May 28, 2024  
University of Alberta Calendar 2020-2021 
    
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University of Alberta Calendar 2020-2021 [ARCHIVED CATALOG]

Course Listings

 

Details of Courses

Courses taught at the University of Alberta are listed alphabetically. All courses, except those taught by Faculté Saint-Jean, are described in English.

Each course is designated by its computer abbreviation and a number. Students should use this abbreviation and number when completing any form requiring this information.

Courses are numbered according to the following system:

000-099 Pre-University
100-199 Basic Undergraduate. Normally requires no university-level prerequisites. Designed typically for students in the first year of a program.
200-299 Undergraduate. Prerequisites, if any, are normally at the 100-level. Designed typically for students in the second year of a program.
300-399 Undergraduate. Prerequisites, if any, are normally at the 200-level. Designed typically for students in the third year of a program.
400-499 Advanced Undergraduate. Prerequisites, if any, are normally at the 300-level. Designed typically for students in the fourth year of a program.
500-599 Graduate. Designated for graduate students and certain advanced or honors undergraduate students in their final year.
600-799 Graduate Courses
800-899 Special Registrations
900-999 Graduate Thesis and Project Numbers

For the purposes of program descriptions and prerequisite designation, courses numbered 100-199 are designated as Junior Courses and courses numbered 200-499 are designated as Senior Courses.

Note: Some exceptions to the course number system described above have been granted to the Faculty of Law and the Faculty of Medicine and Dentistry.

Course Description Symbols and Figures

Several symbols and figures are used to indicate the type, duration, and weight of courses.

  1. ★—Indicates “units of course weight,” and usually follows the course title. The accompanying number indicates the weight of the course as used in computing grade point averages and for meeting degree requirements.
    A course which runs throughout the Fall/Winter (i.e., from September through April) is usually weighted ★6. A course that runs for only one term (i.e., Fall: from September to December, or Winter: from January through April) is usually weighted ★3. Certain courses are offered over Fall/Winter or Spring/Summer, or in one term, with weights of ★1, ★2, and ★4. These are considered as one-sixth, one-third, and two-thirds of a Fall/Winter or Spring/Summer course, respectively. Some honors and graduate courses involving research may vary in weight according to the length and difficulty of the project. Some clinical courses may vary in weight according to the length of clinical experience. Some courses, not included in the computation of grade point averages, are offered for credit only and either carry a weight of ★0, or are marked as “Credit.”
    Undergraduate students who take courses offered by the Faculty of Engineering but are not registered in Engineering will have a course weight assigned for these courses according to the protocol of their home Faculty.
  2. fi—Denotes: “fee index,” the value used to calculate the instructional fees for each course. The fee index is multiplied by the fee index value (given in the appropriate subsection of Fees Payment Guide ) to give the dollar value of instructional fees for the course.
    For normal courses, the fee index is twice the value of the units of course weight; for example, a course with ★3 normally has fi 6. In cases where exceptional fees considerations need to be made, the fee index is set differently by the Board of Governors.
    Note that certain programs (e.g., MD, DDS, etc.) are assessed on a program fee basis for all or certain years. In these cases, the fee index calculation does not apply.
  3. (x term, a-b-c)—These figures in parentheses give information on when the course is offered and the hours of instruction required by the course in a week, or in some cases the total time in a term.
    In the case of a single-term course, the term in which the course is given is mentioned (item x). The designation “either term” means that the course may be offered either in the first term or in the second term or in each term, at the discretion of the department concerned. The designation “variable” means that the course may be taught either as a single-term or as a full-session course.
    Item a indicates lecture hours. Item b indicates seminar hour(s), demonstration hours (d), clinic hours (c), or lecture-laboratory hours (L). Item c indicates laboratory hours. For two-term courses, the hours of instruction are the same in both terms unless otherwise indicated. The expression 3/2 means 3 hours of instruction every second week; 2s/2 means 2 seminar hours every second week.
    Examples:
    (first term, 3-0-3): a course taught in first term with 3 hours lecture, no seminar, and 3 hours lab per week.
    (second term, 0-1s-2): a course taught in second term with no lectures, 1 seminar hour, and 2 hours of lab per week.
    (either term, 3-0-0): a course taught in either first or second term, or each term, with 3 lecture hours per week, no seminar, and no lab.
    (two-term, 3-0-3): a course taught over both first and second term with three lecture hours, no seminar, and three hours lab per week.
    (variable, 3-0-0): a course which may be taught in either first or second term or over two terms with three lecture hours per week, no seminar, and no lab.
  4. Prerequisite—This provides information on courses which must be successfully completed before registering in the more advanced course.
    Corequisite—This provides information on courses which must be taken before or at the same time as the course described in the listing.
    Note: Departments are authorized to cancel the registration of those students registered in a course offered by the department if they do not meet the prerequisite and/or corequisite requirements stated in the course description in this Calendar.
  5. [Department]— This indicates the department responsible for registration for interdepartmental courses. Normally, courses will be credited to the discipline listed in the square brackets.
  6. Open Studies Courses—Courses that are available to Open Studies students are designated in Bear Tracks Course Catalog by the  symbol.  indicates that a course is available to Open Studies students on a delayed registration basis only (see Registration  for complete details).  To browse courses that have been approved for Open Studies students, see Open Studies Course Listings on the Office of the Registrar website.
Important: Registration Procedures for Two-Term Courses

Students are strongly advised to refer to the Registration and Courses menu at www.registrarsoffice.ualberta.ca for details. Two-term courses are normally offered over two terms (either Fall/Winter or Spring/Summer). In a few instances, two-term courses are offered within a single term. In all cases these are identifiable in the Class Schedule because they consist of part A and part B (e.g., English 111A and 111B).

To successfully register in a two-term course, students, must do the following:

  • Register in both the part A and part B for all types of sections offered (Lectures, Labs, Seminars, etc.);
  • Register in the same section numbers for part A and part B of a course (e.g., Lecture A1 for both part A and part B, and Lab E3 for both part A and part B);
  • Register in all the appropriate sections on the same day.

All of the above must be done or the course registration is invalid and will be deleted. Invalid registrations will be deleted nightly. It is the student’s responsibility to attempt the course registration again, subject to availability.

Example: A student wishes to register in ABCD 101, a two-term course. It has a lecture and a lab section. Based on the student’s timetable planning, decides to take Lecture C3 and Lab C8. The student must add

In Fall Term ABCD 101A Lec C3 and ABCD 101A Lab C8,
and  
In Winter Term ABCD 101B Lec C3 and ABCD 101B Lab C8.

