May 17, 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 - Psychology: Undergraduate

Department of Educational Psychology
Faculty of Education

Note: The course prefix for Education (Psychology) courses has changed from EDPSY to EDPY.
  

  • EDPY 197 - Selected Topics in Educational Psychology

    ★ 3 (fi 6) (either term, variable) Content varies from year to year. Topics announced prior to registration period.
  

  • EDPY 297 - Selected Topics in Educational Psychology

    ★ 3 (fi 6) (either term, variable) Content varies from year to year. Topics announced prior to registration period.
  

  • EDPY 301 - Introduction to Inclusive Education: Adapting Classroom Instruction for Students with Special Needs

    ★ 3 (fi 6) (either term, 1.5-1.5s-0) This course provides an introduction to teaching students with diverse learning support needs within the inclusive education context. Course content focuses on adapting classroom instruction and classroom environments to enhance learning for all students. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
  

  • EDPY 302 - Learning and Development in Childhood

    ★ 3 (fi 6) (either term, 1.5-1.5s-0) This course will include theoretical and practical aspects of physical, cognitive, social and emotional development and learning during the period from infancy to middle childhood (0-12 years). Prerequisite EDU 100 or pre/corequisite EDU 300 (After Degree students). Students may not receive credit for both EDPY 302 and EDPY 402. This course may not be taken for credit if credit for PSYCO 323 or PSYCO 223 is already awarded. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
  

  • EDPY 303 - Educational Assessment

    ★ 3 (fi 6) (either term, 3-0-0) This course will introduce students to the complexity of classroom assessment as a means of supporting and measuring student learning. The intent of this course is to develop an understanding of important concepts and issues in the evaluation of a learner’s knowledge and skills, and to develop competence in constructing instruments and processes to evaluate learner performance. Prerequisite or corequisite: EDFX 325 or 350. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
  

  • EDPY 304 - Adolescent Development and Learning

    ★ 3 (fi 6) (either term, 1.5-1.5s-0) This course will include theories of development and learning, sociocultural influences on development and learning, and contexts of identity and health of adolescents. Prerequisite EDU 100 or pre/corequisite EDU 300 (After Degree students). Students may not receive credit for both EDPY 304 and EDPY 404. This course may not be taken for credit if credit for PSYCO 327 or PSYCO 223 is already awarded. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
  

  • EDPY 397 - Educational Psychology Seminars

    ★ 1-3 (variable) (either term, variable) Prerequisite: consent of Department.
  

  • EDPY 401 - Assessment and Instruction of Students with Special Education Needs

    ★ 3 (fi 6) (either term, 1.5-1.5s-0) This course focuses on assessment, individualized program planning, and adapting instruction for students with special needs in the inclusive education context. Emphasis is placed on evidence-based instructional approaches for adapting instruction, and the importance of collaboration and consultation among stakeholders in meeting the needs of students who require special education services and supports.
  

  • EDPY 413 - Principles and Practice in Teaching ESL Learners

    ★ 3 (fi 6) (either term, 3-0-0) Basic strategies for adapting instruction to accommodate ESL learners in their classes. Second language literacy, content-based instruction, and assessment will be covered. Not open to EDPY TESL Diploma or Master’s students.
  

  • EDPY 416 - Introduction to the Teaching of English as a Second Language

    ★ 3 (fi 6) (either term, 3-0-0) Focuses on principles of language learning, language learners, and learning contexts. Pre-/corequisite: LING 101.
  

  • EDPY 417 - Grammar of English for Teachers of Adult ESL

    ★ 3 (fi 6) (either term, 3-0-0) The aim of this course is to develop students’ explicit knowledge of English grammar, which provides the conceptual basis for grammar instruction. Emphasis will be placed on developing students’ ability to provide explanations of the most important grammar rules for adult ESL and to design grammar focused activities. Prerequisite: LING 101 or equivalent.
  

  • EDPY 418 - Methodology in the Teaching of English as a Second Language to Adults

    ★ 3 (fi 6) (either term, 3-0-0) Students will learn how to respond to adult ESL students’ learning needs using current ESL teaching principles and techniques, design lesson plans, evaluate resources, and assess learner progress. Prerequisites: EDPY 416.
  

  • EDPY 419 - TESL Supervised Practicum

    ★ 3 (fi 6) (either term, 3-0-3) This practicum is designed to provide EDPY TESL Diploma students with an opportunity to observe and teach in an established ESL program for adults. Restricted to EDPY TESL Diploma students. Other students require consent of the Department.
  

