May 21, 2024  
University of Alberta Calendar 2021-2022 
    
University of Alberta Calendar 2021-2022 [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 Tuition and Fees ) 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—See Registration  for complete details on admission and registration.  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 - Secondary: Graduate

  
  • EDSE 540 - Secondary Mathematics Education: Examining Tasks, Curricula and Programs


    ★ 3 (fi 6) (either term, 3-0-0) Examines mathematical tasks, curricula and programs and explores the relationships among them and their implications for mathematics education policy.
  
  • EDSE 548 - Conceptualizing the Field of Physical Education: Historical and Contemporary Issues


    ★ 3 (fi 6) (either term, 3-0-0) An introduction to theory and research in the field of physical education.
  
  • EDSE 569 - Issues and Approaches in Second and Foreign Language Literacy Development


    ★ 3 (fi 6) (either term, 0-3s-0) Students will examine issues unique to second and foreign language students as they learn to read. From the beginning reader to the advanced, explorations will draw from upon top-down, bottom-up and interactional views of literacy as well as socio-political factors.
  
  • EDSE 577 - Pedagogy of Technology: Teachers and Students as Cyborgs


    ★ 3 (fi 6) (either term, 3-0-0) A seminar course examining the pedagogical and curricular implications of the technologizing of personal and educational life-worlds.
  
  • EDSE 601 - Conference Seminar in Secondary Education II


    ★ 1-3 (variable) (variable, variable) Prerequisites: consent of instructor and Department. May include alternate delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.
  
  • EDSE 602 - Advanced Level Guided Individual Study in Secondary Education


    ★ 1-3 (variable) (either term, variable) Prerequisites: consent of Instructor and Department.
  
  • EDSE 610 - Advanced Research Seminar in Secondary Education I


    ★ 3 (fi 6) (either term, 0-3s-0) A doctoral-level research seminar that deals with selected topics and addresses all stages of the research process. Prerequisite: consent of Department.
  
  • EDSE 611 - Phenomenological Research


    ★ 3 (fi 6) (either term, 0-3s-0) This seminar explores phenomenology as qualitative approach to human and social science research. The meaning of any possible human experience can be a topic for phenomenological inquiry. The course is especially relevant to persons interested in the study of phenomenological meaning in the domains of education, psychology, counselling, the health sciences, and related professional and academic fields.
  
  • EDSE 612 - Arts Based Research


    ★ 3 (fi 6) (either term, 3-0-0) Arts-based research is a new paradigm approach that brings together scholarly inquiry and creative processes within disciplines which value human experience and interaction, recognize personal, emotional, experiential and embodied expressions of knowing and being. Participants examine themes in Arts-based research and use any of the myriad of available art forms to explore how they might use the arts in their research process. Prerequisite: EDSE 510 or consent of Instructor.
  
  • EDSE 613 - Participatory Research


    ★ 3 (fi 6) (either term, 3-0-0) Participatory Research (PR) is as an approach to doing community-based research viewed as a means of producing knowledge, as a tool for education, consciousness raising, and mobilization for action. By bringing together action and reflection, theory and practice, and community engagement, PR produces practical and reflective knowledge. Themes related to doing PR and examples of PR projects will be explored. Prerequisite: EDSE 510 or consent of Instructor and Department.
  
  • EDSE 620 - Advanced Research Seminar in Secondary Education II


    ★ 3 (fi 6) (either term, 0-3s-0) A doctoral-level research seminar that deals with selected topics and addresses all stages of the research process. Prerequisites: A 500/600 level Advanced Research Methods course and consent of Department.
  
  • EDSE 621 - Phenomenological Writing


    ★ 3 (fi 6) (either term, 0-3s-0) Prerequisite: EDSE 611 or consent of Department. This seminar further develops the phenomenological research practices introduced in EDSE 611. The course investigates and develops descriptive, interpretive, vocative, and ethical dimensions of reflective phenomenological writing. Students will undertake a supervised phenomenological research project. Note: This course cannot be taken for credit if credit has been obtained in EDSE 611 prior to September 2016.
  
  • EDSE 670 - Postcolonial Perspectives, Theories and Curriculum


    ★ 3 (fi 6) (either term, 3-0-0) Students consider key concepts and reading practices in postcolonial studies and explore their relationship to and significance for teaching, learning, and curriculum.
  
  • EDSE 900 - Research/Capping Exercise


    ★ 3 (fi 6) (either term, 3-0-0) Prerequisite: EDSE 510 or consent of Department.

Education - Stage: Cours de 1er cycle

Faculté Saint-Jean

Note: Des frais de placement seront exigés pour les cours suivants. Veuillez consulter Fall 2014/Winter 2015 Undergraduate Instructional and Non-Instructional Fees  pour de plus amples détails.

  
  • EDU S 101 - Stage de familiarisation avec la classe inclusive en contexte d’enseignement francophone et immersif


    ★ 3 (fi 6) (l’un ou l’autre semestre, 1-0-4) Ce cours vise à familiariser les étudiants du B.Ed./Ad. avec la classe inclusive en contexte d’enseignement francophone et immersif. Les étudiants seront amenés à réfléchir à leurs propres modèles éducatifs en vue d’adopter une posture professionnelle inclusive adaptée à la diversité des écoles francophones et des programmes d’immersion en Alberta. Ce processus réflexif sera fondé sur des observations ciblées en milieu scolaire, suivies de discussions en séminaire. Note: Ce cours occasionne des frais additionnels.
  
