language proficiency in adult learners prepares them for learning and hearing Nłeʔkepmx language sounds. The student will actively participate in an Nłeʔkepmx introduction to Nłeʔkepmx language. Instruction method develops proper pronunciation skills in the forty-seven separate sounds of Nłeʔkepmx language, develops recognition and differentiation of separate sounds in speech. This method provides the learner with foundational communication skills as a beginner learner.
Course Duration: 45 hours |
|
| NLEK 111 | Nłeʔkepmx Language Pronunciation – Root Syllables (3.0) |
| This course will provide students with an understanding of the polysynthetic syllable structures as they apply to the Nłeʔkepmx language for pronunciation in constructing words. These structures are crucial for the student’s the way Nłeʔkepmx language root syllables are essential to construct meaning and their part in word construction and word meaning. Root structures are foundational for understanding root morphemes. Instruction and activities will include English and the Nłeʔkepmx language
Course Duration: 45 hours |
|
| NLEK 112 | Introduction to Writing Nłeʔkepmx (3.0) |
| This course will introduce the Nłeʔkepmx language orthography and develop the ability for reading, writing and in the context of continued pronunciation. Students will apply foundational writing based on previous knowledge and pronunciation skills to improve learning in Nłeʔkepmx language.
Course Duration: 45 hours |
|
| NLEK 120 | Nłeʔkepmx Language in Everyday Social Language (3.0) |
| This course will introduce students to Nłeʔkepmx Language proficiency in adult learners. The student will actively participate in an oral Nłeʔkepmx language class. Instruction method provides new vocabulary words and phrases essential in everyday social use. Greetings, introductions, basic questions, responses and other necessary word concept to function in everyday situations. Instructors are experienced in utilizing associative/cognitive (immersion) second language learning method combined with some aspects of total physical response as an instructional methodology.
Course Duration: 45 hours |
|
| NLEK 121 | Nłeʔkepmx Everyday Action & Interaction (3.0) |
| This course will introduce students to Nłeʔkepmx Language proficiency in adult learners. The student will actively participate in an oral Nłeʔkepmx language class. Instruction method provides new vocabulary words and phrases essential in everyday social use. Greetings, introductions, basic questions, responses and other necessary word concept to function in everyday situations. Instructors are experienced in utilizing associative/cognitive (immersion) second language learning method combined with some aspects of total physical response as an instructional methodology.
Course Duration: 45 hours |
|
| NLEK 122 | Nłeʔkepmx Language Vocabulary in Place and Socio-Spatial Context I (3.0) |
| This course provides students with foundational immersion learning tools following the three principles of (a) leaving English behind, (b) relating to everything and every action in Nłeʔkepmx language and (c) re-learning the world in Nłeʔkepmx language. Fluent Nłeʔkepmx language speakers engage students in activities focused on increasing the interactive use of Nłeʔkepmx language in selected topics including (a) workplace action and description sentences and phrases, (b) school or place of learning action and description sentences and phrases, (c) gatherings (formal, feast, ceremonies, and meetings). (d) action and description sentences and phrases and (e) elders home visits, action and description sentences and phrases will be given.
Course Duration: 45 hours |
|
| NLEK 130 | Nłeʔkepmx Language Entry Tools: Introduction to Full Immersion (3.0) |
| This course is an introductory-level to a full immersion course. It provides students Nłeʔkepmx language immersion-learning tools following the principles of leaving English behind, and conveying every object and process in Nłeʔkepmx language. Students will be relearning the world in Nłeʔkepmx language. The course provides immersion learners with essential Nłeʔkepmx language phrases to assist them with words, phrases that allows them to interact and ask for repetition or slowing down or demonstrating. Students will learn the use of basic phrases as well as the process of participating in an immersion setting.
Course Duration: 45 hours |
|
| NLEK 131 | Nłeʔkepmx Language Special Topics – Immersion (3.0) |
| This course uses a special topics approach to expose and immerse students in the Nłeʔkepmx language. Students will enhance their basic knowledge and ability to speak the Nłeʔkepmx language within a topical context. Students will gain sufficient knowledge to understand, listen and speak sufficient vocabulary related to each special topic. Special topics may include one or more of the following: medicine protocols, roots, berries, feasts, and hunting/fishing protocols, depending on the time of year the course is conducted.
Course Duration: 45 hours |
|
| NLEK 132 | Nłeʔkepmx Language Interpersonal Interactions through Immersion Learning (3.0) |
| This course uses a special topics approach to expose and immerse students in the Nłeʔkepmx language. Students will enhance their basic knowledge and ability to speak the Nłeʔkepmx language within a topical context. Students will gain sufficient knowledge to understand, listen and speak sufficient vocabulary related to each special topic. Special topics may include one or more of the following: medicine protocols, roots, berries, feasts, and hunting/fishing protocols, depending on the time of year the course is conducted.
Course Duration: 45 hours |
|
| NLEK 210 | Nłeʔkepmx Language Linguistics/Literacy (3.0) |
| This course provides a foundation in theory and practice in linguistics and literacy. Students will learn the processes that occur in word formation, phrase formation, and sentence formation. A general introduction to linguistics will be given.
Course Duration: 45 hours |
|
| NLEK 211 | Nłeʔkepmx Language Translation / Transliteration (3.0) |
| This course provides foundation in theory and practice for transcribing and translating Nłeʔkepmx language oral text. Students will transcribe and translate texts and/or tapes using the International Phonetic Alphabet. As a part of this course, students will develop touch-keyboarding skills using the Nłeʔkepmx language font. There will be a basic introduction to linguistic processes such as phonology, phonetics, morphology and syntax. There will also be practice in transcribing and reading texts.
Course Duration: 45 hours |
|
| NLEK 220 | Nłeʔkepmx Language Vocabulary in Place and Socio-Spatial Context II (3.0) |
| This course provides students with increased active immersion learning tools following the three principles of (a) leaving English behind, (b) relating to everything and every action in Nłeʔkepmx language and (c) re-learning the world in Nłeʔkepmx language. Fluent Nłeʔkepmx language speakers engage students in activities focused on increasing the interactive use of Nłeʔkepmx language in selected topics including: (a) a story gathering convened by students, (b) a special feast with elders with elders convened by students, (c) a visit to a sacred sited convened by students and (d) a visit to a traditional gathering selected by students.
Course Duration: 45 hours |
|
| NLEK 221 | Nłeʔkepmx Language Structure and Syntax (3.0) |
| This course will expose the student to the basics structure and syntax of Nłeʔkepmx language. Topics include an overview of the Salishan languages with regard to patterns and rules of various components of language. This course will also cover the introductory linguistic components of phonetics, phonology and morphology as it relates to Nłeʔkepmx language. Including descriptive components of sentence building.
Course Duration: 45 hours |
|
| NLEK 230 | Nłeʔkepmx Language Connections: Context Through Immersion Learning (3.0) |
| This course will focus on developing listening and speaking for using Nłeʔkepmx language in situational contexts. Students will apply previous knowledge and communication skills to improve or increase vocabulary to connect ideas to everyday situational contexts in Nłeʔkepmx language. Practical application to situations within schools/classroom, community gatherings and formal situations.
Course Duration: 45 hours |
|
| NLEK 231 | Nłeʔkepmx Language Place and Time: Context Through Immersion Learning (3.0) |
| This course is a full immersion course. It utilizes supervised fluent speakers to engage student in full-immersion activities in Nłeʔkepmx language use. This course will develop proficiency and fluency in contextualizing the speaker and the receiver and third persons in real world situations. The course will increase vocabulary use of simple explanatory statements, responses to questions, use of spatial indicators and appropriate pronoun designations and time differentiation related to present, past and future contexts.
Course Duration: 45 hours |
|
| NLEK 330 | Nłeʔkepmx Language Immersion: Pod/Cohort Learning through Multiple Mentors (6.0) |
| This course builds on the apprentice Nłeʔkepmx language Immersion where students will expand beyond the elements of the language learning tools (literacy) and communication (phrases for use). Students will be a part of the “Mentor pod” process which is unique in that students will be with a cohort of advanced immersion leaners moving from one fluent Elder Mentor to another (rather than having one Elder per one speaker). Students will have immersion topics with each of the fluent Elder Mentors.
Course Duration: 90 hours |
|
| NLEK 350 | Nłeʔkepmx Language Immersion: Introduction to Mentored Special Topics (3.0) |
| This course builds on the apprentice Nłeʔkepmx language Immersion where students will expand beyond the elements of the language learning tools (literacy) and communication (phrases for use). Students will be a part of the “Mentor pod” process which is unique in that students will be with a cohort of advanced immersion leaners moving from one fluent Elder Mentor to another (rather than having one Elder per one speaker). Students will have immersion topics with each of the fluent Elder Mentors.
Course Duration: 45 hours |
NSYL - RCST
| NSYL 110 | Nsyilxcen Language: Pronunciation – Learning the Sounds (3.0) |
| Nsyilx language proficiency in adult learners prepares them for learning and hearing Nsyilx language sounds. The student will actively participate in an Nsyilx introduction to Nsyilx language. Instruction method develops proper pronunciation skills in the forty-seven separate sounds of Nsyilx language, develops recognition and differentiation of separate sounds in speech. This method provides the learner with foundational communication skills as a beginner learner.
Course Duration: 45 hours |
|
| NSYL 111 | Nsyilxcen Pronunciation – Root Sounds (3.0) |
| This course will provide students with an understanding of the polysynthetic syllable structures as they apply to the Nsyilx language for pronunciation in constructing words. These structures are crucial for the student’s the way Nsyilx language root syllables are essential to construct meaning and their part in word construction and word meaning. Root structures are foundational for understanding root morphemes. Instruction and activities will include English and the Nsyilx language.
Course Duration: 45 hours |
|
| NSYL 112 | Nsyilxcen Vocabulary in Place and Socio-Spatial Context I (3.0) |
| This course will introduce the Nsyilxcen orthography and develop the ability for reading, writing and in the context of continued pronunciation. Students will apply foundational writing based on previous knowledge and pronunciation skills to improve learning in Nsyilxcen.
Course Duration: 45 hours |
|
| NSYL 120 | Nsyilxcen Everyday Social Language (3.0) |
| This course will introduce students to Nsyilxcen Language proficiency in adult learners. The student will actively participate in an oral Nsyilxcen language class. Instruction method provides new vocabulary words and phrases essential in everyday social use. Greetings, introductions, basic questions, responses and other necessary word concept to function in everyday situations. Instructors are experienced in utilizing associative/cognitive (immersion) second language learning method combined with some aspects of total physical response as an instructional methodology.
Course Duration: 45 hours |
|
| NSYL 121 | Nsyilxcen Everyday Action & Interaction (3.0) |
| This course develops Nsyilxcen language proficiency in adult learners. Students will actively participate in class action-based activities. Students will develop skills in interacting in oral Nsyilxcen language using basic foundational phrases for interactive contexts. All instruction and activities take place in the Nsyilx language. Total Physical Response (TPR) method will be used to imbed action contexts.
Course Duration: 45 hours |
|
| NSYL 122 | Nsyilxcen Vocabulary in Place and Socio-Spatial Context I (3.0) |
| This course provides students with foundational immersion learning tools following the three principles of (a) leaving English behind, (b) relating to everything and every action in Nsyilxcen language and (c) re-learning the world in Nsyilxcen language. Fluent Nsyilxcen language speakers engage students in activities focused on increasing the interactive use of Nsyilxcen language in selected topics including (a) workplace action and description sentences and phrases, (b) school or place of learning action and description sentences and phrases, (c) gatherings (formal, feast, ceremonies, and meetings). (d) action and description sentences and phrases and (e) elders home visits, action and description sentences and phrases will be given.
Course Duration: 45 hours |
|
| NSYL 130 | Nsyilxcen Language Entry Tools: Introduction to Full Immersion (3.0) |
| This course is an introductory-level to a full immersion course. It provides students Nsyilxcen language immersion-learning tools following the principles of leaving English behind, and conveying every object and process in Nsyilxcen language. Students will be relearning the world in Nsyilxcen language. The course provides immersion learners with essential Nsyilxcen language phrases to assist them with words, phrases that allows them to interact and ask for repetition or slowing down or demonstrating. Students will learn the use of basic phrases as well as the process of participating in an immersion setting.