  • EDPY 420 - Language Foundations and Word Reading

    ★ 3 (fi 6) (either term, 3-0-0) This course will introduce students to different aspects of oral language and their importance for reading and literacy development in adolescents, and provide students with a working knowledge of normal and abnormal development of word reading and how to improve adolescents’ word reading skills. 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 section of the Calendar. Restricted to students in AAL Certificate program.
  

  • EDPY 421 - Reading Comprehension and Assessment

    ★ 3 (fi 6) (either term, 3-0-0) This course examines the nature of reading comprehension in adolescence and the instructional strategies and approaches to assessment that support reading comprehension development across the content areas in secondary schools. 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 section of the Calendar. Restricted to students in AAL Certificate program.
  

  • EDPY 422 - Cultural and Linguistic Diversity and Reading

    ★ 3 (fi 6) (either term, 3-0-0) This course explores effective literacy teaching strategies for culturally and linguistically diverse adolescents. The main focus is on literacy development and improving literacy outcomes of English language learners (ELL) and First Nations, Métis, and Inuit (FNMI) students. 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 section of the Calendar. Restricted to students in AAL Certificate program.
  

  • EDPY 423 - Reading in the Disciplines

    ★ 3 (fi 6) (either term, 3-0-0) This course examines the specific language demands, reading challenges, and prevalent discourse structures in four core disciplines (English Language Arts, Mathematics, Sciences, and Social Studies). 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 section of the Calendar. Restricted to students in AAL Certificate program.
  

  • EDPY 424 - Data-Driven Literacy Instruction, Leadership, and Collaboration

    ★ 3 (fi 6) (either term, 3-0-0) This course prepares students to collect, understand, and use literacy assessment data effectively to inform curriculum and instructional practices across disciplines and become a change agent by developing community, coaching, coconstructing understanding, and assessing impact. 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 section of the Calendar. Restricted to students in AAL Certificate program.
  

  • EDPY 442 - Introduction to Counselling

    ★ 3 (fi 6) (either term, 1.5-1.5s-0) Provides an overview of the field of Counselling Psychology, including its theoretical foundations, applications, and counselling skills. Prerequisite: EDPY 302 or 304, or equivalent.
  

  • EDPY 446 - Hope and the Helping Relationship

    ★ 3 (fi 6) (either term, 3-0-0) Focuses on the theory, research, and practice of hope within classroom, counselling, and related professional settings. Addresses the impact of hope in individual, relational, and institutional contexts and explores current research in the area of hope enhancement.
  

  • EDPY 454 - Teaching Students with Challenging Behaviours

    ★ 3 (fi 6) (either term, 3-0-0) This course focuses on understanding and managing the challenging behaviours of children and adolescents with emotional and behavioural problems in schools. Note: Students may not receive credit for both EDPY 454 and EDPSY 307 or EDPSY 357. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
  

  • EDPY 458 - Assessment and Programming for Children with a Specific Reading Disability

    ★ 3 (fi 6) (either term, 3-0-0) Intent is to (a) provide students with a theoretical understanding of specific reading disabilities, (b) introduce students to widely used assessment tools and the interpretation of assessment results, and (c) develop competence in designing and implementing successful instructional programs for students with specific reading disabilities.
  

  • EDPY 465 - Mentoring Children and Adolescents

    ★ 3 (fi 6) (either term, 3-0-0) Provides students with an introduction to and experience with mentoring children and adolescents. Students will attend presentations on topics related to mentoring and mentor children in a group or 1:1 capacity. Open to all students. Students may not receive credit for both EDPY 465 and EDPY 397/497 Mentoring Children and Adolescents.
  

  • EDPY 470 - Deaf Education: An Introduction and Survey

    ★ 3 (fi 6) (either term, 3-0-0) This course provides a general understanding of the development and education of deaf and hard of hearing children highlighting the impact that deafness has upon both the process and products of language development. Students may not receive credit for both EDPY 470 and EDPSY 449.
  

  • EDPY 472 - Introduction to Language Development

    ★ 3 (fi 6) (either term, 3-0-0) Provides an overview to the study of child language development and an introduction to educational considerations in teaching students with language or communication disorders. Students may not receive credit for both EDPY 472 and EDPSY 450.
  

  • EDPY 474 - Introduction to American Sign Language

    ★ 3 (fi 6) (either term, 2-1s-1) This is a practical course to develop basic skills in American Sign Language. Students may not receive credit for both EDPY 474 and EDPSY 451. Not to be taken by students with credit in ASL 111.
  

