Academic Calendar Fall 2018

Teacher Education

ufv.ca/teachereducation

Bachelor of Education degree

The Teacher Education Department offers a Bachelor of Education (BEd) degree for students who have already completed a four-year degree. There are two options within the Bachelor of Education: the elementary/middle school option (grades K-7) and the secondary school option (grades 8-12). Within the Secondary option, there are two streams: the Math/Science stream and the Humanities stream (English/Social Studies).

The Bachelor of Education as a second degree consists of 55 credits. Course work spans over three semesters and can only be taken on a full-time basis. Courses and practica emphasize the integration of knowledge and practice, with program components that are specifically designed to meet the BEd values and goals, as well as the curricular requirements of the Ministry of Education. The BEd is intended to help prospective teachers attain the professional standards established by the Ministry of Education through the British Columbia Teacher Regulation Branch (TRB) (see bcteacherregulation.ca for more information). Upon successful completion of the BEd, students will be recommended to the B.C. Ministry of Education for professional certification through the TRB and will receive a Bachelor of Education from UFV.

Entrance requirements (Elementary/Middle option)

The BEd Elementary/Middle option is designed to prepare students to qualify for a professional teaching certificate issued by the B.C. Teacher Regulation Branch (TRB). Some of the following admission requirements reflect policies or standards of the TRB.

Academic entrance requirements

  • Completion of a four-year bachelor degree from a recognized institution, to include 12 credits of 300 or 400 level courses in teachable subject areas (see Note)
  • 3 credits of English composition
  • 3 credits of English literature
  • 3 credits of Canadian history
  • 3 credits of Canadian geography
  • 4 credits of an approved laboratory science course
  • 4 credits of Math for the Elementary School Teacher (MATH 105)
  • 3 credits of Educational Psychology (EDUC 200)
  • 4 credits of Introduction to Best Practices in Teaching and Learning (EDUC 300)

Note: All applicants must meet the course requirements of the TRB to qualify for professional certification. The required Bachelor's degree needs to include a minimum of 120 credits. Twelve credits of third- and fourth-year courses have to be from teachable subject areas: English, math, science, physical education, social studies (any combination of anthropology, geography, history, political science, or sociology), French, visual arts, and theatre.

With the exception of EDUC 200 and EDUC 300, all other elementary breadth courses must be completed by December 31 prior to applying to the BEd.

Other entrance requirements

  1. Interview: All applicants who meet the minimum requirements will be interviewed to assess their readiness and their dispositions for the teaching profession. Interview dates will be made available by invitation and are typically scheduled for March. Students unable to attend the interview must consult the Education Advisor.
  2. Program Preparation: Students are required to have work experience with children/adolescents in a variety of settings. While all experience with children/adolescents is valuable, classroom volunteer work is strongly recommended. Students are encouraged to highlight additional certifications, talents, and skills. In addition, we recommend that elementary/middle education applicants take courses in First Nations studies or Indigenous Peoples' knowledge to further enhance their preparation. It is also recommended that applicants have preparation in numeracy (e.g. MATH 205), modern languages, fine and performing arts courses, and kinesiology courses.
  3. Reference letters: Two confidential letters of reference from professionals are required to support the application. Forms with guiding questions can be found on the Teacher Education department website.
  4. Grade Point Average: UFV will calculate grade point average (GPA) on the most recent two years (approximately 60 semester hours) of undergraduate coursework (this may include post- degree coursework). Applicants with a GPA below a 2.8 on the 4.33 scale in this calculation will not be considered.
  5. English language requirement: Applicants must meet the Degree/diploma level English language proficiency requirement. For details on how this requirement may be met, see the English language proficiency requirement section of the calendar.

Entrance requirements (Secondary option)

The BEd Secondary option is designed to prepare students to qualify for a professional teaching certificate issued by the B.C. Teachers Regulation Branch (TRB). The BEd Secondary option includes two streams: Math/Sciences and Humanities (English/Social Studies).

