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EPSE 317: Development & Exceptionality in the Classroom

Course Coordinator: Dr. Christensen (carly.christensen@ubc.ca)
Lecturer: Dr. Christensen (carly.christensen@ubc.ca), Dr. Joann Anokwuru (joann.anokwuru@ubc.ca), or Mr. David
Nicks (david.nicks@ubc.ca)
Lead GTA: Ms. Hazel Ryan-Sheehan (hazel.ryansheehan@ubc.ca)

Office hours: Your Graduate Teaching Assistant (GTA) has set aside time for appointments on Monday, July 10,
Monday, July 17, and Monday, July 24, which coincide with your seminar hours. If these times do not suit your
schedule, please don't hesitate to reach out to your GTA via email to discuss and arrange for alternative meeting times.

UBC’s Point Grey Campus is located on the traditional, ancestral, and unceded territory of the xwməθkwəy̓ əm
(Musqueam) people. The land it is situated on has always been a place of learning for the Musqueam people, who for
millennia have passed on in their culture, history, and traditions from one generation to the next on this site.

Course Description
In EPSE 317, we focus on designing learning environments that support diverse learners to meaningfully participate
socially and academically. Pedagogies that support social and academic inclusion are explored, including social and
emotional learning, universal design for learning (UDL), trauma informed care, and response to intervention (RTI).
The needs of students with exceptionalities are considered within the context of an inclusive classroom.

Know-Do-Understand
Similar to BC's redesigned curriculum, this class was created to support a concept-based competency-driven
approach to learning. The three elements, the Content (Know), Curricular Competencies (Do), and Big Ideas
(Understand) all work together to support deeper learning. Every lecture, seminar, and assignment in EPSE 317
corresponds to these elements. The objectives and aims of this course are encapsulated below within the Knowledge-
Do-Understanding diagrams.
By aligning EPSE 317 to this framework, the course not only invites each of you to engage in concept-based,
competency-driven learning but also provides valuable lived experiences. This firsthand experience becomes
indispensable as you transition into educators in a system that expects you to plan, create, and assess learning adhering
to the Know-Do-Understand framework.
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Changes in syllabus or coursework

Instruction in the course is fluid and flexible, and therefore all planned course activities are tentative—as a
learning community we may modify course topics, readings, and assignments to promote student learning. All changes
will be discussed in class and an updated course syllabus will be provided.
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Assigned Resources

Course readings and resources

In accordance with the Universal Design for Learning (UDL) principle for multiple means of representation,
this course aims to diversify learning materials beyond traditional readings. We provide a variety of resources, offering
opportunities for students to read, watch, listen, and observe.
To prepare for each class, students are required to engage daily with three distinct assigned resources. This
commitment is essential for fostering a comprehensive understanding and active participation during lectures and
seminars. Please refer to Canvas to find the readings and resource choices assigned for each lecture.
Additionally, students must come to class equipped with a digital device, as there will be a need to access
Canvas during lectures and seminars. This enables real-time engagement with materials and promotes an interactive
learning environment. By adhering to these requirements, we aspire to foster a more inclusive, enriching, and
technologically integrated learning experience for all students.

Assignments

Each assignment must be completed and meet the “yet” expectations within each rubric for successful
completion of this course. The course is pass/fail. In order to pass this course, students must:
1. Achieve a “Yet” on each section of the assignment grading rubrics listed below and on Canvas.
2. Complete and submit self-assessment for each assignment that supported by evidence from your assignment.
3. All assignments must be completed on time to receive a grade in this course (unless you have been granted an
extension). There is no final exam.

Resubmission practices

In accordance with the UDL principle of enabling multiple means of expression and action, this approach aims
to foster mastery-oriented learning. We achieve this by offering feedback, thereby enabling students to understand the
reasoning behind their grades and strategize on how to broaden their knowledge further.
In an effort to cultivate a growth mindset, we encourage students to resubmit assignments, thereby
demonstrating their grasp of the competencies required in this course. Students who haven't met the “yet” columns
outlined in the rubric are expected to address the feedback and resubmit their assignments. GTA’s will provide specific
resubmission deadlines tailored to individual students' needs.
However, for the final assignment (due July 27) the possibility of resubmission is limited by provincial
certification deadlines. GTA’s will not be able to accept resubmissions after July 30 barring a formal extension due to
extenuating circumstances.