  • EDU S 201 - Introduction à l’enseignement et stage d’orientation


    ★ 6 (fi 12) (l’un ou l’autre semestre, 4-0-4) Ce cours comprend un volet théorique et pratique. Le volet théorique comprend une introduction aux réalités du milieu scolaire et aux stratégies de planification, d’enseignement et d’évaluation. Le volet pratique consiste en un stage d’orientation durant lequel l’étudiant fera de l’observation participative et appliquera ses connaissances dans la situation authentique d’une classe. L’étudiant sera aussi amené à saisir l’importance de l’apprentissage continu pour son développement professionnel. Préalable: EDU S 101 pour BEd/AD. Note(s): (1) Ce cours occasionne des frais additionnels. (2) Ce cours n’est pas accessible aux étudiants ayant des crédits pour EDU F 200 et EDU M 232.
  
  • EDU S 350 - Stage interdisciplinaire et volontariat international


    ★ 3 (fi 6) (l’un ou l’autre semestre, variable) Ce cours consiste en un séjour intensif d’environ trois semaines dans un pays francophone. Les étudiants, selon leur programme d’études et leurs aspirations, bénéficieront d’un placement auprès de partenaires locaux tels que des écoles, des hôpitaux, des orphelinats, différents médas ou encore des ONG locales oeuvrant à l’insertion sociale et au développement durable (ferme biologique, ateliers d’artisans, associations sportives), etc. Les étudiants auront l’occasion de développer des contacts avec les locaux par le biais de diverses activités sociales et de volontariats autres que leur placement principal (projet de construction notamment). Préalable: EDU M 498. Note: Ce cours peut également être appliqué au Certificate in Community Engagement and Service-Learning, Certificate in International Learning et Certificate in Global Citizenship.
  
  • EDU S 420 - Stage d’initiation: niveau primaire


    ★ 6 (fi 12) (l’un ou l’autre semestre, 8 semaines) Stage d’initiation à l’enseignement pratique de 8 semaines dans un milieu scolaire (immersion française ou francophone). Pendant la session d’automne, le stage comprend une semaine dans une école à la rentrée scolaire. Préalable(s): EDU S 201(ou EDU F 200 et EDU M 232). Note: Ce cours occasionne des frais additionnels.
  
  • EDU S 421 - Stage de responsabilisation: niveau primaire


    ★ 6 (fi 12) (l’un ou l’autre semestre, 8 semaines) Stage de responsabilisation à l’enseignement pratique de 8 semaines dans un milieu scolaire (immersion française ou francophone). Pendant la session d’automne, le stage comprend une semaine dans une école à la rentrée scolaire. Préalable(s): EDU S 420. Note: Ce cours occasionne des frais additionnels.
  
  • EDU S 470 - Stage d’initiation: niveau secondaire


    ★ 6 (fi 12) (l’un ou l’autre semestre, 8 semaines) Stage d’initiation à l’enseignement pratique de 8 semaines dans un milieu scolaire (immersion française ou francophone). Pendant la session dautomne, le stage comprend une semaine dans une école à la rentrée scolaire. Préalable(s): EDU S 201 (ou EDU F 200 et EDU M 232). Note: Ce cours occasionne des frais additionnels.
  
  • EDU S 471 - Stage de responsabilisation: niveau secondaire


    ★ 6 (fi 12) (l’un ou l’autre semestre, 8 semaines) Stage de responsabilisation à l’enseignement pratique de 8 semaines dans un milieu scolaire (immersion française ou francophone). Pendant la session d’automne, le stage comprend une semaine dans une école à la rentrée scolaire. Préalable(s): EDU S 470. Note: Ce cours occasionne des frais additionnels.

Éducation à la petite enfance: Cours de 1er cycle

Centre collègial de l’Alberta

  
  • EPE 100 - Le jeu


    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Pendant ce cours, l’étudiant apprendra tout sur l’importance du jeu dans le développement des jeunes enfants. L’étudiant développera des plans qui faciliteront l’implantation d’activités riches en apprentissages dans toutes sortes de milieu tout en utilisant le jeu.
  
  • EPE 101 - La communication, l’observation et les interventions


    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Ce cours se concentre sur l’utilisation du français dans le cadre de la profession d’éducatrice à la petite enfance. Tout au long de ce cours, l’étudiant apprendra à communiquer de manière professionnelle. L’étudiant apprendra aussi à construire des grilles d’observation, à écrire des rapports de façon objective et à développer des stratégies d’intervention basées sur l’égalité et l’équité entre les enfants.
  
  • EPE 102 - Le professionnalisme dans le milieu de la petite enfance


    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Ce cours permet à l’étudiant d’explorer les valeurs, les attitudes et le code d’éthique de la profession et de comprendre l’engagement que cela implique dans les interactions respectueuses et professionnelles avec de jeunes enfants et des familles, particulièrement en milieu minoritaire dans un contexte de diversité culturelle. L’étudiant analysera les rôles et les responsabilités, la résolution de conflits et l’importance du travail d’équipe.
  