The following admission requirements reflect the policies and standards of the TRB. There are three ways in which an applicant can be eligible for the BEd Secondary option:

  1. Bachelor’s degree with a major in one of the four teachable subject areas (e.g. a major in Biology would make an applicant eligible for the Math/Sciences stream);
  2. Bachelor’s degree with two minors, with both minors from the four teachable subject areas (e.g. a minor in Mathematics and a minor in Chemistry would make an applicant eligible for the Math/Sciences stream); or
  3. Bachelor’s degree with a minimum of one minor in one of the four teachable subject areas (with a preference for a second minor in a subject area widely taught in B.C. schools).

Academic entrance requirements

  • Completion of a four-year bachelor degree from a recognized institution, to include at least one teachable area consisting of a major or a minor in one of English, Social Studies, Mathematics, or Sciences
  • 3 credits in English composition
  • 3 credits in English literature
  • 3 credits of Educational Psychology (EDUC 200)
  • 4 credits of Introduction to Best Practices in Teaching and Learning (EDUC 300)

Note: The English requirements must be completed by December 31 prior to applying to the BEd.

Course requirements for major/minor distinctions

Teachable major

A teachable major is comprised of 42 credits of general and specific course work in any one of the following core B.C. secondary school subjects: Mathematics, Sciences, English, or Social Studies. At least 30 of the 42 credits must be at the 300- or 400-level.

Teachable minor

A teachable minor consists of a minimum of 12-15 credits at the lower-level and at least 18 credits at the 300- and/or 400-level in any one of English, Social Studies, Mathematics, or Sciences.

Specific course requirements

Humanities Stream (English/Social Studies)

Social Studies teacher applicants

To be accepted as a Social Studies teacher candidate, applicants must meet the following course requirements:

  • For Geography students:
    • 12 credits in geography at any university level;
    • 12 credits in history, which must include 3 credits in pre-Confederation Canadian history, 3 credits in post-Confederation Canadian history, 3 credits in European history, and 3 credits in Asian, African, or Latin American history; and
    • 30 credits in 300/400-level geography courses (a minimum of 18 credits is required for the minor).
  • It is recommended that applicants have six credits in a social science other than history or geography, such as sociology, anthropology, First Nations studies, or political science.

  • For History students:
    • 12 credits in history, which must include 3 credits of pre-Confederation Canadian history, 3 credits of post-Confederation Canadian history, 3 credits of European history, and 3 credits of Asian, African, or Latin American history;
    • 6 credits in geography (3 credits must be in Canadian geography); and
    • 30 credits in 300/400-level history courses (a minimum of 18 credits is required for the minor).
  • It is recommended that applicants have six credits in a social science other than history or geography, such as sociology, anthropology, First Nations studies, or political science.

Note: Social Studies teacher applicants will also be completing the English methods courses within the Humanities stream.

English teacher applicants

To be accepted as an English teacher candidate, applicants must meet the following course requirements:

  • 12 credits in 100/200-level English;
  • 30 credits in 300/400-level English (a minimum of 18 credits is required for the minor);
  • 3 credits in Canadian history and 3 credits in either European, Asian, or Latin American history; and
  • 3 credits in Geography.

Note: English teacher applicants will also be completing the Social Studies methods courses within the Humanities stream. English teacher applicants are encouraged to include English literature courses in their preparation.

Math/Sciences stream

Science teacher applicants

To be accepted as a Science teacher candidate for biology, chemistry, physics, or physical geography in the Math/Sciences stream, applicants must meet the following course requirements in order to be prepared for both the science and mathematics methods courses:

  • MATH 111, and one of MATH 112 or MATH 118, or equivalent;
  • A minimum of 18 credits of 100/200-level course work in one of the following designated content areas: Chemistry, Physics, Biology, or Physical Geography/Geology; and
  • 30 credits of 300/400-level course work in the designated major subject area (or 18 credits for the minor).

Note: Applicants for the Physical Geography content area must hold a BSc in Physical Geography.

