Quality Education

ANTH 320AN - Readings in Popular Culture

This advanced course offers an overview of key theoretical approaches to popular culture, ranging from the Frankfurt School to postmodernism. Students will learn to use these approaches in critical analysis of cultural practices pertaining to the popular. Close attention will be paid to the ways in which popular culture is mobilized to promote particular values and ideologies, as well as to “resist” power.
***Prerequisite: Completion of 30 credit hours including at least 3 credit hours in ANTH, or permission of the Department Head.****

ANTH 402 - Theory in Anthropology II

An overview of the principal schools of thought that have shaped the work of anthropologists since 1950.
***Prerequisite: ANTH 202, ANTH 203, and ANTH 401 or permission of the Department Head.***
*Note: Student may receive credit for one of ANTH 402, ANTH 400, or ANTH 890AQ*

ANTH 890AL - Advanced Anthropology of Gender

This reading course is an enriched, graduate level course. The student will study the relationship between gendered forms of political and economic empowerment and textile weaving cooperatives in Latin America.

ARTS 001 - Arts Co-op Work Term

Four-month, not for credit, Co-op work term approved by the Faculty and arranged by the co-op coordinator.
***Prerequisite: Acceptance into the Arts Co-operative Education Program***
**Permission of the Co-op Coordinator is required to register**
*Note: This course is graded on a pass/fail basis*

ARTS 002 - Arts Co-op Work Term II

Four-month, not for credit, Co-op work term approved by the Faculty and arranged by the co-op coordinator.
***Prerequisite: Acceptance into the Arts Co-operative Education Program***
**Permission of the Co-op Coordinator is required to register**
*Note: This course is graded on a pass/fail basis*

ARTS 003 - Arts Co-op Work Term III

Four-month, not for credit, Co-op work term approved by the Faculty and arranged by the co-op coordinator.
***Prerequisite: Acceptance into the Arts Co-operative Education Program***
**Permission of the Co-op Coordinator is required to register**
*Note: This course is graded on a pass/fail basis*

ARTS 004 - Arts Co-op Work Term IV

Four-month, not for credit, Co-op work term approved by the Faculty and arranged by the co-op coordinator.
***Prerequisite: Acceptance into the Arts Co-operative Education Program***
**Permission of the Co-op Coordinator is required to register**
*Note: This course is graded on a pass/fail basis*

ARTS 601 - Graduate Co-op Work Term I

This is the first one semester co-op placement for graduate students in the Faculty of Arts. To register in this class a student must be in good standing and enrolled full-time in a Master's program in the Faculty of Arts. A student who completes both ARTS 601 and ARTS 602 will have the designation "Co-operative Education" added to their degree. A "credit" grade requires both a satisfactory work-term report and a satisfactory employer's evaluation.

ARTS 602 - Graduate Co-op Work Term II

This is the second one semester co-op placement for graduate students in the Faculty of Arts. To register in this class a student must be in good standing and enrolled full-time in a Master's program in the Faculty of Arts. A student who completes both ARTS 601 and ARTS 602 will have the designation "Co-operative Education" added to their degree. A "credit" grade requires both a satisfactory work-term report and a satisfactory employer's evaluation.

BIOL 100 - Biology I - From Cells to Organisms

An examination of biological molecules, cell structure and fundamental cellular processes, bioenergetics, genetics, evolution, and animal and plant physiology.
*Notes: Biology 30 and Chemistry 30 are strongly recommended as background preparation. This course is designed for biology majors, pre-professional students, secondary education science students, and those wanting two semesters of biology. Students seeking a single semester introductory course are advised to take Biology 140 or 150*

BIOL 101 - Biology II - Organisms in their Environment

A comparative approach to the three Domains of life, including structure, diversity, physiology, and ecology.
*Notes: One of BIOL 100, or Biology 30 and Chemistry 30, are strongly recommended as background preparation. This course is designed for biology majors, pre-professional students, secondary education science students, and those wanting two semesters of biology. Students seeking a single semester introductory course are advised to take BIOL 140 or 150*

BUS 001 - Co-operative Business Administration Work/Study I

This non-credit course is for students in their first work term. Registration in this course enables students completing work terms to enjoy the same privileges (eg. use of University facilities) enjoyed by students registered for the semester.
** Acceptance into the Co-operative Education program is required prior to registration. **

BUS 317 - Digital Marketing

This course examines leading trends in digital media and the evolving impact on marketing. Focus will be placed on increasing competitiveness through optimal use of digital media tools and platforms to increase both effectiveness and efficiency. All “4 P’s” of on-line products, pricing models, distribution methods, and use in promotional strategy will be examined. Customer relationships, engagement, and empowerment are also considered.
***Prerequisite: BUS 210 (or ADMN 210)***
*Note: Students may only receive credit for one of BUS 317, BUS 417, ADMN 417, and ADMN 435AC.*

BUS 402 - New Enterprise Creation

This course will enable students to develop a business opportunity analysis into a fully developed business plan. Students will work on their own business ideas, bringing them to a level where financial institutions and venture capital sources would be interested.
***Prerequisites: BUS 201 and BUS 302 (or ADMN 302)

CATH 390AB - History of the Jesuits

The Society of Jesus (Jesuits) left an indelible mark on the history of the Church and the modern age. This course explores the origin, expansion, suppression and return of the Jesuits, examining their impact on political, religious, socio-cultural and intellectual life in Europe, the Americas, Africa and Asia.
***Prerequisite: CATH 200, or permission of the Program Coordinator.***
*Note: Students may receive credit for one of CATH 390AB, HIST 390AF, or RLST 390AL.*

CHEM 100 - Introductory Chemistry

An introduction to the basic principles of chemistry. This course serves as an equivalent to high school chemistry and is intended primarily for students who require it as a prerequisite for CHEM 104.

CHIN 390AE - A Survey of Chinese Literature (for advanced CHIN students)

This course aims to provide students with a survey of Chinese literature along with the literary masters, works, genres, and schools from the pre-Qin era till today. Important literary texts will be studied, through which students will learn to appreciate and use the Chinese language in literature and communication.
***Prerequisite: CHIN 312 or permission of Department Head.***
*Note: For non-native language learners.*
*Note: Students may receive credit for only one of CHIN 390AE OR CHIN 390AF.*

CHIN 390AF - A Survey of Chinese Literature (for Chinese (Mandarin) Speakers)

This course aims to provide students with a survey of Chinese literature along with the literary masters, works, genres, and schools from the pre-Qin era till today. Important literary texts will be studied, through which students will learn to appreciate and use the Chinese language in literature and communication.
*Note: For Chinese (Mandarin) speakers.*
*Note: Students may receive credit for only one of CHIN 390AE OR CHIN 390AF.*

CNUR 203 - Alterations in Health and Advanced Assessment l

This course will focus on alterations in health of adults, and the associated nursing care, using selected scenarios. Learners will integrate nursing knowledge, critical thinking and principles of holistic assessment, pathophysiology, pharmacology, microbiology, nutrition and health education.
***Prerequisite: CNUR 101, CNUR 107 and BIOL 222.***
*Note: BIOL 222 can be taken concurrently.*

CNUR 204 - Alterations in Health and Advanced Assessment ll

This course will continue the focus on alterations in health of adults, and the associated nursing care, using selected scenarios and research. Learners will integrate nursing knowledge, critical inquiry and principles of holistic assessment, pathophysiology, pharmacology, microbiology, nutrition, and health education.
***Prerequisite: CNUR 203 or CNUR 211.***

CNUR 212 - Theory & Practice Education: Foundations of Care

This course introduces the provision of holistic care of adults as the basis for understanding the profession of nursing. Learners will develop fundamental nursing skills required to practice in an interprofessional care environment. The practice education component of the course will provide an opportunity for students to demonstrate application of nursing knowledge, informatics, and critical inquiry to inform clinical judgment and decision making in an acute care setting.
***Prerequisite: CNUR 202 and CNUR 211***
*Note: CNUR 202 and CNUR 211 can be taken concurrently*

CNUR 302 - Theory & Practice Education: Child and Adolescent Partnerships

This course will focus on alterations in the health of children and adolescents within the context of family. Learners will have the opportunity to explore and apply theory of developmental stages, primary health care principles, advanced assessment skills, and provide holistic care to children in the varying levels of intervention (health promotion, restoration, rehabilitation and support), while integrating nursing knowledge and critical thinking, pathophysiology, pharmacology, microbiology, nutrition, counselling and health education. This course is taken in a six week block.
***Prerequisite: CNUR 206 and CNUR 300***
*Note: CNUR 300 can be taken concurrently*

CNUR 303 - Theory & Practice Education: Family and Newborn Partnerships

This course will focus on the health of child-bearing mothers and infants within diverse family contexts. Learners will have the opportunity to explore and apply primary health care principles, advanced assessment skills, and provide holistic care to infants, mothers and family members in the phases of pregnancy, birthing, postnatal, and postpartum experiences. There will be opportunities to collaborate within multidisciplinary and interprofessional teams in a variety of settings using the varying levels of intervention (health promotion, restoration, rehabilitation and support) while integrating nursing knowledge and critical thinking, pathophysiology, pharmacology, microbiology, nutrition, counselling and health education. This course is taken in a six week block.
***Prerequisite: CNUR 206 and CNUR 300***
*Note: CNUR 300 can be taken concurrently*

CNUR 304 - Theory & Practice Education: Mental Health and Addictions Partnerships

This course will focus on complex alterations in mental health and addictions across the lifespan. Learners will have the opportunity to explore and apply primary health care principles, advanced assessment skills, and provide holistic care across the lifespan in the varying levels of intervention (health promotion, restoration, rehabilitation and support) while integrating nursing knowldge and critical thinking, pathophysiology, pharmacology, microbiology, nutrition, counselling and health education. This course is taken in a six week block.
***Prerequisite: CNUR 206 and CNUR 300***
*Note: CNUR 300 can be taken concurrently*

CNUR 305 - Theory & Practice Education: Advanced Acute Care Partnerships

This course will focus on complex alterations in the health of adults. Learners will have the opportunity to explore and apply primary health care principles, advanced assessment skills, and provide holistic care to adults in the varying levels of intervention (health promotion, restoration, rehabilitation and support), while integrating nursing knowledge and critical thinking, pathophysiology, pharmacology, microbiology, nutrition, counselling and health education. This course is taken in a six week block.
***Prerequisite: CNUR 206 and CNUR 300.***
*Note: CNUR 300 can be taken concurrently.*

CS 601 - Graduate Co-op Work Term I

This is the first one semester graduate work experience placement for graduate students in Computer Science. To register in this class a student must be in good standing and enrolled full-time in a Master’s program in Computer Science. A preliminary work term report must be submitted before the end of the semester. A student who completes both CS 601 and CS 602 will have the designation “Co-Operative Education” added to their degree.
***Prerequisites: two CS 800-level graduate courses, CGPA of at least 80%***

CS 602 - Graduate Co-op Work Term II

This is the second one semester graduate work experience placement for graduate students in Computer Science. To register in this class a student must be in good standing and enrolled full-time in a Master’s program in Computer Science. A final work term report must be submitted before the end of the semester. A student who completes both CS 601 and CS 602 will have the designation “Co-Operative Education” added to their degree.
***Prerequisites: CS 601, CGPA of at least 80%***

EADM 310 - Educational Administration: Structure & Process - Administration éducationnelle: Structure/processus

This course will consist of a study of administration in public education with reference to constitutional, governmental, legal, administrator-teacher, and teacher-student components in the total education structure or system.