Self-Assessment
In alignment with our course objectives of fostering a growth mindset, adhering to Universal Design for
Learning (UDL) principles, and cultivating skills essential for educational assessment, students are required to submit a
self-assessment along with each completed assignment. This process underpins the importance of self-evaluation and
reflection in your development as educators.
The self-assessment should include a filled-out rubric that reflects your performance on the assignment, paired
with specific evidence to substantiate your rubric selection. All components - the completed assignment and the self-
assessment rubric- are to be submitted simultaneously by the due date on Canvas.

Part A: Sage’s Learner Profile (Due July 24 by 11:59pm)

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Understand/Big Ideas:
 See the variability of all learners
 Change environments not students
Know/Content:
• UDL and 3 principles
• Strength-based classrooms
Do/ Competencies:
 Apply the UDL's 3 principles to design classroom practices that respond to students' strengths and stretches
 Create classrooms that are strength-based

Assignment Rationale
Part A of this assignment is designed to utilize UDL’s three principles to evaluate students' strengths and
stretches. The purpose of this assignment is to foster an understanding of the diverse nature of all learners, with a focus
on a strength-based perspective. By employing a strength-based approach to disability, this assignment encourages an
identity affirming outlook on the potential of every student.

Description
Students are required to analyze Sage’s learner profile by applying the three UDL principles. Consider using
the graphic organizer below in creating or guiding your response. This graphic organizer is partially filled in to scaffold
your own learning. Using the information from the PowerPoints (July 12th and July 13th) discussing learner profiles,
CAST website, and GTA seminar activities to create a learning backpack (tools, resources, learning strategies) that
supports Sage’s learner strengths and stretches. Additional helpful information also included in Sage's background
information and learning preferences document (attached on Canvas). The lecture slides provide a comprehensive
application of the three UDL principles to understand learner needs that will guide classroom lesson design. For this
assignment to be considered complete, you must submit Part A, Part B, and the self-assessment.

Part A: Sage’s Learner Profile

Strengths Stretches Learning Backpack: Tools, resources,
learning strategies
Engagement • Sage understands • Easily distracted by
and accepts a wide noise and peers
range of emotions (processing controls)
• Sage becomes
cognitively fatigued
when lessons rely solely
on reading/writing.
• Sage can be distracted by
struggling to decode the
text and missing the big
ideas.
• Difficulty managing
frustration in situations
of challenge or conflict.
• Sage often
lashes verbally
when in a
conflict.

Representation • Enjoys swimming, • Printing is difficult to

volleyball, hiking, read (graphomotor skills)
canoeing (gross • Sage’s hand tires
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motor). quickly
• Fluent in • Benefits from repetition
Anishinaabe and of instructions
English • Starts with the last
• Uses speech-to- instruction stated
text software • Spelling can cause Sage
efficiently to create to stop attempting work
written • Enjoys sharing
assignments. traditional stories.
• Enjoys listening to • Limited written
traditional oral vocabulary
stories and • Finding the “big idea” in
interpreting these written text or
stories). summarizing key points
is challenging.

Action and • Socially attune • Has difficult

Expression “able to read the following/remembering
room” both verbal multi-step instructions
and non-verbal • Often losses their
communication classroom materials and
(social cognition) homework.
• Looked to as a • Challenge to remember
leader by peers instructions while being
• Understands when asked to begin the task.
to use formal • Underestimates how
language (elders, long an assignment or
teachers) task will take to
• Interprets humour complete.
and sarcasm • Often starts a lab or
• Understands the hands-on learning
“unspoken” rules activity without having
of conversation all the materials they
like taking turns, need collected.
staying on topic, • Effective in group
etc. discussions because Sage
• Loves artistic can see different
expression (visual, viewpoints as valid.
drama, and music)
• Artistic
conceptional
representation
within other
subject areas
• Creativity
• Hands-on problem
solving
• Applies new
learning to another
context
Reference
CAST (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org
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Format
Students have the choice to use the graphic organizer of the Sage’s learner profile provided above and on Canvas as the
complete the assignment or as a planning document. Students can also use a different format as listed below:
 Written response (2 pages double-spaced max)
 5-minute voice recording/ podcast/ video
 Mindmap or graphic organizer (like the example provided above) 
 Another type of visual depiction