  • EPE 110 - Curriculum I


    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Ce cours permet d’explorer la planification de curriculum dans le domaine des arts, des jeux, du mouvement et de la musique, ainsi que sa mise en oeuvre et son évaluation. Ces domaines sont explorés à partir d’une approche interactive centrée sur le jeu. L’étudiant pourra acquérir des stratégies permettant d’appuyer le développement des enfants, qu’ils soient à la prématernelle, à l’école ou dans un contexte communautaire.
  
  • EPE 111 - Curriculum II


    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Ce cours permet d’explorer la planification de curriculum dans les domaines de la littérature, des mathématiques et des sciences, ainsi que sa mise en oeuvre et son évaluation. Ces domaines sont explorés dans une approche holistique et interactive. Le cours inclus aussi l’approche autochtone de l’oralité (storytelling) comme fondement de la perspective autochtone en éducation. L’étudiant pourra acquérir des stratégies permettant d’appuyer le développement des enfants, qu’ils soient à la prématernelle, à l’école ou dans une variété de contextes communautaires. Préalables : EPE 110 et EPE 120.
  
  • EPE 120 - Le développement de l’enfant I


    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Ce cours permettra à l’étudiant de comprendre le développement de l’enfant à partir de la naissance jusqu’à l’âge de cinq ans. Il donne un aperçu global des principes et des théories du développement de l’enfant pendant cette période, de la phase prénatale et néonatale ainsi que pendant la petite enfance. Le lien entre la théorie et son application dans la pratique sera exploré.
  
  • EPE 121 - Le développement de l’enfant II


    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Ce cours permettra à l’étudiant de comprendre le développement de l’enfant de six à douze ans. Il aborde les changements physiques, sociaux, émotionnels et intellectuels qui se produisent pendant cette période dans la vie humaine. L’étudiant analysera les perspectives théoriques qui contribuent à notre compréhension du développement de l’enfant. Il en analysera aussi les incidences dans le milieu scolaire. Préalabe : EPE 120.
  
  • EPE 125 - Gestion des comportements


    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Le cours comprend une analyse des attitudes, des valeurs et des compétences essentielles dans une approche de développement globale qui permet de soutenir le développement social et émotionnel des enfants. L’étudiant pourra observer la dynamique du comportement. Ce cours traite également de diverses stratégies visant à soutenir le développement des compétences sociales et émotionnelles ainsi que celles du comportement pro social chez l’enfant. Il présentera également des stratégies de gestion de groupe.
  
  • EPE 126 - L’intégration des enfants avec des besoins particuliers


    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) En examinant les catégories et les caractéristiques des divers besoins exceptionnels, ce cours initie l’étudiant aux besoins particuliers que peuvent avoir les enfants et les jeunes. L’étudiant explorera les moyens pertinents dans l’accompagnement des enfants et des jeunes ayant des besoins particuliers et de leur famille. Préalables : EPE 101 et EPE 120.
  
  • EPE 130 - La santé, la sécurité et la nutrition


    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) L’étudiant analysera les réglementations entourant les besoins des jeunes enfants en santé, en nutrition et en sécurité en participant à des applications pratiques dans un environnement de la petite enfance. Des pratiques et des expériences pour le développement d’attitudes saines adaptées pour les enfants seront discutées.
  
  • EPE 150 - Stage I


    ★ 3 (fi 6) (l’un ou l’autre semestre, 7-2-0) Le premier stage met l’accent sur l’observation et l’expérience pratique du travail avec les enfants. L’étudiant pourra commencer à préparer une programmation à partir de ses observations au sujet des besoins et des intérêts des enfants afin d’intégrer la philosophie de la petite enfance dans sa pratique. Préalable: EPE 102.
  
  • EPE 151 - Stage II


    ★ 5 (fi 10) (l’un ou l’autre semestre, 14-1-0) Le deuxième stage permet d’approfondir son expérience pratique de travail avec les enfants. L’étudiante met en oeuvre, en collaboration avec les membres du personnel, une programmation à partir de ses observations au sujet des besoins et des intérêts des enfants pour intégrer la philosophie de la petite enfance dans son expérience de travail. Préalable : EPE 150 et avoir réussi un minimum de 30* de cours EPE avec une moyenne générale d’au moins 2,0.
  
  • EPE 201 - L’organisation d’un service de garde


    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Ce cours permet d’analyser la structure organisationnelle du milieu de la petite enfance. L’étudiant explorera les politiques et les procédures propre au milieu tout en tenant compte des besoins des enfants, du personnel, des parents et de la communauté. A la fin de ce cours, les étudiants comprendront mieux le rôle d’un dirigeant dans le context de la petite enfance en milieu linguistique minoritaire. Préalables: EPE 101, EPE 120, EPE 121 and EPE 202.
  