Note: Science teacher applicants will also be completing the mathematics methods courses within the Math/Sciences stream.

Mathematics teacher applicants

To be accepted as a Mathematics teacher candidate in the Math/Sciences stream, applicants must meet the following course requirements in order to be prepared for both science and math methods courses:

  • MATH 111, and one of MATH 112 or MATH 118, or equivalent;
  • 12 additional credits in 100/200-level mathematics, (including one course in statistics);
  • 8 credits from the completion of CHEM 113 and 114, or PHYS 111 and 112, or
    BIO 111 and 112; and
  • 30 credits in 300/400-level mathematics courses (a minimum of 18 credits is required for the minor). Please note that the upper-level courses should be math courses and not statistics.

Note: Mathematics teacher applicants will also be completing the science methods courses within the Math/Sciences stream.

Other entrance requirements

  1. Interview: All applicants who meet the minimum requirements will be interviewed to assess their readiness and their dispositions for the teaching profession. Interview dates will be made available by invitation and are typically scheduled for March. Students unable to attend the interview must consult the Advisor.
  2. Program Preparation: Students are required to have work experience with children/adolescents in a variety of settings. While all experience with children/adolescents is valuable, classroom volunteer work is strongly recommended. Students are encouraged to highlight additional certifications, talents, and skills. For those students applying with only one teachable minor in one of the four subject areas, preference will be given to students who have a second minor in another subject area widely taught in B.C. schools. In addition to the courses required to apply for each stream, applicants are encouraged to take additional courses to enhance their preparedness for today’s classrooms. Students are encouraged to pursue coursework in the following areas:
    • Mathematics/Sciences applicants: 6 credits in computer science or 6 credits in a science subject different than the teachable major/minor.
    • Humanities applicants: 6 credits in a social science other than history or geography, such as First Nations studies, Indigenous Peoples' knowledge, anthropology, sociology, or political science.
  3. Reference letters: Two confidential letters of reference from professionals are required to support the application. Forms with guiding questions can be found on the Teacher Education department website.
  4. Grade Point Average: UFV will calculate grade point average (GPA) on the most recent two years (approximately 60 semester hours) of undergraduate coursework (this may include post- degree coursework). Applicants with a GPA below a 2.8 on the 4.33 scale in this calculation will not be considered.
  5. English language requirement: Applicants must meet the Degree/diploma level English language proficiency requirement. For details on how this requirement may be met, see the English language proficiency requirement section of the calendar.

Note: All documentation submitted as part of a student’s application is confidential and will be treated as such by UFV.

All teacher candidates must meet the B.C. Teacher Regulation Branch acceptable degree policy, restricting the academic preparation acceptable for qualifying teachers. It is strongly recommended that prospective students attend the Teacher Education seminars which are regularly offered by the department. For more information please see the Teacher Education department website.

Criminal record check

Under the Criminal Records Review Act, students in a professional post-secondary program with a practicum component involving work with children and/or vulnerable adults must undergo a criminal record check. This is a requirement before students can participate in any practicum placements. Persons convicted of a criminal offense and given an absolute or conditional discharge are advised to contact the Registrar of the Teacher Regulation Branch for clarification of their status before undertaking a teacher education program. The criminal record check will be administered through the Teacher Education department and the British Columbia Ministry of Justice (Policing and Security Branch).

Recognition of previously completed education courses (transfer)

The BEd is a full-time cohort program where students take all courses together on the same schedule. To ensure that students progress through the program at the same pace and receive consistent exposure to all aspects of the BEd curriculum, we limit transfer credit from other institutions or from other programs at UFV toward credit in the BEd program.

The following criteria are used to determine the applicability of transfer credit or other UFV credits to the BEd program or entrance requirements:

  • Relevance of the course, as determined by the Teacher Education department.
  • Suitability of the course to the program, as determined by Teacher Education department.
  • The date the course was taken. Generally, courses taken more than 10 years ago will not be considered applicable to the BEd entrance requirements and/or program requirements.
  • The content of the course. If a course has been taken within the past 10 years, but there has been significant change to the course content, the course may not be considered applicable to the BEd entrance requirements or program requirements.