Part B UDL planning guided reflection (Due July 24 by 11:59pm)

Understand/Big Ideas:

 See the variability of all learners

 Change environments not students
 UDL as an evidence-based framework for inclusive education
Know/Content:
 UDL and 3 principles
 Strength-based classrooms
Do/ Competencies:
 Evaluate teaching strategies and environments to identify barriers and develop methods to address these
challenges
 Create flexible lesson materials informed by UDL
 Apply the UDL's 3 principles to design classroom practices that respond to students' strengths and stretches
Assignment Rationale
Through this assignment, students will gain insights into the impact of their instructional choices on students
with disabilities and develop the necessary skills to create lessons informed by UDL principles. The reflective process
required in this assignment not only fosters a deeper understanding of effective instructional strategies but also
cultivates a commitment to continuous professional growth. Ultimately, this reflective assignment seeks to contribute
to the development of more equitable and inclusive educational environments.
Description
Students will select a previously used lesson plan to complete this reflection assignment. This lesson plan must
be submitted with your assignment. This lesson plan will not be assessed but rather used a reference point for your
GTA in the assessment process. By reflecting on a previously used lesson plan, student can critically evaluate their
approach to inclusivity and identify areas for improvement. For this assignment, students will reflect and consider the
implementation of the UDL principles. To do so, students must look at Sage’s learner profile and the learning
backpack generated in Part A to guide their reflections and lesson changes.
Using the guided reflection questions below, students will create a reflective response that considers your
lessons barriers and strengths, implications for designing with UDL that responds to Sage’s learning needs, and steps
forward in creating UDL-based lessons.

What? So What? Now What?

Assessing your lesson Implications of designing with UDL Steps forward
(Select 2 questions from (Select 2 questions from below) (Select 2 questions from below)
below)
 What strengths can you  How can you change your lesson  How will you approach lesson
identify in your to incorporate 1-2 UDL principles planning for a student similar to
previously planned effectively while aligning with the one described in the student
lesson? Sage’s learning needs? vignette in the future?
 What potential learning  In what ways would the inclusion  What areas would you like to
barriers might have of these 1-2 UDL principles explore further to enhance your
existed within your address the needs of Sage, UDL lesson planning skills?
previously planned considering both her strengths and  What do you consider to be
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lesson? stretches? your strengths and areas for

 How did your  How does Sage’s learning growth in lesson planning?
previously planned backpack influence lesson  What UDL principles that seem
lesson incorporate planning? most aligned with how you
specific UDL teach students?
principles?

Format
Regardless of the format selected, make sure you have addressed at least 2 questions from each section of the chart
above. You can submit your assignment using the chart above.
 Written response (350-400 words max)
 5-minute voice recording/ podcast/ video
 Mindmap or chart (like the one above)
For this assignment to be considered complete, you must submit Part A, Part B, and the self-assessment.