All these sections must be added on the same day to successfully register. Otherwise the registration in ABCD 101 will be deleted overnight and the student’s place in the course will be lost.

Course Renumbering

Over the years many courses have been renumbered. Old numbers can be found within individual course listings of previous Calendar editions.

Courses on Reserve

Courses not offered in the past four years are removed from this Calendar and placed on Reserve. These courses may be taught again in the future, in which case they would be brought back into the active Course Listings and placed in the Calendar. Information about Reserve Courses is available through the Registrar’s Office, the University Secretariat, and Faculty Offices.

Faculty Specific Regulations Regarding Courses

For specific Faculty regulations relating to courses and for a complete list of subjects taught by a Faculty, please consult the Undergraduate Programs section of the Calendar at the end of each Faculty section.

Physical Requirements for University Courses

The University has a commitment to the education of all academically qualified students and special services are frequently provided on campus to assist disabled students.

Nevertheless, some courses make certain unavoidable demands on students with respect to the possession of a certain level of physical skill or ability if the academic objectives of the course are to be realized. In case of doubt, students are advised to contact the Department concerned and Student Accessibility Disability Services (SAS), Office of the Dean of Students.

Because support services cannot be guaranteed for all off-campus courses, instructors may be obliged to refuse registration in such courses.

Course Availability

The following is a comprehensive course listing of all the approved courses that the University of Alberta may offer. The appearance of a course in this list does not guarantee that the course will actually be offered. The most current information on courses is available on Bear Tracks at https://www.beartracks.ualberta.ca

Course Listings
 

Education - Methodologie et Curriculum: Cours de 1er cycle

Faculté Saint-Jean
  

  • EDU M 315 - Enseignement de l’éducation physique au niveau élémentaire

    ★ 3 (fi 6) (l’un ou l’autre semestre, 0-3L-0) Étude du programme d’études, des stratégies d’enseignement et d’évaluation et de l’utilisation des technologies pour appuyer l’enseignement de l’éducation physique à l’élémentaire. Préalable : EDU F 200.
  

  • EDU M 317 - Initiation à la création artistique en milieu scolaire

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Découverte du langage de l’art, de sa spécificité et de son esthétique. Introduction par atelier aux principes fondamentaux des programmes d’études concernés. Préalable : EDU F 200 ou EDU M 232.
  

  • EDU M 319 - Littératie pour la petite enfance

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Ce cours vise l’éveil aux facettes de la littératie dans le monde de la petite enfance. L’apport linguistique, culturel et familial servira de base pour explorer les enjeux pédagogiques à considérer dans les propos d’enseignement pour les jeunes enfants. Préalable : EDU F 200 ou EDU M 232.
  

  • EDU M 323 - Éducation musicale selon les méthodes actives actuelles: maternelle à 3e année

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Approche vocale et interactive fondée sur la philosophie kodalienne et conduisant à la maîtrise des relations mélodiqueset des formules rythmiques de base. Survol des méthodes actives et d’autres méthodes actuelles. Participation active aux jeux, rondes, et danses d’un repertoire de chansons folkloriques qui contribue à l’appropriation de la langue française et de l’identité culturelle. Le cours présente aussi des démarches pédagogiques pour une formation continue de la maternelle à la 3e année du primaire. Soutien d’outils didactiques: recueils de chants avec CD et DVD. Préalable(s): MUSIQ 100 ou l’équivalent avec l’approbation du professeur, MUSIQ 103.
  

  • EDU M 324 - Éducation musicale selon les méthodes actives actuelles: 4e à 6e année

    ★ 3 (fi 6) (l’un ou l’autre semestre, 0-3L-0) Ce cours fait suite au cours EDU M 323 fondé sur l’approche vocale et interactive. Le développement personnel en lecture musicale est orienté vers les concepts et les habiletés à travailler dans le programme d’études. Le cours présente aussi des démarches pédagogiques, un répertoire de canons, de chansons harmonisées, des danses folkloriques et des stratégies de présentation des grandes oeuvres appropriées aux jeunes du 2e cycle du primaire. On y propose aussi une initiation à quelques instruments utilisés en classe de 6e année. Soutien d’outils didactiques : recueils de chants avec CD et DVD. Préalable(s): EDU M 323, MUSIQ 210 (ou MUSIQ 151 ou 155).
  

  • EDU M 331 - Intégration du contenu et de la langue dans l’enseignement en milieu francophone et immersif

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-2) Introduction au développement de programmes visant à intégrer l’enseignement du contenu et de la langue/littératie avancée de manière optimale. Les principes de l’approche des langues axés sur le contenu ainsi que les méthodes d’enseignement propices au développement et à l’implantation de ce type de programme (p. ex., stratégies d’instruction et d’évaluation) seront étudiés. Préalables : EDU F 200 et EDU M 232.
  

  • EDU M 341 - Les technologies de l’information et de la communication

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-2) Ce cours propose un regard critique sur le rôle et la place de la technologie dans un contexte d’enseignement du français en immersion et en milieu francophone minoritaire. Les étudiants se familiariseront avec l’utilisation des technologies actuelles et émergentes en salle de classe et exploreront le potentiel pédagogique des technologies nouvelles comme support à l’instruction et à l’apprentissage. Le cours mettra l’accent sur les théories ainsi que les stratégies d’instruction et les méthodes d’évaluation considérées optimales pour l’intégration de la technologie dans le contexte de l’éducation au 21e siècle. Le cours sensibilisera aussi les étudiants à l’utilisation des technologies au service d’un enseignement inclusif. Préalables: EDU F 200 et EDU M 232.
  

  • EDU M 342 - L’enseignement moral et religieux

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Fondements de l’enseignement moral et religieux dans une société libérale-démocratique. Perspectives de l’enseignement moral et religieux dans les écoles confessionnelles et non-confessionnelles. Implications pratiques dans la salle de classe et dans l’acte éducatif. Préalables: EDU F 200 et EDU M 232.
  