Administration éducationnelle: Structure et processus:
Ce cours comprend l'étude de l'administration de l'éducation publique par rapport à des considérations constitutionnelles, légales et économiques ainsi que les rapports étudiant.es/enseignant.es à l'intérieur de la structure du système scolaire.

EAE 201 - Introduction to Arts Education K -12

This is an introductory course for those preparing to teach Arts Education in Grades K-12, with particular focus on Grades K-9. Participants will actively explore content and curriculum in dance, drama, music and visual art.

EAE 302 - Pedagogy, Theory and Practices I (Arts Education Program)

This course allows pre-service K -12 Arts Education Program teachers to discuss, plan, implement and reflect on a variety of learning experiences for students. Using various critical lenses, students will examine the complexities of teaching, learning, and assessment, as well as the implications of communities and contexts that are essential components for the school. This course integrates an elementary field placement in schools.
***Prerequisite: Completion of ECS 101, ECS 102, ECS 203, and 60 credit hours.***
*Note: Restricted to Bachelor of Education students*

EAE 312 - Pedagogy, Theory and Practices II (Arts Education Program)

This course is a continuation of EAE 302 and allows pre-service K - 12 Arts Education Program teachers to discuss, plan, implement and reflect on a variety of learning experiences for students. Using various critical lenses, students will examine the complexities of teaching, learning, and assessment, as well as the implications of communities and contexts that are essential components for the school. This course integrates a secondary field placement.
***Prerequisites: EAE 302***
*Note: Restricted to Bachelor of Education students*
*Note: Students may receive credit for one of EFLD 360 or EAE 312.*

EAE 350 - Arts Education Curriculum and the Practice of Living Inquiry through Thematics

This advanced interdisciplinary Arts Education course will be structured in support of the pre-internship field experience by focusing on K-12 curriculum development and design. Emphasis will be on engagement in a practice of inquiry involving place-focused thematics and will be guided by opportunities to become familiar with a broad repertoire of local and global contemporary artists and performers.

EAE 400 - Arts Education: Multiple and Embodied Literacies

This course focuses on Arts Education K-12 curriculum development and design in relation to proliferating multi-literacies in today's classrooms. Local and global issues involving in-migrating populations including English as an additional language will be addressed within contexts of aesthetic experience and contemporary practices of inquiry in social relation and change.
**Co-requisite: EAE 350 or permission of the subject area.**

EAES 310 - Introduction to Arts Education (Pre-K to Grade 5)

Introduction to dance, drama, literature, music and visual art as required areas of study in the Pre-K to Grade 5 classroom, as reflected in the provincial curriculum. Students will examine the integration of arts education disciplines as one approach to teaching for possibility, for transformation, and for a better world. *** Prerequisite: Acceptance into pre-internship. ***

EAHR 801 - Foundations of Adult Education

An analysis of adult education in relation to societal, organizational and institutional contexts. Theories and practices of adult education, including adult learning and the role of adult educators, will be explored from historical, philosophical, psychological, socio-cultural, critical, and post-modern perspectives.

EAHR 803 - Special Topics in Training and Development

In a seminar format, participants will explore contemporary issues emerging in organizations and shaping the fields of adult education and human resource development.

EAHR 804 - Teaching and Learning in Post-Secondary Education

This course explores the theories and practices of teaching and learning in higher education by focusing on learning theory, reflective practice, research, community engagement, and the scholarship of teaching.

EAHR 812 - Trends and Issues in Indigenous Adult Education

Explores research theory and practice of trends, issues, and perspectives in Indigenous learning through an examination of the historical, cultural, social, and political experiences of Indigenous peoples. Topics include: colonization, indigenization, reconciliation, intergenerational learning, culture and oral history, and transformative approaches to adult education.
*Additional Fee: $100.*

EAHR 821 - Leadership in Organizations

A study of theories of, and approaches to, leadership and their application to organizations and post-secondary education institutions. Topics will include strategic leadership, ethical, spiritual and authentic leadership, gender, diversity and cross-cultural leadership, leading change, leadership styles and behaviours, leadership and social responsibility as well as leadership and creativity and innovation.

EAHR 850 - Research in Adult Education

An introduction to current research trends in the field of Education through the analysis of formal studies representing empirical-analytic, interpretive and critical research orientations.

EAHR 870AF - Adult Literacy

This introduction to adult literacy will cover philosophical, theoretical, and practical approaches to working with adults with low literacy skills. Course will include non-western ways of knowing, family literacy, and application of workplace essential skills.

EAHR 931 - The Relationship Between Adult Education and Society

The course examines relationships between adult education and society. Through critical and analytical examination of sociological and historical forces as well as philosophical traditions that underpin adult education research, theory and practice, learners will explore adult learning in the context of local and global organizations and communities.

EAS 200 - Dynamique des sociétés africaines

Ce cours aborde les multiples facettes des sociétés africaines à travers l'histoire, la civilisation, les religions, et la démographie du continent ainsi que les transformations qu’elles ont subies à la suite de l'esclavage et de la colonisation, et leurs retombées sur les dynamiques actuelles du continent.
***Prerequisite : FRN 200 with minimum grade of 60%, permission based on assessment test, or permission of Associate Director or designate.***

EAS 210 - Cultures et représentations de l’Afrique

Ce cours explore les multiples réalités actuelles en Afrique, selon les points de vue social, culturel, économique et politique. Le cours sera également à la fois le lieu de déconstruire les idées reçues, représentations, stéréotypes sur l’Afrique et les Africains, ainsi qu’une tribune d’échanges et de débats sur les réalités africaines.
*** Prerequisite : FRN 200 with minimum grade of 60%, permission based on assessment test, or permission of Associate Director or designate. ***

EC&I 814 - Crit Perspec Preschool Ed

Considers the child, the adult, the preschool environment and the broader socio-cultural contexts of preschool programs. Emphasizes critical analysis of current research, opportunities to synthesize research findings and discuss implications for best practices in preschool settings, and consideration of socioeconomic and cultural factors.

EC&I 820 - Multicult & Anti-Racist Curric

Multicultural and race relations practices at all levels of the education system are constructed out of controlling social and political discourses. This course engages students in the examination of the issues arising for teachers as they attempt to construct curricula and teaching/learning practices.

EC&I 821 - The Impacts of Cultural Concepts on the Design of Aboriginal Education Programs

This course will explore perspectives of various Aboriginal peoples in Canada. Topics will include traditional gender relations, spiritual interpretation, Aboriginal science and the impact of colonialism. The cultural concepts deducted from the discussions of the topics and from Aboriginal curricula will be explored as the basis for Aboriginal education programs.

EC&I 822 - Anti-oppressive Education and Teacher Activism

A history of school and community activism ranges from words of non-cooperation to political organizing. This course examines the politics of protest and activism that accompany theories of justice for social change with respect to race, class, gender and sexual orientation. Students will examine their own knowledge and commitment to social justice for the community and workplace.

EC&I 823 - Culturally relevant pedagogy: Effective teaching practice for Aboriginal students

This course examines culturally relevant pedagogy for Aboriginal students in relation to theories of decolonization. Participants engage in activities and discussions of readings to analyze effective teaching practices and to reflect on their own professional beliefs and actions to advance the theory and practice of Aboriginal education.

EC&I 830 - Contemporary Issues in Educational Technology

This course examines current and emerging trends, issues, and developments in educational technology, including issues related to doing research in this field. The course provides an opportunity for students to engage in critical discussions around educational technology as it relates to classroom practice provincial, national, and global contexts.

EC&I 831 - Social Media & Open Education

This course provides an immersive experience where students gain understanding of social media for teaching, learning, and professional development; examine the foundations of the open educational movement and connections to networked learning; and explore collaborative tools for resource sharing, communication, and development of a digital identity and personal learning network.

EC&I 832 - Digital Citizenship and Media Literacies

This course examines the complex nature of identity and citizenship in our digital world. Students will interrogate the interconnected areas of media literacy, online identity, and responsible participation in local and global networks as they relate to educational contexts and society at large.

EC&I 833 - Foundations of Educational Technology: History, Theory, and Practice

This course introduces students to the field of educational technology and is intended as the foundational course for students particularly interested in educational technology. The course examines the historical context of educational technology as well as current and emerging theories and practices.

EC&I 840 - Seminar Topics in Science and Environmental Education

Topics may include research, curriculum development, and in-service practice in science and environmental education, and will be examined in a seminar setting.

EC&I 841 - Critial Reviews of Selected Research Literature in Science & Environmental Ed

Current research and developmental studies in science and environmental education will be critically reviewed in a seminar setting.

EC&I 842 - Curriculum Development and Research in Science and Environmental Education

Critical analysis and review of current research in science and environmental education curriculum, instruction, and assessment; including how aspects of philospical, political, societal, and cultural perspectives affect these curricula.