Once transfer credit has been evaluated through the process administered by the UFV Office of the Registrar, applicants should contact the Teacher Education department to determine whether courses assigned UFV transfer credit may be used toward the BEd admission requirements. When transfer credit to the BEd is not appropriate, unassigned transfer credit may be given towards electives for other UFV programs. Students should consult with the Education Advisor.

How to apply

Applicants must submit completed applications, including documentation, by January 31 to be considered for the September admission of the same year. Applicants are eligible to apply while completing a Bachelor’s degree acceptable to the TRB, provided all prerequisite courses (except EDUC 300) are completed in the Fall semester prior to starting the BEd. Students accepted into the BEd program must complete their degree and course requirements by the end of the winter semester of the same year. Applications received after January 31 may be considered, but only if space is available.

Admission to the BEd is competitive. Meeting the minimal requirements does not guarantee admission.

Students can obtain the BEd application forms online through the Office of the Registrar, or the Teacher Education department website.

Additional documents required for a complete application:

  • Official transcripts (or interim transcripts) from all post-secondary institutions attended, showing grade/course achievement. (UFV students are not required to submit transcripts.) To be considered official, transcripts must be sent directly to UFV from the originating institution; see the Transfer Credit section of the calendar for details. To meet application deadlines, order your transcripts early.
  • A brief resume detailing education, work experience, and volunteer experience is required. Directions are given on the Teacher Education department website.
  • Reference letters must be submitted on the Referee Report form, with a separate form completed for each reference. One reference must come from an off-campus educator who has observed the applicant interacting with children/adolescents in an educational setting. Referees should be given the online link to the fillable PDF reference report. Once completed and saved, it should be attached to an e-mail and sent directly to TEDreferences@ufv.ca. References are held in strictest confidence and must be received directly from the referee from an identifiable e-mail address. Two references are required.

Basis for admission decision

  1. The Admissions Committee will consider each application.
  2. Each applicant must meet all academic requirements. In addition, applicants are evaluated based upon the four additional admission criteria as outlined under “Other requirements”. The overall, summative score determines who will be admitted to the BEd. A waitlist will also be generated for each intake.
  3. Conditional acceptance may be offered if students are still completing their Bachelor’s degree and/or EDUC 200 and EDUC 300 prior to beginning the BEd in September. Proof of completion of ALL entrance requirements is due by mid-May.

Admission to the BEd is on a competitive basis. Meeting minimum requirements does not guarantee admission.

Fees and additional costs

See the Fees and Other Costs section. Books and additional supplies cost approximately $100 per course. The criminal record check (required by the Ministry for all prospective teacher candidates) is currently $28. As well, students must have reliable modes of transportation for travel to and from practica sites. Finally, other expenses will be incurred during the duration of the program including: fees for teacher certification, annual professional memberships, and costs incurred when acquiring a professional wardrobe. For additional information, please contact the Education Advisor.

Program outline (Elementary/Middle option)

This is the suggested order and sequence of courses taken by all students within the cohort model.

Semester I (September to December)

Course Title Credits
EDUC 410 Schooling in a Diverse Society 3
EDUC 412 Introduction to Development and Special Learning Needs 3
EDUC 420 Designs for Learning Elementary English Language Arts 3
EDUC 424 Designs for Learning Elementary Mathematics 3
EDUC 425 Designs for Learning Elementary Physical Education 1
EDUC 444 Classroom Management Strategies 1
EDUC 445 Planning and Assessment 2
EDUC 490 School Experience (practicum 1) 6
EDUC 495A Applications of Reflective Practice I 0.5
Total 22.5

Semester II (January to April)