  • EDU M 343 - Littératie maternelle à 3e année

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-2) Dans ce cours les étudiants développeront leur compréhension du concept de littératie précoce. Ils se familiariseront avec les différentes composantes de l’oral, de la lecture et de l’écriture et prendront conscience des liens qui existent entre ces trois habiletés. Ils se familiariseront avec plusieurs stratégies d’enseignement et d’évaluation basées sur les principes de l’enseignement stratégique et de la construction des connaissances. Ils apprendront également à adapter ces stratégies et à utiliser la technologie pour répondre aux besoins variés des élèves. Ils se serviront du programme d’études pour concevoir des mini-leçons qu’ils enseigneront dans des situations authentiques en salle de classe. Préalables: EDU F 200, EDU M 232, EDU F 244. Note: Ce cours n’est pas accessible aux étudiants ayant des crédits pour EDU M 311.
  

  • EDU M 344 - Littératie 4e à 6e année

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-2) Cours de méthodologie pour l’enseignement du français en immersion et en milieu francophone minoritaire de la 4e à la 6e année du primaire. Les étudiants se familiariseront avec plusieurs stratégies d’enseignement et d’évaluation de la lecture et de l’écriture et se sensibiliseront à l’importance de l’oral dans l’acquisition de ces habiletés. Ils apprendront à adapter ces stratégies et à utiliser la technologie pour répondre aux besoins variés des élèves. Ils se serviront du programme d’études pour concevoir une séquence didactique basée sur les principes de l’enseignement stratégique et de la construction des connaissances. L’enseignement de la grammaire en contexte sera également abordé. Préalable(s) : EDU F 200 et 244, EDU M 232. Note: Ce cours n’est pas accessible aux étudiants ayant des crédits pour EDU M 311.
  

  • EDU M 358 - Enseignement de la musique au niveau secondaire I

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) L’enseignement du chant choral et l’administration d’un ensemble vocal à l’école secondaire. Les sujets tels que le recrutement et les auditions des choristes, l’échauffement vocal, le choix de répertoire, les techniques de répétition et la planification de concerts seront tous abordés. Préalable(s) ou concomitant(s) : *9 dans la spécialisation, incluant MUSIQ 140 et 315, EDU F 200 et EDU M 232.
  

  • EDU M 359 - Enseignement de la musique au niveau secondaire II

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) L’enseignement d’une fanfare et l’administration d’un ensemble instrumental à l’école secondaire. Les sujets tels que la création d’une fanfare, le recrutement et les auditions de musiciens, le choix d’instrument, les techniques de répétition, le choix de répertoire et la planification de concerts seront tous abordés. Préalable(s)ou concomitant(s): *9 dans la spécialisation incluant MUSIC 141 et un de MUSIC 209, 211 ou 216, et EDU F 200 et EDU M 232.
  

  • EDU M 360 - L’art dramatique comme outil pédagogique

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Ce cours portera sur les pratiques théâtrales et leur utilisation en tenant compte des résultats d’apprentissage des programmes d’études à l’élémentaire et au secondaire; par exemple: jeux de rôles, marionnettes, improvisation. Préalable : EDU F 200 ou EDU M 232.
  

  • EDU M 361 - Enseignement de l’éducation physique au niveau secondaire

    ★ 3 (fi 6) (l’un ou l’autre semestre, 0-3L-0) Initiation à l’enseignement de l’éducation physique. Sujets étudiés: les programmes du ministère de l’Éducation, les stratégies d’enseignement et leur adaptation pour répondre aux besoins variés des élèves, l’utilisation des technologies et des méthodes d’évaluation pour soutenir l’apprentissage. Préalable : EDU F 200 ou EDU M 232.
  

  • EDU M 362 - Didactiques de l’anglais au niveau secondaire

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Initiation à l’enseignement de l’anglais au secondaire. Sujets étudiés: les programmes du ministère de l’Éducation, les stratégies d’enseignement et leur adaptation pour répondre aux besoins variés des élèves, l’utilisation des technologies et des méthodes d’évaluation pour soutenir l’apprentissage. Préalables : EDU F 200 et EDU M 232.
  

  • EDU M 412 - Didactique des mathématiques au niveau élémentaire

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Initiation à l’enseignement des mathématiques à l’élémentaire. Sujets étudiés: les programmes d’études, stratégies et techniques d’enseignement et d’évaluation, les calculatrices, les ordinateurs, la communication, la pensée et la compréhension mathématique, les influences sur l’enseignement/l’apprentissage des mathématiques, les techniques d’évaluation. Préalable: EDU F 200 et 244 et EDU M 232.
  

  • EDU M 413 - Didactiques des sciences au niveau élémentaire

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Initiation à l’enseignement des sciences à l’élémentaire. Sujets étudiés : les programmes du ministère de l’Éducation, les stratégies et techniques d’enseignement et d’évaluation, le lien entre science/ technologie/société. Préalables: EDU F 200 et 244, EDU M 232.
  

  • EDU M 414 - Didactiques des études sociales à l’élémentaire

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Initiation à l’enseignement des études sociales à l’élémentaire. Étude et interprétation des exigences du programme du ministère de l’Éducation et des ressources prescrites pour enseigner les études sociales en milieu francophone et en milieu d’immersion française. Sensibilisation au rôle que jouent les études sociales dans le développement du citoyen et l’éveil à la conscience identitaire. Planification de l’enseignement des études sociales et stratégies d’enseignement. Préalables : EDU F 200 et 244, EDU M 232.
  

  • EDU M 452 - Enseignement du français au niveau secondaire

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Cours de méthodologie pour l’enseignement du français en immersion et en milieu francophone minoritaire. Étude des nouvelles tendances dans la didactique de l’écriture. Principes et démarche pour la planification d’une séquence d’apprentissage basée sur les stratégies d’écriture dans le contexte d’un type de texte spécifique. Intégration de la grammaire à la production écrite. Méthodes d’évaluation des textes. Préalables : EDU F 200 et 244, EDU M 232.
  

  • EDU M 453 - Enseignement de la littérature au niveau secondaire

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Pédagogie générale et pratique de la littérature: méthode d’enseignement du roman, de la pièce de théâtre et de la poésie. Étude des moyens de favoriser la pratique de la lecture libre en français. Étude des processus et des stratégies de lecture. Préalables : EDU F 200 et 244, EDU M 232.
  

  • EDU M 456 - L’enseignement des mathématiques au niveau secondaire

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Ce cours a pour but de préparer les étudiants à enseigner les mathématiques à tous les niveaux du secondaire; d’acquérir quelques principes fondamentaux nécessaires à une conception adéquate des mathématiques et de leur didactique. Ce cours propose diverses stratégies pour encourager l’apprentissage des mathématiques d’une façon concrète. Préalables : EDU F 200 et 244, EDU M 232.
  