EC&I 865 - Curriculum and Instruction in Second Language Education

Drawing on current theories of second language learning, this course examines second language education in language and content lessons. Topics include the history of second language teaching; issues in pedagogical practice; assessment; curriculum innovation and the design of learning activities and assessment in a variety of settings and programs.
*Note: Students may receive credit for one of EC&I 865 or EC&I 871AH.*

EC&I 866 - Teaching, Learning, and Inquiring in Mathematics Classrooms

Explores the history, current trends, and issues pertaining to the teaching and learning of mathematics in school (elementary and secondary), including the theory and practice of teacher-led inquiry in mathematics classrooms.

EC&I 868 - Topics in Mathematics for Teachers

Focus on key concepts and topics encountered in K-12 school mathematics, with emphasis on deep understanding of the mathematics taught in classrooms and implications for curriculum and research in mathematics education. Research, discuss, and design approaches to professional development for mathematics teachers.

EC&I 871AD - Theories of Children's Literature in Education

This course places children's literature in cultural context by framing it with a number of critical theories currently in use in education. The course engages students in researching uses of children's literature in community settings, and in exploring ways in which children's literature can contribute to education for social justice.

EC&I 871AQ - Land-Based Education and Language Pedagogy

This course will explore how land-based education can inform language pedagogy. This is a language immersion camp which will foster embodied knowing and the holistic aspect of language. Students will work with Elders and Indigenous knowledge keepers to deepen their understanding of language pedagogy and to increase their language fluency.

EC&I 871AS - Concepts of Indigenous Spirituality in Education

This course covers indigenous understandings of spirituality in education by exploring the meaning of spirituality from an indigenous world view through language, story, art and relationship to land.
Note: A portion of this course will be “on the land” and will involve ceremony. Travel will be required.

EC&I 871AT - Trauma Informed Teaching

Examination of how trauma affects the lives of children in schools. Provides teachers and administrators with insights and methods for understanding trauma and helping children resolve trauma experience. Explore ways to make schools trauma informed environments for the benefit of all children to remove obstacles to development and learning.

EC&I 871AU - Contemporary Curriculum Issues in Health Education

This course examines critical and socio-cultural approaches to health education curriculum in the K-12 system. It provides an action oriented framework engaging in alternative ways of thinking about and teaching health education curriculum with a view to challenge oppression and work towards a more just society.

EC&I 871AW - Innovating Online Instruction: A Constructivist/Connectivist/Holistic Lens

This course will explore innovations in online education before and during the massive shift to online learning during the Covid-19 pandemic. It will focus on online instruction that expand beyond traditional approaches towards active, experiential, and holistic learning and interrogate the relevance of online / offline education divides.

EC&I 871AX - Creating School Climates of Gender Justice

Recognizing that sexism, heterosexism and cissexism negatively impact and limit all members of school communities, this course explores the work of changing school climates to create greater inclusion and welcome. While individual accommodations continue to matter, the focuses on the systemic changes needed to impact the overall school climate.

EC&I 871BF - Grandes problématiques de recherche en contextes langagiers minoritaires (CLM)

Ce cours explore les grandes problématiques de recherche dans l’enseignement en contextes langagiers minoritaires (CLM). L’étudiante se familiarisera avec trois des problématiques touchant au rôle de la langue dans l’enseignement matières à contenu, à la construction identitaire chez les élèves, et à l’inclusion des minorités. This course explores some of the critical educational research areas in language minority contexts (French immersion schools and Francophone education). Students will depend their understanding of the role of the language in content area teaching, the construction of student identity and the inclusion of ethnic minority students.

EC&I 871CF - Pédagogies inclusives

Ce cours constitue une introduction aux perspectives de l’éducation inclusive ainsi qu’aux problématiques d’inclusion scolaire. On se familiarisera avec des discours des populations scolaires marginalisées, des politiques scolaires et des plans d’études et comment ces derniers pourraient servir à renforcer des discours dominants mais aussi comment ils pourraient faciliter l’inclusion.

This course introduces students to a variety of perspectives of inclusive education as well as key issues in inclusive education. Students will explore discourses of oft-marginalized school populations and how curricula can create and reinforce dominant discourses and/or facilitate inclusion.

EC&I 874AA - Contemporary Ideas in Arts Education

The course will focus on contemporary issues and ideas in Arts Education and will enable students to focus on their specific arts discipline and how it realates to both the aesthetic experience, as well as education and teaching.

EC&I 890AJ - Theory and Research in Contemporary Social Studies

This course examines current theory and research in contemporary social studies education. The course will consider how students are produced in, and through, social studies curriculum and teaching. Critical race theory, post-colonial theory, and post-structural theories of subjectivity will be considered as they inform thinking about social education.

EC&I 890BQ - Physical Education Pedagogy: Exploring Possibilities

This Directed Reading course will explore the literature associated with the mentoring process, more specifically in the Physical Education context. This search will allow for gaps to be identified and provide a foundation and framework for understanding mentoring and its possibilities for further study in a practical teaching situation.

EC&I 890DM - Integrating Technology into Core French Education

Examine ways of incorporating technology into Core French education by using a variety of digital tools, apps and resources. Does technology in these settings benefit teachers and students? Is there a benefit to incorporating technology in this setting? Does technology assist in the development of learning a second language?

EC&I 890DO - Advanced Orff-Schulwerk Pedagogy

Advanced study of Orff-Schulwerk Pedagogy. Students will research the history of the pedagogy and explore its application within the context of today’s music education classrooms.

EC&I 890DP - Curriculum Development Texts, Politics and Ideologies

Working within the Canadian context and beyond, both past and present, this course explores the content and ideology of school curriculum and related discourses, analysing the impact of political and economic influences.

EC&I 890DQ - English Language Education in China’s Higher Education

This course provides a comprehensive examination of current issues in English language education in China’s higher education. A guided research project will be conducted. The focus will be on emerging research questions and implications for theory, practice, and policy.

EC&I 890DR - Theory and Practice of Global Citizenship Education

Global Citizenship Education is a response to the interconnected challenges of global inequality, poverty and human rights abuses, seeking to connect students with more global understandings of how and what they might do to live as global citizens. This course will explore both theoretical articulations of global citizenship education.

EC&I 890DU - Theoretical Perspectives on Family Engagement in Elementary Schooling

This course explores the intersections between theory and practice in scholarship on the topic of family engagement in elementary schooling. The topic will be from various theoretical perspectives such as sociocultural theory, social theory, critical pedagogy, ecological systems theory, and new materialisms.

EC&I 890DV - Multiliteracies and Multimodalities in the 21st Century

Rapid advances in technology have impacted the possibilities and limitations of representation and communication and the competencies required to make and interpret meaning. This course investigates the theoretical and pedagogical implications of this digital turn, inquiring into the literacies and modalities for education in the 21st century.

EC&I 890DW - Indigenous Educational Resource Evaluation

This course will examine and evaluate the instructional resources used for Indigenous Education. It is an in-depth review of the principles, practices, and content used for the development and implementation of Indigenous Education school resources.

EC&I 890DX - Exploring the Educational Relevance of Digital Tools in Middle Years

This course will review and critically analyze if and how educational technology resources (software, apps, etc.) can be integrated meaningfully into a Sask. grade 5/6 classroom. The course will involve both an extensive literature review and hands-on experimentation/application.

EC&I 890DY - Outdoor ‘Place-based’ Education (Re)creating School Curriculum

This directed reading course explores how Outdoor ‘Place-based’ Education can enrich the teaching/learning process. More specifically, the course explores traditional ways of knowing and First Nations ways of knowing and their influence on teaching and learning that transcends the boundaries of traditional classroom walls and enriches curriculum ‘experiences’.

EC&I 890EB - Accompagnement des gestionnaires du changement en contexte francophone pluriel

This course will engage the student in an exploration of how to support educational leaders engaging others in a change process focussed on wellness and educational success for all within the specific context of Francophone Canada, both in Québec and in official language minority contexts, in all its diversity.

EC&I 890ED - L’accompagnement et le leadership des femmes en éducation

This course will engage the student in an exploration of 1) strategies educational leaders can use to accompany in a socio constructive manner those who they supervise; and 2) models and styles of leadership, used principally by women in education, with a particular focus on women principals

EC&I 890EF - Islamophobia and the Experience of Muslim Students in Schools

Understanding Islamophobia, particularly as it is enacted in schools through curriculum/pedagogy, is necessary to working against it in order to positively impact the lives Muslim students. This course will explore theoretical articulations of Islamophobia in schools, as well as engaging with a wide representation of the experiences of Muslim students.

EC&I 890EG - Exploring Professional Teacher Development and Culturally Relevant Teaching

This course will contribute to the student’s understanding of professional teacher’s development, including the topics of: teacher education, teacher agency, culturally responsive and culturally relevant pedagogies, critical pedagogies, and professional learning communities.

EC&I 890EJ - Towards A Critical Pedagogy Of Place In Higher Education

An overview of the implications of a critical pedagogy of place for leaders in higher education.

EC&I 890EL - Decentering and Decolonizing Educational Administration in Higher Education

The focus of this graduate level three-credit independent reading course will revolve around theory and practice as it relates to the development of educational administration and management in higher education contexts with a specific focus on how it has been shaped, and structured by its colonial history.
*Note: Students may receive credit for one of EC&I 890EL or ED 890GS.*

EC&I 890EM - Critical Reviews of Selected Technology Integration Models

This course introduces students to a variety of technology integration models including SAMR, TPCK, LOTI, TIM & Triple E. The course examines the method of integration at various stages of K-12 education and offers critique on the philosophical and pedagogical foundations.

EC&I 890EN - Critical and Post-structural Theories in Health Education

This course will compare a critical socioecological perspective (Fitzpatrick) with a Deleuzian and Guardian approach which theorizes health as emerging and decentred. Using the concept of assemblage (Deleuze and Guattari), there will be an analysis of the connections and forces that produce realities and subjectivities related to health education.