Grading Rubric
Objective
Sage’s Apply the UDL's 3
Learner principles to design
Profile classroom practices that
respond to students'
strengths and stretches
Create classrooms that
are strength-based.
UDL Evaluate barriers in
planning teaching strategies and
guided environments
reflection
Removal of barriers
potentially facing Sage
UDL-informed lesson
ideas
Yet
Effectively consolidates
information about Sage's
strengths and areas for growth,
and uses it to assemble a
'Learning backpack.' This will
consist of various potential tools,
resources, and learning strategies,
ultimately aiming to create a
classroom environment that
adheres to UDL principles.
‘Learning backpack’ consists of
tools, resource, and learning
strategies that align with Sage’s
learner profile and promote
strength-based planning.
Thoroughly assesses barriers
present in teaching strategies
from a pedagogical perspective
and teaching environments within
their previous lesson
Integrates the ‘learning backpack’
tools, resources, and learning
strategies to remove both
environmental and pedagogical
barriers Sage could face within
the previously designed lesson.
Utilizes the 1-2 UDL principles to
analyze the barriers and suggest
re-design that engages with
Sage’s strengths and stretches.
Not Yet
‘Learning backpack” lacks a variety of
tools, resources, and learning
strategies, that do not correspond with
the clearly with UDL principles and/or
fail to engage with Sage’s specific
strengths and stretches.
'Learning Backpack' does not consist
of tools, resources, and learning
strategies that align with Sage's learner
profile and/or fails to promote
strength-based planning.
Cursory look at pedagogical barriers
and environmental barriers without
evidence or loosely explored details
from the lesson plan.
Fails to incorporate the 'learning
backpack' tools, strategies, and
learning methods sufficiently to
address and mitigate the environmental
and pedagogical obstacles Sage might
face in the previously designed lesson.
Focus on the UDL principles is
missing or inaccurate when evaluating
the lesson plan barriers and/or re-
design options lack correspondence
with Sage’s strengths and stretches.
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For greater understanding of “yet” and “not yet” in assessment, see this short summary of Carol Dweck’s work on
neuroplasticity and growth mindset (https://beyondtheclassroom.ca/the-power-of-yet-growth-mindset/) or see Dweck’s
TED talk (https://www.youtube.com/watch?v=J-swZaKN2Ic&ab_channel=TEDxTalks)

Self-assessment Rubric: Part A and Part B

Complete the self-assessment rubric and answer the reflection questions below. All components - the completed
assignment and the self-assessment rubric- are to be submitted simultaneously by the due date on Canvas.
The self-assessment should include a filled-out rubric that reflects your performance on the assignment, paired with
specific evidence to substantiate your rubric selection.
Find the self-assessment for Part A and B on Canvas within the the assignment description. Please download the
document and attach your response when you submit on Canvas.

For this assignment to be considered complete, you must submit Part A (learner profile), Part B (guided
reflection questions), and the self-assessment (filled out rubric with explanations).

Yet Not Yet Evidence from my

Sage’s Apply the UDL's 3
Learner principles to design
Profile classroom practices that
respond to students'
strengths and stretches
Create classrooms that
are strength-based.
UDL Evaluate barriers in
planning teaching strategies and
guided environments
reflection
completed assignment
Effectively ‘Learning
consolidates backpack” lacks a
information about variety of tools,
Sage's strengths resources, and learning
and areas for strategies, that do not
growth, and uses it correspond with the
to assemble a clearly with UDL
'Learning principles and/or fail to
backpack.' This engage with Sage’s
will consist of specific strengths and
various potential stretches.
tools, resources,
and learning
strategies,
ultimately aiming
to create a
classroom
environment that
adheres to UDL
principles.
‘Learning 'Learning
backpack’ consists Backpack' does not
of tools, resource, consist of tools,
and learning resources, and learning
strategies that align strategies that align
with Sage’s learner with Sage's learner
profile and promote profile and/or fails to
strength-based promote strength-based
planning. planning.
Thoroughly Cursory look at
assesses barriers pedagogical barriers
present in teaching and environmental
strategies from a barriers without
pedagogical evidence or loosely
perspective and explored details from
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teaching the lesson plan.

environments
within their
previous lesson
Removal of barriers Integrates the Fails to incorporate
potentially facing Sage ‘learning the 'learning backpack'
backpack’ tools, tools, strategies, and
resources, and learning methods
learning strategies sufficiently to address
to remove both and mitigate the
environmental and environmental and
pedagogical pedagogical obstacles
barriers Sage could Sage might face in the
face within the previously designed
previously lesson.
designed lesson.
UDL-informed lesson Utilizes the 1-2 Focus on the UDL
materials UDL principles to principles is missing or
analyze the barriers inaccurate when
and suggest re- evaluating the lesson
design that engages plan barriers and/or re-
with Sage’s design options lack
strengths and correspondence with
stretches. Sage’s strengths and
stretches