Course Duration: 45 hours |
|
| NSYL 131 | Special Topics: Nsyilxcen Immersion (3.0) |
| This course uses a special topics approach to expose and immerse students in the Nsyilxcen language. Students will enhance their basic knowledge and ability to speak the Nsyilxcen language within a topical context. Students will gain sufficient knowledge to understand, listen and speak sufficient vocabulary related to each special topic. Special topics may include one or more of the following: medicine protocols, roots, berries, feasts, and hunting/fishing protocols, depending on the time of year the course is conducted.
Course Duration: 45 hours |
|
| NSYL 132 | Nsyilxcen Interpersonal Interactions through Immersion Learning (3.0) |
| This course is a total immersion course. It utilizes supervised fluent speakers to engage students in an interpersonal foundational conversation in Nsyilxcen language. The goal is to assist development of oral use in socio-spatial contexts. To assist development of phrasing fluency using personal and emphatic first, second and third person pronouns in selected real-world settings.
Course Duration: 45 hours |
|
| NSYL 210 | Nsyilxcen Linguistics/Literacy (3.0) |
| This course provides a foundation in theory and practice in linguistics and literacy. Students will learn the processes that occur in word formation, phrase formation, and sentence formation. A general introduction to linguistics will be given.
Course Duration: 45 hours |
|
| NSYL 211 | Nsyilxcen Translation / Transliteration (3.0) |
| This course provides foundation in theory and practice for transcribing and translating Nsyilxcen language oral text. Students will transcribe and translate texts and/or tapes using the International Phonetic Alphabet. As a part of this course, students will develop touch-keyboarding skills using the Nsyilxcen language font. There will be a basic introduction to linguistic processes such as phonology, phonetics, morphology and syntax. There will also be practice in transcribing and reading texts.
Course Duration: 45 hours |
|
| NSYL 220 | Nsyilxcen Vocabulary in Place and Socio-Spatial Context II (3.0) |
| This course provides students with increased active immersion learning tools following the three principles of (a) leaving English behind, (b) relating to everything and every action in Nsyilxcen language and (c) re-learning the world in Nsyilxcen language. Fluent Nsyilxcen language speakers engage students in activities focused on increasing the interactive use of Nsyilxcen language in selected topics including: (a) a story gathering convened by students, (b) a special feast with elders with elders convened by students, (c) a visit to a sacred sited convened by students and (d) a visit to a traditional gathering selected by students.
Course Duration: 45 hours |
|
| NSYL 221 | Nsyilxcen Structure and Syntax (3.0) |
| This course will expose the student to the basic structure and syntax of Nsyilxcen language. Topics include an overview of the Salishan languages with regard to patterns and rules of various components of language. This course will also cover the introductory linguistic components of phonetics, phonology and morphology as it relates to Nsyilxcen language. Including descriptive components of sentence building.
Course Duration: 45 hours |
|
| NSYL 230 | Nsyilxcen Connections: Context Through Immersion Learning (3.0) |
| This course will focus on developing listening and speaking for using Nsyilx language in situational contexts. Students will apply previous knowledge and communication skills to improve or increase vocabulary to connect ideas to everyday situational contexts in Nsyilxcen language. Practical application to situations within schools/classroom, community gatherings and formal situations.
Course Duration: 45 hours |
|
| NSYL 231 | Nsyilxcen Place and Time: Context Through Immersion Learning (3.0) |
| This course is a full immersion course. It utilizes supervised fluent speakers to engage student in full-immersion activities in Nsyilxcen language use. This course will develop proficiency and fluency in contextualizing the speaker and the receiver and third persons in real world situations. The course will increase vocabulary use of simple explanatory statements, responses to questions, use of spatial indicators and appropriate pronoun designations and time differentiation related to present, past and future contexts.
Course Duration: 45 hours |
|
| NSYL 330 | Nsyilxcen Immersion: Pod/Cohort Learning through Multiple Mentors (6.0) |
| This course builds on the apprentice Nsyilxcen language Immersion where students will expand beyond the elements of the language learning tools (literacy) and communication (phrases for use). Students will be a part of the “Mentor pod” process which is unique in that students will be with a cohort of advanced immersion leaners moving from one fluent Elder Mentor to another (rather than having one Elder per one speaker). Students will have immersion topics with each of the fluent Elder Mentors.
Course Duration: 90 hours |
|
| NSYL 350 | Nsyilxcen Language Immersion: Introduction to Mentored Special Topics (3.0) |
| This course is an introductory apprenticeship course. The course provides students immersion learning following a master apprentice model. Fluent Nsyilxcen language speakers engage students in total immersion sessions focused on increasing the use of Nsyilx language by pairing students with community or family Mentor Fluent or Elder speakers. To develop an instructor guided Mentored learning plan including selecting a Mentor Fluent or Elder speaker to commit to homework with. Developing a day-by-day Mentor/learner setting and topics plan for seven selected sessions approved by Instructor and Mentor Fluent or Elder speaker (to be carried out by the student and monitored, observed and evaluated by the Instructor).
Course Duration: 45 hours |
|
| PBSF 210 | Approaches to Interpersonal Violence (5.0) |
| The Approaches to Interpersonal Violence and Abuse Course is designed to help police officers at a supervisory level to: 1) understand why interpersonal violence and abuse is so prevalent in Aboriginal communities; and 2) identify, empower, mobilize and work with the community and associated agencies in developing reduction and prevention strategies. Participants will discuss the legal requirements for the successful prosecution of criminal acts associated with interpersonal violence and abuse, the development of police/community action plans to reduce and prevent the cycle of interpersonal violence and abuse and the ability to create high performance community based teams to address patterns of violence. This two-week course will provide unique insight into the psychology and the dynamic of interpersonal violence and abuse in the Aboriginal communities. Course Duration: 80 hours |
|
| PBSF 220 | Aboriginal Gang Reduction Strategies (5.0) |
| This course is for active police members who frequently face growing Aboriginal gang activity in their regions. Students will focus on the unique characteristics of Aboriginal gangs and the development of police prevention, intervention and suppression approaches. Students will participate in a critical analysis of various approaches to gang reduction strategies. This course is open to police officers who work in communities currently experiencing or expecting to experience Aboriginal gang-related activity.
Course Duration: 80 hours |
|
| PHIL 100 | Introduction to Critical Thinking (3.0) |
| While the truth of an argument rests upon a statement’s correspondence to the facts of the matter, the logical strength of an argument rests upon the degree to which the claims and evidence actually support the overall conclusion of the argument. This course provides students with the philosophical concepts and critical skills necessary to assess the logical strength of arguments to determine when an argument constitutes a logically strong argument and when, conversely, it constitutes an argument in appearance only. This course offers a much-needed practical foundation in critical thinking skills that will enable students to become stronger thinkers in their own writing and more adept critics of texts ranging from television commercials to political texts of major social significance.
Course Duration: 45 hours |
|
| PHYS 050 | Physics – Advanced Level (0.0) |
| Advanced Level Physics aims to foster and develop a scientific way of thinking and a basic knowledge of scientific concepts. Numerical examples and derivation of formulae will be algebra based. The course will also nurture an understanding of science as an integral part of society’s culture and provide groundwork for further academic, career, or vocational training. Topics include measurement, kinematics, dynamics, electricity and heat.
Course Duration: 90 hours |
|
| PSYS 060 | Physics – Provincial Level (0.0) |
| Provincial Level Physics aims to foster and develop a scientific way of thinking and a basic knowledge of scientific concepts. Numerical examples and derivation of formulae will be algebra based. The course will also nurture an understanding of science as an integral part of society’s culture and provide groundwork for further academic, career, or vocational training. Topics include kinematics, dynamics, electrostatics, electromagnetism and waves and optics.
Course Duration: 90 hours |
|
| POLI 100 | Introduction to Politics (3.0) |
| This course provides students with the basic structures and theory needed to understand and track politics in Canada. This course introduces students to the key concepts and ideas underpinning modern Western politics, as well as contemporary challenges and those challenges unique to First Nations people. This course is meant to be an introduction to all four key areas of study within political science: Canadian politics, comparative politics, political theory, and international relations. This course uses the template of state and citizen in terms of exploring differing ideologies, sovereignty, authority, democracy, power, rights, and international relations.
Course Duration: 45 hours |
|
| POLI 111 | Canadian Government and Politics (3.0) |
| This is a general course in Canadian politics which will focus on the structures of power, the functions of political institutions and the conflicts within the political system as a whole. While the focus of the course is federal politics, sometime will be devoted to understanding the provincial and municipal levels of government. Attention will be given to some contemporary political issues (Quebec separation and Aboriginal concerns) and Aboriginal self-government.
Course Duration: 45 hours |
|
| POLI 121 | Contemporary Political Ideologies (3.0) |
| This is an introductory course for the study of political ideology. The course will familiarize the student with various and their counter ideologies. In addition, the student should develop an understanding of how to analyze rhetoric and political reality.
Course Duration: 45 hours |
|
| POLI 260 | Global Politics (3.0) |
| This course is divided into four phases of study. In the first phase, students will be challenged to think and write about trends and transformations in world politics, focusing on the following topic areas: perceptions and images of world politics, levels of analysis for world politics, and theories of world politics. In phase two, students will study the major actors in world politics, in particular the dynamics at play in the following areas: foreign policy decision making, hegemony, and the challenge of global governance. Phase three involves a study of the politics of global security, focusing on: armed conflict, military power and national security, and international law. In the fourth phase of study, students will engage critical questions about the meanings of globalization, markets and money in a global political economy, human rights and the quest for global justice, population growth, resource scarcity and the preservation of the global environment.
Course Duration: 45 hours |
|
| PRNS 222 | Professional Practice A (3.0) |
| This theory course provides an introduction to the profession of practical nursing (PN). Legislation that informs PN practice within British Columbia will be introduced. The history of nursing and specifically, the evolution of Practical Nursing within the Canadian health care system will be discussed. The philosophy and foundational concepts of the Provincial Practical Nursing Program are explored. The legislation influencing PN practice with clients experiencing chronic illness and those in residential care settings is examined. Specific professional issues such as responsibility, accountability, ethical practice, and leadership relevant to the PN role in residential care will be explored. Critical thinking and decision making specific to the care of the chronically ill and inter-professional practice will also be addressed.
Course Duration: 45 hours |
|
| PRNS 223 | Professional Communication A (3.0) |
| This course provides learners with the foundational knowledge for caring and professional communication in nursing. It uses an experiential and self-reflective approach to develop self-awareness and interpersonal communication skills in the context of safe, competent and collaborative nursing practice. Communication theory, the nurse-client relationship, therapeutic communication, cross-cultural communication, effective teamwork and learning and teaching concepts will be covered. The learner is provided with an opportunity to develop professional communication skills with clients requiring end-of-life care.
Course Duration: 45 hours |
|
| PRNS 225 | Pharmacology A (4.0) |
| This introductory course examines the principles of pharmacology required to administer medications in a safe and professional manner. Medication administration requires the application of the nursing process for clinical decision-making. The routes of medication administration introduced include medications used to treat constipation, eye and ear disorders and the Integumentary system. Complementary, Indigenous and alternative remedies, and polypharmacy across the lifespan are explored. The learners will gain an understanding of pharmacology and medication administration across the lifespan. Also included are the topics of substance abuse and addiction.
Course Duration: 60 hours |
|
| PRNS 226 | Variations in Health A (4.0) |
| This course provides the learner with the foundations of disease and illness across the lifespan. Learners will gain an understanding of pathophysiological alterations of body systems. Nursing management of disease and illness across the lifespan with an emphasis on interventions and treatment is also discussed. The learner’s understanding of pathophysiology as it relates to the aging process and selected chronic illness will increase. A major focus of this course is on the care of the older adult experiencing a health challenge. Cultural diversity in healing practices will be explored as well as evidence-informed research and practice.
Course Duration: 60 hours |
|
| PRNS 227 | Health Promotion A (2.0) |
| This introductory course will increase the learners understanding of health promotion within the Canadian context. This includes health enhancement, health protection, disease prevention, health restoration/recovery, care and support. Knowledge of growth and development, health inequities and determinants of health will support the Practical Nursing student to provide culturally appropriate and holistic care.
Course Duration: 30 hours |
|
| PRNS 228 | Integrated Nursing Practice A (12.0) |
| This course emphasizes the art and science of nursing, focusing on the development of nursing care and assessment. Learners will apply nursing knowledge through the practice of clinical decision making, nursing assessments, and nursing interventions aimed at the promotion of health, independence, and comfort. Classroom, laboratory, simulation, and other practice experiences will assist learners to integrate theory from other Access semester courses to provide safe, competent, and ethical nursing care for clients.