EC&I 890EO - Blackness as Presence: Toward a Critical Pedagogy of Centering Black Students in Early Childhood Ed

This directed study course will overview a number of theoretical and methodological perspectives that centre young Black students in education. It will provide opportunities to question, unpack, and interrogate existing Eurocentric structures that perpetuate the marginalization of young Black students, families, and cultures in education.

EC&I 890EP - Land-Based Pedagogies for Forest Schools: Indigenous & Black Perspectives

This directed study course will explore ways kindergarten forest schools can learn from Indigenous and Black nature-based approaches in ways that attend to and honour difference. It will provide opportunities to explore how kindergarten forest schools might incorporate, embed, and be reshaped by educational perspectives from Indigenous and Black scholars and worldviews.

EC&I 890ES - Research About and Researching In STEM Education

This course focuses on the quickly broadening field of STEM education. It consists of a survey of the existing literature of STEM education, researching of the learning frameworks used in the literature, and critiquing the research methodologies and methods employed in this field.

EC&I 890ET - Critical Theory in Education: Moving Towards Ethical Critical Pedagogies

This course examines various critical theories as we consider the question: What does critical theory offer us in education as we move towards critical pedagogies that are responsive to contemporary contexts? How do we theorize education differently? Drawing from a range of epistemological and temporal orientations, this course will inform a rearticulation of critical pedagogy for the present.

EC&I 924 - Issues in Curriculum Theory

This course will consider issues central to the understanding of curriculum as it relates to current educational settings.

ECCU 200 - Introduction to Cross-Cultural Education

An examination of concepts common to cross-cultural education and cross-cultural interaction. Implications for schooling, cultural and economic factors, and current issues and trends in the education of racial and cultural minorities.
***Prerequisite: ECS 101 or EPS 100***

ECCU 390 - Yukon First Nations Culture and Values: Educational Experiences on the Land

This experiential education course aims to develop awareness, appreciation and deeper understandings of Yukon First Nations' people, cultures, languages and lifestyles. It is intended to provide First Nations and non-First Nation pre-service teachers with the necessary context to experience cultural inclusion, place and land-based experiential activities suitable for application in pubilic school classrooms.

ECE 200 - Teaching and Learning in Pre-K to 5

This course will explore child development and the main approaches of early childhood education through western and cross—cultural perspectives. Students will be introduced to the principles of anti-bias education in early childhood settings. There is a 10 hour maximum field observation component.
***Prerequisite: Acceptance into the Faculty of Education or Early Childhood Certificate(s).***

ECE 205 - Orientation to Teaching Children in the Early School Years (K-5)

Foundations of experiential learning programs in kindergarten and the early school years; understanding children within social and cultural contexts; and, dimensions and elements of good quality programs for young children.
*** Prerequisite: CFST 202 or EPS 100. Selection into the Elementary Education Program and students in the Level II Certificate in Child and Family Studies. ***
* Note: Normally offered in fall only. *

ECE 325 - Experiential Learning for Young Children

Planning, organizing, and evaluating learner-centered curriculum and environments for young children. Multiple modes of learning and forms of representing learning. Applying principles of developmentally and culturally appropriate practice to classroom environments.
***Prerequisite: Acceptance into the Faculty of Education or Early Childhood Certificate(s).***

ECE 400 - Contemporary Perspectives and Challenges in Early Childhood Education

An exploration of current theories and practices in Early Childhood Education through critical examination of the beliefs, values and assumptions behind notions of best practice, developmentally appropriate practice and other discourses that influence ECE. Students will draw upon their own internship experiences to critically (in)form their reflective explorations.
***Prerequisite: ECE 200 or ECE 325***

ECE 425 - Contemporary Perspectives in Early Childhood Education

An examination of current perspectives and challenges in early childhood education. Participants will investigate program assumptions and beliefs and develop practical action plans which support positive teaching/learning environments for young children.
***Prerequisite: ECE 200 or ECE 325***

ECE 445 - Introduction to Preschool Settings

This course considers the child, the adult, the preschool environment, and the broader socio-cultural contexts of preschool programs. There will be an emphasis on knowledge and experience of the complex interactions of the components which comprise developmentally appropriate preschool settings.
***Prerequisite: ECE 200 or ECE 325***

ECE 455 - Trauma Informed Practice for Educators and the Helping Professions

This course explains the impact of trauma on learning and development. It will help educators and those in the helping professions work with regulating emotions, executive functions, understand and work with aggression, dissociation, and withdrawal. Making school environments trauma sensitive helps remove trauma as a barrier to learning and development.

ECON 211 - Development Economics

Problems and challenges facing developing countries in their attempts to improve living standards.
*** Prerequisite: 15 credit hours or ECON 100 ***

ECON 332 - Issues in Government Economics

A continuation of ECON 232. Topics may include: rationale and financing options for the Canada Pension Plan; inter-provincial transfers (fiscal federalism); tax treatment of retirement savings and families; financing public education and health care; influence of the electoral process on government policies.
*** Prerequisite: ECON 232 or BUS/ADMN 340 ***

ECON 364 - Economics of Corruption

The Course analyzes the incentives and deterrent of corrupt behaviour through the use of various economic models of corruption. The course examines causes and consequences of corruption, with a particular focus on transition economies and developing countries. In addition, the course analyzes corruption from an institutional and transaction economics approach and as it sustains other illicit activities such as tax evasion, the underground economy, and organized crime.
***Prerequisites: 45 credit hours or 3 Econ courses.***

ECS 101 - Education for Justice: Knowledge, Schooling and Society

The course provides an introduction to the foundations of teaching, including politics of education, ethical relationality, teacher identity and professionalism, conceptions of learners and learning, and teaching for justice, equality and equity.
*Note: Required classroom based placement of one half day per week for 4 weeks.*
*Note: Students may only receive credit for one of ECS 101 and ECS 100.*

ECS 200 - Constructions of the Student, the Learner and the School

The child, adolescent, adult, student, learner and school are all social constructions: beliefs about people and public institutions which have varied through history, and which are still influenced by a range of theories and perspectives. This course critically examines those constructions over time.
***Prerequisite: ECS 101 and ECS 102***

ECS 303 - Curriculum and Pedagogy 2

This course is intended to develop teacher candidates understanding of learners, learning, and teaching by drawing on various theoretical understandings of education for social and ecological justice. This course makes explicit the philosophical underpinnings of pedagogy, and the link between curriculum theory and practice.
***Prerequisite: Completion of 51 credit hours including ECS 101, ECS 102, and ECS 203. Concurrent enrolment permitted in ECS 203.***
*Note: Required classroom based placement of one day per week for 8 weeks.*
*Note: Students may only receive credit for one of ECS 303, or ECS 300 and EFLD 310, or ECS 311 and EFLD 317.*

ECS 310 - Interprofessional Experiences in Teaching (Secondary Program)

This course introduces students to their role in making professional choices about teaching and learning in holistic and integrative ways. Students will continue to critique practices, policies and institutions related to schooling, continue to develop their understanding of the role of law and ethics in education and identify conceptual models and practice skills related to interprofessional collaboration.
***Prerequisite: ECS 303***

ECS 350 - Pedagogy: Theory and Practices ll (Secondary Program)

This course continues the work begun in ECS 300. Prospective teachers will confront more complicated and complex issues as they plan, deliver and assess sophisticated instructional strategies in high school classrooms. This course will invoke all they have learned in prior ECS and subject area courses as part of their personal development into competent and socially aware beginning teaches.
***Prerequisite: ECS 300***
*Note: In order to pass ECS 350, a student must also pass the pre-internship field component*
*Note: Restricted to Bachelor of Education students*

ECS 401 - Critical Perspectives of Assessment

Assessment and evaluation are complex, highly politicized and often divisive issues within and beyond the educational sphere. This course will enable pre-service teachers to explore and critically examine assessment methods/practices and the philosophies and policies, which inform them, reconceptualizing assessment as a transformative pedagogical act.
*Note: Students may only receive credit for one of ECS 401 and ECS 410.*

ECS 495 - Curriculum and Pedagogy: Teaching in Saskatchewan

Designed to examine curriculum and instructional methods, topics explored in this course include generic and subject-specific instructional strategies for K-12, knowledge of the historic and current context of Saskatchewan education (including curriculum documents), and developmentally appropriate and culturally responsive pedagogy, with a particular focus on Indigenous education in the province.

ED 350 - Integrative Experiences in Secondary Education

This course provides experiences that allow the pre-Intern to integrate theories and approaches to teaching in the secondary school through practical experiences.
***Prerequisite: Admission to secondary pre-internship. EPS 350 or EIND 305. Concurrent enrolment is allowed.***
*Note: Pass/fail grade. Normally offered in winter only.*

ED 800 - Intro to Education Research

Introduction to educational research with an emphasis on reading research and understanding the research process. Topics include the nature of research, current issues in educational research, a variety of basic types of research and research designs, the literature review, critical reading of and interpreting of various types of research.

ED 810 - Qual Approaches Ed Research

This course provides a survey of current qualitative methodologies as they are used in research in educational contexts. The focus of the course is on methodologies related to situational/contextual approaches and critical/action research approaches.

ED 815 - Action Res: Theory & Practice

Action research is the study of educational practice in order to improve and understand that practice better. This course will introduce action research from various theoretical perspectives, including critical theory, hermeneutics, and postmodernism. Students will develop action research projects in the contexts of their own educational experiences.

ED 816 - Narrative Inquiry in Ed. Res.

This course examines the roots of narrative inquiry in education, explores various approaches to narrative inquiry, and presents its theoretical and practical constructs and contexts. Critiques of narrative research in education will be discussed. Participants will write and share their own narratives of teaching and learning.
*Note: Students may receive credit for one of ED 890GX, ED 816, or ED 890FU.*

ED 910 - Advanced Studies in Ed Res'rch

This course will provide students with advanced knowledge and understanding of the philisophical backgrounds and methods common to many types of educational research. Students will engage in critical appraisal of methods of inquiry, particpate in focused discussions of theoretical and methodological research issues and construct a small scale research project.

ED 920 - Doctoral Seminar

This course is intended to prepare doctoral students for their comprehensive examinations by broadening understanding of issues related to the changing contexts of education. It also provides an opportunity for students to explore issues that relate to their areas of research interest.