Course Title Credits
EDUC 421 Designs for Learning Elementary Social Studies 2
EDUC 422 Designs for Learning Elementary Fine Arts 1
EDUC 423 Designs for Learning Elementary Science 2
EDUC 448 Conflict Resolution in Schools 1
EDUC 452 Unit Planning, Assessment, Evaluation, and Reporting 2
EDUC 453 Literacy Across the Curriculum 1
EDUC 454 Mental Health and Special Learning Needs 1
EDUC 492 Integration of Knowledge and Practice (practicum 2) 12
EDUC 495B Applications of Reflective Practice II 0.5
Total 22.5

Semester III (May and June)

Course Title Credits
EDUC 442 Introduction to Classroom Research 1
EDUC 446 Information Technology in Teaching 1
EDUC 447 Indigenous Youth and Schooling 3
EDUC 450 Second Language Learning in Classroom Practice 2
EDUC 460 Governance and Reform in Public Education 2
EDUC 495C Applications of Reflective Practice III 1
Total 10

Total program credits: 55

Program outline (Secondary option)

This is the suggested order and sequence of courses taken by all students within the cohort model.

Humanities stream

Semester I (September to December)

Course Title Credits
EDUC 410 Schooling in a Diverse Society 3
EDUC 413 Introduction to Adolescent Development and Special Learning Needs 3
EDUC 431 Designs for Learning General Language Arts 3
EDUC 432 Designs for Learning General Social Studies 3
EDUC 440 Professional Communication in Schools 1
EDUC 444 Classroom Management Strategies 1
EDUC 445 Planning and Assessment 2
EDUC 490 School Experience (practicum 1) 6
EDUC 495A Applications of Reflective Practice I 0.5
Total 22.5

Semester II (January to April)

Course Title Credits
EDUC 434A Designs for Learning Secondary History/Geography 1.5
EDUC 434B Designs for Learning Secondary Language Arts 1.5
EDUC 441 Online Teaching and Learning 1
EDUC 448 Conflict Resolution in Schools 1
EDUC 452 Unit Planning, Assessment, Evaluation, and Reporting 2
EDUC 454 Mental Health and Special Learning Needs 1
EDUC 492 Integration of Knowledge and Practice (practicum 2) 12
EDUC 495B Applications of Reflective Practice II 0.5
EDUC 498 Special Topics in K-12 Education 2
Total 22.5

Semester III (May to June)

Course Title Credits
EDUC 442 Introduction to Classroom Research 1
EDUC 446 Information Technology in Teaching 1
EDUC 447 Indigenous Youth and Schooling 3
EDUC 450 Second Language Learning in Classroom Practice 2
EDUC 460 Governance and Reform in Public Education 2
EDUC 495C Applications of Reflective Practice III 1
Total 10

Total program credits: 55

Math/Sciences stream

Semester I (September to December)

Course Title Credits
EDUC 410 Schooling in a Diverse Society 3
EDUC 413 Introduction to Adolescent Development and Special Learning Needs 3
EDUC 435 Designs for Learning Secondary Mathematics 3
EDUC 436 Designs for Learning General Science 3
EDUC 440 Professional Communication in Schools 1
EDUC 444 Classroom Management Strategies 1
EDUC 445 Planning and Assessment 2
EDUC 490 School Experience (practicum 1) 6
EDUC 495A Applications of Reflective Practice I 0.5
Total 22.5

Semester II (January to April)

Course Title Credits
EDUC 437A Designs for Learning Secondary Science (Biology/Earth Science Focus) 1.5
EDUC 437B Designs for Learning Secondary Science (Chemistry/Physics Focus) 1.5
EDUC 441 Online Teaching and Learning 1
EDUC 448 Conflict Resolution in Schools 1
EDUC 452 Unit Planning, Assessment, Evaluation, and Reporting 2
EDUC 454 Mental Health and Special Learning Needs 1
EDUC 492 Integration of Knowledge and Practice (practicum 2) 12
EDUC 495B Applications of Reflective Practice II 0.5
EDUC 498 Special Topics in K-12 Education 2
Total 22.5