  • EDPY 481 - Teaching Students with Complex Communication Needs: Instructional Design and Methods

    ★ 3 (fi 6) (either term, 3-0-0) This course builds on the principles of Universal Design for Learning and provides an overview of (1) teaching approaches that support inclusive education for students with complex communication needs, (2) assessment practices and tools that are appropriate for students with complex communication needs, (3) how to use local educational standards documents to guide goal setting and instruction. 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. Restricted to students in the TSCCN Certificate program.
  

  • EDPY 482 - Teaching Students with Complex Communication Needs: Augmentative and Alternative Communication

    ★ 3 (fi 6) (either term, 3-0-0) This course will introduce classroom teachers and educational professionals to the practices, issues and importance of providing augmentative and alternative communication (AAC) strategies and supports to students with complex communication needs. The course will focus on implementation of AAC systems to support students’ communication, language development and meaningful participation in all aspects of learning experiences. 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. Restricted to students in the TSCCN Certificate program.
  

  • EDPY 483 - Teaching Students with Complex Communication Needs: Emergent Literacy

    ★ 3 (fi 6) (either term, 3-0-0) This course will focus on quality, comprehensive emergent literacy instruction for students with complex communication needs. The course will emphasize the use of symbol supported communication systems and intentionally designed instruction that includes daily opportunities for developing communication and interaction skills, oral language understandings, alphabet knowledge and phonological awareness, understandings of concepts about print, and a positive disposition toward literacy. 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. Restricted to students in the TSCCN Certificate program.
  

  • EDPY 484 - Teaching Students with Complex Communication Needs: Conventional Literacy

    ★ 3 (fi 6) (either term, 3-0-0) This course will focus on quality, comprehensive literacy instruction for students with complex communication needs. The course will emphasize the use of symbol and text based communication systems and systematically designed instruction that includes daily opportunities for developing conventional skills in word reading (decoding and automatic word identification), text comprehension, silent reading fluency, and writing. 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. Restricted to students in the TSCCN Certificate program.
  

  • EDPY 485 - Teaching Students with Complex Communication Needs: Numeracy

    ★ 3 (fi 6) (either term, 3-0-0) This course focuses on quality instruction in mathematics (including numeracy) for students with complex communication needs. The course will emphasize the use of symbol and text based communication systems and systematically designed instruction to support understandings of number sense; spatial reasoning; principles of geometry, measurement, data, and analytic procedures; and mathematical problem solving, including algebra. 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. Restricted to students in the TSCCN Certificate program.
  

  • EDPY 497 - Senior Seminars

    ★ 1-3 (variable) (either term, variable) Content varies from year to year. Topics announced prior to registration period. Prerequisite: consent of Department.
  

  • EDPY 499 - Directed Individual Study in Educational Psychology

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

Education - Psychology: Graduate

Note: Graduate students in MEd and PhD programs in the Department of Educational Psychology may register in 500- and 600-level courses open to web registration. Others require consent of the Department.
  

  • EDPY 500 - Introduction to Data Analysis in Educational Research

    ★ 3 (fi 6) (either term, 3-0-3) May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
  

  • EDPY 503 - Qualitative Methods of Educational Research

    ★ 3 (fi 6) (either term, 3-0-3) An introduction to the theoretical perspectives, principles, processes, and methods of qualitative research. Prerequisite: EDPY 501 or equivalent.
  

  • EDPY 504 - Survey Design and Implementation

    ★ 3 (fi 6) (either term, 3-0-0) This course aims to help students develop an understanding of basic survey research methods, particularly those that apply to research practices in education, psychology, and social sciences. In addition, the course provides a practical understanding of survey data analysis and reporting.
  

  • EDPY 505 - Quantitative Methods I

    ★ 3 (fi 6) (either term, 3-0-3) This course will focus on the analysis of data from experiments and surveys using the analysis of variance. Students will develop knowledge of and skills in understanding the underlying statistical models, matching statistical models to research designs, using computer software to conduct appropriate statistical analyses, and interpreting and reporting findings. Prerequisites: EDPY 500 or equivalent.
  

  • EDPY 507 - Measurement Theory I

    ★ 3 (fi 6) (first term, 3-0-0) This course will introduce students to the concepts and procedures required to develop, administer, and use educational and psychological assessments. Emphasis will be placed on the foundational concepts related to reliability and validity. Prerequisites: EDPY 500 or equivalent.
  

  • EDPY 510 - Learning, Cognition and Education

    ★ 3 (fi 6) (either term, 3-0-0) This course is concerned with aspects of human learning, cognition, and the practical application of these theories and methods within education.
  