  • EPE 202 - Les relations interpersonnelles


    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Les étudiants auront l’occasion d’améliorer leurs compétences interpersonnelles afin d’entretenir des relations humaines positives, peu importe le contexte. Ils développeront une meilleure compréhension de l’estime de soi ainsi que des habiletés nécessaire à la résolution de conflits interpersonnels lorsqu’une personne interagit avec d’autres individus, seuls ou en groupe. L’importance de la sensibilité interculturelle dans un milieu langagier très diversifié sera l’une des pierres angulaires de ce cours. Préalable: EPE 101.
  
  • EPE 203 - Les fondements de l’éducation à la petite enfance


    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Pendant ce cours, les étudiants exploreront les influences historiques, philosophiques et sociales qui forment les fondements des programmes d’éducation à la petite enfance. Ce cours permettra également d’analyser les points de vue des premiers défenseurs de ces programmes (éducateurs, philosophes, théoriciens) ainsi que les conditions sociales de l’époque qui ont mené au déploiement d’une grande variété de programmes. Les enjeux actuels, particulièrement en ce qui a trait au milieu minoritaire, seront aussi analysés. Préalable: EPE 100.
  
  • EPE 212 - Curriculum émergent


    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Ce cours permettra à l’étudiant d’utiliser sa capacité d’observation pour créer des stratégies permettant de développer des relations significatives avec l’enfant. Après avoir acquis une image de l’enfant, l’étudiant sera habileté dans son rôle d’éducateur co-apprenant, co-chercheur et co-constructeur du développement de l’enfant dans un contexte de langue française et de diversité culturelle. Préalable: EPE 111
  
  • EPE 213 - Le développement langagier et la littératie


    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Ce cours permettra d’explorer le développement langagier expressif et réceptif de l’enfant en général en contexte minoritaire. Les étudiants feront l’analyse des appuis que peuvent fournir les milieux préscolaires pour les enfants dans leur compréhension et leur utilisation des systèmes langagiers qui les entourent. Les étudiants apprendront à faciliter le développement langagier de l’enfant dans toutes ses dimensions. Préalables: EPE 121 et EPE 212.
  
  • EPE 222 - Le développement de l’enfant III


    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Ce cours permettra à l’étudiant de comprendre le développement de l’enfant faisant face à des défis d’apprentissages reliés à ses habiletés sociales. Des stratégies d’intervention en contexte de défis comportementaux seront également abordées. Préalable: EPE 121.
  
  • EPE 223 - Le développement sensoriel


    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Dans le cadre de ce cours, les étudiants étudieront le développement cérébral et le traitement de l’information en lien avec le développement de l’enfant. Une attention particulière sera apportée à la planification d’activités adaptées aux enfants. Ils étudieront également les troubles du traitement sensoriel afin d’apprendre à adapter l’environnement et les expériences destinées aux enfants. Préalables: EPE 126, EPE 212 et EPE 222.
  
  • EPE 226 - L’intégration des enfants avec des besoins particuliers II


    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Ce cours permettra d’explorer les stratégies pouvant aider les personnes ayant des besoins spéciaux à réussir dans des environnements inclusifs et tout autre milieu. Les étudiants en apprendront davantage sur les besoins particuliers, l’évaluation, la planification et les ressources pour les personnes ayant des besoins spéciaux. Préalable: EPE 121, EPE 126 et EPE 212.
  
  • EPE 241 - L’enfant, la famille et la communauté


    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Dans le cadre de ce cours d’introduction à la famille, les étudiants seront sensibilisés aux diverses façons théoriques de concevoir la famille, la diversité, l’économie et les tendances sociales (culture, valeurs et traditions) qui influencent la capacité d’une famille à survivre dans la société. Les étudiants feront également l’analyse des grands enjeux en ce qui a trait à la famille ainsi que leurs effets sur les enfants. Préalable: EPE 101.
  
  • EPE 242 - Travailler avec la famille


    ★ 3 (fi 6) (l’un ou l’autre semestre, 3-0-0) Ce cours permettra aux étudiants de comprendre et d’utiliser une approche centrée sur la famille dans un contexte de l’éducation à la petite enfance culturellement diversifié. Les étudiants exploreront les étapes de la vie selon la perspective autochtone. Dans une perspective de gestionnaires, ils apprendront à faire des suggestions pratiques dans une approche collaborative pour surmonter les nombreux défis auxquels ils feront face dans le cadre de leur travail auprès des familles. Préalable: EPE 125, EPE 126 et EPE 241.
  
  • EPE 250 - Stage III


    ★ 5 (fi 10) (l’un ou l’autre semestre, 11-3.5-0) Ce stage permettra à l’étudiant d’observer des enfants qui ont des besoins particuliers et à proposer, en collaboration avec l’équipe d’éducateurs, des stratégies permettant l’inclusion de l’enfant dans le programme. Préalables: EPE 151 et avoir réussi un minimum de 30* de cours siglés EPE.
  
  • EPE 251 - Stage IV


    ★ 5 (fi 10) (l’un ou l’autre semestre, 9-6S-0) Ce stage donnera l’opportunité à l’étudiant de se plonger dans la gestion d’un service de garde. Il devra, entre autres, démontrer ses aptitudes à gérer une équipe d’éducateurs, suggérer des pistes de résolution de conflits et organiser une rencontre d’équipe. Finalement, il devra démontrer sa capacité à appuyer les éducateurs dans leur planification hebdomadaire. Préalable: EPE 250 et avoir réussi un minimum de 60* de cours EPE.