Inclusive Instructional Strategies Toolkit

Progress Check-in: Due July 17 by 11:59pm, Final Submission: Due July 27 by 11:59pm
Understand/Big Ideas:
 Variability of all learners
 Importance of Social and Academic Inclusion
 UDL as evidence-based framework for inclusive education
Know/Content:
 UDL/3 principles
 Inclusive education
Do/Competencies:
 Evaluate teaching strategies and environments to identify barriers and develop methods to address these
challenges
 Create flexible lesson materials informed by UDL
 Explore the role of classroom environment and teachers in creating inclusive learning
Assignment Rationale:
Inclusive instructional strategies are important for:
 Meeting the diverse needs of students (all students learn and process information in different ways)
 Removing barriers to learning
 Implementing the three UDL principles
 Promoting flexible thinking
 Building confidence and presuming competency in all students
Description:
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GTAs will present various instructional strategies aligned with UDL principles throughout the seminar
sessions. This assignment commences in the first week of the course and continues until the final week of classes.
While the strategies are being introduced, students are responsible for completing their own copy of the Inclusive
Instructional Strategies Toolkit (available for download on Canvas), including:
• Potential barriers that may impact the implementation of the strategy
• Indicate the UDL principles present within the strategy
• Suggest ways you can integrate the strategy into their subject area or classroom practices.
Students are responsible to connect with their peers to obtain information about any strategies they missed due
to absences. Neglecting this responsibility will lead to an incomplete assignment, which has not met the rubric
expectations of ‘yet.’
Students are required to submit your assignment with the strategies filled in that have been covered to date for
feedback on July 17 at 11:59pm. At this point, your GTA will provide feedback to assist you in reaching the “yet”
expectations on the rubric. This assignment will not be considered complete until you have finished all of the strategies
and submit the final assignment by July 27 at 11:59pm. You are required to submit the self-assessment when you hand
in the final assignment.

Format
Please use the assignment template provided on Canvas. You can use point form notes to fill in the respective sections
of the template graphic organizer.

Grading Rubric
Yet Not Yet
Barriers in teaching  Thoroughly assesses barriers  Cursory look at pedagogical barriers
strategies present in teaching strategies from that requires additional details and/or
a pedagogical perspective explanation.
Barriers in  Effectively analyses and identifies  Minimally addresses the
environments barriers present in teaching environmental barriers.
environments.
UDL-informed  Utilizes the three UDL principles  Focus on the three UDL principles is
teaching strategies to analyze the barriers in the missing or inaccurate when evaluating
teaching strategies. the teaching strategies.

Self-assessment Rubric: Inclusive Instructional Strategies Toolkit

Complete the self-assessment rubric below. This is also attached on Canvas. You are ONLY required to submit
the self-assessment with your final submission on July 27. All components - the completed assignment and the self-
assessment rubric- are to be submitted simultaneously on Canvas. All components - the completed assignment and
the self-assessment rubric- are to be submitted simultaneously on Canvas.

Yet Not Yet Evidence from my completed assignment

Barriers in Thoroughly Cursory look at
teaching strategies assesses barriers pedagogical barriers that
present in requires additional details
teaching and/or explanation.
strategies from a
pedagogical
perspective
Barriers in Effectively Minimally addresses the
environments analyses and environmental barriers.
identifies barriers
present in
teaching
environments.
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UDL-informed Utilizes the Focus on the three UDL

teaching strategies three UDL principles is missing or
principles to inaccurate when evaluating
analyze the the teaching strategies.
barriers in the
teaching
strategies.

Academic Regulations

Respectful Learning Environment

To ensure a respectful learning environment, teacher candidates will:
 arrive on time for class,
 attend all registered classes (see attendance policy below),
 stay for the entire duration of each class (unless prior approval has been obtained for early dismissal),
 restrict the use of digital devices to work related to the class in session,
 refrain from bringing children to class.
Students who require accommodations for full participation in the class should contact the instructor to ensure supports
are in place.