  • EDPY 517 - Child/Adolescent Development: Theories and Issues

    ★ 3 (fi 6) (either term, 3-0-0) Emphasis is on understanding child and adolescent development from the combined perspectives of research, theory and practical experience. Stages through to emerging adulthood will be studied. Intended for both masters and doctoral level students. Practitioners or theoreticians from related disciplines are welcome.
  

  • EDPY 518 - Individual Psychological Assessment: Psycho-Educational Foundations

    ★ 3 (fi 6) (either term, 3-0-3) Theory, principles, and practice of psychological assessment. Students will gain clinical experience in working with individuals referred for psychological assessment. Prerequisites: EDPY 507 or equivalent and EDPY 521 or equivalent. Registration is restricted to School and Clinical Child Psychology and Counselling Psychology students. Students may not receive credit for both EDPY 518 and EDPY 545. Requires payment of additional student instructional support fees. Refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar
  

  • EDPY 519 - Assessment for Effective Intervention: School and Clinical Applications

    ★ 3 (fi 6) (either term, 3-0-0) Theory and principles of psychological assessment in school and clinical settings with an emphasis on informing evidence-based interventions. Students will also expand their knowledge of special populations within the context of psychoeducational assessment. Prerequisite: EDPY 518, EDPY 527. Registration is restricted to School and Clinical Child Psychology students. Students may not receive credit for both EDPY 519 and EDPY 545.
  

  • EDPY 520 - Assessment for Effective Intervention Practicum

    ★ 3 (fi 6) (either term, 3-0-0) This practicum provides supervised applied experience in both assessment and intervention with a focus on working with children and adolescents. Restricted to students enrolled in the School and Clinical Child Psychology or Counselling Psychology programs. Prerequisites: EDPY 507, EDPY 518 and EDPY 536 or equivalents. Co-requisite: EDPY 519 or equivalent.
  

  • EDPY 521 - Foundations of Psychological Assessment

    ★ 3 (fi 6) (either term, 3-0-0) This course deals with psychological and psycho-educational assessment and covers the basic principles and skills needed to administer and interpret standardized measures of cognitive abilities and academic achievement. Restricted to students enrolled in the School and Clinical Child Psychology or Counselling Psychology programs. Requires payment of additional student instructional support fees. Refer to the Fees Payment Guide in the University Regulations and information for Students section of the Calendar.
  

  • EDPY 523 - The Practice of School and Clinical Child Psychology

    ★ 3 (fi 6) (either term, 3-0-0) The course is intended to introduce students to the specialization of school and clinical child psychology. Topics discussed in this course include the history of school and clinical child psychology, exploration of professional identity, examination of foundational and functional competencies of practice and research, consideration of unique ethical issues in child psychology, and implementation of an evidence based practice approach. Restricted to students enrolled in the School and Clinical Child Psychology program.
  

  • EDPY 524 - The Psychology of Technology-based Learning

    ★ 3 (fi 6) (either term, 3-0-0) Using psychological theory as a framework, in this course, students explore the effects of technology on the cognitive processing, emotional responses and social interactions of learners across different types of technology, different ages of learners and different learning contexts. The course begins with an overview of key psychological theories then examines each type of technology from a psychological standpoint. This course focuses on the psychological impact of technology on learners, rather than how to use, design or produce educational technology.
  

  • EDPY 526 - Career Counselling: Theory and Practice

    ★ 3 (fi 6) (either term, 3-0-0) This course will examine lifespan career development as a dynamic and holistic enterprise. Topics include theories and techniques of career development, assessment, work-life issues, career-life decision-making and life transitions, with a focus on the practice of career counselling for diverse populations. Restricted to students in the School Counselling, Counselling Psychology, and School and Clinical Child Psychology Master’s and Doctoral Programs. Students in other programs may take this course with consent of the Department.
  

  • EDPY 527 - School and Clinical Based Intervention

    ★ 3 (fi 6) (either term, 3-0-3) This course provides an introduction to academic, behavioural, social, emotional, and counselling intervention with a particular focus on their application to school and clinical settings for use with children and adolescents. Restricted to students enrolled in the School and Clinical Child Psychology or Counselling Psychology programs. Prerequisites: EDPY 507 and EDPY 536 or equivalents.
  

  • EDPY 528 - Foundations of Child and Adolescent Intervention

    ★ 3 (fi 6) (either term, 3-0-3) The course takes a developmental psychological approach to understanding psychological practice and interventions with children and adolescents. Prerequisite: EDPY 527 or equivalent.
  