Education: Undergraduate

Faculty of Education

  
  • EDU 100 - Contexts of Education


    ★ 3 (fi 6) (either term, 3-0-0) This course focuses on the different contexts of professional practice within education. It critically examines the complex social relationships among educators as professionals and learners as participants in educational institutions. Teacher identity will be explored as a dynamic, reformative process in response to competing tensions that require an awareness of the positionality of educators. Preservice teachers will learn about the relationships between education and practice that are nested in social relations of learning that are also economic, political, and cultural. Engagement from a variety of perspectives they will develop professional knowledge for critical reconstructive practice. This course may not be taken for credit if credit has already been obtained in EDU 250, 300 or equivalent. [Department of Elementary Education, Department of Secondary Education]
  
  • EDU 210 - Introduction to Educational Technology


    ★ 3 (fi 6) (either term, 3-0-3) This course examines frameworks, trends, issues and futuristic scenarios on the role of technology in education. Students will gain hands-on experience of using technology, with a special emphasis on strategies for integrating technology into the school curriculum. Students may not receive credit for both EDU 210 and EDIT 202. Prerequisite: EDU 100 or pre/corequisite EDU 300 (After Degree students). May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar. [Department of Educational Psychology]
  
  • EDU 211 - Aboriginal Education and Contexts for Professional and Personal Engagement


    ★ 3 (fi 6) (either term, 1.5-1.5s-0) In this course, preservice teachers will continue to develop knowledge of Aboriginal peoples’ histories, educational experiences, and knowledge systems, ways of knowing and being and will further develop an understanding of the implications of this knowledge to the professional roles and obligations for teachers. Students will engage in a learning process of self-and-other awareness, and will be supported by Indigenous educators, Faculty members and Elders. Prerequisite: EDU 100 or pre/corequisite EDU 300 (After Degree students). [Department of Educational Policy Studies]
  
  • EDU 300 - Contexts of Education


    ★ 3 (fi 6) (either term, 3-0-0) This course focuses on the different contexts of professional practice within education. It critically examines the complex social relationships among educators as professionals and learners as participants in educational institutions. Teacher identity will be explored as a dynamic, reformative process in response to competing tensions that require an awareness of the positionality of educators. Preservice teachers will learn about the relationships between education and practice that are nested in social relations of learning that are also economic, political, and cultural. Engagement from a variety of perspectives they will develop professional knowledge for critical reconstructive practice. Note: EDU 300 is for After Degree students only. This course may not be taken for credit if credit has already been obtained in EDU 100, 250 or equivalent. [Department of Elementary Education, Department of Secondary Education]
  
  • EDU 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 at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in AAL Certificate program.
  
  • EDU 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 at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in AAL Certificate program.
  
  • EDU 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 at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in AAL Certificate program.
  
  • EDU 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 at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in AAL Certificate program.
  
  • EDU 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 at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in AAL Certificate program.
  
  • EDU 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 at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in the TSCCN Certificate program.
  
  • EDU 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 at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in the TSCCN Certificate program.
  
  • EDU 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 at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in the TSCCN Certificate program.
  
  • EDU 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 at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in the TSCCN Certificate program.
  
  • EDU 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 at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in the TSCCN Certificate program.

Education: Graduate

  
  • EDU 502 - Guided Individual Study in Educational Studies


    ★ 1-3 (variable) (either term, variable) Restricted to students in the Master of Education in Educational Studies program. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.
  
  • EDU 503 - Foundations of Curriculum


    ★ 3 (fi 6) (first term, 3-0-0) Provides an introduction to conceptions of curriculum and their effects on pedagogy with particular emphasis on discerning and interpreting how personal, social, cultural, and political circumstances collude in the shaping of educational practices. Prerequisites: Registration in the Master of Education in Educational Studies program, and EDU 511 and EDU 512. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.
  
  • EDU 510 - Fundamentals of Educational Research


    ★ 3 (fi 6) (second term, 3-0-0) Explores the findings of educational research, and works to apply the results of research to educational problems. Focuses on conceptualizing methods of educational research to specific and individual educational sites and issues. Prerequisites: Registration in the Master of Education in Educational Studies program, and EDU 511 and EDU 512. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.
  
  • EDU 511 - Introduction to School Improvement


    ★ 3 (fi 6) (Spring/Summer, 3-0-0) Introduces the current state of knowledge, research and theory in the field of education. Focuses upon teaching and learning within schools and other educational organizations in ways that synthesize educational experience with professional research knowledge. Studies educational change that improves organizations. Prerequisite: Registration in the Master of Education in Educational Studies program. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.
  
  • EDU 512 - Leadership in Educational Settings


    ★ 3 (fi 6) (Spring/Summer, 3-0-0) Examines the historical context of current thinking about educational leadership. Explores how leadership literature informs practice, while critically examining that literature from both theoretical and practical perspectives. Analyzes values and ethical principles in school leadership; complex dilemmas of educational leadership; and, works to develop a personal philosophy of educational leadership. Prerequisite: Registration in the Master of Education in Educational Studies program. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.
  