Course Duration: 270 hours |
|
| PRNS 229 | Consolidated Practice Experience A (8.0) |
| This practicum experience provides learners with the opportunity to integrate theory from the Access Level into practice. Learners will practice with aging clients and/or those with chronic illness in residential care settings. Medication administration, nursing care, organization, comprehensive health assessment, wound care and introduction to leadership are emphasized in this course. This is a hands-on direct patient care experience supervised by faculty. The Level A competencies are practiced and mastered.
Course Duration: 120 hours |
|
| PRNS 232 | Professional Practice III (1.5) |
| This course integrates the concepts from the previous Professional Practice course and introduces learners to practice in the community setting. The role of the Practical Nurse as leader is emphasized in interactions with clients and their families, and other health care providers.
Course Duration: 20 hours |
|
| PRNS 233 | Professional Communication III (1.5) |
| This course focuses on specific professional communication skills used with clients and care providers, across the lifespan requiring care in the community.
Course Duration: 20 hours |
|
| PRNS 236 | Variations in Health III (3.0) |
| This course focuses on the continuum of care and the development of knowledge related to health challenges managed in the community setting. Pathophysiology and nursing care of clients requiring home health care, rehabilitation, and supportive services in the community will be explored. Cultural diversity in healing approaches will be explored as well as the incorporation of evidence- informed research and practice.
Course Duration: 45 hours |
|
| PRNS 237 | Health Promotion III (2.5) |
| This course is focused on health promotion as it relates to the continuum of care across the lifespan. Health promotion in the context of mental illness, physical and developmental disabilities and maternal/child health is highlighted. Normal growth and development from conception to middle adulthood is addressed.
Course Duration: 36 hours |
|
| PRNS 238 | Integrated Nursing Practice III (8.0) |
| This course builds on the theory and practice from Level A. Through a variety of approaches (ie. simulation), learners will continue to develop knowledge and practice comprehensive nursing assessment, planning for, and interventions for clients experiencing multiple health challenges.
Course Duration: 180 hours |
|
| PRNS 239 | Consolidated Practice Experience III (4.0) |
| This practice experience will introduce learners to community care settings and an opportunity to apply and adapt knowledge gained in Levels A and III within a continuum of care for clients across the lifespan. Learners may gain experience through simulation and in a variety of community and residential care agencies and settings. Note: These course hours may be offered within this course or incorporated into the Integrated Nursing Practice III course as practice hours.
Course Duration: 60 hours |
|
| PRNS 242 | Professional Practice IV (1.5) |
| This course prepares learners for the role of the Practical Nurse (PN) in caring for clients with acute presentation of illness. Legislation influencing PN practice, specific professional practice issues and ethical practice pertinent to PN practice in acute care environments will be explored. Practice issues that occur across the lifespan will be considered. Collaborative practice with other health care team members and specifically the working partnership with Registered Nurses in the acute care setting will be examined.
Course Duration: 20 hours |
|
| PRNS 243 | Professional Communication IV (1.5) |
| The focus of this course is on the advancement of professional communication within the acute care setting caring for clients across the lifespan. The practice of collaboration with health care team members and clients will be further developed.
Course Duration: 20 hours |
|
| PRNS 245 | Transition to Preceptorship (2.0) |
| Transition to Preceptorship will prepare the learner for the final Preceptorship experience. Simulation experiences and self-directed learning will provide the learner with increased competence and confidence in the Preceptorship.
Course Duration: 30 hours |
|
| PRNS 246 | Variations in Health IV (3.5) |
| This course focuses on pathophysiology as it relates to acute disease and illness of clients across the lifespan, specifically the care of the client experiencing acute illness including nursing interventions and treatment options. Implications of the acute exacerbation of chronic illness will be addressed. Cultural diversity in healing practices will be explored as well as evidenced informed research and practice.
Course Duration: 50 hours |
|
| PRNS 247 | Health Promotion IV (1.5) |
| This course focuses on pathophysiology as it relates to acute disease and illness of clients across the lifespan, specifically the care of the client experiencing acute illness including nursing interventions and treatment options. Implications of the acute exacerbation of chronic illness will be addressed. Cultural diversity in healing practices will be explored as well as evidenced informed research and practice.
Course Duration: 20 hours |
|
| PRNS 248 | Integrated Nursing Practice IV (12.0) |
| This course emphasizes the development of nursing skills aimed at promoting health and healing with individuals experiencing acute health challenges across the lifespan. A variety of approaches (e.g., simulation) will help learners build on theory and practice from Levels A and III to integrate new knowledge and skills relevant to the acute care setting.
Course Duration: 270 hours |
|
| PRNS 249 | Consolidated Practice Experience IV (13.5) |
| This practice experience provides learners with the opportunity to integrate theory from all courses into the role of the Practical Nurse in the acute care setting and other practice areas as appropriate. Learners will focus on clients with exacerbations of chronic illness and/or acute illness across the lifespan and will consolidate knowledge and skills such as: post-operative care, surgical wound management, intravenous therapy, focused assessment, and clinical decision-making in acute care settings.
Course Duration: 200 hours |
|
| PRNS 250 | Preceptorship (12.0) |
| This final practice experience provides an opportunity for learners to demonstrate integration and consolidation of knowledge, skills, and abilities within the realities of the workplace, and become practice-ready. Note: This experience may occur through a variety of practice experience models, including the preceptorship model under the immediate supervision of a single, fully qualified and experienced Licensed Practical Nurse, a Registered Nurse, or a Registered Psychiatric Nurse, and/or within the context of a collaborative learning environment as a participating team member.
Course Duration: 180 hours |
|
| PSYC 111 | Introduction to Psychology I (3.0) |
| Psychology 111 is a survey course which introduces participants to the field of psychology in general. Participants will be encouraged to use a critical and inquiring approach to information presented to them, to be open minded, creative, and divergent thinkers.
Course Duration: 45 hours |
|
| PSYC 115 | Adolescence and Addiction (3.0) |
| This course is designed to assist participants in understanding the effects of alcoholism and other chemical Addiction related problems influencing the Aboriginal adolescent. The course focuses on developing an understanding of human development from conception to adolescence, including physiological/neurological development, the impact of intergenerational trauma, family dysfunction, adolescent chemical addiction, relapse, and recovery. The course will also include an overview of assessment skills and various screening and assessment instruments that can assist in conducting a comprehensive assessment of the adolescent and provide effective healing approaches to the problem of Addiction.
Course Duration: 45 hours |
|
| PSYC 121 | Introduction to Psychology II (3.0) |
| This course provides an introduction to psychology in general and focuses on areas of special interest within the field of psychology. The course will provide students with a basic understanding of psychology as well as allowing them to develop a questioning approach to psychology as it is experienced in daily life. This inquisitive approach will be of benefit to students in any further studies they may undertake.
Course Duration: 45 hours |
|
| PSYC 131 | Applied Interpersonal and Career Development (3.0) |
| This course presents a comprehensive view of the theory and research in interpersonal communication, and at the same time, guides students to improve a wide range of interpersonal skills and to apply these to personal, social and workplace relationship. Coverage of cultural diversity, leadership, job skills, ethics and personal productivity and stress management make this course the best choice for students to communicate successfully.
Course Duration: 45 hours |
|
| PSYC 201 | Intro to Research Methods in Psychology (3.0) |
| This course provides a general introduction to research methods in psychological research with a particular emphasis on basic experimental designs. Topics will include methods of data collection, hypothesis formulation, ethics, measurement and sampling, validity and reliability, experimental design, experimental procedure, quasi-experiments and single-case designs, surveys, and both qualitative and mixed methods. The course will also briefly introduce issues of data analysis and statistical inference. As part of the course requirements, students will design, conduct, and present a written report of a simple study.
Course Duration: 45 hours |
|
| PSYC 203 | Introduction to Data Analysis in Psychology (3.0) |
| This course is an introduction to descriptive and inferential statistical techniques widely used in psychological research. This course introduces students to fundamental descriptive and inferential statistical techniques, emphasizing both conceptual and technical understanding of data analysis. Topics include, but are not limited to, displaying and summarizing data, measures of central tendency and variability, probability, sampling distributions, and hypothesis testing.
Course Duration: 45 hours |
|
| PSYC 213 | Lifespan Human Development I (3.0) |
| This course covers human development from conception to adolescence. A variety of theoretical perspectives and research data will be examined, including the study of the physical, cognitive, psychosocial development from infancy to middle and late childhood. Theories will be considered in a multi-cultural framework.
Course Duration: 45 hours |
|
| PSYC 221 | Introduction to Cognitive Psychology (3.0) |
| This course is an overview of cognition. The course will explore the injured brain including some causes of brain injury (e.g., stroke, trauma) and methods for assessing it (e.g., behavior, neuroimaging). The course takes a detailed look at a range of possible neurological impairments, including movement, perception, attention, memory, language, emotion, and executive functions.
Course Duration: 45 hours |
|
| PSYC 222 | Social Psychology (3.0) |
| This course examines how social environment interacts with human behaviour, attitudes, values and personality. This course will explore social perception and cognition as it relates to both the Indigenous world view and Western ideologies. Topics will include: social perception in terms of Indigenous and Western ideologies, racism and prejudice, sexism, aggression, understanding of self within the social and cultural context and interpersonal relationships.
Course Duration: 45 hours |
|
| PSYC 223 | Lifespan Development II (3.0) |
| This course covers human development from conception to adolescence to late adulthood. A variety of theoretical perspectives and research data will be examined, including physical, psychosocial, and cognitive development. Theories will be considered in a multi-cultural framework.
Course Duration: 45 hours |
|
| PSYC 225 | Historical Trauma on First Nations People (3.0) |
| This course offers students theoretical and practical understandings of historical trauma, self-care planning, and exploration of holistic healing approaches. Understanding the primary trauma of colonization and subsequent cultural genocide of First Nations people, how it develops, and its impact on individual and family development through a cultural lens of endurance and resilience is central to Indigenous nations’ recovery and healing process. This course will cover topics that include definitions of historical trauma, colonization and genocide, cultural perspective and endurance, the impact of historical trauma on development, lateral violence, grief and loss, families living with Addiction, foster care, shame, resiliency factors, cultural protectors, culturally appropriate interventions and compassion fatigue.
Course Duration: 45 hours |
|
| PSYC 230 | Introduction to Social Psychology (3.0) |
| Introduction to Social Psychology is an overview of the various concepts, theories and findings in the field of social psychology. This course will explore theories, current research and research methods used in the study of social psychology and social behavior. The course will give students a good foundation in social cognition and perception, social interaction, social influences and various applications of social psychology in Aboriginal and non-Aboriginal environments.
Course Duration: 45 hours |
|
| PSYC 241 | Introduction to Abnormal Behavior (3.0) |
| Introduces students to the area of abnormal psychology. Topics include the definition and classification of pathological, behavior, factors involved in the development of pathology, and evaluation of therapy outcomes.
Course Duration: 45 hours |
|
| PSYC 303 | Critical Analysis in Psychology (3.0) |
| This qualitative intensive course is intended to provide students training and practice in critically analyzing and writing about important issues in Psychology and relating those issues to current Indigenous realities. Lectures will consist of reviewing current research and presentations by faculty members and Elders in different areas of psychology (biological, cognitive, developmental, legal, social, theory and methods, etc.). The focus of this course will be to analyze contemporary research in Psychology and compare and contrast current approaches with traditional Indigenous pedagogy.
Course Duration: 45 hours |
|
| PSYC 311 | History of Modern and Traditional Psychology (3.0) |
| This course examines the development of modern psychology, including its philosophical roots, from the founding of the first psychological laboratories in the late 19th century to the present. The development and revisions of the major theoretical systems in psychology are examined from a comparative and critical perspective. This course will include information about historical methods and theory, and will require students to consider traditional Indigenous approaches to mental illness through legend, myth and secret societies. Although the primary emphasis will be on psychology as a science, secondary emphases will include the historical development of psychology from socio-cultural perspective and the relationship of psychology to contemporary social issues and change.