  • EDPY 531 - Developing an Effective School Counselling Program

    ★ 3 (fi 6) (either term, 3-0-0) Addresses methods of needs evaluation, counselling program design, and program evaluation within school counselling settings. Includes key issues such as parent conferences, counsellor roles, and professional consultations. Priority given to students in School Counselling program.
  

  • EDPY 532 - Systems of Counselling

    ★ 3 (fi 6) (either term, 3-0-0) This course introduces the major theories used in counselling/psychotherapy. Priority given to students enrolled in the School and Clinical Child Psychology or Counselling Psychology programs or consent of Department.
  

  • EDPY 533 - Basic Skills, Issues and Attitudes in Counselling I

    ★ 3 (fi 6) (first term, 3-3s-4) This practicum course focuses on the development of foundational skills, knowledge and attitudes necessary for the professional practice of counselling. Restricted to students enrolled in the Counselling Psychology program.
  

  • EDPY 534 - Basic Skills, Issues and Attitudes in Counselling II

    ★ 3 (fi 6) (second term, 3-3s-4) Restricted to students enrolled in the Counselling Psychology program. Prerequisite: EDPY 533.
  

  • EDPY 535 - Learning and Human Development

    ★ 3 (fi 6) (either term, 3-0-0) This course provides an integrative survey of foundational knowledge, theories, and research on learning and development across the lifespan, covering life stages/transitions and normal and atypical cognitive, perceptual, language, social, emotional, and personality development, with an emphasis on their relation to education. Restricted to course-based MEd students in School Counselling. Students in other graduate programs in the Faculty of Education and Open Studies students may take this course with consent of the department if space permits.
  

  • EDPY 536 - Ethical and Professional Issues in Psychological Practice

    ★ 3 (fi 6) (either term, 3-1.5s-0) This course is designed to increase knowledge of ethical, legal, and professional standards of psychological practice. Priority given to students enrolled in the School and Clinical Child Psychology or Counselling Psychology programs or consent of Department.
  

  • EDPY 537 - Basic Skills, Issues, and Attitudes in School Counselling

    ★ 3 (fi 6) (either term, 3-3s-0) This course provides an understanding of essential communication, relationship building, interview, and counselling skills for school counselors, integrating theory and practice in implementing interventions and providing skill practice opportunities. Restricted to course-based MEd students in School Counselling. Students will not receive credit for both EDPY 597 Basic Skills, Issues, and Attitudes in School Counselling and EDPY 537.
  

  • EDPY 538 - Theory and Practice in Group Counselling

    ★ 3 (fi 6) (either term, 3-0-3) This course is designed to develop an understanding of group theory and process and to acquire skills needed in leading a counselling group. Prerequisites or corequisites: EDPY 533 and 534 or consent of Department.
  

  • EDPY 542 - Cross-Cultural Counselling

    ★ 3 (fi 6) (either term, 3-0-0) Designed to establish a theoretical and practical understanding of the factors that influence the nature and effectiveness of the cross-cultural counselling process. Includes multicultural counselling competencies, ethics in cross-cultural counselling interactions, models of racial and cultural identity development, multicultural assessment procedures, and culture-specific (emic) and universal (etic) helping styles. Priority given to students enrolled in the School and Clinical Child Psychology, Counselling Psychology or Teaching English as a Second Language programs or consent of Department.
  

  • EDPY 543 - Mental Health Testing in Counselling

    ★ 3 (fi 6) (either term, 3-0-3) Theory, research, and practice regarding mental health testing of adolescent and adult clients. Students will gain practical and technical assessment and testing experience, across a wide range of mental health tests, including personality, career, and general screening measures. Restricted to Counselling Psychology and School and Clinical Child Psychology students. Requires payment of additional student instructional support fees. Refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar
  

  • EDPY 544 - Principles of Psychological Testing and Assessment

    ★ 3 (fi 6) (either term, 3-0-1) Prerequisite: consent of Department.
  

  • EDPY 546 - Hope and the Helping Relationship

    ★ 3 (fi 6) (either term, 3-0-0) Focuses on the theory, research, and practice of hope within classroom, counselling, and related professional settings. Addresses the impact of hope in individual, relational, and institutional contexts and explores current research in the area of hope enhancement.
  