ED 925 - Epistemology in Education

Many issues addressed by educators today require an increasingly careful analysis and grounding in foundational perspectives. This class explores such perspectives with particular emphasis on epistimological and cultural-historical themes that will enable students to understand and deal with educational situations and decisions more effectively.

ED 926 - Ethics in Educational Study

This course will provide opportunity for doctoral students to study ethics through various educational philosophies and theories. It will address challenges to modernist conceptions of ethics and make connections to students’ own and others’ situated understandings.

EDAN 101 - Introduction to Dance Education, K-12

Knowledge and experience of theory and content of dance through both theoretical and practical study. Emphasis on understanding of development of various dance forms and the particular relevance in dance education curriculum.
* Note: Normally offered in fall only. *

EDAN 202 - Approaches to Teaching Dance Education, K-12

Students will develop curriculum based on theory, content and practice related to dance education.
*Note: Normally offered in winter only.*

EDL 811 - Supervision in Education

The study and application of supervision theory involving professional personnel including an analysis of the role of the supervisor, formal and informal structures and processes, supervision in effective schools, adult development and learning, various supervision models, and personnel evaluation.

EDL 814 - School Leadership and the Law

An examination of the legal context and its impact on school actors including in-school leaders, teachers, students, and parents. Particular emphasis will be placed on rights, responsibilities, and relationships.

EDL 815 - Economics of Educational Finance

A study of educational finance including: funding structures, the role of strategic plans in financial budgeting, analysis of revenues and expenditures, and an examination of issues impacting the educational funding policies including the accountability movement and changes in school board governance models over time.

EDL 816 - Education Planning

An examination of various approaches to planning in modern organizations with particular emphasis on public education. Theoretical models, field projects, and practical considerations, will all be emphasized.

EDL 817 - The Politics of Education

This course examines the politics of education at the federal, provincial and local community levels. Emphasis will be given to both formal and informal decision-making processes, and the relationships among interest groups, school boards, local communities, the media, and provincial and federal political institutions.

EDL 818 - Ethics in Educational Leadership

This course will involve a thorough study of ethical schools of thought and the application of these theories to educational leadership concepts and applied contexts.

EDL 819 - Organizational Theory in Education

An analysis of the role of school leaders with reference to general systems theory, organization theory, cultural-social institutions, role theory, formal organizations, bureaucracy, goals and effectiveness, organizational control, conflict in organizations, stability, change, innovation, and growth.

EDL 823 - Labour Relations and Labour Law in Education

This course provides school leaders with an understanding of theoretical and legislative issues related to labour relations in public ally funded education. Students explore the differences in dealing with teaching and non-teaching employees, and their representative groups; understand employee relations; and develop negotiation, conflict resolution, and collective agreement skills.

EDL 824 - The Employee Life Cycle in Education

The course will focus on the employee life cycle within the K-12 educational setting. Topics: human resource and labour market planning, job analysis, recruitment and retention, training and development, compensation models, succession and retirement planning, work-life balance, and coaching and mentoring designed to provide skills to positively support staff.

EDL 826 - Leadership Development in Education

This course will focus on applied research in educational leadership. Based upon a review of related literature, students will conduct research relevant to educational leadership in K-12 education. Topics will include educational leadership, self awareness and leadership, the role of leadership in schools, and the application of current leadership development models to the Saskatchewan school system.

EDL 827 - Selected Issues in Educational Leadership

This seminar course will focus on applied research in educational leadership. Topics will include educational leadership, the role of leadership in schools, the application of current leadership development models to Saskatchewan school divisions and other contemporary leadership issues.

EDL 828 - Leadership for Inclusive Education

This course focuses on principal leadership for inclusive education. Course content includes examination of dominant discourses of disability; fundamental principles and essential elements of inclusion; overview of outcomes of inclusive education; relevant legislation and policy direction; and applied research on administrative approaches to implement, support, and sustain inclusion.

EDL 829 - Supporting Indigenous Student Success

This course will focus on Indigenous leadership, research, and practice that supports Indigenous student success. Successful examples of relevant Indigenous educational practice will be emphasized, with a specific focus on local/regional content. An Indigenous (Nehinuw) model of effective teaching will be highlighted.

EDL 870AA - Public Sector Financial Management: Applications in K-12 Education

A survey of public sector budgeting and financial management in Canada, with consideration of impacts on the K-12 education system as a publicly funded institution. Topics include: role of financial considerations in policy, government financial planning cycles, elements of sound financial planning and management in public sector enterprise.

EDL 870AC - Leadership for Healthy Schools

This course uses a critical approach to address challenges school leaders face in the 21st century, particularly in relationship to school health. Focusing on servant leadership and culturally responsive practices, students are supported to work towards more equitable, diverse and inclusive solutions for vexing school health challenges.

EDL 870AD - Diversities and Educational Leadership

This course explores the complexity of diversities in educational leadership, exploring topics such as gender, religion, race, sexuality, and abilities in educational relations, structure, and policy. Students will apply theoretical and applied research in interrogating leadership frameworks and practices that reify and disrupt oppression and injustice in educational contexts.

EDL 890AL - Teacher Leadership: Past, Present, Future

This course explores the evolution of teacher leadership from its inception as a top-down title bestowed upon a particular few by formal school leaders, through to more recent understandings as an identity that can be embodied by all teachers through their own informal leadership experiences.

EDL 890AM - Teacher Activism: Past, Present, and Future

This class utilizes participatory action research to explore the notion of teaching as an activist profession. Topics include discourses of teacher professionalism, the link between educational policy, politics, and teacher activism, teacher unions as sites for teacher activism, and the proliferation of grassroots social movements within the teaching profession.

EDL 890AN - Explorations in Indigenous Leadership

This directed reading course will explore traditional and contemporary conceptions of leadership, with a particular focus on Indigenous leadership and its potential application, both personally and organizationally, and within schools and classrooms.

EDRA 202 - Approaches to Teaching Drama Education

This course involves students in curriculum exploration and development of collective creation as an educational process and a theatrical product.
*Note: Normally offered in winter only.*

EDRA 203 - Drama in the Curriculum: I

Curriculum in drama education for prospective teachers. The course will survey existing drama curricula and provide beginning experiences in drama curriculum development for elementary and high schools.
***Prerequisite: EDRA 101***
*Note: Normally offered in fall only.*

EDTC 300 - Introduction to Educational Technology and Media

This course examines the use of technology and media in teaching and learning as well as the transformative effects that emerging digital tools/networks have on school and society. The course provides an experiential approach to learning about technology integration while helping students critically reflect on the implications of our digital reality.
*Note: Students may receive credit for one of EDTC 300 or ECMP 355.*

EDTC 400 - Advanced Studies in Educational Technology and Media

This course provides an advanced exploration of technology integration in teaching and learning as well as an in-depth examination of the effects of emerging technologies and media in school and society. Students will engage in critical discussions around technology as it relates to classroom practice in the provincial, national, and global contexts.
***Prerequisite: EDTC 300.***
*Note: Students may receive credit for one of EDTC 400 or ECMP 455.*

EFDN 306 - Gender, Sex, and Sexuality in Education

This course will provide some rationale and background for developing an understanding of gender and sexual diversity in the context of schooling. The course will explore pedagogical and instructional implications for people working with 2SLGBTQIAP+ students and teachers. Additionally, the course will ask students to engage with theoretical and personal narratives of gendered and sexual positionalities.
***Prerequisite: Completion of 15 credit hours.***

EFDN 307 - Education and the Multicultural Society - Le multiculturalisme en éducation

This course will examine multicultural education in the context of social interaction and change. The implications for school policies and practices at national and provincial levels will be considered.
***Prerequisite: Completion of 15 credit hours.***
*Note: This course remains an option for Semester 3 Elementary Program students to meet the cross-cultural requirement.*
Le multiculturalisme en éducation:
Ce cours vise à une ouverture d'esprit sur les phénomènes culturels et les changements qui affectent la société canadienne contemporaine; son but principal est de permettre aux futur.es enseignant.es d'identifier la diversité culturelle dans les écoles et de s'y adapter. On se penche à la fois sur les différences et les similarités qui s'expriment à l'intérieur du système scolaire, et on met on relief les processus d'analyse et de réflection.
***Préalable: 15 heures de crédit complétées.***

EFDN 308 - Women and Education

This course examines women and education from historical, philosophical, and sociological perspectives. Topics include women's experiences as teachers, issues of access and equity, feminist views on educational goals, curriculum, pedagogy, and schools, and the politics of teaching.
***Prerequisite: Completion of 15 credit hours.***

EFDN 309 - Social Issues in Education

A critical look at schooling and its relation to diversity, student achievement, societal intervention and education change. This course examines current issues in educational practice including, poverty, sexuality, gender, religion, racism, tracking, and school reform.
***Prerequisite: Completion of 15 credit hours. SOC 100 is recommended.***

EFDN 801 - Sociological Perspectives of Education Change

Nature and sources of educational change and evaluation of the change at the individual, organizational, and cultural levels. Educational implications of change are emphasized.

EFDN 803 - Social Justice and Globalization from an Educational Perspective

Explores the research and classroom practice of themes including activist teachers, health, basic education, HIV/AIDS, child protection, gender equality, diversity, multiculturalism, First Nations, infrastructure services, human rights, citizenship, democracy, good governance, private sector development, environment, sustainability, making a difference; and the implications of integrating these themes into the mainstream curriculum.