  • EDU M 457 - L’enseignement des sciences au niveau secondaire

    ★ 3 (fi 6) (l’un ou l’autre semestre, 0-3L-0) Ce cours permettra à l’étudiant de connaître à fond le contenu et les objectifs du curriculum de sciences à tous les niveaux du secondaire; les différentes méthodes de présenter un concept en sciences; les nouvelles applications technologiques dans l’enseignement de la science; et l’équipement existant pour faciliter l’enseignement de la science. Préalables : EDU F 200, et 244, EDU M 232.
  

  • EDU M 458 - Enseignement des études sociales au secondaire

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Étude des programmes et des objectifs d’apprentissage prescrits à chacun des deux cycles du secondaire. Examen des méthodes et des stratégies d’enseignement et d’évaluation adaptées aux diverses clientèles scolaires. Exploration tant des ressources prescrites que de celles mises à disposition par les réseaux des technologies de l’information. Préalables : EDU F 200 et EDU M 232. Note : ce cours n’est pas accessible aux étudiants ayant des crédits pour EDU M 454 ou EDU M 455.
  

  • EDU M 459 - Actualité et Média

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Pédagogie générale et pratique de l’intégration et de l’analyse d’événements, de problématiques sociales et de questions d’actualité en salle de classe. Formation de l’apprenant à la citoyenneté informée et à la littératie des médias. Analyse de l’action des médias électroniques et écrits sur la formation de l’opinion qu’une collectivité se fait de la réalité, mais aussi d’elle-même. Préalables : EDU F 200 et EDU M 232. Note : ce cours n’est pas accessible aux étudiants ayant des crédits pour EDU M 455.
  

  • EDU M 498 - Séminaire citoyenneté globale et justice sociale

    ★ 3 (fi 6) (l’un ou l’autre semestre, 0-3s-0) Ce séminaire prépare un séjour de volontariat international en pays francophone. Il permet d’organiser le séjour qui aura lieu en mai. Il amène les étudiants à réfléchir sur leur implication citoyenne à l’échelle globale mais aussi locale et à se positionner comme agent de changement sur le plan de la justice sociale. Le cours, interdisciplinaire, est disponible à tout étudiant de l’université de l’Alberta, sous réserve de places suffisantes. Le séminaire comprend une composante obligatoire d’apprentissage par le service à la communauté (Community Service Learning, CSL). Celle-ci amènera les étudiants à faire du volontariat auprès d’associations locales, en lien avec leur future orientation professionnelle. Prérequis linguistique: entretien de sélection en français. Note(s): (1) Ce cours doit être suivi avant EDU S 350. (2) Ce cours peut également être appliqué au Certificate in Community Engagement and Service-Learning. Certificate in International Learning, et Certificate in Global Citizenship.

Education - Policy Studies: Undergraduate

Department of Educational Policy Studies
Faculty of Education
  

  • EDPS 310 - Managing the Learning Environment

    ★ 3 (fi 6) (either term, 3-0-1) This course will assist students in clarifying the influence of social and organizational contexts and structures and help them explore the ways in which teachers can participate as professionals in the process of managing the learning environment. Prerequisite for Secondary Education Route: EDU 100, 210, 211. Pre or corequisite for Elementary Education Route: EDEL 305.
  

  • EDPS 341 - Concepts of Childhood in History

    ★ 3 (fi 6) (either term, 3-0-0) A study of those views of childhood which have exerted a significant influence on educational theory and practice over the last 200 years.
  

  • EDPS 360 - Society and Education

    ★ 3 (fi 6) (either term, 3-0-0) The changing function and structures of education, with special reference to contemporary Canadian society.
  

  • EDPS 401 - Selected Topics in Educational Policy Studies

    ★ 3 (fi 6) (either term, 3-0-0) Prerequisite: consent of Department.
  

  • EDPS 402 - Directed Study in Educational Policy Studies

    ★ 3 (fi 6) (either term, 3-0-0) Prerequisite: consent of Department.
  

  • EDPS 410 - Ethics and Law in Teaching

    ★ 3 (fi 6) (either term, 3-0-0) This course will examine the ethical and legal responsibilities of teachers. Among the topics addressed will be the following: punishment and child abuse; freedom of speech and academic freedom in schools; parents’ rights and teachers’ professional autonomy; issues of quality such as inclusive education and the problems of racism and sexism; fairness in assessment and evaluation; teachers’ private lives and public obligations; indoctrination and the teaching of value. It is recommended that students take EDU 100 (EDU 300 for After Degree students), 210, and 211 prior to taking this course. Restricted to third, and fourth year Education students. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
  

  • EDPS 411 - Cross Cultural Studies in Education

    ★ 3 (fi 6) (either term, 3-0-0) This course is an ethnographic study of the interrelatedness of educational and cultural practices and how they affect different social groups in Canadian and global contexts. It considers how cultural politics affect schooling, its outcomes, and the range of educational opportunities for different students in relation to their ethnocultural backgrounds. Examining both the historical and contemporary dynamics of schooling, the course examines how the schooling-larger culture interaction shapes the social, political, and economics dimensions of students’ lives.
  

  • EDPS 415 - Sexuality, Gender, and Culture in Education

    ★ 3 (fi 6) (either term, 3-0-0) This course explores, in theory and practice, contemporary issues related to sexual orientation, gender identity, and gender expression in K-12 schools. It draws upon critical scholarship to explore issues related to the construction and regulation of teacher and student identities, school leadership, bullying, violence, and discrimination. We further consider the implications of policy and other targeted educational interventions to help create welcoming, respectful and safe learning and teaching environments. NOTE: Community Service Learning (CSL) is an integral and required component of this course.
  

  • EDPS 422 - International Development Education

    ★ 3 (fi 6) (either term, 3-0-0) This course examines the interplay of education and international development in diverse contexts of our world. Theoretical analysis and discussions will focus on different types of education, the histories of international development and globalization, as well as citizenship, social justice and human rights education. These topical foci will be complemented by specialized regional perspectives on the state of education and social development in Africa, Asia, Latin America, Eastern Europe, the Caribbean region and Oceania.
  