  • EDPY 547 - Therapeutic Assessment

    ★ 3 (fi 6) (either term, 3-0-3) Theory, research, and practice regarding therapeutic assessment. Students will gain practical and technical assessment, consultation, and testing experience with adolescent and adult clients, particularly regarding collaborative approaches that act as therapeutic interventions in and of themselves. Prerequisites: EDPY 518 or EDPY 543. Restricted to Counselling Psychology and School and Clinical Child Psychology students. Requires payment of additional student instructional support fees. Refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar
  

  • EDPY 548 - Group-based School Counselling

    ★ 3 (fi 6) (either term, 3-0-0) This course focuses on theories and practical skill development related to group facilitation, including group formation, dynamics, norms, stages, and processes, with an emphasis on the use of groups with children and adolescents in school settings. Restricted to course-based MEd students in School Counselling. Students in other graduate programs in the Faculty of Education and Open Studies students may take this course with consent of the department if space permits.
  

  • EDPY 550 - School Counselling Practicum

    ★ 6 (fi 12) (two term, 0-3s-3) Practicum course consists of a supervised school counselling field placement as well as a clinic-based instructional seminar that focuses on professional and clinical issues related to the practicum experience. Restricted to students enrolled in the School Counselling program.
  

  • EDPY 551 - Counselling Children and Adolescents: Theory and Practice in Clinical and School Settings

    ★ 3 (fi 6) (either term, 3-0-0) This course examines therapeutic approaches for working with children and adolescents in clinical and school settings. The course emphasizes methods of integrating and applying systemic, developmental, and individual theories to assessment and intervention with children, adolescents, and their families. Restricted to course-based MEd students in School Counselling. Students in other Counselling Psychology and School and Clinical Child Psychology Master’s and Doctoral Programs may take this course with consent of the Department.
  

  • EDPY 552 - Autism: Assessment and Intervention

    ★ 3 (fi 6) (either term, 3-0-0) This course will provide an overview of learning and perceptual processes and current empirically based assessment and intervention supports relevant to autism.
  

  • EDPY 553 - Oral Language Difficulties: From Assessment to Intervention

    ★ 3 (fi 6) (either term, 3-0-0) This course provides an understanding of child language development, theories, and the relationship between oral language ability, reading, spelling and writing. Restricted to course-based MEd Special Education Cohort students. EDPY 553 is the 3rd course in the prescribed sequence following EDPY 556 and EDPY 501. Students will not receive credit for both EDPY 597: Oral Language Difficulties: From Assessment to Intervention and EDPY 553.
  

  • EDPY 555 - Advanced Assessment and Intervention for Reading Disabilities

    ★ 3 (fi 6) (either term, 3-0-0) This course provides students with an understanding of reading disabilities, introduces them to relevant assessment tools, and examines how to design and implement successful interventions for students with reading disabilities.
  

  • EDPY 556 - Issues and Trends in Special Education: Prevalence of Exceptionalities and Professional Practice

    ★ 3 (fi 6) (first term, 3-0-0) Aspects of theory, research and professional practice within the field of special education will be examined in this class. All special needs and developmental disorders are considered, particularly in the realm of theory/practice relationships. Such issues as program evaluation, integration, personnel preparation, and the identification of special needs will be considered. Validity of current practices and beliefs will be addressed through reviews of research, theory, and legislation/policy and the relationship between these areas and professional practice.
  

  • EDPY 575 - Teaching English as a Second Language (TESL) Supervised Practicum

    ★ 3 (fi 6) (either term, 3-0-3) This practicum is designed to provide EDPY TESL Master’s students with an opportunity to observe and teach in an established ESL program for adults. Restricted to EDPY TESL Master’s students.
  

  • EDPY 577 - Word Reading Difficulties: From Assessment to Intervention

    ★ 3 (fi 6) (second term, 3-0-0) This course provides an understanding of word reading development and difficulties from the cognitive and educational psychology point of views. Restricted to course-based MEd Special Education Cohort students. EDPY 577 is the 4th course in the prescribed sequence. Prerequisite: EDPY 551. Students will not receive credit for both EDPY 597: Word Reading Difficulties: From Assessment to Intervention and EDPY 577.
  

  • EDPY 578 - Teaching English for Academic Purposes

    ★ 3 (fi 6) (either term, 3-0-0) This course will provide an overview of the theory and practice of teaching English for Academic Purposes to advanced proficiency English as a second language students.
  

  • EDPY 580 - Reading Comprehension Difficulties: From Assessment to Intervention

    ★ 3 (fi 6) (Spring/Summer, 3-0-0) This course focuses on current theories of reading comprehension, and the cognitive and language underpinnings of reading comprehension difficulties. Restricted to course-based MEd Special Education Cohort students. EDPY 580 is the 5th course in the prescribed sequence. Prerequisite: EDPY 577. Students will not receive credit for both EDPY 597: Reading Comprehension Difficulties: From Assessment to Intervention and EDPY 580.
  