Course Duration: 45 hours |
|
| RCST 120 | Residential Construction Foundations |
| The Residential Construction Foundations program introduces students to all aspects of the trades, including hand tools, portable power tools and other equipment used by carpenters. Through constructing a residential wood-frame project, students are given the opportunity to work with various materials used by carpenters, including lumber, panel products, concrete, fasteners and hardware. The focus is on developing practical skills for the construction workplace. This program meets the need of the residential construction industry by providing students with the necessary theoretical and practical knowledge to seek employment as apprentice carpenters. Course Duration: 900 hours |
RNET - SOCI
| RNET 100 | Renewable Energy Safety (3.0) |
| Upon successful completion of this course, the student will acquire skills utilizing the methods and procedures to safely work in the wind power and solar photovoltaic power generation industries. Students will gain awareness of the mechanical and electrical hazards commonly associated with a renewable energy installation. Students will receive training in the appropriate use of fall arrest equipment and arc flash and arc blast personal protective equipment; Lock-Out Tag-Out procedures; WHIMIS fundamentals; and to safely work in confined spaces. Students will also learn appropriate communication with team members while moving and hoisting equipment through hand signals and basic radio communication. The causes and results of workplace accidents and injuries including common adjunct activities such as safe driving will be reviewed.
Course Duration: 40 hours |
|
| RNET 101 | Safe Work Practices (1.0) |
| This course introduces the student to the accepted techniques commonly used to eliminate and/or control hazards related to potential injury/illness in the renewable energy industry. Specifically, this course will begin the process of creating a “safety culture” that will prepare the student to work safely with electricity and outline the procedures for safe climbing methods and working at heights. Students will gain awareness of and practice various electrical safety protocols including protection from Arc Flash and Arc Blast, as well as, Lock Out/Tag Out procedures and Fire Safety and containment. Students will perform equipment maintenance on climbing and fall-arrest gear; cover the proper use of various PPE and other safety related gear when working on Renewable Energy generation systems and be provided with basic training in the use of lift equipment. Students will become proficient in the application of the Occupational Health & Safety Act & the associated regulations.
Course Duration: 30 hours |
|
| RNET 110 | Electrical Theory (6.0) |
| This course explores the principles of Electricity and Electronics as applied to Renewable Energy technologies. This course will present an in-depth introduction into the use of various tools and test equipment found in the Renewable Energy field including their proper use. Safe working practices are emphasized throughout. The course will provide the foundational knowledge related to wind energy and solar photovoltaic power generation. The course involves an in-depth coverage of AC and DC circuit theory including common sources of conventional power generation techniques contrasted with current methods of power generation using wind turbine and photovoltaic system technologies and their supporting systems. Additionally, there will be an introduction to semiconductor devices and basic digital electronics. The semiconductor devices are applied to analog circuitry including power supplies, transistor switching and amplifier circuits.
This course works in tandem with RNET 115. i.e. it is not possible to complete the practical component without the theory and conversely it is not possible to fully understand the presented concepts in the theory component without completing the associated practical assignments. Course Duration: 90 hours |
|
| RNET 113 | Mathematics for Electronics I (2.0) |
| This course is the first of two courses that teach students the fundamental concepts of mathematics required to understand the theory of electricity and electronics.
Course Duration: 30 hours |
|
| RNET 114 | Mathematics for Electronics II (2.0) |
| This course is the second of two courses that teach students the fundamental concepts of mathematics required to understand the theory of electricity and electronics.
Course Duration: 30 hours |
|
| RNET 115 | Applied Electrical Techniques (2.0) |
| This course covers the proper use of test equipment as applied to A/C and D/C circuits with an emphasis on capacitive, inductive, magnetic, electromagnet, semiconductor and digital circuits. Emphasis is also placed on the basics of electrical measurement and interpretation as applied to power generation with acceptable procedures explained and practiced. Students will become proficient in the interpretation and construction of common electrical and electronic circuits. Practical lab exercises will develop hands-on troubleshooting skills. The student is also introduced to proper mechanical and electrical component interconnections, common wire types and their uses and the ability to solder them to a high standard of reliability.
This course works in tandem with RNET 110. i.e. it is not possible to complete the practical component without the theory and conversely it is not possible to fully understand the presented concepts in the theory component without completing the associated practical assignments. Course Duration: 64 hours |
|
| RNET 120 | Renewable Energy Wiring Practices (3.0) |
| Students will study electrical wiring diagrams and design basic electrical distribution systems. Students will continue to expand on their knowledge and skills learned in Renewable Energy Electricity to encompass proper and safe tool usage, and electrical circuit design, testing and troubleshooting. Whereas electrical installers and maintainers are responsible for adherence to the Canadian Electrical Code in order mitigate electrical fire and shock hazards, excellent Code knowledge is a prerequisite to the correct installation and layout of equipment and wiring to specification. This course will cover accurate interpretations and applications of said Electrical Code as applied to wiring systems, grounding and bonding, protection and control, motors, lines and substations, explosion proof areas, and emergency systems. The main objective is to enhance the students’ knowledge of Section 64 of the Canadian Electrical Code related to renewable energy equipment. The course concludes with coverage of modern electrical distribution systems metering methods used by utilities, electrical energy consumption by type of loads and their effects on distribution frequency and voltage together with a review of circuit protection devices.
Course Duration: 48 hours |
|
| RNET 121 | Renewable Energy Wiring Techniques (1.5) |
| This course will provide students with practical wiring exercises involving installation, wiring, and troubleshooting of electrical devices and equipment used in, but not specific to, wind turbine and solar photovoltaic control systems. Related topics include safety, mechanical design, component installation, mounting configurations, system start-up, and system maintenance. Students will complete wiring projects which will develop their workmanship and familiarity with the Canadian Electrical Code as it applies to industrial electrical installations. Projects will focus on electrical power distribution techniques as well as some control system wiring incorporating components such as relays, control transformers, motors, starters and electronic devices. They will also identify and demonstrate raceway installations and their associated wiring methods.
Course Duration: 48 hours |
|
| RNET 130 | Wind Turbine Systems (5.0) |
| In this course students learn fundamental concepts of hydraulics and mechanical systems and their supporting role in wind turbine operation including the physics of energy, work and power as well as lubrication and bearing technology. This course will introduce students to the basic structure and application of hydraulics including how to read hydraulic schematics and troubleshoot basic hydraulic components and systems.
Included will be the theory of hydraulics, types of fluids, filtration, conductors and seals, reservoirs, hydraulic actuators, control valves and pumps. Trainees will possess the ability to read engineering prints and be able to interpret hydraulic schematic symbols. The course will also serve as an introduction to the fundamentals of mechanical power. It emphasizes learning the different mechanical components from nuts and bolts to gears, gear boxes, shafts and bearings. It demonstrates the importance of lubrication in maintaining gears and other movable parts. Basic alignment and mechanical physics are taught. Also included will be coverage of correct use of hand and power tools, standard mechanical work practices, fastener selection and application, bearing types and lubrication techniques as well as mechanical troubleshooting techniques. Power transmission theory and practice as applied to the repair and maintenance of industrial machinery will also be covered. Included topics are gear and gear drive components, equipment alignment and preventive maintenance. Course Duration: 75 hours |
|
| RNET 131 | Practical Hydraulics (2.0) |
| This course builds on the information taught in Wind Turbine Systems. This course is designed to provide the student with the fundamental skills required to repair and maintain mechanical and hydraulic systems associated with Wind Turbines. This course will also provide the student the opportunity to properly use the various shop tools found in the Renewable Energy field and their proper use. Disassembling and reassembling various hydraulic and mechanical components will also be covered. The student will fully understand the operation, troubleshooting and maintenance of hydraulic systems. The reading and interpretation of schematic drawings will form a large part of the above understanding. All theoretical concepts covered in “Wind Turbine Systems” is reinforced by practical lab work.
Course Duration: 60 hours |
|
| RNET 160 | Alternative Energy Generation Methods I (3.0) |
| This course is the first of two courses, specializing in Alternative Energy Technologies other than the mainstream Wind Turbine and Solar Photovoltaic sectors. The emphasis shall be on Biogas (Methane) production through the use of agricultural waste by-products for use as a suitable turbine prime mover fuel as well as Solar Thermal applications to directly convert solar energy into usable heat and/or hot water for residential and commercial applications.
Part 1 Biogas: Students will examine the principles and practices of gaseous biofuel production and usage for heating, power generation and transportation. The opportunities and challenges of biogas will be discussed in regards to environmental impacts, quality, cost, and performance issues. The overall goal is to give students a substantial working knowledge of biogas production technologies. In relation to this, students will learn to assess advantages, problems and principles in biogas production. They will obtain an understanding of how to use different biological materials as an energy source and organisms as a means, of how to produce biogas and of how the individual components (biologically, technologically and economically) interact. Students will have the opportunity to participate in the production of a small scale biogas batch using a state of the art pilot Biogas plant. Part 2 Solar Thermal: The Solar Thermal component of the course prepares students to assist in the design and installation of solar thermal systems in residential or commercial settings. Participants will also become conversant with the troubleshooting and maintenance of solar domestic and commercial hot water systems. The approach is a fundamental one with the course exploring solar thermal uses and applications as well as the practical aspects noted above. This course will address industry terminology, safety issues, and solar thermal systems design and installation procedures. Passive solar water heaters, drainback systems, antifreeze systems, and photovoltaic powered systems are all addressed, as well as an introduction to pool and space heating systems. Course Duration: 64 hours |
|
| RNET 210 | Energy Efficiency and Sustainability (4.0) |
| This course represents a survey of specialized Alternative Energy technologies; Biomass, Thermal Solar, Fuel Cell Technology, Small Hydroelectric, Geothermal and Ocean based energy.
Students will learn about a variety of present and possible future alternative renewable energy sources, how these technologies work and how they can be used. Students will examine in depth the principles and practices of solid, liquid and gaseous biofuel production and usage for heating, power generation and transportation. The opportunities and challenges of biofuels will be discussed in regards to environmental impacts, quality, cost, and performance issues. Energy Conservation will give the students a background on Energy and its use in modern day society. It will include discussion on the basic principles and facts of Energy, how we measure energy, the history and future of Energy and how we can best meet our Energy needs in the most efficient and sustainable manner. Students will learn why energy conservation is the first line of defense in developing a renewable energy strategy and how it drives the present move to green construction. The course will provide an introduction to energy evaluation principles and techniques, used in Canada and the U.S. Students will also explore the environmental and economic issues inherent within the Wind and Photovoltaic industries from a global perspective including an analysis of the future of both sectors. Upon completion students will be in a position to assess the energy performance of new and existing buildings and recommend ways to improve efficiency and effectiveness of systems related to energy use in order to improve cost factors and reduce the production of greenhouse gas emissions that contribute to climate change and harm the environment. Students will also be introduced to concepts related to Project Management through a group project related to Renewable Energy involving the research, presentation and implementation of an Alternative Energy project. Course Duration: 64 hours |
|
| RNET 220 | Motor Controls & Automation Theory (5.0) |
| This course takes a comprehensive look at various control devices found in modern control systems as well as industrial sensors and transducers.
Students will interpret wiring and ladder diagrams, be introduced to NEMA symbols as well as be able to demonstrate the operation of common control devices. Electric motors, motor controls and their protection devices are studied. Advantages and disadvantages of the various types of motors and their control devices are surveyed. All motor control circuits studied are duplicated by the student in the practical lab sections of the course (RNET 221). The course also introduces electronic control theory. Processes to be controlled and types of systems & methods available to perform control functions are examined. Applications of semiconductor & digital circuits to automation systems are explored. The course also surveys the electronic control of AC motors in industrial situations requiring variable frequency drives. Additional advanced motor control concepts such as time delay circuitry and system feedback are covered. Course Duration: 72 hours |
|
| RNET 221 | Applied Motor Skills (2.0) |
| The course represents the practical component (Lab) of motor controls and automated systems. In this phase of the program of study the student builds simulated motor control circuits as well as automated control systems.
Numerous troubleshooting assignments form a large part of the course. Electrical Safety will be stressed. The course concludes with the coverage of feedback control systems, servo systems and networking principles and protocols as applied to renewable energy systems. Course Duration: 64 hours |
|
| RNET 235 | Wind Turbine Maintenance (5.0) |
| This course represents an immersion in the practices of the Wind Turbine industry regarding planning, site preparation, foundation installation, tower construction, nacelle installation, blade installation and commissioning of wind turbines. This course exposes the student to the various mechanical components used to control turbine operation, which includes a comprehensive survey of the current technologies and systems to effect YAW control, pitch control, braking systems, emergency egress equipment and their supporting systems. There will be coverage of the concepts and operation of Supervisory Control and Data Acquisition (SCADA) systems as they apply to the wind energy industry.