Semester III (May and June)

Course Title Credits
EDUC 442 Introduction to Classroom Research 1
EDUC 446 Information Technology in Teaching 1
EDUC 447 Indigenous Youth and Schooling 3
EDUC 450 Second Language Learning in Classroom Practice 2
EDUC 460 Governance and Reform in Public Education 2
EDUC 495C Applications of Reflective Practice III 1
Total 10

Total program credits: 55

Interruptions, concerns, and withdrawals

Teacher candidates must demonstrate a satisfactory level of understanding in all foundation courses, designs for learning courses, and short courses in order to receive credit. Courses are evaluated on a credit/no credit basis. Please note that the details of how a teacher candidate is evaluated in a course will be specified in each course outline. Teacher candidates must receive credit in the school experience and practica in order to complete the program. Moreover, teacher candidates are expected to be guided by ethically responsible professional conduct that includes behaviour consistent with the established Standards for the Education, Competence and Professional Conduct of Educators, as outlined through the B.C. Ministry of Education's Teacher Regulation Branch.

Interruption due to extenuating circumstances

Teacher candidates may request permission, in writing, to interrupt the BEd due to extenuating circumstances such as medical, personal, or financial difficulties. There is an interrupt form which must be completed by the candidate and reviewed by the department head. Conditions for the candidate’s re-entry into the program are specified at this time. Re-entry into the program must occur within two years of the interruption. Interruption is not an option once performance issues have been identified.

Academic standing in the program

Grading for all courses in the BEd is on a credit/no credit basis. Teacher candidates must achieve credit in all courses to maintain good standing in the program. Candidates who do not pass all courses in the BEd program each semester will be given a Notice of Potential No Credit Grade. Candidates who do not achieve credit in a course will be withdrawn from the program. Please see the section on course withdrawal below.

Course withdrawal

Teacher candidates who withdraw from any of the BEd courses will be considered withdrawn from the program. See Re-application or Re-entry section below for information on completing the program.

Notice of Potential No Credit Grade

If a teacher candidate does not demonstrate the necessary behaviours within the timeline of the Notice of Concern, or their behaviour is not consistently demonstrated after completion of the Notice of Concern, they will be placed on a Notice of Potential No Credit Grade. A Notice of Potential No Credit Grade is completed by a program coordinator or department head in consultation with the faculty mentor and/or instructor. If completed in relation to the school experience or long practicum, the teacher mentor may be involved as well.

  • The Notice of Potential No Credit Grade identifies the Teacher Candidate’s insufficient competencies in relation to the 14 Program Goals. The Program Values may be referenced as well.
  • It will specify the conditions the candidate must meet in order to demonstrate improvement and the timeline for completion of these improvements.
  • The candidate will have a minimum of five working days to meet the conditions of the Notice of Potential No Credit Grade.

When the teacher candidate has demonstrated that they have met the conditions by the deadline, this will be noted in writing and communicated to all participants. The candidate must demonstrate that these improvements are sustained throughout the remainder of the program.

If concerns regarding a teacher candidate’s performance during school experience or long practicum are serious enough (e.g., potential threat to the physical, emotional, social, or intellectual safety of students), the program coordinator may choose to move directly to a Notice of Potential No Credit Grade, bypassing the implementation of a Notice of Concern.

Failure to meet or sustain the conditions of the Notice of Potential No Credit Grade will result in a grade of NCR, resulting in an immediate program withdrawal.

Withdrawal process

The withdrawal of a Teacher Candidate from the program is a difficult experience for all concerned. It is important that all affected parties have a thorough understanding of the withdrawal process in order to lessen any discomfort and ensure transparency throughout the process. There are two types of withdrawals: (1) a voluntary withdrawal by the teacher candidate; and (2) a program-initiated withdrawal.