  • EDPS 425 - Global Education: Issues and Strategies for Teachers

    ★ 3 (fi 6) (either term, 3-0-0) This course explores, in theory and practice, how global education in schools can facilitate critical understanding and develop skills and values for building more peaceful futures in local, national, and global contexts. It draws on North and South scholars and educators to clarify underlying conceptual and pedagogical principles of global education and related fields (education for peace, justice, development, human rights, cultural solidarity, environmental care). Exemplars of creative curriculum content and teaching-learning strategies for global literacy will be included.
  

  • EDPS 432 - The Education of Native Peoples in Canada: An Historical Study

    ★ 3 (fi 6) (either term, 3-0-0) An historical examination of the formal education provided Indian, Métis, and Inuit peoples with special attention to Aboriginal, missionary, and federal-provincial educational programs.
  

  • EDPS 445 - Contemporary Topics in Middle Years Education

    ★ 3 (fi 6) (either term, 3-0-0) The course examines a variety of issues and policies affecting Middle Years Education. It focuses on understanding the Middle Years within the structure of the Alberta Education system and identifies contextual variables that affect teaching and learning.
  

  • EDPS 456 - The Philosophy of Moral Education

    ★ 3 (fi 6) (either term, 3-0-0) An examination of the philosophical problems that arise in the moral education of students.
  

  • EDPS 474 - Contemporary Issues in the Education of Native Peoples: A Social Science Perspective

    ★ 3 (fi 6) (either term, 3-0-0) An analysis of current issues of debate in Indian, Métis and Inuit education, with special reference to their social origins.

Education - Policy Studies: Graduate
  

  • EDPS 501 - Conference Course on Selected Topics

    ★ 3 (fi 6) (either term, 3-0-0) Prerequisite: consent of Department.
  

  • EDPS 506 - Individual Directed Study

    ★ 3 (fi 6) (either term, 3-0-0) Prerequisite: consent of Department.
  

  • EDPS 507 - Individual Directed Study

    ★ 3 (fi 6) (either term, 3-0-0)
  

  • EDPS 509 - Research Data Collection and Analysis

    ★ 3 (fi 6) (either term, 3-0-0) This course surveys qualitative and quantitative methods of data collection and analysis appropriate to the study of educational research problems and issues in field settings. Students will learn and apply basic qualitative data collection and analysis techniques and basic quantitative data collection techniques and inferential univariate data analyses for conducting various types of research. Prerequisite: EDPS 581 or any other introductory research methods course.
  

  • EDPS 511 - Leadership Theories and their Application to Educational Organizations

    ★ 3 (fi 6) (either term, 3-0-0) This course provides an introduction to leadership theories and concepts that are foundational for understanding the philosophical assumptions that drive leadership practice in schools and higher education contexts. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
  

  • EDPS 512 - Organizational Theory and Education

    ★ 3 (fi 6) (either term, 3-0-0) This course provides an introduction to organizational theories that are foundational for understanding the philosophical assumptions that establish the organization of schools and higher education contexts. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
  

  • EDPS 513 - Educational Policy and Reform

    ★ 3 (fi 6) (either term, 3-0-0) The intent of this course is to explore and further our understanding of reforms in education over the past two decades in Canada and other selected OECD countries. Through academic readings, we examine how and why particular policy discourses (e.g. school choice, system accountability) have become accepted in recent years. We further consider the implications of policy reforms for practices within educational organizations. The design of this course reflects the view that reforms cannot be comprehended without considering the social, political, economic and historical contexts in which they arise.
  

  • EDPS 515 - Sexual and Gender Minorities in Education and Culture

    ★ 3 (fi 6) (either term, 3-0-0) This course examines research and educational practices designed to make sexual and gender minority (lesbian, gay, bisexual, transgender, and queer) identities, histories, voices, and cultures visible in mainstream K-12 education in North America. Students will learn how this research, teaching, and cultural work has sought to (1) interrogate hetero- and gender- normative relationships of power and identity formation, (2) engage queer pedagogy and processes of knowledge production, and (3) develop critical modes of inquiry to investigate the maintenance of the status quo in contemporary schooling.
  

  • EDPS 520 - Adult Education, Popular Movements and NGOs in the Global South

    ★ 3 (fi 6) (either term, 3-0-0) This course will examine the role and nature of adult education and learning processes in social change initiatives being undertaken by development non-governmental organizations (NGOs) and by popular subaltern social movements of pastoralists, peasants, indigenous peoples, rural women and urban poor (shack dwellers) social groups in Asia, Africa, Latin America and the Caribbean (Global South). These initiatives will be explored in terms of a critical contextual appreciation of the inter/national development project and neoliberal globalization.
  

  • EDPS 521 - Adult Learning and Development

    ★ 3 (fi 6) (either term, 3-0-0) In this course we will examine key issues in adult learning and development, using concepts discussed in the literature. Content areas include theories of adult learning and development, and related concepts such as learning styles and orientations, personality, motivation, and intelligence. Students may not receive credit for both EDAE 521 and EDPS 521.
  

  • EDPS 522 - Citizenship Education: Global Contexts

    ★ 3 (fi 6) (either term, 3-0-0) Focuses on citizenship education as a primary program for the development of societies with special reference to South countries. The concepts as well as the possible practices of citizenship and citizenship education will be analyzed to discern and critique their influence on spaces of educational and social development.
  

  • EDPS 523 - Education and Development Theory

    ★ 3 (fi 6) (either term, 3-0-0) Analyzes the role of education in the development process from a global perspective, with particular attention paid to Asia, Africa, and Latin America. Explores the various explanations for social, political, and economic development put forward by selected writers. Students may not receive credit for both EDFN 523 and EDPS 523.
  

  • EDPS 525 - Globalization, Global Education and Change

    ★ 3 (fi 6) (either term, 3-0-0) This course will develop a critical understanding of select perspectives on globalization and the associated implications for: (a) formal, non-formal and informal education in local, national, and international contexts; and (b) pedagogical possibilities for critical global education in schools and communities addressing global issues pertaining to international development (poverty and inequality in North-South trajectories), ecology, human rights and improved prospects for peace.
  

  • EDPS 526 - Race, Racialization and Education

    ★ 3 (fi 6) (either term, 3-0-0) The course examines the concept of race and its manifestations in society and the education system. We engage with the idea of race as philosophy, race as theorized by sociologists and race as a historical discourse. Further, the course highlights how such modes of analyses and conceptual frames are theorized, utilized and legitimized. Students may not receive credit for both EDPS 501 “Race, Racialization and Education” and EDPS 526.
  