  • EDU 513 - Leadership for Educational Change


    ★ 3 (fi 6) (Spring/Summer, 3-0-0) Introduces the relationship of research to educational leadership. Focuses upon synthesizing extant research literature and the need to address a specific leadership need within a school site using appropriate research methods. Studies how educational research can inform leaders in carrying out school improvement and bringing about educational change. Prerequisites: Registration in the Master of Education in Educational Studies program and EDU 510. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.
  
  • EDU 514 - Planning for Educational Change


    ★ 3 (fi 6) (Spring/Summer, 3-0-0) Introduces how educational research can enhance educational change toward school improvement. Focuses on utilizing appropriate research methods to create a site-based research proposal for a specific school site. Focuses on planning educational research that improves schools. Prerequisites: Registration in the Master of Education in Educational Studies program and EDU 510. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.
  
  • EDU 515 - Conducting Educational Research


    ★ 3 (fi 6) (either term, 3-0-0) A supervised research assignment to develop and apply knowledge and skills related to data collection, data analysis techniques, and research report preparation. Prerequisites: Registration in the Master of Education in Educational Studies program, and EDU 513 and EDU 514. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.
  
  • EDU 520 - Theoretical and Professional Foundations of School Leadership


    ★ 3 (fi 6) (either term, 3-0-0) Using scholarly and professional research, this course focuses on foundational dimensions of school leadership. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.
  
  • EDU 521 - School Leadership: Theory and Practice


    ★ 3 (fi 6) (either term, 3-0-3) This research-based course enables school leaders to hone leadership practices grounded in research. Students will explore and further develop understanding of school leadership in light of research literature and practice-based understandings. This course will include a job embedded learning component. Prerequisite: EDU 520. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.
  
  • EDU 523 - System Leadership: Theory and Practice


    ★ 3 (fi 6) (either term, 3-0-0) This research-based course enables the development of competencies that executives must demonstrate in their professional practice when leading large educational systems. The course extends on concepts and principles pertinent to all levels of educational system leadership. Prerequisite: EDU 521. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.
  
  • EDU 530 - First Nations, Métis and Inuit Issues for School Leaders


    ★ 3 (fi 6) (either term, 3-0-0) The course will explore the history of policy and legislation in relation to First Nations, Métis, and Inuit peoples in Canada to inform school leaders. It will further inform knowledge of the current state of First Nations, Métis and Inuit education and explore some of the existing theory in First Nation policy. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.
  
  • EDU 540 - Facilitating Young Children’s Mathematical Understanding


    ★ 3 (fi 6) (either term, 3-0-0) This course examines current research, practices, policies, and curricula related to the learning and teaching of mathematics with young children. The course also emphasizes pedagogy relevant to young children’s learning of mathematics, including the role of playful pedagogies, and connection to other curriculum areas. Sections may be offered 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.
  
  • EDU 541 - Play and the Use of Playful Pedagogies in Early Childhood Education


    ★ 3 (fi 6) (either term, 3-0-0) This course examines the concept of play as a pedagogical approach in early childhood education settings in relation to cultural, philosophical, and historical traditions, current practices and recent research. The course examines the concept of play as a pedagogical approach in early childhood education settings in relation to cultural, philosophical, and historical traditions, current practices and recent research. Sections may be offered 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.
  
  • EDU 542 - Schools as Welcoming and Inclusive Environments for All Students


    ★ 3 (fi 6) (either term, 3-0-0) This course explores the complex issues of diversity and ideologies of difference as they relate to multiculturalism, inclusion, and Indigenous issues in early childhood education, through a variety of theoretical perspectives. It also investigates markers of difference, the right to be different, and agentive possibilities for creating teaching and learning contexts that position concerns of social justice, care and equity as central to early childhood education. Sections may be offered 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.
  
  • EDU 543 - Supporting Languages and Literacies in Early Childhood for All Students


    ★ 3 (fi 6) (either term, 3-0-0) This course focuses on oral language development, and teaching and learning of language literacy in Early Childhood settings. The course explores instructional strategies, and resources for creating language and literacy rich learning environments, and the complex ways that young children develop oral language and early literacy skills. Sections may be offered 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.
  
  • EDU 545 - Culturally Responsive/Regenerative Mathematics


    ★ 3 (fi 6) (either term, 3-0-0) This course examines and develops culturally responsive teaching practices and explores regenerative mathematics in PreK-12 mathematics by drawing on perspectives and examples from Indigenous traditions and peoples, wisdom traditions, and mathematics education for social justice. Sections may be offered 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.
  
  • EDU 546 - Numeracy Across the Curriculum


    ★ 3 (fi 6) (either term, 3-0-0) This course develops concepts of numeracy in content areas across the PreK-12 curriculum. Mathematics, pedagogy and learning are explored through the research and professional literature, experiential learning, and reflection. Course includes cross-curricular mathematical topics. Sections may be offered 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.
  