Course Duration: 75 hours |
|
| RNET 236 | Wind Turbine Maintenance Techniques (2.5) |
| Wind turbine mechanical and electrical theory is put into practice through the units of this course. Units are primarily laboratory based activities requiring trainees to demonstrate mastery of concepts related to wind turbine maintenance. Further mechanical topics centre around lubrication, torqueing tools and techniques, jacking, stretching tools, pullers, leverage techniques, helical, herringbone and planetary gear sets, shafts, coupling types, power transmission systems, clutches, brakes, slings, spreader bars, lifting techniques, vibration analysis and predictive failure analysis using a variety of modern techniques. The course will include coverage of the skill sets necessary to perform inspections and repairs on a variety of blade materials and rotors used on modern wind turbine systems. Common turbine technician tasks are practiced from start to finish with work based on actual service manuals, inspections, disassembly and assembly of components, performance of routine maintenance tasks, and collection of documentation and submission of service reports. Mastery of skill competencies will be measured by instructors and proctors of the practical skill assessments.
Course Duration: 80 hours |
|
| RNET 240 | Programmable Logic Controllers Theory (3.0) |
| An introductory course in Programmable Logic Controllers designed to provide the underlying knowledge and skills required to comprehend, program and troubleshoot PLC control systems as applied to Renewable Energy systems. PLC theory is studied as well as programming techniques in ladder logic. Numerous practical problems are assigned. Troubleshooting techniques are emphasized. Control diagrams, programming languages and control circuits will be incorporated. The course also details what is available in PLC control; PLC operation; where and why PLCs are used, common applications and interfacing of equipment. The course takes a fundamental approach to the use of the RSLogix programming platform. It begins with an overview of the architecture and migrates to an introduction of RSLogix5000, the selected programming environment for this course. Students will receive a basic understanding of the structure of a PLC program including an introductory look at Program Files and Data Files. Also included is a section on RSLinx, which will facilitate the students going online and downloading to a PLC processor.
Course Duration: 48 hours |
|
| RNET 241 | Programmable Logic Controllers Applications (1.5) |
| This course permits the student to apply the knowledge acquired in the PLC Theory course. Students will be able to design, program, debug and implement a wide variety of PLC programs with applications that include PanelVue displays. Upon completion, students will be able to interpret control diagrams and efficiently translate them into working PLC programs utilizing the Ladder Logic programming language.
Course Duration: 48 hours |
|
| RNET 250 | Intro to Small Business Concepts (3.0) |
| This introductory course will examine some of the theoretical concepts and practical experiences necessary for effectively running a small business. A wide variety of topics such as the social and ethical responsibility of a contemporary business, the importance of human resource and financial resource management, and the current trends in Canadian business will be studied.
Course Duration: 45 hours |
|
| RNET 260 | Alternative Energy Generation Methods II (3.0) |
| This course will be a continuation of the study of alternative energy technologies and methods on the fringe and far less ubiquitous than large scale wind and solar photovoltaic power generation. Topics that will be addressed will include geothermal energy, produced from the heat of the earth; hydrogen fuel cell technology; tidal and wave action power production, as well as, crucial aspects of energy storage innovations taking place that are necessary for the future of renewable energy power generation.
Course Duration: 60 hours |
|
| RNET 270 | Photovoltaic Systems (5.0) |
| This course covers the comprehensive knowledge required to site, design and install photovoltaic (PV) systems. The course includes assessment techniques for sizing systems for both grid-connected and off-grid PV systems.
Coverage will include the analysis of the solar resource, the problems associated with shading and what is the best orientation and tilt for PV arrays. Further discussion will continue surrounding the sizing, configuration and design of systems to serve a given electrical load. An emphasis will be placed on system specifications, mounting styles and equipment selection including parts lists, electrical and mechanical design, schematics and related documentation. Course Duration: 72 hours |
|
| RNET 271 | Applied Photovoltaic Techniques (1.5) |
| In this course students will become familiar with popular roof styles and the mitigation of roofing systems after penetration by Photovoltaic mounting hardware.
A review of safety practices for installers and Electrical Code applications along with the attributes of various mounting systems for PV arrays and how they affect roofs will also be covered. Students will have the opportunity to actually install a PV system utilizing correct mounting components for the system application. Students will be able to undertake all aspects of the activities associated with photovoltaic system maintenance and troubleshooting. Also included will be the applications of solar systems, the market for solar energy including efficiency, costs, and conservation. Course Duration: 48 hours |
|
| RNET 280 | Computer Aided Design for MIM (2.0) |
| This course is designed to introduce the student to two and three dimensional CAD (Computer Aided Design) using Solidworks 2014 software. Topics will include: set up of user interface, file management, creating and editing two dimensional sketch geometry, creating solid models, analyzing and editing geometry and creating engineering drawings.
Course Duration: 30 hours |
|
| SCIE 040 | Science – Intermediate Level (0.0) |
| Adult education in the natural sciences recognizes the worth of adult experience and the desire to further understand the world around us, ourselves, and our relationship to the natural world. This course provides opportunities for students to develop critical thinking skills, to increase their understanding of the concepts and principles of science, to recognize the uses and limitations of scientific methods, and to acquire the skills and understand the processes and applications of science. This applied science course will stress the practical applications of scientific concepts and skills, enabling adult learners to pursue further education, training, and/or employment opportunities. Topics can include nutrition, human biology, cell biology, machines and energy.
Course Duration: 90 hours |
|
| SCIE 061 | Ecoliteracy (0.0) |
| This course will guide students through the complex issues of determining what activities should or should not take place on land use planning. By examining an Aboriginal or First Nation Land Use Plan, the approved regional Lands and Resource Management Plan (LRMP) and the approved First Nations area agreement students will learn the various components that go into land use planning; the major issues surrounding resource use and development; the need to respect and include multiple perspectives; and the social and economic impacts these decisions (within agreements and plans) have on communities. Students will learn about the technical structures of land use planning, and the art of developing consensus decisions. The technical components are primary activities that will include lab fieldwork such as Identification of invasive species and noxious weeds whilst carefully examining a salmon spawning channel; discussion of mitigation/restoration methods and; actively engage in species identification of both animal and plants.
Course Duration: 75 hours |
|
| SCIE 108 | Aboriginal Land Use Planning (4.5) |
| This course will guide students through the complex issues of determining what activities should or should not take place on land use planning. By examining an Aboriginal or First Nation Land Use Plan, the approved regional Lands and Resource Management Plan (LRMP) and the approved First Nations area agreement students will learn the various components that go into land use planning; the major issues surrounding resource use and development; the need to respect and include multiple perspectives; and the social and economic impacts these decisions (within agreements and plans) have on communities. Students will learn about the technical structures of land use planning, and the art of developing consensus decisions. The technical components are primary activities that will include lab fieldwork such as Identification of invasive species and noxious weeds whilst carefully examining a salmon spawning channel; discussion of mitigation/restoration methods and; actively engage in species identification of both animal and plants.
Course Duration: 75 hours |
|
| SCIE 140 | Ethnoscience (5.0) |
| This course is designed to provide the student with a solid understanding of the importance of a Traditional Use Studies to First Nation communities. The first section of the course will be devoted to understanding what T.U.S. is and how it evolved out of preparing for Treaty Negotiations. Considerable time will be devoted to understanding the theory, principles, tools and organization of Traditional Use Studies, particularly as it applies to British Columbia.
Course Duration: 75 hours |
|
| SCIE 150 | Aspects of Plateau Ethnoscience (4.5) |
| This is a first-year university science course designed to fulfill the science requirement for a BA program. The course bridges modern and traditional plateau understandings of science perspectives. The course includes aspects of earth science, taxonomy, animal and plant science. The main focus relates landforms and plant and animal science to traditional ecological knowledge.
Course Duration: 90 hours |
|
| SCIE 155 | Plateau Ethnobotany (4.5) |
| The goal of this course is to demonstrate the importance of plant use and ethnobotany by Aboriginal people, with particular focus on the people of the plateau culture. Students will have opportunities to demonstrate plateau indigenous knowledge in a variety of traditional ecological contexts: plant use, medicines, technologies, spiritual significances, ecological indicators, and classification systems. The lab portion of this course offers students an opportunity to make direct observations of plant usage in the natural environment.
Course Duration: 60 hours |
|
| SECW 110 | Secwépemc Language: Pronunciation – Learning the Sounds (3.0) |
| Secwepemc Language proficiency in adult learners prepares them for learning and hearing Secwépemc Language sounds. The student will actively participate in an Secwépemc introduction to Secwepemc Language. Instruction method develops proper pronunciation skills in the forty-seven separate sounds of Secwepemc Language, develops recognition and differentiation of separate sounds in speech. This method provides the learner with foundational communication skills as a beginner learner.
Course Duration: 45 hours |
|
| SECW 111 | Secwépemc Pronunciation – Root Syllables (3.0) |
| This course will provide students with an understanding of the polysynthetic syllable structures as they apply to the Secwepemc Language for pronunciation in constructing words. These structures are crucial for the students to understand how Secwepemc Language root syllables are essential to construct meaning and their part in word construction and word meaning. Root structures are foundational for understanding root morphemes. Instruction and activities will include English and the Secwepemc Language.
Course Duration: 45 hours |
|
| SECW 112 | Introduction to Writing Secwépemc (3.0) |
| This course will introduce the Secwepemc Language orthography and develop the ability for reading, writing and in the context of continued pronunciation. Students will apply foundational writing based on previous knowledge and pronunciation skills to improve learning in Secwepemc Language.
Course Duration: 45 hours |
|
| SECW 120 | Secwépemc Language in Everyday Social Language (3.0) |
| This course will introduce students to Secwépemc Language proficiency in adult learners. The student will actively participate in an oral Secwepemc Language class. Instruction method provides new vocabulary words and phrases essential in everyday social use. Greetings, introductions, basic questions, responses and other necessary word concept to function in everyday situations. Instructors are experienced in utilizing associative/cognitive (immersion) second language learning method combined with some aspects of total physical response as an instructional methodology.
Course Duration: 45 hours |
|
| SECW 121 | Secwépemc Everyday Action & Interaction (3.0) |
| This course develops Secwepemc Language proficiency in adult learners. Students will actively participate in class action-based activities. Students will develop skills in interacting in oral Secwepemc Language using basic foundational phrases for interactive contexts. All instruction and activities take place in the Secwépemc Language. Total Physical Response (TPR) method will be used to imbed action contexts.
Course Duration: 45 hours |
|
| SECW 122 | Secwépemc Language Vocabulary in Place and Socio-Spatial Context I (3.0) |
| This course provides students with foundational immersion learning tools following the three principles of (a) leaving English behind, (b) relating to everything and every action in Secwepemc Language and (c) re-learning the world in Secwepemc Language. Fluent Secwepemc Language speakers engage students in activities focused on increasing the interactive use of Secwepemc Language in selected topics including (a) workplace action and description sentences and phrases, (b) school or place of learning action and description sentences and phrases, (c) gatherings (formal, feast, ceremonies, and meetings). (d) action and description sentences and phrases and (e) elders home visits, action and description sentences and phrases will be given.
Course Duration: 45 hours |
|
| SECW 130 | Secwépemc Language Entry Tools: Introduction to Full Immersion (3.0) |
| This course is an introductory-level to a full immersion course. It provides students Secwepemc Language immersion-learning tools following the principles of leaving English behind, and conveying every object and process in Secwepemc Language. Students will be relearning the world in Secwepemc Language. The course provides immersion learners with essential Secwepemc Language phrases to assist them with words, phrases that allows them to interact and ask for repetition or slowing down or demonstrating. Students will learn the use of basic phrases as well as the process of participating in an immersion setting.
Course Duration: 45 hours |
|
| SECW 131 | Secwépemc Language Special Topics: Immersion (3.0) |
| This course uses a special topics approach to expose and immerse students in the Secwepemc Language. Students will enhance their basic knowledge and ability to speak the Secwepemc Language within a topical context. Students will gain sufficient knowledge to understand, listen and speak sufficient vocabulary related to each special topic. Special topics may include one or more of the following: medicine protocols, roots, berries, feasts, and hunting/fishing protocols, depending on the time of year the course is conducted.