  • EDPS 528 - Global Transformations, Indigenous Knowledge and the Crisis of Sustainability

    ★ 3 (fi 6) (either term, 3-0-0) This course examines the intersection of Indigenous peoples, Indigenous traditional and contemporary knowledge and global transformations in the early 21st century. Central to the course are changes to the conceptualization of education and knowledge and the contested nature and role of Indigenous knowledge and politics. In this context the course has particular regard to what has been designated as the ‘triple crisis of sustainability’. This course is open to all graduate students. Credit cannot be received for both EDPS 636 and EDPS 528.
  

  • EDPS 530 - History of Education

    ★ 3 (fi 6) (either term, 3-0-0) A survey of studies in the history of formal informal educational institutions and their relationship with Canadian society in a global context. Students may not receive credit for both EDFN 530 and EDPS 530.
  

  • EDPS 531 - Supporting Educator Professional Growth

    ★ 3 (fi 6) (either term, 3-0-0) This course is designed to support participants as they increase their knowledge about historical and contemporary challenges and issues in supporting educator professional growth. Topics covered in the course will be relevant to teachers, school leaders, system administrators, teacher educators, and policy-makers. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
  

  • EDPS 535 - Indigenous Research Methodologies

    ★ 3 (fi 6) (either term, 3-0-0) This course examines various approaches, definitions, principles and practices that have been used to frame a discussion of Indigenous research methodologies. The course will provide opportunities for new insight, knowledge, and understanding about indigenous research paradigms and/or research methods, and to consider the relationship and impact of these on Indigenous peoples and communities. Students may not receive credit for both EDPS 601 “Indigenous Research Methodologies” and EDPS 535.
  

  • EDPS 537 - Issues in Indigenous Education

    ★ 3 (fi 6) (either term, 3-0-0) Course explores contemporary issues in Indigenous education as they are experienced within Indigenous communities in North America and elsewhere. The course prepares students for working in these communities as researchers and/or as practitioners. The course outcomes will inform further research, practice and training in Indigenous education. Students may not receive credit for both EDPS 601 “Issues in First Nations Education” and EDPS 537.
  

  • EDPS 538 - From Oral Language to Written Text

    ★ 3 (fi 6) (either term, 3-0-0) Course examines orality and literacy as contested concepts that historically and in the present continue to impact perceptions of Indigenous/Aboriginal thought and Indigenous/Aboriginal ways of being by scholars and educators. Students may not receive credit for both EDPS 601 “From Oral Language to Written Text” and EDPS 538.
  

  • EDPS 539 - Revitalizing Indigenous Language

    ★ 3 (fi 6) (either term, 3-0-0) Course studies the impact of the loss of Indigenous languages and strategies, policies and practices aimed at the revival and maintenance of Indigenous languages locally and internationally. Students may not receive credit for both EDPS 601 “From Oral Language to Written Text” and EDPS 538.
  

  • EDPS 541 - Organizational Learning and Change

    ★ 3 (fi 6) (either term, 3-0-0) Introduces various theoretical and conceptual orientations to organizational learning and organizational change, and involves students in practical projects exploring learning and change in organizational contexts such as workplaces, communities, schools, and post-secondary institutions.
  

  • EDPS 544 - Critical and Feminist Pedagogical Research

    ★ 3 (fi 6) (either term, 3-0-0) Examines historical and contemporary perspectives shaping critical and feminist pedagogies, both of which support inclusive and holistic teaching and research practices. Explores how these perspectives can inform research designs and methods for studying policy development, program design, and professional practice. Intent is to have students conduct analysis in relation to their own educational projects and professional interests.
  

  • EDPS 545 - Learning and the Workplace

    ★ 3 (fi 6) (either term, 3-0-0) This course will focus on critical analysis of trends, policies and issues related to informal and formal learning of adults in, for, and through the workplace.
  

  • EDPS 547 - Leadership and Social Justice

    ★ 3 (fi 6) (either term, 3-0-0) This course explores theoretical frameworks of social justice and practical experiences of social justice issues in schools, higher education institutions, and their communities. Students will critically examine concepts of social justice, exclusion, and inclusive education from the perspective of the educational leader as part of a wider educational community.
  

  • EDPS 548 - Global Governance and Issues in Educational Administration and Leadership

    ★ 3 (fi 6) (either term, 3-0-0) This course offers a critical comparative analysis of issues related to the organization and leadership of educational institutions and organizations viewed within a global context. A key focus of the course is on governance and the structures and roles of multilateral and transnational economic, political, social, and environmental organizations, institutions and systems in establishing discursive parameters for educational policy and practice. Students may not receive credit for both EDPS 501 Global Perspectives and Issues in Educational Administration and Leadership and EDPS 548.
  

  • EDPS 551 - Governance and Administration of Education in Canada

    ★ 3 (fi 6) (either term, 3-0-0) Students may not receive credit for both EDAL 551 and EDPS 551. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
  

  • EDPS 553 - Legal Aspects of Educational Administration

    ★ 3 (fi 6) (either term, 3-0-0) Students may not receive credit for both EDAL 553 and EDPS 553. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
  

  • EDPS 558 - Teaching Seminar I

    ★ 1.5 (fi 3) (either term, 0-1.5s-0) This 20 hour practicum will provide students enrolled in the Post Baccalaureate Certificate in Teaching and Learning in Higher Education with opportunities to apply and reflect on the content provided in EDPS 560. Students must also be enrolled in, or have already received credit for, EDPS 560. Sections offered in a Cost Recovery format at an increased rate of fee assessment; refer to the Fees Payment Guide in the University Regulations and Information for Students.
  

  • EDPS 559 - Teaching Seminar II

    ★ 1.5 (fi 3) (either term, 0-1.5s-0) This 20 hour practicum will provide students enrolled in the Post Baccalaureate Certificate in Teaching and Learning in Higher Education with opportunities to apply and reflect on the content provided in EDPS 561. Students must also be enrolled in, or have already received credit for, EDPS 561. Sections offered in a Cost Recovery format at an increased rate of fee assessment; refer to the Fees Payment Guide in the University Regulations and Information for Students.
  

  • EDPS 560 - Philosophies, Theories and Methods of Teaching and Learning in Adult and Higher Education

    ★ 3 (fi 6) (either term, 3-0-0) This course examines the theoretical, conceptual, philosophical and practical aspects of teaching and learning in adult and higher education. Sections may be offered in a Cost Recovery format at an increased rate of fee assessment; refer to the Fees Payment Guide in the University Regulations and Information for Students.
  