EFDN 804 - Integration of Indigenous Knowledge in to School Curricula and Educational Practices

Through readings, interaction with cultural experts, and discussion students will examine oral and written forms of Indigenous knowledge. Students will apply learnings of Indigenous knowledge systems to the integration of Aboriginal content and perspectives into school curricula and educational practice.
***Corequisite: EFDN 805***

EFLD 200 - Yukon Elementary Practicum I

Required of all elementary students in the Yukon Native Teacher Education program leading to a BEd. Will normally be taken in the second year, winter semester, for a total of 4 weeks.
***Prerequistie: ECS 100***
*Note: Visiting or special students must seek permission from the Executive Director*
*Note: Pass/Fail grade*

EFLD 311 - Teaching Experiences in the Pre-K to Grade 8 Classroom

This course provides students with continued guided practice in planning, preparing, implementing and reflecting upon units of study in Pre-K to Grade 5 classrooms; with teaching time in Elementary classrooms; and with workshops related to anti-oppressive education and equitable practices in Elementary curriculum, instruction, and assessment, as well as the ethical and legal roles and responsibilities of teachers.
***Prerequisite: Successful completion of ECS 303, ELNG 310, EMTH 310, and EPE 310 or EHE 310.***
*Note: Restricted to Bachelor of Education students*

EFLD 318 - Teaching Experiences in the Middle Years Classroom

This course provides students with continued guided practice in planning, preparing, implementing and reflecting upon units of study for middle years classrooms. Particular attention will be paid to the inclusion of aboriginal content and perspectives and equitable practices in curriculum, instruction and evaluation.
***Prerequisite: Successful completion of ECS 303, ELNG 310, EMTH 310, and EPE 310 or EHE 310.***
*Note: Restricted to Bachelor of Education students*

EFLD 350 - Teaching Experience in the Secondary Pre-internship term

Required of all secondary students in the BEd or BEAD programs, 15 days of teaching experience in a Secondary School, normally in the Winter term.
***Prerequisite: Successful completion of ECS 303 and one of EPE 300, EHE 300, ESST 300, EMTH 300, ESCI 300, ELNG 300, EFRN 300, EMUS 366, EMUS 377, EDAN 301, EDRA 203, EVIS 326, or EAE 201.***
**Co-requisite: One of ELNG 350, EHE 350, EMUS 350, EMTH 350, EPE 350, ESCI 350, or ESST 350.**
*Note: Pass/Fail grade. Must pass in order to proceed to EFLD 400 Secondary Internship.*

EFLD 401 - Secondary Practicum - Stage secondaire

An alternate field experience for secondary students in programs leading to a BEd or certificate. Open to students whose goals require a unique form of practicum.
**Permission from the Director of Professional Development is required to register.**
*Note: Students must fill out the Workers' Compensation Agreement form. Pass/Fail grade.*
*Note: Restricted to Bachelor of Education students*
*N.B.: Ce cours est limité aux étudiants de la Faculté d'éducation*

Stage secondaire:
Ceci constitue un alternatif à l'internat du secondaire menant à un diplôme de BEd ou un certificat. Ce stage procure une variété d'expériences à ceux et celles qui visent une pratique unique en son genre.
** Accessible aux étudiant.es sur l'avis du conseiller et l'approbation de directeur de développement professionnel. **
* Les étudiant.es doivent remplir le formulaire d'entente de la Commission des accidents de travail. Évaluation: Réussite/échec. *

EFLD 402 - Arts Education Internship

Required of all Arts Education students in all programs leading to a B.Ed. or a B.E.A.D. Can be taken in either Fall or Winter semester although usually taken in the Fall semester.
***Prerequisite: Completion of EFLD 360.***
*Note: Visiting or special students must seek permission from the Director of Professional Development and Field Experiences.*
*Note: Pass/Fail grade.*
*Note: Restricted to Bachelor of Education students.*

EFLD 403 - Arts Education Practicum

An alternate field experience for arts education students in programs leding to a BEd or certificate. Open to students whose goals require a unique form of practicum.
***Prerequisite: Permission from the Director of Professional Development is required to register.***
*Note: Students must fill out the Workers' Compensation Agreement form. Pass/Fail grade.*
*Note: Restricted to Bachelor of Education students*

EFLD 405 - Elementary Internship - Internat élémentaire

Required of all elementary students in all programs leading to a BEd or a BEAD. Can be taken in either Fall or Winter semester although usually taken in the fall semester.
***Prerequisite: Completion of one of EFLD 311, EPSF 325 or EPS 225.***
*Note: Visiting or special students must seek permission from the Director of Professional Development and Field Experiences.*
*Note: Restricted to Bachelor of Education students.*
*Note: Pass/Fail grade.

Internat élémentaire: Ceci est requis de tous les programmes menant au diplôme de BEd (anglais ou français). Normalement il est offert au semestre d'automne. Ceux et celles qui ne sont pas inscrits au Bac ne sont pas acceptés.
***Préalable: Avoir complete EPSF 325, EFLD 311, ou EPS 225.***
*N.B.: Ce cours est limité aux étudiants de la Faculté d'éducation.*
*Remarque: note de réussite/échec.*

EFLD 406 - Elementary Practicum - Stage élémentaire

An alternate field experience for elementary students in programs leading to a BEd or certificate. Open to students whose goals require a unique form of practicum.
***Prerequisite: Permission from the Director of Professional Development is required to register.***
*Note: Students must fill out the Workers' Compensation Agreement form. Pass/Fail grade.*
*Note: Restricted to Bachelor of Education students*

Stage élémentaire:
Ceci constitue un alternatif à l'internat de l'élémentaire menant à un diplôme de BEd ou un certificat. Ce stage offre une variété d'expériences à ceux et celles qui visent une pratique unique en son genre.
**Accessible aux étudiant.es sur l'avis du conseiller et l'approbation du directeur du développement professionnel.**
*Les étudiant.es doivent remplir le formulaire d'entente de la Commission des accidents de travail. Évaluation: Réussite/échec.*
*N.B.: Ce cours est limité aux étudiants de la Faculté d'éducation*

EFLD 407 - Middle Years Internship

Required of all middle years students. Can be taken in either Fall or Winter semester although usually taken in the fall semester.
***Prerequisite: Successful completion of EFLD 318.***
*Note: Visiting or special students must seek permission from the Director of Professional Development and Field Experiences.*
*Note: Restricted to Bachelor of Education students.*
*Note: Pass/Fail grade.*

EFLD 408 - Middle Years Practicum

An alternate field experience for middle years elementary students in programs leading to a BEd or certificate. Open to students whose goals require a unique form of practicum.
**Consent of the Director of Professional Development is required to register.**
*Note: Students must fill out the Workers' Compensation Agreement form. Pass/Fail grade.*
*Note: Restricted to Bachelor of Education students*

EFLD 411 - Pre-K to Grade 5 Elementary Internship

Required of all Pre-K to Grade 5 elementary students. Can be taken in either Fall or Winter semester although usually taken in the fall semester.
***Prerequisite: EFLD 311.***
*Note: Visiting or special students must seek permission from the Director of Professional and Field Experiences.*
*Note: Restricted to Bachelor of Education students.*
*Note: Pass/Fail grade.*

EHE 215 - Elementary School Health Education: Methods, Content and Materials

The purpose of this course is to acquaint the students with the health programs, methods, content, and materials in both the elementary and middle years school levels.
*** Prerequisite: Selection into the Elementary Program. ***

EHE 258 - Personal and Community Health

The course focuses on basic background and content in health education, covering major areas such as environment, drugs, sex, consumer health, safety, mental health, nutrition, fitness, and aging.
* Note: Normally offered in winter only. *

EHE 300 - Curriculum Construction in Health Education

A study of the conceptual frameworks and methods for teaching and assessing health curriculum in the middle years.
***Prerequisite: EHE 258 and 30 credit hours, or permission of the health and physical education subject area***
*Note: Exceptions will be made for elementary education students*

EHE 310 - Health Education in the Elementary School (Pre-K to Grade 8)

This course provides the background information and skills teachers need to implement comprehensive school health education in the elementary and middle years. It provides opportunities for students to learn how to help children reflect and act on health issues in their lives or in their communities.
***Prerequisite: Completion of 51 credit hours including ECS 101, ECS 102, and ECS 203.***

EHE 350 - School Health Education

A critical examination of secondary health curriculum through the exploration of holistic and analytic perspectives and the construction of personal-practical theory. ***Prerequisite: EHE 300 and KIN 260, or permission of the health and physical education subject area.***

EHE 487 - Curriculum Content and Theories of Instruction in Family Life Education

Focus on the scope and purpose of family life and sex education. Emphasis will be on content, methods, and material from grades K-12.
*** Prerequisite: EHE 258 or permission of the health and physical education subject area. ***

EIEA 355 - Educational Administration: Indigenous Education Structure and Process (formerly EIAD 355)

An overview of administration in federal, provincial, and band-controlled schools with reference to constitutional, legal, and economic components.
*** Prerequisite: EPS 225 or EPS 350 ***

EIND 100 - Indigenous Education: Principles and Practices

Introduction To Indigenous Education: The focus of this course is on acquiring the knowledge and competencies of an effective Indigenous teacher. On campus labs are included.
*Note: Normally Indigenous Education students only. Space permitting, others may be admitted with special permission. Students must fill out the Worker's Compensation Agreement Form.
*Note: Students may receive credit for one of EIND 100 or EPS 100.*

EIND 116 - Indigenous Educational Professional Studies

Introductory Indigenous Educational Professional Studies. Topics include basic principles of communication skills and Indigenous pedagogical approaches. *Note: Restricted to Education students and the First Nations Language Instructors Certificate students. Credit can only be earned for one of EIND 116 or EPS 116.*

EIND 200 - Indigenous Education: Principles and Practices of Secondary Teaching

Focus is on the purposes and tasks of the teacher as decision-maker. Content (declarative, procedural, and attitudinal) consists of the fundamental processes and procedures of teaching in Indigenous contexts.
***Prerequisite: EIND 100, a minimum of 6 Arts/Science/Indigenous Studies/Other courses; and acceptance into the Indigenous Education Secondary program.***
*Note: While it is desirable for BEAD students to have taken EIND 100, they may be permitted to take EIND 100 and EIND 200 concurrently. Students must fill out the Worker's Compensation Agreement form. Grading mode is Pass/Fail. Credit can only be earned for one of EIND 200 or EPS 200.*

EIND 205 - Introduction to Indigenous Education

The implications of culture and cultural change for education are examined using examples from First Nations cultures. Ways of integrating First Nations culture into classroom practice are examined.
***Prerequisite: EPS 116 or permission from the First Nations University of Canada, Indigenous Education Department Head.***

EIND 350 - Indigenous Education: Principles and Practices of Secondary Teaching II