Students with disabilities

Please let us know (or have the UBC Center for Accessibility let us know) if you have a disability
documented with the UBC Disability Resource Centre and/or if you need any special accommodations in the
curriculum, instruction, or assessment of this course to enable you to fully participate. We adhere to UBC Policy 73:
Academic Accommodations for Students with Disabilities. This information is located at:
https://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,34,0,0 We will respect the confidentiality of the
information you share.
If you have an undocumented disability, you’d like your GTA to know about, or opted to not register with
the Centre for Accessibility, or just want to talk about your learning needs, please set up a meeting with your GTA
and/or lecturer during the first days of the semester.

Accessibility
If you have any challenges accessing materials that will impact your success in this course, UBC’s Centre for
Accessibility can support your needs by providing appropriate accommodations to support you.
UBC’s Centre for Accessibility
https://students.ubc.ca/about-student-services/centre-for-accessibility
Email: accessibility@ubc.ca

Language Use and Disability Self-Identification

In this course, we acknowledge and respect the rights of individuals with disabilities to self-identify and
choose the language they prefer when referring to their disabilities. This stance aligns with our commitment to the
principles of disability justice, which emphasize autonomy, dignity, and respect for all individuals. In the context of
this course including assignments, discussions, learning activities, conversations, questions, etc. students are
expected to adhere to these principles of preferred language use and affirm the rights of individuals to self-identify.
This practice supports a respectful and inclusive learning environment.

Attendance Policy
Due to the condensed nature of the summer term 2, EPSE 317 (3 credits) is delivered over 4 weeks, making
consistent attendance crucial. A class consists of both a lecture and a seminar. An absence includes missing, arriving
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late, or not staying for the entire duration of both the lecture and seminar. Absences beyond one day per course during
condensed (four to six weeks) terms must be discussed with the TEO and course coordinator. Accumulating more than
1 unexcused absence could result in being unsuccessful in this course.
Teacher candidates should not contact GTAs or lecturers directly to request an absence. Instead, follow the
absence reporting process by submitting the Absence Report Form available on the TEO website. This communication
and form submission should be completed as early as possible. Teacher candidates must notify GTAs of TEO-
excused absences by forwarding the Absence Report email confirmation. Failing to forward this information
will result in an unexcused absence.
Teacher candidates are solely responsible for inquiring about and making up for missed assignments. In some
cases, they may be asked to complete alternate/additional assignments to fulfill course requirements.
Occasionally, teacher candidates may need to be absent due to unforeseen reasons (e.g., illness, injury,
bereavement). In such instances, they are expected to inform all relevant parties as early as possible.
Please review the Attendance Policy for the BEd program. https://teach.educ.ubc.ca/students/attendance/
M.Ed. students enrolled in this course request an absence through direct contact with their lecturer. Approval
of an absence must be forwarded to their GTA. More than 1 unexcused absence could result in failing this course. An
absence includes missing, arriving late, or not staying for the entire duration of both the lecture and seminar.

Professional Conduct
During the course of the teacher education program, teacher candidates will be required to demonstrate their
understanding of the following BC Teachers’ Council Standards for the Education, Competence and Conduct of
Education in BC. As teachers, the BCTF expects to adhere to the code of ethics. During this course, we adhere the
TEO’s policy which includes the following:
“Although satisfactory performance in both academic coursework and in practicum placements is a
prerequisite to advancement, it is not the sole criterion in the consideration for advancement or graduation. The UBC
Faculty of Education reserves the right to require a teacher candidate to withdraw if they are considered not
suited to proceed with the study or practice of teaching” (TEO, 2023, emphasis added).
A teacher candidate may be considered unsuited to proceed with the study or practice of teaching if they
engage in unprofessional conduct. The examples of unprofessional conduct in this policy are not exhaustive, and the
Faculty will review allegations of unprofessional conduct on a case-by-case basis. This policy applies to all conduct of
its teacher candidates, even when not in the classroom or on practicum or otherwise related to the program.
Examples of unprofessional conduct include but are not limited to:
 behaving in a manner that endangers teacher candidate peers, faculty, staff, students, staff in practicum
settings, volunteers, or others,
 harassing or being abusive towards students, teacher candidate peers, faculty, staff, staff in practicum settings,
volunteers, or others,
 breaching confidentiality or other ethical obligations,
 engaging in illegal activities that are inconsistent with the practice of teaching or likely to harm students or
others, or
 failing to meet the Standards of Professional Conduct as outlined below.
Membership in the teaching profession demands integrity, competence and adherence to ethical standards.
Teaching is a profession that is enormously demanding and carries considerable responsibility as teachers assume a
crucial and challenging role in the support, care and development of other people’s children.
Teacher candidates are bound by the statutes, rules, regulations, and ordinances of the University and of the
Faculty. They are expected to adhere to the UBC Statement of Respectful Environment for Students, Faculty, and
Staff, and are expected to be familiar with and to comply with the policies of the University relating to conduct,
including but not limited to:
 UBC Policy on Academic Honesty and Standards ,
 UBC Policy on Non-Academic Misconduct , and
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 UBC Academic Policies and Regulations on Professional Conduct of Teacher Candidates in the Faculty of
Education – Bachelor of Education Program