Course Duration: 45 hours |
|
| SECW 132 | Secwépemc Interpersonal Interactions through Immersion Learning (3.0) |
| This course is a total immersion course. It utilizes supervised fluent speakers to engage students in an interpersonal foundational conversation in Secwepemc Language. The goal is to assist development of oral use in soci-spatial contexts. To assist development of phrasing fluency using personal and emphatic first, second and third person pronouns in selected real-world settings.
Course Duration: 45 hours |
|
| SECW 210 | Secwépemc Language Linguistics/Literacy (3.0) |
| This course provides a foundation in theory and practice in linguistics and literacy. Students will learn the processes that occur in word formation, phrase formation, and sentence formation. A general introduction to linguistics will be given.
Course Duration: 45 hours |
|
| SECW 211 | Secwépemc Translation / Transliteration (3.0) |
| This course provides foundation in theory and practice for transcribing and translating Secwepemc Language oral text. Students will transcribe and translate texts and/or tapes using the International Phonetic Alphabet. As a part of this course, students will develop touch-keyboarding skills using the Secwepemc Language font. There will be a basic introduction to linguistic processes such as phonology, phonetics, morphology and syntax. There will also be practice in transcribing and reading texts.
Course Duration: 45 hours |
|
| SECW 220 | Secwépemc Vocabulary in Place and Socio-Spatial Context II (3.0) |
| This course provides students with increased active immersion learning tools following the three principles of (a) leaving English behind, (b) relating to everything and every action in Secwepemc Language and (c) re-learning the world in Secwépemc Language. Fluent Secwepemc Language speakers engage students in activities focused on increasing the interactive use of Secwepemc Language in selected topics including: (a) a story gathering convened by students, (b) a special feast with elders with elders convened by students, (c) a visit to a sacred sited convened by students and (d) a visit to a traditional gathering selected by students.
Course Duration: 45 hours |
|
| SECW 221 | Secwépemc Structure and Syntax (3.0) |
| This course will expose the student to the basics structure and syntax of Secwépemc Language. Topics include an overview of the Salishan languages with regard to patterns and rules of various components of language. This course will also cover the introductory linguistic components of phonetics, phonology and morphology as it relates to Secwépemc Language. Including descriptive components of sentence building.
Course Duration: 45 hours |
|
| SECW 230 | Secwépemc Language Connections: Context Through Immersion Learning (3.0) |
| This course will focus on developing listening and speaking for using Secwepemc Language in situational contexts. Students will apply previous knowledge and communication skills to improve or increase vocabulary to connect ideas to everyday situational contexts in Secwepemc Language. Practical application to situations within schools/classroom, community gatherings and formal situations.
Course Duration: 45 hours |
|
| SECW 231 | Secwépemc Language Place and Time: Context Through Immersion Learning (3.0) |
| This course is a full immersion course. It utilizes supervised fluent speakers to engage student in full-immersion activities in Secwepemc Language use. This course will develop proficiency and fluency in contextualizing the speaker and the receiver and third persons in real world situations. The course will increase vocabulary use of simple explanatory statements, responses to questions, use of spatial indicators and appropriate pronoun designations and time differentiation related to present, past and future contexts.
Course Duration: 45 hours |
|
| SECW 330 | Secwépemc Language Immersion: Pod/Cohort Learning through Multiple Mentors (6.0) |
| This course builds on Secwépemc Language Immersion where students will expand on elements of the oral immersion learning tools and communication phrases for use. Students will gain experience hearing different fluent speakers of each Secwépemc speaking community with the intent of increasing usage and vocabulary. Students will form a Mentor pod process as a cohort of advanced immersion learners moving from one community of fluent speakers to another. Students will assist to organize within their own community the immersion event with the fluent speakers.
Course Duration: 90 hours |
|
| SECW 350 | Secwépemc Language Immersion: Introduction to Mentored Special Topics (3.0) |
| This course is an introductory apprenticeship course. The course provides students immersion learning following a master apprentice model. Fluent Secwepemc Language speakers engage students in total immersion sessions focused on increasing the use of Secwepemc Language by pairing students with community or family Mentor Fluent or Elder speakers. To develop an instructor guided Mentored learning plan including selecting a Mentor Fluent or Elder speaker to commit to homework with. Developing a day-by-day Mentor/learner setting and topics plan for seven selected sessions approved by Instructor and Mentor Fluent or Elder speaker (to be carried out by the student and monitored, observed and evaluated by the Instructor).
Course Duration: 45 hours |
|
| SOCI 111 | Introduction to Sociology I (3.0) |
| An introduction to the concepts and techniques employed in the study of social relationships. The course examines diversity and change in society focusing on the impact of social institutions, culture, socialization, social roles and gender.
Course Duration: 45 hours |
|
| SOCI 133 | Group Dynamics (3.0) |
| This course will assist participants through experiential learning that provides skill-building activities in group dynamics. Group facilitative skills will be developed or strengthened for use in chemical addictions counselling. Students will be exposed to didactic presentations aimed at applying, integrating, and reinforcing group dynamics. Cultural diversity is an integral component of this course.
Course Duration: 45 hours |
|
| SOCI 200 | The Nature of Racism (3.0) |
| This course examines the nature of racism and solutions to it from a historical, political, sociological, and cultural perceptive. This course will also look at race and culture as a social concept recognizing the impact of dominant majority group values, norms, and conflicting ideologies that inevitably lead to inequitable social and economic structures in Canada. Racism is analyzed by looking how it is manifested in government, education, media, human services, employment, justice and law enforcement. Finally, the concept of democratic racism will be explored as well as the policies and practices that support or attempt to dissolve its existence.
Course Duration: 45 hours |
|
| SOCI 259 | Deviance & Social Control (3.0) |
| This course is an historical overview and examination of major theories dealing with deviant behaviour.
Course Duration: 45 hours |
|
| SOCI 262 | Culture and Identity (3.0) |
| This course is an introduction to the Aboriginal people’s philosophies, belief systems, spiritual and cultural traditions of Aboriginal peoples within Canada. Assimilation policies and practices that have impacted Aboriginal people’s identities will be examined.
Course Duration: 45 hours |
|
| SOCI 300 | Peacemaking (3.0) |
| This course will examine and analyze the principles, assumptions, and applications of Aboriginal peacemaking and restorative (transformative) justice models. It will contrast retributive/punitive models of justice with community and culture-based models of conflict resolution and consider the relationships and values of key stakeholders, including individuals, families, elders and communities. Concepts of justice are deconstructed, while importance is paid to the promotion and protection of Aboriginal heritage, jurisprudence, and knowledge in a variety of intercultural social and legal contexts. Traditional and contemporary practices to conflict resolution will be introduced, including peacemaking circles, victim/offender reconciliation and family/group conferencing.
Course Duration: 45 hours |
SOCW - YTWD
| SOCW 200A | Introduction to Social Service Practice (3.0) |
| This course will introduce students to the knowledge, skills and values that provide a basis for generalist social work practice, from a dual perspective: First Nations and non-First Nations. The course will examine the various levels and settings of social work practice, including individual, family and community systems, and informal helping with particular emphasis on practice in rural communities. The course will assist students to evaluate their interests and capacities for entering the profession of social work.
Course Duration: 45 hours |
|
| SOCW 200B | Introduction to Social Welfare in Canada (3.0) |
| An introduction to and analysis of major social policies and programs in Canada. Emphasis will be given to policies in income security, corrections, health, family and children, and housing and will include an examination of the role of the social worker in formulating policy.
Course Duration: 45 hours |
|
| SOCW 301 | Introduction to Social Work Research (3.0) |
| This course introduces students to research as ‘a way of thinking’ and considers the relationship of research to social work practice. It challenges students to examine their own approach to knowing, to incorporate research skills into practice, and to think critically about research findings in relation to social work practice.
Students will be introduced to the concepts, methods, and processes of social work research and will begin to develop skills in conducting research and critically assessing research processes and outcomes. We will look at the many purposes for which research is undertaken and applied in social work and discuss methodologies that are commonly used in social work research. The course will examine what social work research is, why and how we conduct research, how we understand and interpret research as professional consumers, and understand the parallels between the research process and planned change. It also considers the ways in which research can be an instrument of power in the lives of oppressed peoples, and views competence in the language and process of research as a necessary skill for social workers interested in social justice. As such, the subjectivity of the researcher and the political and ethical context of research will be of paramount concern in this course. Course Duration: 45 hours |
|
| SOCW 304 | Social Work Field Practice I (6.0) |
| In the third year field placement, students are assigned a wide range of responsibilities at the individual, group and/or community level. The purpose of the practicum is the application of theory and knowledge to social work practice and the concurrent development of practice skills. Specific objectives are outlined in the field manual and are established on a contractual basis with students, faculty and agency. A wide variety of agencies are available.
Course Duration: 280 hours |
|
| SOCW 306 | Theory & Ideology of Social Work (3.0) |
| This course introduces students to social work theory and ideology and examines the links between social values, theory and practice in social work. Various social work practice theories are introduced to build a foundation for critical social work practice. The social, political and economic contexts of social work and social welfare are addressed. The critical analysis of Indigenous theories will be discussed and emphasized.
Course Duration: 45 hours |
|
| SOCW 311 | Indigenous Perspectives on Social Policy (3.0) |
| Students will explore and critically analyze socio-historical Canadian policies and legislation and the implications for Indigenous peoples today. Students will examine policy development with an emphasis on “who” the policy makers are and whom the policies serve. Students will analyze and critique how and if existing policies could be effective for Aboriginal people. This course explores the socio-historical, economic, ideological & institutional contexts for the development of decolonizing social policies in Canada. The policy-making process as well as the role of social policy in processes of inclusion, exclusion, marginalization, and oppression, will be discussed. This course utilizes a gendered, Indigenous, decolonizing lens. It explores strategies for reconciliation within the social work profession and Canadian society.
Course Duration: 45 hours |
|
| SOCW 320 | Trauma Informed Social Work Theory & Practice (3.0) |
| This course is designed to introduce students to the knowledge of trauma informed theory and practice in social work. Students will explore Aboriginal and non-Aboriginal theories of trauma and attachment research within a human development context. Trauma will be examined from a holistic approach using the following four aspects: child, family, community and professional. Emphasis will be placed on understanding the consequences of childhood maltreatment among diverse populations (race, culture, class, gender, ability). Through assigned readings, lecture, class discussion, video and other exercises, students will explore a variety of approaches.
Course Duration: 45 hours |
|
| SOCW 330 | International Field Studies (3.0) |
| This course will offer a two-week international study experience in a selected country. Students will learn about the political, economic, cultural and social conditions of this country, globalization and its effects on citizens, social welfare policy and practice in this country, community development strategies, and about the marginalization and oppression of groups in this country. Activities will involve presentations and seminars by international leaders, professionals and residents, as well as visits to a range of community sites and organizations.
Course Duration: 45 hours |
|
| SOCW 340 | Social Work & Healthcare (3.0) |
| This is one of the required courses for the Aboriginal healthcare specialization. This course is intended to prepare students for practice within a healthcare setting. The course content will examine the role of social work in healthcare, methods of intervention and health promotion, assessments, treatment interventions, discharge planning, and documentation. The class will build skills through the analysis of theory, policy, ethics and social justice issues within a healthcare setting. Students will be encouraged to critically analyze social determinants of health and their influence on marginalized groups. There will be an emphasis on the implications for Aboriginal people.
Course Duration: 45 hours |
|
| SOCW 350 | Social Work, Law and Social Policy I (3.0) |
| This course examines the social impact of law and policy on children, families and communities involved within various social services, particularly child welfare. Topics will include the Canadian Constitution, the Child, Family and Community Services Act (CFCSA), and court systems. Emphasis will be placed on understanding the rights of clients and the responsibility of social workers to uphold those rights. This course focuses on a critical examination of family and child welfare policy and legislation from an Aboriginal perspective. The conceptual framework will include an examination of ideological influences, as well as the importance of a gender, race and class analysis regarding family and child welfare issues and practice in Canada.
Course Duration: 45 hours |
|
| SOCW 353 | Social Work Practice With Individuals (3.0) |
| The course will demand self-reflection, active experimentation, and the integration of theory with practice. Due to the nature of the course content, the high level of individual and group interaction and the emphasis on self-development, participation and attendance at all classes is required. Students are expected to be self-directed in their learning. This will involve summarizing assigned readings, challenging one’s self in discussions, role plays and exercises, providing supportive/developmental feedback to peers and the instructor during the course.