  • EDPS 561 - Design and Development of Learning, Teaching and Assessment in Adult and Higher Education

    ★ 3 (fi 6) (either term, 3-0-0) This course examines the theory, methods and practice of instructional design in adult and higher education. Sections may be offered in a Cost Recovery format at an increased rate of fee assessment; refer to the Fees Payment Guide in the University Regulations and Information for Students.
  

  • EDPS 562 - Social Theory and Education

    ★ 3 (fi 6) (either term, 3-0-0) Students may not receive credit for both EDFN 562 and EDPS 562.
  

  • EDPS 563 - Social Justice Education from a Sociological Perspective

    ★ 3 (fi 6) (either term, 3-0-0) This course provides an introduction to the study of social justice education from a sociological perspective. The course focuses on different theoretical perspectives and empirical studies that illuminate a variety of issues pertaining to educational contexts such as schools, universities, community organizations, social movements, and state policy.
  

  • EDPS 564 - Education and Social Change

    ★ 3 (fi 6) (either term, 3-0-0) Students may not receive credit for both EDFN 564 and EDPS 564.
  

  • EDPS 567 - Education and Community

    ★ 3 (fi 6) (either term, 3-0-0) The organization and processes of community education at the local, provincial and national levels of social interaction as seen from the theory and research of contemporary sociology. Students may not receive credit for both EDFN 561 and EDPS 567.
  

  • EDPS 572 - Administration of Postsecondary Institutions

    ★ 3 (fi 6) (either term, 3-0-0) Prerequisite: EDAL 571 or EDPS 571 or consent of Department. Students may not receive credit for both EDAL 572 and EDPS 572.
  

  • EDPS 575 - Indigenous Knowledge and Anti-Racist Education

    ★ 3 (fi 6) (either term, 3-0-0) The course will examine the relationship between anti-racism (practice and theory) and indigenous knowledge in the context of Indigenous survival and beyond. The course will engage with various perspectives, knowledge and strategies in realizing anti-racism.
  

  • EDPS 577 - Foundations of Adult and Higher Education

    ★ 3 (fi 6) (either term, 3-0-0) This survey course examines the various interpretations and paradigms of adult and higher education. Ways of studying adult and higher education are presented using concepts, analysis, theories, and methodologies from the various foundational disciplines. Students may not receive credit for both EDAE 577 and EDPS 577.
  

  • EDPS 578 - Learning through Struggle: Social Movements, Resistance, and Popular Education

    ★ 3 (fi 6) (either term, 3-0-0) This course deals with historical and contemporary theories and practices of adult education as it is practiced in social movements and social action both locally and internationally. The study of the pedagogical dimension includes theories of experiential learning and emphasizes the role of popular education and theories of conscientization in diverse social movements.
  

  • EDPS 580 - Contemporary Issues in Education: Perspectives on Policy and Practice

    ★ 3 (fi 6) (either term, 3-0-0) Introduces students to foundational approaches to contemporary issues in Canadian and international education contexts. Introduces multidimensional approaches associated with the history, sociology, and philosophy of education to help students understand and critically assess educational policy and practice. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
  

  • EDPS 581 - Introduction to Evaluating Educational Research

    ★ 3 (fi 6) (either term, 3-0-0) Introduces students to a critical interpretation and evaluation of research in the specializations within the Department of Educational Policy Studies, using a wide range of orientations and approaches. Students may not receive credit for both EDPS 508 and EDPS 581. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
  

  • EDPS 590 - Foundations of Education: Perspectives on Canadian Issues

    ★ 3 (fi 6) (either term, 3-0-0) Focuses on a critical examination of Canadian educational issues from philosophical, historical, sociological and cultural perspectives. Themes may include multiculturalism, educational reform and governance, the global economy and new technologies, changing nature of educational goals, and transformations in teaching.
  

  • EDPS 591 - Foundations of Education: Perspectives on International Issues

    ★ 3 (fi 6) (either term, 3-0-0) Critically examines the role of education in the problems and prospects of international development. As an inclusive construct, development comprises enhancements in the economic, social, political, cultural and technological well-being of people’s lives. Examines contemporary societal issues that influence and/or are influenced by educational policies and programs. Perspectives from regions and groups such as Africa, Asia, Latin America, Europe, the Oceania-Pacific, the Caribbean, the Middle East, and communities indigenous to different parts of the world will be included.
  

  • EDPS 594 - Group Processes in Educational Leadership

    ★ 3 (fi 6) (either term, 3-0-0) Prerequisite: consent of Department. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar. Students may not receive credit for both EDAL 594 and EDPS 594.
  

  • EDPS 595 - The School Principalship: Seminars and Simulations

    ★ 3 (fi 6) (either term, 3-0-1) Applied activities and academic studies which enable the student to learn skills and knowledge pertinent to the responsibilities of the principal, by disciplined reflection on their performance in simulated administrative situations. Prerequisites: EDAL 501 and 502 or EDPS 511 and 512 or consent of Department. Students may not receive credit for both EDAL 595 and EDPS 595. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
  

  • EDPS 606 - Supervised Individual Study I

    ★ 3 (fi 6) (either term, 3-0-0)
  

  • EDPS 635 - Organization Theory I

    ★ 3 (fi 6) (either term, 3-0-0) Students may not receive credit for both EDAL 635 and EDPS 635.
  

  • EDPS 672 - Issues in Postsecondary Education

    ★ 3 (fi 6) (either term, 3-0-0) This course examines the challenges and opportunities posed by the complex environments in which postsecondary institutions operate. Various theoretical lenses will be used to study such aspects of colleges and universities as the institutional mission, values and societal/cultural role, teaching and research, accessibility, lifelong learning, equity and diversity, changing faculty and student roles, and curriculum. Students may not receive credit for both EDAL 672 and EDPS 672.
  

  • EDPS 680 - Policy Research and Education

    ★ 3 (fi 6) (either term, 3-0-0) Focuses on a critical and disciplined examination of education and policy issues by drawing on a variety of theoretical orientations. Identifies the centrality of policy research within different educational contexts: adult education, K-12, post-secondary, and aboriginal schooling in Canada and internationally. Students will explore a multiplicity of ways to combine the study of policy with the study of practice, politics, culture and power.
  