Your mental well-being and learning experience

University students often encounter setbacks from time to time that can impact academic performance. If you
run into difficulties and need assistance, I encourage you to contact me by email, make a digital appointment during
my office hours, before or after class. I will do my best to support your success during the term. This includes
identifying concerns I may have about your academic progress or wellbeing through Early Alert. With Early Alert,
faculty members can connect you with advisors who offer students support and assistance getting back on track to
success. Only specialized UBC advisors are able to access any concerns I may identify, and Early Alert does not affect
your academic record.
For more information, visit earlyalert.ubc.ca For information about addressing mental or physical health
concerns, including seeing a UBC counsellor or doctor, visit students.ubc.ca/livewell
Please inform me at any point during the course if I can improve your learning experience. I welcome your
feedback and hope that I can meaningfully facilitate your learning. Please email me or make an appointment to discuss
how I can improve the delivery of the course.

Sexual Violence Prevention and Response Office (SVPRO)

Please know that academic concessions can be sorted out for traumatic incidents, including sexualized
violence. Should you decide to disclose, know that your privacy and confidentiality will be central. Please consider
accessing support through SVPRO. If you have experienced sexual assault or other forms of sexual violence – it is
NOT your fault. SVPRO offers support for any member of the UBC community impacted by sexual violence.
SVPRO is a confidential place for those who have experienced, or been impacted by, any form of sexual or
gender-based violence, harassment, or harm, regardless of where or when it took place. We recognize that you are the
expert of your own experience and you get to decide what is right for you. We aim to be a safer space for all by
respecting each person’s unique and multiple identities and experiences. All genders and sexualities are welcome.
Coming to SVPRO is not the same as making a report to the police or campus investigations office. We can
provide information and support for those considering, or currently navigating, reporting to the police or to UBC.
Check out SVPRO’s website: https://svpro.ubc.ca/