Course Duration: 45 hours |
|
| SOCW 358 | Legal Skills For Social Workers (3.0) |
| This course introduces theory and practice approaches to mediation, alternative dispute resolution and advocacy. A moot court experience develops skills in evidence-giving, investigation and report writing. Students will participate in role play and practice simulations.
Course Duration: 45 hours |
|
| SOCW 359 | Advanced Individual Social Work Practice (3.0) |
| This course builds on established interview skills and practice with individuals. It introduces students to work with diverse social and cultural groups including Aboriginal, Asian, and francophone peoples within British Columbia. Communication with Aboriginal people is a major emphasis in this course. Students develop a culturally sensitive approach in problem‐solving situations while working with individuals. Theories of intervention are introduced, practiced and critiqued by students.
Course Duration: 45 hours |
|
| SOCW 375 | Cultural Immersion (3.0) |
| This course provides an opportunity to experience First Nations cultures and traditions from a holistic perspective. Students are immersed in cultural activities, ceremonies and teachings to deepen knowledge and appreciation of First Nations cultures.
Course Duration: 45 hours |
|
| SOCW 376 | Child Welfare Practice (3.0) |
| The course introduces anti-oppression, Aboriginal and feminist analysis of practices within the family and child welfare systems. The course will discuss current British Columbia and other systems of practice that include feminist and Aboriginal models of child and family practice. Family and child welfare is deeply entrenched in the legal system therefore an introductory critique of the legal system is analyzed. Discussions will connect the legal system and practice with diverse populations and the importance of personal and professional values and ethics within a climate of constant change. A major emphasis is placed on First Nations/Aboriginal child welfare because of the high rate of Aboriginal children in care.
Students will demonstrate learning by using a variety of learning methods such as moot courts, interview role plays, conflict resolutions scenarios and presentations. Students will have the opportunity to apply social work ethics and values to the role of child protection and increase their awareness of those receiving services with an emphasis on cross-cultural practice perspectives. Course Duration: 45 hours |
|
| SOCW 402 | Social Work Field Practice II (9.0) |
| The intent of this course is to refine social work skills at the individual, family, group and community level. Specific objectives are outlined in the practicum manual (Appendix E) and are established on a contractual basis with students, faculty and the agency. A wide variety of agencies are available.
Course Duration: 420 hours |
|
| SOCW 404 | Ethical Practice in Aboriginal Communities (3.0) |
| This course focuses specifically on ethical considerations and decision making when working in Aboriginal communities. The course will examine codes of ethics in the profession, Aboriginal codes of ethics and mainstream theoretical aspects of ethical practices. As well, students are provided with the opportunity to engage in integrated, personal, ethical practices that are culturally based through validation and revitalization of Aboriginal codes of ethics.
Course Duration: 45 hours |
|
| SOCW 420 | Family Violence & Social Work Practice (3.0) |
| This course focuses on understanding the nature of violence in adult intimate relationships. Theories of family violence, used by social workers, are examined to provide a framework for recognizing, assessing and intervening. This course emphasizes a social work practice approach that is community-based, culturally sensitive, feminist, and anti-oppressive. Family violence is understood in this course to mean violence in adult intimate relationships, including same-sex couples. Other topics include family violence in Aboriginal communities, children who have witnessed violence, and dating violence.
Course Duration: 45 hours |
|
| SOCW 430 | Sexual Diversity and Social Work Practice (3.0) |
| This course introduces students to interpersonal and systemic issues that sexually diverse and gender varied people encounter on a daily basis. Policies, legislation, and social contexts are analyzed with a view to understanding the impact of intersecting oppressions and privileges on sexual and/or gender minorities. We will discuss social work strategies to support and advocate for those who do not conform to social gender constructs/norms, plus their families and communities.
Course Duration: 45 hours |
|
| SOCW 440 | Social Work and Mental Health (3.0) |
| This course provides an introduction to the practice of social work in the field of mental health. Students will critically examine historical and contemporary theoretical perspectives on mental illness, Canadian mental health law and policy, cultural and diversity aspects, classification and treatment, and ethical issues, and will also explore selected mental health issues. Students will be presented with personal accounts and experiences of individuals who have experienced mental health problems. The course is intended to provide introductory foundational knowledge in the field of mental health, rather than advanced knowledge and skills required for mental health practice.
Course Duration: 45 hours |
|
| SOCW 445 | Aboriginal Health & Wellness (3.0) |
| This course is one of the required courses for the Bachelors of Social Work Aboriginal Healthcare Specialization. The intention of this course is to build capacity for students in their work with Aboriginal people in healthcare. Students will gain advanced knowledge and skills specifically relevant to Aboriginal history and health. An understanding of colonization and implications to health will be explored as well as an analysis of the relationship between social, political, economic issues and health and wellness. Students will be introduced to linkages between government policy and its impact on Aboriginal wellness. Aboriginal traditional healers and medicines will be a significant part of the course teachings.
Course Duration: 45 hours |
|
| SOCW 450 | Leadership Practice in Social Service Organizations (3.0) |
| This course provides students with a critical introduction to leadership in social service organizations. It reviews organizational theory and its application to government and non-profit organizations. Leadership in a diverse workplace, program development, budgeting, staff appraisal, supervision and work with voluntary boards are also discussed. Through experiential learning methods, the course introduces students to key organizational skills necessary for effective leadership in organizations.
Course Duration: 45 hours |
|
| SOCW 452 | Education for Social Change (3.0) |
| This course focuses on the use of education as a strategy for individual and social change by introducing students to the concept of education as the practice of freedom and as a process of social transformation through concientization. Principles and practices of adult education will be examined for their application in social work as empowerment and change. Students will present workshops, plays, or web programs to achieve the objective of developing specific skills and knowledge for planning and delivering educational programs. This will be explored using feminist, Aboriginal and anti-oppression perspectives.
Course Duration: 45 hours |
|
| SOCW 455 | Social Work Practice with Communities (3.0) |
| This course explores the construction of community and analyzes marginalization, exclusion and oppression in communities. It outlines social work roles as well as strategies for change in diverse communities. The history, philosophy, models and methods of social work practice with communities are described.
Course Duration: 45 hours |
|
| SOCW 457 | Aboriginal Social Work Theory (3.0) |
| This course examines social workers’ roles and responsibilities in working with diverse Aboriginal peoples such as First Nations, Inuit, Métis, including on and off reserve peoples. The concept and process of decolonization is introduced and connected to contemporary stories, community social work program initiatives and practices of Aboriginal peoples. This course utilizes a gendered, Aboriginal social justice perspective. It explores strategies for reconciliation and building relationships between Aboriginal and non-Aboriginal peoples as well as practices within the social work profession.
Course Duration: 45 hours |
|
| SOCW 460 | Special Topics in Social Work & Social Welfare (3.0) |
| This is a variable content course that will deal with special issues in social welfare and approaches to social work practice. This course focuses on understanding the nature of violence in adult intimate relationships. Theories of family violence are examined to provide a framework for recognizing, assessing and intervening. This course emphasizes a social work practice that is community-based, culturally sensitive, feminist and anti-oppressive. Family violence is understood in this course to mean violence in adult intimate relationships, including same-sex couples. Other topics include family violence in Aboriginal communities, children who have witnessed violence, and dating violence.
Course Duration: 45 hours |
|
| SOCW 461 | Social Work With Groups (3.0) |
| Groups may be the most widely used modality in social work practice. They provide a vehicle for treatment, task accomplishment, self-help, mutual aid, community intervention, peer supervision and professional association. The principal objective of this course is to introduce students to group work for the generalist social worker. Group work practice will be examined from a variety of theoretical and practice orientations.
The course will provide an opportunity to understand and put into practice knowledge and skills related to group processes. The course will also explore how the needs of individuals are addressed in groups. Students will participate in structured group experiences. Course Duration: 45 hours |
|
| SOCW 465 | Older People, Aging and Society (3.0) |
| This course provides an introduction to working with and on behalf of older people from an anti-oppression and inter-disciplinary perspective. We will examine age in relation to other identity factors, such as ‘race’, ethnicity, class, gender, (dis)ability, faith, sexual orientation, and marital status. The course is designed to expose students to issues affecting older adults both locally and globally; to critically examine beliefs and attitudes related to again and older people- our own and those of others; and to develop a framework for anti-oppression practicing with older people. We will discuss policy, practice and research issues within the field with a focus on structural inequalities in later life and the voices of older people.
Course Duration: 45 hours |
|
| SOCW 466 | Addictions (3.0) |
| This course is designed to give students an introduction to substance/misuse/abuse and compulsive and addictive behaviors. This will broaden their perspective of addiction to further strengthen their work with diverse populations with an emphasis on First Nations communities. It offers: • An opportunity to explore various models of addiction theories and frameworks; • Examples and case studies of diverse populations and the impact of substance abuse or other addictive behaviors; and • A critical perspective on the legal and government policy related to substances. Course Duration: 45 hours |
|
| SOCW 477 | Family Practice (3.0) |
| This course introduces students to social work practice with contemporary families with diverse structures and backgrounds utilizing a variety of theoretical perspectives including anti-oppression, feminist and Aboriginal. Students develop an understanding of families within a social, cultural, economic, and political context and examine ethical and practice issues commonly encountered in social work practice with families. Students develop skills and integrate theory and practice through class discussion, assignments, and experiential exercises.
Course Duration: 45 hours |
|
| SOCW 478 | Introduction to Disability Studies (3.0) |
| This course involves students in an examination of perspectives on disability, race, gender and class, as well as a critical analysis of current theories, policies and practice. Students are introduced to issues affecting people with disabilities within a framework of human rights, citizenship and inclusion. The course also engages students in an examination of their own beliefs and attitudes about disability and emphasizes practice knowledge required for anti-ableist practice. Significant events and the contributions of pioneers in the disability rights movement are explored. The roles and perspectives of people with disabilities, family members and professionals are considered in relation to social work values, theory, policy and practice.
Course Duration: 45 hours |
|
| SOCW 486 | Aboriginal Social Work Practice (3.0) |
| This course will critically examine the most relevant Indigenous and mainstream assessments and approaches to working with Indigenous peoples. Students will develop an understanding of social work interventions that will help to address the prevalent socio-economic and political issues that Indigenous peoples experience within Canadian society. Students will critically analyze and assess Indigenous individual, family and community case studies and apply social work approaches that demonstrate culturally safe practices.
Course Duration: 45 hours |
|
| SOCW 490 | Directed Study (3.0) |
| This independent study course is designed to allow students the opportunity to investigate a specific issue within a field or topic in social work such as gerontology, mental health, sexual assault or corrections. Consultation with, and permission of, a faculty member and the Dean is required.
Course Duration: 39 hours |
|
| STAT 203 | Introduction to Statistics for the Social Sciences (3.0) |
| This is an introduction course into the discipline of statistics with an emphasis upon applications within the social sciences. The course provides students with an overview of statistical methods that includes scales, measures of central tendency, frequency distributions, normal distributions, sample distributions, hypothesis testing (also known as significance testing), variability, probability, z-scores, analysis of variance, estimation, and linear regression and correlation. The student will learn to apply these descriptive and inferential statistical methods in interpretations of data and analyses of behavioral research pertaining to the social sciences.
Course Duration: 45 hours |
|
| STLG 110 | St’át’imcets Language: Pronunciation – Learning the Sounds (3.0) |
| St’át’imcets language proficiency in adult learners prepares them for learning and hearing St’át’imcets language sounds. The student will actively participate in an St’át’imcets introduction to St’át’imcets language. Instruction method develops proper pronunciation skills in the forty-seven separate sounds of St’át’imcets language, develops recognition and differentiation of separate sounds in speech. This method provides the learner with foundational communication skills as a beginner learner.
Course Duration: 45 hours |
|
| STLG 111 | St’át’imcets Pronunciation – Root Syllables (3.0) |
| This course will provide students with an understanding of the polysynthetic syllable structures as they apply to the St’át’imcets language for pronunciation in constructing words. These structures are crucial for the student’s the way St’át’imcets language root syllables are essential to construct meaning and their part in word construction and word meaning. Root structures are foundational for understanding root morphemes. Instruction and activities will include English and the St’át’imcets language.