  1. Voluntary withdrawal by the teacher candidate: If a candidate acknowledges their inability to meet the goals of the program, they may withdraw from the program. The candidate is required to inform their instructor and/or mentor and the program coordinator and/or department head. It will be the responsibility of the teacher candidate to inform the Registrar’s office of their intention to withdraw. This may result in the candidate receiving a no credit (NCR) grade for all courses in that semester. As well, the candidate must complete the withdrawal form and meet with the program coordinator and/or department head. In a candidate-initiated withdrawal, a variety of conditions for re-application or re-entry will be identified on the withdrawal form. These conditions will reflect the teacher candidate’s performance issues and the circumstances surrounding the candidate-initiated withdrawal.
  2. Program-initiated withdrawal: A program-initiated withdrawal can occur in one of two ways:
    • Immediate withdrawal: For situations that are considered very serious, a candidate may be immediately removed from the classroom during school experience or long practicum. This removal occurs when the principal at a sponsoring school refuses to allow the teacher candidate to continue. This results in a grade of NCR (for either EDUC 490 or EDUC 492). This NCR grade results in a program withdrawal. In this situation, the program coordinator will withdraw the teacher candidate from the program immediately, bypassing the previously outlined process.
    • Withdrawal process: For situations in which a teacher candidate has not met the conditions of their Notice of Potential No Credit Grade or has not sustained their performance after completion of the Notice of Potential No Credit Grade, the candidate will receive a grade of NCR for the course. This NCR grade results in program withdrawal. A withdrawal form is completed by the program coordinator and/or department head. The faculty mentor, teacher mentor, and/or instructor may be involved in this process. The candidate is required to sign that they have read and received this withdrawal form. The withdrawal form lists the reasons for the withdrawal and specifies any conditions, including time limits, that the candidate must meet before they can re-apply or re-enter.

Depending on when the candidate is withdrawn from the program (whether voluntary or program-initiated), to return to the program the candidate will complete either a re-application or a re-entry as outlined below.

Re-application

Candidates who voluntarily withdraw, interrupt, or are withdrawn from any first-semester course (including EDUC 490) are required to re-apply as part of the regular admission process for the program. A previous admission does not provide any guarantee for re-application. If successful in their re-application, the candidate will be responsible for taking all program courses regardless of previously completed coursework. As a re-application is part of the regular application process, there is no time limit on a candidate’s re-application.

Re-entry

Candidates who voluntarily withdraw, interrupt, or are withdrawn from any second- or third-semester courses (including EDUC 492) may apply for re-entry to the BEd provided that they demonstrate evidence of meeting the terms detailed in the withdrawal documentation. An interview with the Admissions Committee may be required. Re-entry must be successfully achieved within 2 years after interrupting or withdrawing from the program. Deadline for re-entry is October 15 of the subsequent year after withdrawal. A candidate who re-enters the program is required to repeat the semester in which the withdrawal occurred. Only withdrawn candidates who successfully meet the conditions of their withdrawal and meet the required application deadline will be considered for re-entry into the program.

Requirements for re-entry may include one or more of the following:

  1. Documentation of new observations and/or volunteer experiences in educational/instructional contexts;
  2. Completion of required coursework;
  3. Completion of specific tasks involving reading, writing, reflecting, planning, and/or instructing; and/or
  4. An interview with the Admissions Committee.

Note: Although every effort is made to accommodate candidates who wish to re-enter the program in the semester of their choice, this cannot be guaranteed. Space availability for re-entering candidates, as well as the total number of applicants in any given semester, inevitably influences the possibility of re-entry, even for candidates who are otherwise qualified.

Residency

This is a full-time program in which all students take all of the courses. Thus, transfer of courses from other institutions or earlier studies will not be considered.

Auditing courses

Students will not be permitted to audit courses.

Graduation

Upon successful completion of all program requirements, teacher candidates are recommended to the B.C. Ministry of Education through the Teacher Regulation Branch for professional certification. In addition, BEd graduates will receive a Bachelor of Education from UFV.

Course listings

For complete details on courses see the course descriptions section.


Current Students