Making instructional choices: an Indigenous holistic view to teaching process and procedures for the secondary school teacher is fostered. Students study, practice, and reflect in classes, labs, and high schools.
***Prerequisite: EIND 100, EIND 200, developed major: developed minor.***
**Corequisite: EPSY 350, subject area courses.**
*Note: Students must fill out the Worker's Compensation Agreement form. Grading mode is Pass/Fail. Credit can only be earned for one of EIND 350 or EPS 350.*

EIND 405 - Foundations of Indigenous Knowledge

This course will explore Aboriginal ways of knowing and being through an experiential approach in a cultural immersion setting. The respect, the dignity and the wisdom of Aboriginal peoples will frame the students' foundational understandings for teaching and learning in schools.
***Prerequisite: One of CREE 100, SAUL 100, DENE 100, NAK 100 or DAK 100.***
*Additional Fee: $125.*

EINH 215 - Introduction to Indigenous Health Education in Elementary School

Introduction to methods and materials for effective health education, particularly for First Nations students. Basic health concepts are studied within the framework of the traditional First Nations philosophy of health and wellness.
***Prerequisite: EPS 100 or permission from First Nations University of Canada, Indigenous Education Department Head.***

EINL 225 - First Nations Language Arts: Oral and Written Communications

Students will learn the methodologies of teaching children to increase verbal and written skills in First Nations languages. Language development and curriculum development in the context of First Nations societies are stressed.
*** Prerequisite: 102 level Indian language or ELNG 205 or permission from the First Nations University of Canada, Indigenous Education Department Head. ***

EIST 300 - Introduction to Indigenous Studies Education (formerly EINS 300)

An introduction to Indigenous Studies Education in secondary schools including a critical examination of Indigenous Studies curriculum, instructional methods, assessment, and evaluation. Philosophies of First Nations education will also be explored.
***Prerequisite: 12 credit hours of Indigenous Studies that are part of the major or minor, or permission of Indigenous Education Department Head.***

EIST 350 - Instruction and Evaluation in Secondary Indigenous Studies Education (formerly EINS 350)

This course will examine instructional methods and pedagogy for teaching Secondary Indigenous Studies to affect positive personal and social change. Program evaluation and evaluation of student learning will also be examined.
***Prerequisite: EIST 300 and 18 credit hours of Indigenous Studies, or permission of the Indigenous Education Department Head.***

EIST 400 - Issues in Secondary Indigenous Studies Education (formerly EINS 400)

This course will examine issues that impact the teaching of Secondary Indigenous Studies including First Nations historical and contemporary issues. Appropriate methodologies to address the issues of race, culture, identity and ethnicity will be explored. *** Prerequisite: EIST 300 and 18 credit hours of Indigenous Studies, or permission of the Indigenous Education Department Head. ***

ELBP 215 - Indigenous Land-Based Education: Part I

The course will focus on Land-Based education, learning from the land and on the land. Students will learn activities and methods for teaching First Nations cultural customs and environmental studies for academic, personal, social and cultural growth.
*Note: Students may only receive credit for one of ELBP 215 and EIOE 215.*
*Note: $125 Accommodation Fee.*

ELBP 225 - Indigenous Land-Based Education: Part II

The course will focus on land-based education, learning from the land and on the land. Students will learn activities and methods for teaching First Nations cultural customs and environmental studies for academic, personal, social and cultural growth.
*Note: Students may only receive credit for one of ELBP 225 and EIOE 225.*
*Note: $125 Accommodation Fee.*

ELIB 216 - Children's Literature and the Elementary School Program

The selection, evaluation, and use of children's literature for elementary classrooms and school libraries.

ELIT 101 - Introduction to Literature Education, Kindergarten through Grade 6

This course, designed for students in the Arts Education Program, provides an historical and critical overview of orientations to literature curricula (cultural/historical, critical/responsive, and creative/productive); and with a variety of instructional methods and curricula approaches for teaching literature and writing from kindergarten through grade 6.
* Note: Normally offered in fall semester only. *

ELIT 202 - Introduction to Literature Education, Grades 7 Through 12

This course, designed for students in the Arts Education Program, concerns curricular issues and instructional methods for teaching literature and writing in grades 7 through 12. It provides a critical overview of curricula resulting from different schools of literary theory, and contrasts progressive and genre pedagogies with critical methods.
* Note: Normally offered in winter semester only. *

ELNG 200 - Multilingualism and the Classroom

This course prepares future teachers to develop critical multilingual language awareness. It helps students to develop an understanding of language development across social contexts as well as how classroom instruction can constitute and maintain social categories. Students will become familiar with literacy instruction that works to foster equity and justice in the classroom and beyond. There is a 8 hour maximum field observation component.
***Prerequisite: ECS 102 or permission of the subject area.***

ELNG 300 - Curriculum in Secondary School English

A study of the structure, articulation, implementation, and theoretical frameworks of typical high school English curricula with reference to and examination of alternative and special needs curricula.
*** Prerequisite: Minimum of 21 credit hours in English or ELNG courses, or permission of the subject area. ***
* Note: Normally offered in fall semester only. *

ELNG 350 - Secondary English Methodology Literature

This course presents methods for teaching literature, drama, and film at the high school level. It emphasizes the translation of theory and content into classroom practice.
*** Prerequisite: Major Curriculum Class (ELNG 300) for English Education majors; permission of the subject area for others. ***
* Note: Normally offered in winter semester only. *

ELNG 351 - Secondary English Methodology: Composition, Language and Media

This course presents methods for teaching English composition, language, and media. It emphasizes the translation of theory and content into classroom practice.
***Prerequisite: Major Curriculum Class (ELNG 300) for English Education majors; permission of the subject area for others.***
*Note: Normally offered in winter term only.*

ELNG 450 - Issues in Secondary English Education

In-depth consideration of issues in English Language Arts Education chosen from: censorship, gender, language and curriculum, culture and curriculum, response to literature, curriculum reform, linguistic diversity, evaluation, reporting, and others.
*** Prerequisite: Completed Internship (EFLD 400) ***

EMBA 805 - Perspectives on Leadership

This course examines different perspectives on leadership and the implications for leaders in a variety of organizational settings. Topics include: transformational leadership, charismatic leadership, ethical leadership, destructive leadership, strategy and leadership, and indigenous leadership.

EMTH 200 - Implementation and Assessment of Problem Solving in Mathematics

An exploration into teaching mathematics from a problem solving perspective. Classification, representation and retrieval strategies, and their implications for students' mathematical thinking and classroom teaching are examined.
***Prerequisite: MATH 101 or MATH 110, or permission of the mathematics education subject area.***

EMTH 310 - Teaching Mathematics in Elementary Schools (Pre-K to Grade 8)

This course is designed to address the philosophies, goals, curriculum documents, and methods of instruction and assessment of elementary and middle school (PreK to 8) mathematics. A critical, resource-based approach to this course will provide opportunities for students to reflect on and construct understandings of key issues in mathematics education.
***Prerequisite: Completion of 51 credit hours including ECS 101, ECS 102, and ECS 203.***

EMTH 317 - Teaching Mathematics in the Middle Years

This course is designed to address the philosophies, goals, curriculum documents, and methods of instruction and assessment of middle years (6-9) mathematics. A critical, resource-based approach to this course will provide opportunities for students to reflect on and construct understandings of key issues in mathematics education.
***Prerequisite: For elementary (middle years concentration) pre-internship students only.***

EMTH 325 - Number Sense for the Elementary School Mathematics Teacher

This course develops mathematical content knowledge related to number sense through multiple approaches to learning, including using manipulatives and technologies for mathematical sense-making and communications. Topics include whole number operations/computations, counting principles, multiplicative comparisons and reasoning, measurement, rounding, estimation, fractions, ratios, rates, proportions, percents, integers, rational and irrational numbers, and number theory.

EMTH 335 - Mathematics in the Inclusive Classroom: Assessment and Intervention

This course will explore approaches to teaching and planning mathematics by using methods that accommodate diverse learning needs. Attention will be paid to authentic and informal assessment, such as progress-based monitoring, curriculum-based measurement, and error analysis. In additional, inclusive instructional approaches, such as cognitive strategy instruction and schema-based instruction will be emphasized, as well as techniques to individualize programs. ***Prerequisite: Enrollment in the Inclusive Education Certificate or enrollment in the (Inclusive)/Special Education Minor or enrollment in the Teaching Elementary School Mathematics Certificate or 6 credit hours in mathematics and mathematics education courses or permission of the instructor.***

EMTH 351 - Theories of Instruction in the Teaching of Secondary School Mathematics

Techniques of secondary mathematics instruction. Discussion of expository, discovery, enquiry, and other approaches to mathematics teaching. Pre-internship school experiences and microteaching.
***Prerequisite: Major Curriculum Class (EMTH 300), Minimum of 18 credit hours in mathematics or permission of the mathematics education subject area.***
*Note: Normally offered in winter term only.*

EMTH 425 - Culturally Responsive Pedagogy in the Mathematics Classroom

In this course, students think critically about, and plan for, culturally responsive pedagogy (CRP) in school mathematics. Focusing on the theory and practice of CRP-related issues, including social justice, equity, Indigenous education, ethnomathematics, and linguistically-diverse learners, the course is grounded in critical, anti-oppressive, and inquiry-based philosophies.

EMTH 426 - Research in Mathematics Curriculum, Instruction, and Assessment

Students engage in critical analysis and review of current research in mathematics curriculum, instruction and assessment. Drawing on critical and inquiry-based perspectives, the theory and practice of research in the field of mathematics education are explored in the contexts of SK mathematics curriculum development and individual classroom-based research.

EMTH 450 - Post-Internship Seminar in Secondary Mathematics

A post-internship course to reflect on pedagogical issues from internship and the teaching of secondary mathematics. Further consideration of the fundamental aspects of instruction: planning, teaching and evaluation. Special topics for effective teaching.
*** Prerequisite: Internship (EFLD 400) or approved teaching experience. EMTH 351 and MATH 223. ***
* Note: This is a required course for Mathematics Education majors. *

EMUS 101 - Introduction to Music Education: Part I

EMUS 101 will prepare pre-service educators to teach elementary music in general classroom settings within the context of K-12 Arts Education Curriculum.