  • EDPY 581 - Psychological Aspects of Bilingualism and Bilingual Education

    ★ 3 (fi 6) (either term, 3-0-0) Introduction to the study of bilingualism. Deals with the following questions: What is bilingualism? How do we measure bilingualism? How does a person become bilingual? What are the consequences of individual and societal bilingualism? Prerequisite: LING 101 or equivalent.
  

  • EDPY 582 - Writing Difficulties: From Assessment to Intervention

    ★ 3 (fi 6) (first term, 3-0-0) Topics throughout the course will provide students with knowledge and skills to support students who find writing and spelling challenging. Restricted to course-based MEd Special Education Cohort students. EDPY 582 is the 6th course in the prescribed sequence. Prerequisite: EDPY 580. Students will not receive credit for both EDPY 597: Writing Difficulties: From Assessment to Intervention and EDPY 582.
  

  • EDPY 585 - Teaching and Learning Grammar in Second Language Education

    ★ 3 (fi 6) (either term, 3-0-0) Explores how grammar teaching can be contextualized according to the principles of communicative language teaching. Theories concerning the relationship between adult learners’ implicit and explicit knowledge of grammar will be reviewed, and different approaches to grammar instruction will be explored. Prerequisites: EDPY 416, EDPY 417, and EDPY 418 or equivalents, or consent of Department.
  

  • EDPY 586 - Complex Cases: From Assessment to Intervention

    ★ 3 (fi 6) (either term, 3-0-0) This course surveys literacy assessment and intervention issues pertinent to different groups of learners with multiple and complex special needs. Restricted to course-based MEd Special Education Cohort students. EDPY 586 is the 7th course in the prescribed sequence. Prerequisite: EDPY 582. Students will not receive credit for both EDPY 597: Complex Cases: From Assessment to Intervention and EDPY 586.
  

  • EDPY 587 - Teaching and Researching Language Learning Strategies

    ★ 3 (fi 6) (either term, 3-0-0) Topics studied throughout the course will provide students with the knowledge and skills to increase second language learners’ metacognitive awareness and their knowledge and use of language learning strategies. Students will acquire knowledge to help learners plan, monitor and evaluate their language learning; and use listening, speaking, reading, writing, vocabulary, grammar, retrieval, rehearsal, communication, translation, and test-taking strategies. Students will also develop an understanding of the issues related to researching and assessing second language learning and use strategies. Students will not receive credit for both EDPY 597: Teaching and Researching Language Learning Strategies and EDPY 587.
  

  • EDPY 588 - Teaching English as an International Language

    ★ 3 (fi 6) (either term, 3-0-0) Issues relating to the teaching of English as a global language are explored. A general approach to analyzing the teaching of English for international communication in different settings is developed. Topics may include: functions of language; diglossia; World Englishes; language endangerment; language planning; communicative language teaching in non-Western settings; content-based instruction; washback in language testing. Prerequisite: LING 101 or equivalent.
  

  • EDPY 590 - Classroom Research Issues in Second Language Learning

    ★ 3 (fi 6) (either term, 3-0-0) Introduction to applied linguistics research in second or foreign language classrooms. Topics typically include: methods of classroom research; teacher-student interaction; the effect of feedback on learner errors; form-focused instruction; strategy training. Prerequisite: EDPY 418 or equivalent.
  

  • EDPY 591 - Teaching Literacy and Reading to ESL Learners

    ★ 3 (fi 6) (either term, 3-0-0) Theory and practice in the instruction of literacy and reading to ESL students. Prerequisite: EDPY 416.
  

  • EDPY 593 - ESL Assessment and Evaluation

    ★ 3 (fi 6) (either term, 3-0-0) Introduction to assessment practices and procedures in ESL/EFL. Prerequisite: LING 101.
  

  • EDPY 594 - Teaching Pronunciation to ESL Learners

    ★ 3 (fi 6) (either term, 3-0-0) Introduction to relevant research and specific classroom teaching strategies. Prerequisite: EDPY 416.
  

  • EDPY 595 - Settlement Adjustment Issues for ESL Immigrants to Canada

    ★ 3 (fi 6) (either term, 3-0-0) Focuses on political, curricular, social, cultural, and linguistic factors that have an impact on immigrants to Canada.
  

