Catalogue

This workbook is designed for first or second-year sociology of gender or gender studies courses, focusing on the Canadian context. It is divided into five topics – Theory and Concepts, Institutions, Work, Family and Intimate Relationships, and Bodies and Health.

This workbook does not replace a textbook, instructor teachings through lectures, class discussion, class assignments, or other standard undergraduate course materials. Instead, this is an activity book: a course companion, working alongside and with those course materials. It is designed to build competency, capacity, and confidence with course materials, concepts, and arguments. It does this by embracing the concepts of embodied learning, iterative scaffolding, and reflexive insight. “Embodied” means doing things with your body and not just your mind; “scaffolding” means breaking things down into constituent parts that can be gathered together to build something bigger; and “reflexive” means thinking about oneself in relation to broad concepts and contexts around us. The workbook presents four types of content.

1. Each chapter has one or two pages of written content deemed “Insights to Think About,” which are summative guides to help students grab onto big ideas.
2. The chapters also have “Words to Try,” encouraging a usable lexicon.
3. Chapters have thoughtfully designed “Activities.” The activities help students to get ideas down, give those ideas meaning and order, and prepare students to do more engaged work in course conversations and higher-stakes assignments.
4. Finally, each section ends with “My Insights On,” where students can record their “big picture” ideas and things they want to explore more in their course discussions and other assignments.

The complete hardcopy version of this workbook is available here: https://kpu.pressbooks.pub/app/uploads/sites/294/2023/02/Gender-in-Canada-A-Companion-Workbook-2023.pdf

This document outlines a vision and strategy for KPU’s open education initiatives. It was developed in collaboration with members of the KPU Open Education Working Group along with other key internal and external stakeholders and in conjunction with Vision 2023 and Academic Plan 2018-2023. In the spirit of openness, this plan has been drafted and revised on the open web and published with an open license.

The United Nations Sustainable Development Goals (UN SDG) Open Pedagogy Fellowship Toolkit is meant as a resource for both instructors and institutions. Within this resource, readers will find examples of a wide variety of openly-licensed renewable assignments that can be assigned and applied to a variety of subject areas and disciplines. Of course, each assignment speaks directly to at least one UN SDG. Beyond that, this resource also serves as a guide for institutions who wish to adopt and adapt this program by bringing it to their home institution.

This handbook provides an overview of practices specifically related to the work experience component of Adult Special Education (ASE) Employment Readiness (ER) programs in B.C. The handbook also articulates promising and recommended practices and details specific practical applications. It may also serve as a foundation to initiate further discussion regarding provincial articulation standards in relation to high-impact work experience practices in ASE

This handbook includes both a summary of information gathered and outlines of promising and recommended practices in relation to the key areas below:

1.       The importance and value of structured work experience in ASE ER programming

2.       The rationale for including work experiences in employment readiness programs

3.       Definitions and common language related to work experiences

4.       Considerations and methods used to assess student interests, skills, aptitudes, abilities and preferences and matching them with suitable work experiences

5.       Support and monitoring of students on work experience

6.       Assessment and reflection as related to work experience

7.       Safety and risk management considerations

8.       Sample resources

Reading Texts: An Interactive Workshop guides you through a series of videos and exercises to help you read efficiently and purposefully. The workshop as a part of the Academic Skills Workshop series developed by the KPU Learning Centres.

Interculturalizing the Curriculum is the third in a series of educator development resources on interculturality. Developed for the KPU Intercultural Teaching Program, this short book engages educators in two main strands of interculturalizing the curriculum:

1. Revising curriculum to reflect intercultural learning outcomes, and diverse content from multiple perspectives, and
2. Supporting student interculturality development.

In the first chapters of the book, we explore the process of interculturalization. First, the process is placed within its theoretical context(s) with an exploration of the streams of thought that contribute to understandings of how education can support equity and social justice. From there, Leask’s (2013, 2015) model of curriculum internationalization informs the process of considering how our curriculum currently reflects diverse knowledge sources and ways of knowing, and envisioning what changes might be desired.

The second part of this resource focuses on student interculturality development. One of the overarching goals of interculturalizing the curriculum is providing a means by which our students understand their identities, learn to engage with multiple perspectives, relate effectively with classmates, and prepare to advocate for social change.  These chapters discuss how student interculturality development can be integrated into the curriculum and assessed, as well as how educators can support the complex and challenging classroom conversations that arise from an interculturalized curriculum.

Welcome to the journey of exploring what might be possible in our curriculum and classrooms.

Building on the principles explored in Foundations of Intercultural Teaching, this resource introduces educators to educational strategies that can foster more inclusive, equitable, and just classroom environments.  Practices focus on creating classroom environments that support the needs of diverse learners, while at the same time creating an enhanced learning environment for all.  Topics include:

• Defining inclusive teaching practices.
• Applying a systematic approach to making implicit cultural and disciplinary knowledge explicit.
• Using the academic literacies model to support student development in reading, writing, and digital literacies.
• Supporting multilingual student writing.
• Facilitating diverse student teams.
• Creating inclusive online learning environments.