  • EDU 547 - Perspectives on Mathematics Learners and Learning


    ★ 3 (fi 6) (either term, 3-0-0) This course explores how teachers’ implicit assumptions about learning influence their decisions about the tasks chosen, questions asked, tools available, classroom setup, and assessments posed. In this course, teachers will be asked to examine their assumptions about mathematics learning alongside historical and contemporary research and perspectives on learning. Sections may be offered 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.
  
  • EDU 548 - Playful Places of Learning in Mathematics Education


    ★ 3 (fi 6) (either term, 3-0-0) This course will examine and critique the design, implementation and assessment of places for learning in mathematics education with the intention of bringing forth playful (inter)actions among teachers/learners/mathematics/materiality. Exploration will include the qualities of playful engagement, and characteristics of tasks that encourage play in PreK-12 mathematics classrooms and beyond. Sections may be offered 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.
  
  • EDU 550 - Rural Education Issues and Advantages


    ★ 3 (fi 6) (either term, 3-0-0) This course focuses on continuing and emerging educational issues and advantages unique to teaching and learning, and leadership and management in rural contexts. Students will have an opportunity to explore topics related to professional practice using empirical research and theoretical perspectives. Sections may be offered 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.
  
  • EDU 551 - Working with Stakeholders in Rural Educational Contexts


    ★ 3 (fi 6) (either term, 3-0-0) This course focuses on empirical and theoretical work concerned with stakeholder engagement. Content areas include conceptualizing stakeholder engagement in rural educational contexts, including working with community organizations, non-teaching professionals, parents, and First Nations and Métis communities. Theoretical perspectives in stakeholder engagement, collaboration, community relations, and citizen participation will be explored in relation to enduring and evolving characteristics of rural education. Sections may be offered 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.
  
  • EDU 552 - Field Research in Rural Education


    ★ 3 (fi 6) (either term, 3-0-0) This course introduces students to field research and affords the opportunity to develop an inquiry related to rural education. Students will be mentored through a small-scale research study relevant to their professional practice. Sections may be offered 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.
  
  • EDU 553 - Research Translation and Knowledge Mobilization in Rural Educational Contexts


    ★ 3 (fi 6) (either term, 3-0-0) This course focuses on conceptual foundations of knowledge translation and mobilization. Students will apply their theoretical understanding of sharing research findings and design an appropriate approach for translating academic research for the academic context. Sections may be offered 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.
  
  • EDU 555 - Foundations of Physical Literacy and Health Literacy


    ★ 3 (fi 6) (either term, 3-0-0) This course is designed to develop an in-depth understanding of Physical Literacy and Health Literacy within the school context. Physical Literacy & Health Literacy Praxis is an examination of the theory and practice of physical and health literacy in education. Sections may be offered 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.
  
  • EDU 556 - Health Promoting Schools


    ★ 3 (fi 6) (either term, 3-0-0) This course examines current literature with a view to developing a critical assessment of the types of approaches used in comprehensive school health promotion strategies, identifying what works, what doesn’t, and why certain approaches may or may not be effective for particular health issues. Sections may be offered 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.
  
  • EDU 557 - Inclusive Health and Physical Education


    ★ 3 (fi 6) (either term, 3-0-0) This course will advance students’ knowledge and understanding regarding inclusion in HPE by exploring theoretical perspectives and relevant literature on inclusion. An emphasis will be placed on unpacking practitioner assumptions, negotiating inclusion in current school contexts, and confronting issues related to inclusion. Sections may be offered 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.
  
  • EDU 558 - Teaching the Whole-Learner: Attending to the Physical, Mental, Social, and Emotional Domain


    ★ 3 (fi 6) (either term, 3-0-0) This course explores the connections between health and education, including the impact of student health on learning across all subject areas, theoretical frameworks, and the implications of whole-student education and wellbeing within schools. Sections may be offered 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.
  
  • EDU 560 - Bringing Life to Literacy Experiences


    ★ 3 (fi 6) (either term, 3-0-0) This course is designed to transform understandings of Indigenous ways of nurturing literacy learning. Students will have the opportunity to participate in diverse experiences designed to deepen understanding of the potential of Indigenous knowledges, relational pedagogies, and autobiographical narrative inquiry for transforming understandings of Literacy and how we can inspire and nurture literacy alongside our next generations of children and youth. Sections may be offered 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.
  
  • EDU 561 - Curriculum, Pedagogy, and Foundational Indigenous Knowledge and Knowing


    ★ 3 (fi 6) (either term, 3-0-0) This course provides opportunities for students (as Individuals and as part of a collective learning community) to dwell with the key concepts and frameworks that inform current understandings of Indigenous curriculum and pedagogy. Particular attentiveness will be given to the idea of foundational Indigenous knowledge and knowing what those might be and how we might express our understandings of those in contemporary educational contexts. Sections may be offered 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.
  
  • EDU 562 - Indigenous Land Teachings: Transitioning Towards Common Ground in Education


    ★ 3 (fi 6) (either term, 3-0-0) This course will bring educators together on the Land to grow knowledge of traditional Anishinaabe laws and precepts. Anishinaabe ecological relational knowledge is based on interdependent relationships and ‘Land as teacher’. An experiential process of reconciliation with Land is realized through respectful and relational ways of being. Educators will explore opportunities for children and youth to learn from the Land alongside Indigenous families and communities in schools. Sections may be offered 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.
  