Academic Integrity
The integrity of academic work depends on the honesty of all those who work in this environment and the
observance of accepted conventions concerning such practices as acknowledging the work of others. You are expected
to complete your own work, giving credit to others for works (by citing and referencing), adhering to copyright and
submitting work that you have prepared for this class only. Students need to become familiar with the many different
forms that plagiarism can take, including accidental and intentional plagiarism. Any form of academic misconduct,
accidental or intentional, will be taken very seriously. You should be aware of sections of the University Calendar that
address academic misconduct:
 Academic Misconduct: http://www.calendar.ubc.ca/vancouver/?tree=3,54,111,959
 Discipline for Academic Misconduct: http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,54,111,960
While we recognize that only a very small number of students engage in academic misconduct, it is important
for you to recognize that academic honesty is very important in your development as a student and future professional.
We understand that sometimes university studies are stressful and, at times, students feel they don’t have time or
resources to produce the quality work that they would like.
Many factors lead students to take steps that they would not normally take, for example sharing content on
websites designed for this purpose (e.g., Course Hero), paying someone else to do course-work for you. Please
understand that course materials (e.g., pptx slides, quizzes, assignment rubrics) are the property of the
designers (e.g., faculty and course instructors) and using them for purposes other than those for which you have
permission is an infringement of copyright. Consequences for such behaviour range from failing an assignment to
failing a course to removal from a program and the university. It is not worth the risk! Plan your schedule well and
take care of yourself to reduce stress and feelings of being overwhelmed.
If you need assistance with academic work or help to manage stress, please access the UBC resources:
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 UBC Learning Commons for help on writing, citing, academic honesty guidance, information on how to write
papers, etc. https://learningcommons.ubc.ca/
 UBC Counselling Services if you are feeling stressed and overwhelmed
https://students.ubc.ca/health/counselling-services
 Here2talk, 24/7 counselling support for post-secondary students https://here2talk.ca/home
 Academic honesty tips https://students.ubc.ca/ubclife/academic-integrity
As well, you should be aware that any assignment submitted for this class can be checked with Turn-It-In (in Canvas),
so as to help you learn about plagiarism and to verify that the assignment is truly your own. Be sure to act with
integrity and reach out to get help if/when you need it.
A note about ChatGPT and AI Writing Tools:
The use of AI-based content generation tools, or AI tools, is permitted for assignments in EPSE 317. It is
expected that the ChatGPT or AI writing tool be properly referenced using APA style, and a description outlining why
the ChatGPT or AI writing tool was used/for what purpose, and how it enhanced your assignment. Failure to include a
proper reference and description will be considered to be a breach of academic integrity and academic misconduct.
Please see the new APA guidelines on referencing AI generated content. Consider reviewing additional information
about Using Generative AI resource detailed in the eLearning Student Help Guide. If you have any questions about the
use of ChatGPT or AI assistants, please reach out to your GTA, lecturer, or course coordinator for clarification.
Please be aware that there are risks involved in allowing the use of AI tools in your assignments. It is important
to note that AI tools are susceptible to errors and may incorporate discriminatory ideas. As a student, it is your
responsibility to ensure the quality and appropriateness of the work you submit in this course. Students must
anonymize any personally identifiable information in the prompts is helpful to protect their privacy and confidentiality.
In addition, there is a risk of inadvertently plagiarizing when using these tools. Many AI chatbots and image
generators create content based on existing bodies of work without proper citation. Our plagiarism policy will apply to
all assignment submissions, and “AI did it!” will not excuse any plagiarism. To prevent this, you can consider using
more responsible tools that cite their data sources, such as Perplexity AI.

Decolonization
Decolonization is the process of undoing colonizing practices. Within the educational context, this means
confronting and challenging the colonizing practices that have influenced education in the past, and which are still
present today. In the past, schools have been used for colonial purposes of forced assimilation. The TRC [Truth and
Reconciliation Commission] reports remind us that residential schools were specifically designed to colonize the
mind, the heart, and the spirit. Nowadays, colonialism is more subtle, and is often perpetuated through curriculum,
power relations, and institutional structures
Perhaps the most essential part of decolonization is continual reflection. Schools should be willing to reflect
on curriculum, power dynamics, their own structuring, and any action undertaken on behalf of their students.
From University of Victoria Centre for Youth & Society

Non-sexist Language
Please incorporate and use non-sexist language [also called gender inclusive language] in your oral and
written language. This language positions women and men equally, it does not exclude one gender or the other, nor
does it demean the status of one gender or another. It does not stereotype genders [assuming all childcare workers are
female and all police officers are male], nor does it use false generics [using mankind instead of human kind, or using
man-made instead of hand crafted]. In addition, this language requires an attention to gender balance in personal
pronouns, for example, use "he and she" rather than "he" or balance gendered examples in a paper, referring to both
male and female examples. You may also recast subjects into the plural form, for example, when “a student raises his
hand” change to when “students raise their hands.” Please refer to fellow students using their preferred pronouns.

Religious Accommodations
Religious observance may preclude students from attending classes at certain times. In accordance with UBC
Policy 65: Religious Holidays (http://www.universitycounsel.ubc.ca/files/ 2010/08/policy65.pdf), students who wish
to be accommodated for religious reasons must notify the instructor in writing at least 2 weeks in advance, and
preferably earlier.
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