Course Duration: 45 hours |
|
| STLG 112 | Introduction to Writing St’át’imcets (3.0) |
| This course will introduce the St’át’imcets orthography and develop the ability for reading, writing and in the context of continued pronunciation. Students will apply foundational writing based on previous knowledge and pronunciation skills to improve learning in St’át’imcets.
Course Duration: 45 hours |
|
| STLG 120 | St’át’imcets Language in Everyday Social Language (3.0) |
| This course will introduce students to St’át’imcets Language proficiency in adult learners. The student will actively participate in an oral St’át’imcets language class. Instruction method provides new vocabulary words and phrases essential in everyday social use. Greetings, introductions, basic questions, responses and other necessary word concept to function in everyday situations. Instructors are experienced in utilizing associative/cognitive (immersion) second language learning method combined with some aspects of total physical response as an instructional methodology.
Course Duration: 45 hours |
|
| STLG 121 | St’át’imcets Everyday Action & Interaction (3.0) |
| This course develops St’át’imcets language proficiency in adult learners. Students will actively participate in class action-based activities. Students will develop skills in interacting in oral St’át’imcets language using basic foundational phrases for interactive contexts. All instruction and activities take place in the St’át’imcets language. Total Physical Response (TPR) method will be used to imbed action contexts.
Course Duration: 45 hours |
|
| STLG 122 | St’át’imcets Language Vocabulary in Place and Socio-Spatial Context I (3.0) |
| This course provides students with foundational immersion learning tools following the three principles of (a) leaving English behind, (b) relating to everything and every action in St’át’imcets language and (c) re-learning the world in St’át’imcets language. Fluent St’át’imcets language speakers engage students in activities focused on increasing the interactive use of St’át’imcets language in selected topics including (a) workplace action and description sentences and phrases, (b) school or place of learning action and description sentences and phrases, (c) gatherings (formal, feast, ceremonies, and meetings). (d) action and description sentences and phrases and (e) elders home visits, action and description sentences and phrases will be given.
Course Duration: 45 hours |
|
| STLG 130 | St’át’imcets Language Entry Tools: Introduction to Full Immersion (3.0) |
| This course is an introductory-level to a full immersion course. It provides students St’át’imcets language immersion-learning tools following the principles of leaving English behind, and conveying every object and process in St’át’imcets language. Students will be relearning the world in St’át’imcets language. The course provides immersion learners with essential St’át’imcets language phrases to assist them with words, phrases that allows them to interact and ask for repetition or slowing down or demonstrating. Students will learn the use of basic phrases as well as the process of participating in an immersion setting.
Course Duration: 45 hours |
|
| STLG 131 | St’át’imcets Language Special Topics: Immersion (3.0) |
| This course uses a special topics approach to expose and immerse students in the St’át’imcets language. Students will enhance their basic knowledge and ability to speak the St’át’imcets language within a topical context. Students will gain sufficient knowledge to understand, listen and speak sufficient vocabulary related to each special topic. Special topics may include one or more of the following: medicine protocols, roots, berries, feasts, and hunting/fishing protocols, depending on the time of year the course is conducted.
Course Duration: 45 hours |
|
| STLG 132 | St’át’imcets Interpersonal Interactions through Immersion Learning (3.0) |
| This course is a total immersion course. It utilizes supervised fluent speakers to engage students in an interpersonal foundational conversation in St’át’imcets language. The goal is to assist development of oral use in socio-spatial contexts. To assist development of phrasing fluency using personal and emphatic first, second and third person pronouns in selected real-world settings.
Course Duration: 45 hours |
|
| STLG 210 | St’át’imcets Language Linguistics/Literacy (3.0) |
| This course provides a foundation in theory and practice in linguistics and literacy. Students will learn the processes that occur in word formation, phrase formation, and sentence formation. A general introduction to linguistics will be given.
Course Duration: 45 hours |
|
| STLG 211 | St’át’imcets Translation / Transliteration (3.0) |
| This course provides foundation in theory and practice for transcribing and translating St’át’imcets language oral text. Students will transcribe and translate texts and/or tapes using the International Phonetic Alphabet. As a part of this course, students will develop touch-keyboarding skills using the St’át’imcets language font. There will be a basic introduction to linguistic processes such as phonology, phonetics, morphology and syntax. There will also be practice in transcribing and reading texts.
Course Duration: 45 hours |
|
| STLG 220 | St’át’imcets Vocabulary in Place and Socio-Spatial Context II (3.0) |
| This course provides students with increased active immersion learning tools following the three principles of (a) leaving English behind, (b) relating to everything and every action in St’át’imcets language and (c) re-learning the world in St’át’imcets language. Fluent St’át’imcets language speakers engage students in activities focused on increasing the interactive use of St’át’imcets language in selected topics including: (a) a story gathering convened by students, (b) a special feast with elders with elders convened by students, (c) a visit to a sacred sited convened by students and (d) a visit to a traditional gathering selected by students.
Course Duration: 45 hours |
|
| STLG 221 | St’át’imcets Structure and Syntax (3.0) |
| This course will expose the student to the basics structure and syntax of St’át’imcets language. Topics include an overview of the Salishan languages with regard to patterns and rules of various components of language. This course will also cover the introductory linguistic components of phonetics, phonology and morphology as it relates to St’át’imcets language. Including descriptive components of sentence building.
Course Duration: 45 hours |
|
| STLG 230 | St’át’imcets Language Connections: Context Through Immersion Learning (3.0) |
| This course will focus on developing listening and speaking for using St’át’imcets language in situational contexts. Students will apply previous knowledge and communication skills to improve or increase vocabulary to connect ideas to everyday situational contexts in St’át’imcets language. Practical application to situations within schools/classroom, community gatherings and formal situations.
Course Duration: 45 hours |
|
| STLG 231 | St’át’imcets Language Place and Time: Context Through Immersion Learning (3.0) |
| This course is a full immersion course. It utilizes supervised fluent speakers to engage student in full-immersion activities in St’át’imcets language use. This course will develop proficiency and fluency in contextualizing the speaker and the receiver and third persons in real world situations. The course will increase vocabulary use of simple explanatory statements, responses to questions, use of spatial indicators and appropriate pronoun designations and time differentiation related to present, past and future contexts.
Course Duration: 45 hours |
|
| STLG 330 | St’át’imcets Language Immersion: Pod/Cohort Learning through Multiple Mentors (6.0) |
| This course builds on St’át’imcets Language Immersion where students will expand on elements of the oral immersion learning tools and communication phrases for use. Students will gain experience hearing different fluent speakers of each St’át’imcets speaking community with the intent of increasing usage and vocabulary. Students will form a Mentor pod process as a cohort of advanced immersion learners moving from one community of fluent speakers to another. Students will assist to organize within their own community the immersion event with the fluent speakers.
Course Duration: 90 hours |
|
| STLG 350 | St’át’imcets Immersion: Introduction to Mentored Special Topics (3.0) |
| This course is an introductory mentored special topics course. The course provides students immersion learning following a special topics model. Fluent St’át’imcets language topic mentors engage students in total immersion sessions focused on increasing the use of the St’át’imcets language. Implementing a situational learning practice to guide the topics plan for selected sessions. Situational learning topics may include indoor, outdoor, or other practical learning experiences.
Course Duration: 45 hours |
|
| STSC 101 | Strategies for Success (3.0) |
| This course introduces students to higher learning and academic culture. Students will explore a variety of topics that will help them connect to resources that will aid in their student success, including test-taking strategies, note-taking, time management, research, student responsibilities and ethics, learning styles, and setting educational goals that will contribute to lifelong learning. In addition, students will connect with other academic supports like the Librarian and Student Success Centre and have access to Elders who will introduce learners to some Indigenous cultural traditions to help students maintain a healthy balance during their studies.
Course Duration: 45 hours |
|
| THTR 110 | Introduction to Acting (3.0) |
| This course will provide students with a basic examination of acting techniques and performance skills. Areas of focus will include: improvisational exercises; the integration of the voice and body; the goal of freeing the imagination; character development through self-exploration and concentration; monologue development and script work; the development of a rehearsal process; the elementary study of scene structure in contemporary Aboriginal works; and the study of the flow and shape of drama. Modern Aboriginal works will be employed as the basis of exploratory exercises, thereby ensuring Aboriginal focus to the course content.
Course Duration: 45 hours |
|
| TRMG 101 | The Tourism Industry (3.0) |
| This course is an introduction to, and the study of, Aboriginal tourism, the tourism industry and its role in the economy: its scale and influence, major sectors, various tourism products in B.C., development potential, language and terminology, industry structure and organization, major world travel routes, prime tourism attractions in Western Canada. Tourism and the tourism industry will be explored through both a practical and theoretical perspective. Through studying the subject of tourism, students are encouraged to identify educational and professional career path opportunities offered in the various industry sectors in the province. Students will complete a research project/essay related the tourism industry.
Course Duration: 45 hours |
|
| TRMG 110 | Cultural Tourism (3.0) |
| This course provides insight into how local, regional and national communities and the cultures within these communities can be attracted to and successfully included in special events. Consideration is given to cross-cultural issues and the challenges of creating an ‘authentic’ experience while respecting the local environment and the traditions of the people who live in the location where a special event is hosted. Some approaches and techniques for incorporating the traditions of communities and cultures into special events will be demonstrated.
Course Duration: 45 hours |
|
| TRMG 250 | Destination Marketing Organizations (3.0) |
| As tourism expands around the globe, new opportunities for destination marketing emerge, including within the Aboriginal communities and territories they encompass. However, with these opportunities come increasing competition and challenges for the destination marketer. The aim of this course is to provide the learner with some of the basic skills necessary to develop marketing strategies to develop a destination image and attract key market segments, including marketing segments within Aboriginal communities and territories.
Course Duration: 45 hours |
|
| TSTP 100 | Exterior Structural Firefighter Training (3.0) |
| This course is designed for the Community Volunteer Fire Fighter (CVFF) Program and is intended to give the CVFF the basic knowledge and skill to conduct firefighting actives in a safe and effective manor when dealing with a structure fire with in their community. As CVFF’s do not have Self Contained Breathing Apparatus (S.C.B.A.), this training will deal with exterior structure attacks only. Students will be introduced to basic fire behavior, fire scene safety and basic exterior fire attack methods.
Course Duration: 45 hours |
|
| WELD 100 | Welder Foundation |
| This program was developed to meet the needs of employers and other industry stakeholders and prepares learners for entry level positions as apprentice welders in most sectors of the economy such as manufacturing, construction, transportation, resource extraction, and resource development. A welder is a person who has training in and is capable of welding ferrous and nonferrous metals in all positions, on both plate and/or pipe, using various welding processes. Practical instruction by demonstration and student participation will be integrated with classroom sessions. Safe working practices will be integrated into the program and will be reinforced throughout the apprenticeship. Students’ ability will be evaluated through a combination of written examinations, practical assessments, and observations. Students will be given ample opportunities to demonstrate their competency.
Course Duration: 840 hours |
|
| YTEL 060 | Electrical (0.0) |
| In this module, learners are introduced to the electrical trade and its various career options including construction and industrial electrician. Learners will work safely following electrical code requirements to select appropriate materials and tools to perform tasks.
Course Duration: 60 hours |
|
| YTES 060 | Workforce Essential Skills |
| In this module, learners highlight the expectations and requirements of apprentices in trades programs. Work-based training is an integral part of an industry training program. The goal is to help learners transition from school into the workforce through work experience by demonstrating knowledge in areas such as career planning, essential skills, entrepreneurship, and safe work practices.
Course Duration: 60 hours |
|
| YTCH 060 | Culinary (0.0) |
| In this module, learners are introduced to the culinary trade and its various career options. Learners will use appropriate practices, material, tools, and equipment to complete a variety of cooking tasks.
Course Duration: 60 hours |
|
| YTRC 060 | Carpentry (0.0) |
| In this module, learners are introduced to the carpentry trade and its various career options including residential, commercial, and renovation construction. Learners will demonstrate material and tool selection/usage, standard building techniques, and develop skills to create 3-D objects from 2-D plans and blueprints.
Course Duration: 60 hours |
|
| YTWD 060 | Welding (0.0) |
| In this module, learners are introduced to the welding trade and its various career options. Learners will use appropriate practices, material, tools, and equipment to complete a variety of welding processes.
Course Duration: 60 hours |