  • EDPS 681 - Research Frameworks and Qualitative Methodologies

    ★ 3 (fi 6) (either term, 3-0-0) This course explores the philosophical/epistemological underpinnings of selected research frameworks as well as relevant qualitative methodologies within the specializations of the Department of Educational Policy Studies. Students may receive credit for only one of EDAL 611, EDPS 611 and EDPS 681.
  

  • EDPS 900 - Directed Research Project

    ★ 3 (fi 6) (either term, unassigned) May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

Education - Psychologie: Cours de 1er cycle

Faculté Saint-Jean
  

  • EDU P 242 - Introduction au développement de l’enfant

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Étude du développement de l’enfant de 6 à 12 ans en tenant compte des plans physiques, cognitifs, affectifs, conatifs et sociaux comme fondement de l’enseignement au primaire. Interrelation entre ces dimensions dans une optique d’intervention scolaire. Processus et étapes de développement en lien avec l’approche écologique. Rôle de l’adulte et des pairs dans l’acquisition des savoirs des élèves de cette tranche d’âge. Note: Ce cours n’est pas accessible aux étudiants ayant des crédits pour PS ED 200 ou EDU P 239.
  

  • EDU P 243 - Introduction au développement de l’adolescent

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Étude du développement de l’adolescent de 13 à 18 ans en tenant compte des plans physiques, psychosexuels, cognitifs, affectifs, conatifs, identitaires et sociaux comme fondement de l’enseignement au secondaire. Interrelation entre ces dimensions dans une optique d’intervention scolaire. Processus et étapes de développement en lien avec l’approche écologique. Exploration de certaines problématiques comme l’anorexie, le décrochage scolaire et la cyber-intimidation en lien avec les élèves de cette tranche d’âge. Note: Ce cours n’est pas accessible aux étudiants ayant des crédits pour PS ED 200 ou EDU P 239.
  

  • EDU P 245 - Interactions sociales et communication

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Ce cours offre une introduction aux principaux paradigmes de la communication et des relations interpersonnelles. Il vise l’appropriation et l’approfondissement des modèles théoriques, des méthodes d’analyse et de communication et des stratégies pour comprendre la dynamique relationnelle afin d’intervenir sur celle-ci. Cette dynamique relationnelle renvoie à différentes situations de communication et relations interpersonnelles quotidiennes propres au milieu scolaire actuel (élèves, enseignants, parents, administrateurs, etc.). Note: Ce cours n’est pas accessible aux étudiants ayant des crédits pour PS ED 250 et EDU P 241
  

  • EDU P 333 - École, famille, communauté

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Analyse des problèmes que les besoins changeants de la famille et de la communauté posent à l’école (contexte francophone minoritaire/immersion française).
  

  • EDU P 342 - Évaluation des apprentissages

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Ce cours fait l’étude de l’évaluation des apprentissages ancrée dans les principes de validité, fidélité et équité. Différentes méthodes d’évaluation de l’apprentissage et pour l’apprentissage seront abordées tout en traitant de la dichotomie entre l’évaluation critériée et normative. Ce cours fait la mise au point de l’évaluation diagnostique, formative et sommative. L’accent sera mis sur l’application et le développement de divers instruments de mesure (examens, grille d’observation et de notations, barèmes de corrections, instructions, etc.) dans le champ disciplinaire de l’étudiant. Un exposé sera fait sur les tests à grande échelle (les tests de rendement scolaire et de diplôme) et sur l’interprétation des résultats. Préalables : EDU F 200 ou EDU F 244 et EDU M 232. Note: Ce cours n’est pas accessible aux étudiants ayant des crédits pour EDU P 340.
  

  • EDU P 433 - La communication et la gestion en salle de classe

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Étude approfondie des modèles théoriques et pratiques de gestion en salle de classe. L’application de certaines stratégies de gestion sera aussi abordée. Nous nous pencherons aussi sur la communication avec les parents ayant des enfants manifestant des comportements inadaptés. Préalable(s) : EDU F 200 et EDU M 232. Concomitant : EDU S. Note : Ce cours n’est pas accessible aux étudiants ayant des crédits pour EDU E 433 ou EDUC 300.
  

  • EDU P 442 - Inclusion scolaire et modèles d’intervention

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Études des politiques, des normes et du système de codification en vigueur pour les élèves albertains ayant des besoins particuliers. Analyse des modèles courants d’inclusion scolaire. Étude des attitudes et croyances des enseignants envers l’inclusion scolaire. Modalité d’application du plan d’intervention et adaptation de l’enseignant en fonction du profil spécifique de ces élèves. Pratiques novatrices de la gestion des différences dans le but de favoriser l’inclusion scolaire totale de tous les élèves. Préalable(s): EDU F 200 et EDU M 232. Concomitant: EDU S. Note: Ce cours n’est pas accessible aux étudiants ayant des crédits pour PS ED 300.
  

  • EDU P 444 - Interventions auprès des élèves ayant de difficultés d’apprentissage

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Étude portant sur l’adaptation de l’enseignement et le soutien aux élèves du primaire et du secondaire ayant des difficultés d’apprentissage. Problématiques liées aux élèves ayant des difficultés d’apprentissage (éléments contextuels, manifestations des difficultés, etc.). Cadre théorique et état des connaissances sur la nature des difficultés, de leurs effets et de leur étiologie. Apprentissage d’interventions visant à soutenir l’élève en difficulté dans le développement de stratégies d’apprentissage cognitives, métacognitives, motivationnelles en contexte d’analyse de tâche, de préparation aux examens, d’étude et de rédaction de travaux. Préalables : EDU F 200 et EDU M 232. Note: Ce cours n’est pas accessible aux étudiants ayant des crédits pour EDU P 443 ou PS ED 482.
  

  • EDU P 445 - Interventions auprès des élèves ayant des difficultés de comportement

    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Étude de l’étiologie et de la taxonomie des difficultés comportementales chez les élèves du primaire et du secondaire. Initiation des étudiants à l’utilisation des différentes théories afin d’analyser et de comprendre les troubles du comportement extériorisés et intériorisés selon une perspective développementale. Sensibilisation des étudiants aux méthodes d’évaluation et de modification de comportement en contexte scolaire. Préalables : EDU F 200 et EDU M 232. Note : Ce cours n’est pas accessible aux étudiants ayant des crédits pour EDU P 443 ou PS ED 482.
 

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