  • EDPY 597 - Special Seminars

    ★ 1-6 (variable) (variable, variable) Content varies from year to year. Topics announced prior to registration period. The student’s transcript carries title descriptive of content. May be repeated.
  

  • EDPY 599 - Individual Directed Reading and Research

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

  • EDPY 601 - Advanced Doctoral Research Seminar

    ★ 3 (fi 6) (either term, 3-0-0) This course is designed to provide doctoral students with a forum to gain skills and discuss topics related to conducting theoretical and applied research relevant to the practice of psychology. Prerequisite: EDPY 501, EDPY 505 or EDPY 503.
  

  • EDPY 604 - Mixed Methods Approaches to Educational Research

    ★ 3 (fi 6) (either term, 3-0-0) Introduction to mixed methods research as a means of conducting educational research. Within each of the major mixed methods designs, the research problems addressed, data collection and analysis strategies, and reporting venues are discussed. Prerequisites: EDPY 501 or equivalent. Additional methods courses in quantitative and qualitative research are recommended.
  

  • EDPY 605 - Quantitative Methods II

    ★ 3 (fi 6) (second term, 3-0-3) This course will introduce students to advanced statistical techniques that are frequently used in data analysis in the social sciences. Selected topics such as multiple regression, MANOVA, canonical correlation, principal component analysis, and factor analysis will be covered. Prerequisite: EDPY 505 or equivalent.
  

  • EDPY 607 - Measurement Theory II

    ★ 3 (fi 6) (either term, 3-0-0) This course will focus on advanced topics and applications required to develop, administer, and use educational and psychological assessments. Emphasis will be placed on the application of theoretical concepts necessary for solving practical assessment problems. Prerequisite: EDPY 507 or equivalent. Formerly EDPY 508. Students cannot receive credit for both EDPY 508 and EDPY 607.
  

  • EDPY 610 - Selected Topics in Learning, Cognition and Instruction

    ★ 3 (fi 6) (either term, 3-0-0) Prerequisite: EDPY 510 or equivalent.
  

  • EDPY 614 - Social and Emotional Development

    ★ 3 (fi 6) (either term, 3-0-0) Examines current theoretical, methodological, and applied issues in social and emotional behavioural development. Discussion of atypical development will also be incorporated.
  

  • EDPY 615 - Program Evaluation

    ★ 3 (fi 6) (either term, 3-0-0) This course will introduce students to the theoretical ideas and practical applications of program evaluation. Prerequisites: EDPY 501 or equivalent.
  

  • EDPY 616 - Achievement Motivation

    ★ 3 (fi 6) (either term, 3-0-0) This course provides a general overview of human motivation from a psychological perspective. Students may not receive credit for both EDPY 616 and EDPY 597/697 topic of Academic Motivation.
  

  • EDPY 620 - Advanced Seminar in Special Education

    ★ 3 (fi 6) (first term, 3-0-0) Deals with the theoretical foundations and current applied developments in the field of special education and student exceptionality.
  

  • EDPY 630 - Counselling Psychology Internship

    ★ 3 (fi 6) (two term, variable) Students in the Doctoral Counselling Program must successfully complete a 1,600 hour internship accredited by the Canadian Psychological Association (or equivalent). Students must complete pre-session study seminars related to the internship application process, interviewing skills, and ranking of internship sites/decision making. Students are expected to participate in the Association of Psychology Postdoctoral and Internship Centers (APPIC) matching process. Prerequisites: Consent of Department, completion of required coursework and completion of doctoral candidacy exam.
  

  • EDPY 632 - History and Systems of Psychology

    ★ 3 (fi 6) (either term, 3-0-0) Provides a historical examination of the philosophical and scientific development of the discipline of psychology. Priority given to PhD students enrolled in the Counselling Psychology program.
  

  • EDPY 633 - Advanced Counselling Practicum I

    ★ 3 (fi 6) (first term, 3-3s-3) This doctoral level practicum is designed to provide students with an opportunity to develop an approach to counselling that is congruent with professional, social and scientific standards, is sufficiently flexible to address the range of human variability, and is facilitative of client change. Prerequisite: EDPY 533 and 534 or equivalent.
  

  • EDPY 634 - Advanced Counselling Practicum

    ★ 3 (fi 6) (either term, 3-3s-3) This doctoral level Practicum is a continuation of EDPY 633, prerequisite: EDPY 633.
  

  • EDPY 635 - Counselling Speciality: Theory and Practice

    ★ 3 (fi 6) (either term, 3-3s-3) Prerequisite: EDPY 633 or equivalent.
 

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