  • EDU 563 - Supporting the Health and Wellbeing of Indigenous Students


    ★ 3 (fi 6) (either term, 3-0-0) This course is directed towards teachers who expect to work with Indigenous children and youth. It is designed to provide learners with a broad introduction to child and adolescent development from Indigenous perspectives, as well as promising practices for helping Indigenous students to reach their full potential. Sections may be offered 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.
  
  • EDU 564 - Foundations of Engagement with Indigenous Epistemologies in Education


    ★ 3 (fi 6) (either term, 3-0-0) This course introduces and works with students to establish and participate in effective discourse and engagement with the concept of Indigenous epistemologies. Students will be encouraged to identify principles and values that underpin various epistemologies. Through critical reflection and analyses, students will acquire an enhanced understanding of Indigenous epistemologies, and a deeper comprehension of the epistemological bases of personal and social issues. Sections may be offered 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.
  
  • EDU 565 - Contextualizing Indigenous Epistemologies in Education: Theory in Action


    ★ 3 (fi 6) (either term, 3-0-0) Designed as the experiential component that will follow EDU 564. The course will provide guided/mentored opportunities for students to participate in learning experiences situated within or derived from two distinct and separate epistemologies. One learning experience will take place within an arts-based research process, termed a ‘post-modern epistemology’ (Vaughan, 2005), and the second experience will take place within a learning process situated within an Indigenous epistemology. Through this course, students will gain deepened understanding of Indigenous knowledge systems. Sections may be offered 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.
  
  • EDU 566 - Experiencing Indigenous Epistemologies on the Land: A Conference Course


    ★ 3 (fi 6) (either term, 3-0-0) The course will provide guided/mentored opportunities for students to participate in learning experiences situated within or derived from two distinct and separate epistemologies. One learning experience will take place within an arts-based research process, termed a ‘post-modern epistemology’ (Vaughan, 2005), and the second experience will take place within a learning process situated within an Indigenous epistemology. Through this course, students will gain deepened understanding of Indigenous knowledge systems. Sections may be offered 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.
  
  • EDU 567 - Aligning School Leadership with Indigenous Epistemology


    ★ 3 (fi 6) (either term, 3-0-0) This course will support educators in acquiring knowledge for effective administration, programming, school management, and community engagement and relationships. Course content will focus on a strength-based model that emphasizes the use and enhancement of Indigenous epistemology. The overview will include a critical analysis of the historical, social and educational contexts within which the development of legal, financial and policy aspects of educational leadership, administration and governance occur. Sections may be offered 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.
  
  • EDU 568 - Anti-Racist Education and Aboriginal Schooling


    ★ 3 (fi 6) (either term, 3-0-0) The course is designed to support educators address and better understand anti-Aboriginal racism and its implications in education systems. Theories and practices of integrative anti-racist education are explored, including its applications in both schools and a variety of workplaces. The course will engage with a wide range of perspectives, knowledge and strategies in realizing anti-racism. Sections may be offered 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.
  
  • EDU 570 - Technology, Ethics, and Social Justice in Education


    ★ 3 (fi 6) (either term, 3-0-0) The course explores ethical and social justice issues involving technology in education such as digital equity and access, digital participation and citizenship, algorithmic bias, artificial intelligence, extended cognition, privacy, security and surveillance. Students will examine digital technology integration from various philosophical, theoretical and social science perspectives, and will consider some of the ethical and social justice implications for teacher practice and educational policy, including addressing the TRC calls to action. Sections may be offered 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.
  
  • EDU 571 - Technologies for Teaching


    ★ 3 (fi 6) (either term, 3-0-0) This course focuses on the selection and use of technologies to support and enhance personal, professional, and teaching and learning situations. Students will engage in experiences to explore how hands-on, technology-enhanced activities can promote communication, collaboration, critical thinking and problem solving. Sections may be offered 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.
  
  • EDU 572 - Teaching Online - Theory and Practice


    ★ 3 (fi 6) (either term, 3-0-0) This course addresses the theory and practice of teaching and learning in blended and fully online learning environments in both synchronous and asynchronous formats. This course explores topics such as pedagogical frameworks, instructional design, virtual learning communities, technologies to support online teaching, and approaches to online assessment. Students will investigate how to deal with changing technological environments that mediate the delivery of instruction. Sections may be offered 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.
  
  • EDU 573 - Computational Thinking in Teaching and Learning


    ★ 3 (fi 6) (either term, 3-0-0) This course explores the role of Computational Thinking (CT) to enhance teaching, learning, and problem-solving. Students will examine the historical development of the role of CT in education; the core elements of CT (e.g., abstraction, pattern recognition, decomposition, algorithms); the rationale for including CT as part of the curriculum; research-based best practices for the integration of CT within and between the curriculum across various subject areas; the multidimensional relationship between CT, computing science, coding, problem-solving approaches in the sciences and social sciences; and, the implications for educational policy, including addressing the TRC calls to action. Sections may be offered 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.
 

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