EMUS 202 - Introduction to Music Education: Part II

EMUS 202 will prepare pre-service educators to teach middle years and secondary music in general classroom settings within the context of the K-12 Arts Education Curriculum.

EMUS 350 - General Music Instruction in Secondary Schools

Designed to prepare BMusEd/BMus students and Secondary Music Majors for the pre-internship teaching experience. Emphasis on lesson and unit planning, classroom management, professional development process and secondary general music methods.
***Prerequisite: ECS 303.***
*Note: Normally offered in winter term only.*

EMUS 366 - Curriculum, Methods, and Materials for Choral Instruction

Designed to survey current music education curriculum, methods, and materials suitable for comprehensive choral programs in elementary and secondary schools.
** Permission of the music education subject area is required to register. **

EMUS 377 - Curriculum, Methods, and Materials for Instrumental Band Instruction

Designed to survey current music education curriculum, methods, and materials suitable for comprehensive instrumental band programs in elementary and secondary schools.
***Prerequisite: MUTQ 285, MUTQ 286, MUTQ 287, or permission of the music education subject area.***

ENGL 310AC - Literatures of Residential Schools in Canada

For over 100 years, residential schools were the cornerstone of the Canadian government's policy of assimilation. The last school closed in 1996. Residential schools have had a profound effect on Indigenous people who attended them and continue to affect Indigenous people today. This class will study works of Indigenous literature that use narrative, poetry, and to drama to expose the effects of the school in an effort to heal from them. We will also look briefly at film and visual art.
***Prerequisite: ENGL 100 and either ENGL 110 or completion of 48 credit hours.***

ENGL 310AL - Indigenous Feminism and Women's Writings

During this seminar class, students will engage in critical discussions involving justice and power for/by Indigenous women, gendered violence, Indigenous feminism, intergenerational trauma, women’s residential school narratives and literary writings as restorative justice. Through lectures, readings, and screenings, students will develop critical and interdisciplinary tools for analyzing Indigenous literary discourses.
***Prerequisite of ENGL 100 and either ENGL 110 or the completion of 48 credit hours***

ENGL 336AP - 19th C Political Imagination

A study of selected Victorian texts in several genres, which predict or suggest what's coming next, with respect to politics and society, and how what's coming next should be embraced or resisted, including themes such as: democracy, unions, gender equality, and university education.
***Prerequisite: ENGL 100 and either ENGL 110 or completion of 48 credit hours.***

ENGL 430AH - Victorian Literature: Liberalism & Social Justice Novel

The course treats liberal political philosophy as a key but occluded context for Victorian social-justice novels. Topics include public and private space, and their right relationship; political rights and the juridical person; women, class, and suffrage; parliamentary and social reform; and the role of education in bringing rights into being.
*Note: This course is intended for ENGL Honours students. Students who are not ENGL Honours students require permission of the Department Head to register.*
*Note: Students may receive credit for one of ENGL 430AH or ENGL 806AH.*

ENGL 475AF - Utopian Literature

Study of a number of works significant in the Utopian tradition, with attention to: Historical and cultural contexts; themes such as politics, education, the arts, and gender roles; literary features of the genre; and related issues such as the intentional community and city planning.
*Note: This course is intended for ENGL Honours students. Students who are not ENGL Honours students require permission of the Department Head to register.*
*Note: Students may receive credit for one of ENGL 475AF or ENGL 815AF.*

ENGL 806AH - Victorian Literature: Liberalism and Social Justice Novel

This course treats liberal political philosophy as a key but occluded context for Victorian social-justice novels. Topics include public and private space, and their right relationship; political rights and the juridicial person; women, class, and suffrage; parliamentary and social reform; and the role of education in bringing rights into being.
*Note: Students may receive credit for one of ENGL 806AH or ENGL 430AH.*

ENGL 815AF - Utopian Literature

Study of a number of works significant in the utopian tradition, with attention to Historical and cultural context; themes such as politics, education, the arts, and gender roles; literary features of the genre; and related issues such as the intentional community and city planning.
*Note: Students may receive credit for one of ENGL 815AF or ENGL 475AF.*

ENSE 405 - Designing Apps for Learning & Collaboration

Experiences in designing open source applications for creative learning & collaboration. Learning topics & open source design/development activities centre on: Communities of Practice, Knowledge Management, Education & Technology, Gamification, Digital Literacy, Change Management, & discussions on technology, ethics, & society.
***Prerequisite: CS 215***
*Note: Students may not receive credit for both ENSE 496AB and ENSE 405*

ENSE 885BD - Cloud Computing & Applications

This course covers the concepts, technologies and platforms to develop foundations for cloud computing. The course will introduce the students to topics, such as Cloud resource management, Serverless applications, Cloud storage & databases, Big data analytics, Cloud security, Cloud application monitoring and benchmarking and Cloud for industry, healthcare and education.

EOE 224 - Introduction to Outdoor Education

A foundational course utilizing an interdisciplinary approach to the study of the nature and scope of outdoor education, its potential in the education process; techniques of conducting outdoor learning experiences.
*** Prerequisite: Second-year standing in the Faculty of Education. ***
* Note: Normally offered in fall semester only. *

EOE 338 - Utilization of the Winter Environment for Outdoor Education

A developmental course in outdoor education using an interdisciplinary approach to the acquisition of personal skills, knowledge, and attitudes related to the winter outdoor environment.
*** Prerequisite: EOE 224 or permission of health and physical education subject area. ***
* Note: Normally offered in winter semester only. *

EOE 414 - Implementation of Outdoor Education Programs

A study of the ecological, historical, recreational, and aesthetic features of the year-round environment as a basis for designing a K-12 curriculum linked to outdoor education philosophy.
*** Prerequisite: EOE 224 and 6 credit hours of study in areas related to outdoor education. ***
* Note: Normally offered in winter semester only. *

EPE 100 - Introduction to Teaching Physical Education

Designed specifically for students preparing to teach physical education at the middle and high school levels. Objectives, instructional procedures, and curriculum are considered for elementary school physical education.
* Note: Normally offered in fall semester only. *

EPE 215 - Physical Education in the Elementary School

An overview of teaching methods, curriculum content and materials, and their application in elementary physical education. Appropriate use of supplies and equipment.

EPE 300 - Curriculum Content and Instruction for Elementary and Secondary School Physical Education

A study of the nature and scope of the school physical education program, analysis of selected curricula, development of curriculum support materials, study of program components, facilities, and equipment.
*** Prerequisite: Minimum of 21 credit hours in approved physical education courses. ***
* Note: Normally offered in fall semester only. *

EPE 310 - Physical Education in the Elementary School (Pre-K to Grade 8)

This course is designed specifically for student teachers preparing to teach physical education to elementary and middle years students. The course focuses on an overview of curriculum content, teaching methods, assessment and evaluation and learning resource materials and their application in teaching physical education in the context of schools and society today.
***Prerequisite: Completion of 51 credit hours including ECS 101, ECS 102, and ECS 203.***

EPE 317 - Teaching Physical Education in the Middle Years

This course is designed specifically for student teachers preparing to teach physical education to Middle Years students. The course focuses on an overview of curriculm content, teaching methods, assessment and evaluation and learning resource materials and their application in teaching physical education in the context of schools and society today. *** Prerequisite: For elementary (middle years concentration) pre-internship students only. ***

EPE 350 - Theories of Instruction in Secondary School Physical Education

A study of current trends in teaching physical education, analysis of teaching methods, course organization and management, utilization of teaching aids, and evaluation procedures.
***Prerequisite: Major Curriculum Class (EPE 300), Minimum of 18 credit hours in approved physical education courses and EPE 100***

EPE 489 - Post-Internship Seminar in Physical Education

A clinical and problem-solving approach to the teaching of physical education in the secondary school. Opportunity will be provided for students to undertake individual studies of specified pedagogical problems.
*** Prerequisite: Minimum of 21 credit hours in physical education courses or permission of the subject area, and successful completion of internship. ***
* Note: Normally offered in winter semester only. *

EPS 100 - Intro to Education: Principles and Practices

The role of schooling and the teacher; the nature of teaching as a career. In-school and on-campus labs. This course should be taken in the first year of program.
* Note: Normally Education students only. Space permitting, others may be admitted with special permission. Students must fill out the Workers' Compensation Agreement form. *
* Please note that the French version of this course is no longer available and will now be offered as ECSF 100, effective 200830. *

EPS 116 - Communication Skills

To assist education students in improving their communication skills for better teaching.
* Note: Restricted to Education students and the First Nations Language Instructors' Certificate students and students in the Level II Certificate in Child and Family Studies. *

EPS 215 - Principles and Practices of Elementary Teaching

This course provides instruction on, and practice in, basic instructional approaches. Students will develop further ability in, and understanding of, the roles of teachers in schools.
***Prerequisite: EPS 100.***
*Note: Students must fill out the Workers' Compensation Agreement form. Pass/Fail grade.*

EPSY 205 - Understanding and Enhancing Student Development

A study of children through the preschool, elementary, and middle school years. The focus is on how students develop and learn. Emphasis is on developing observation, interaction, and mediation skills.

EPSY 322 - Students with Exceptional Needs in the Inclusive Classroom

An introduction to universal design for learning and differentiated instruction for the inclusive classroom and school. Course content also includes an overview of characteristics and instructional implications associated with specific disabilities.
***Prerequisite: 30 credit hours.***

EPSY 326 - Change, Collaboration and Consultation to Support Inclusive Education

The course explores theories and processes for planning, implementing and sustaining educational change. Course content includes processes for collaborating and consulting with teachers, families, paraprofessionals and other professionals to support inclusive education.
***Prerequisite or Corequisite: EPSY 322, EPSY 400, or EPSY 418.***

EPSY 328 - Communication Disorders in the Inclusive Classroom

This course focuses on a range of communication disorders (including identifying characteristics). Educational implications are discussed and practical classroom management strategies presented.
***Prerequisite: EPSY 322, EPSY 400, or EPSY 418***

EPSY 333 - Functional Behaviour Assessment and Positive Behaviour Support

This course provides the theoretical basis and extensive discussion and demonstration of current methods for conducting Functional Behaviour Assessments (FBA) and creating Positive Behaviour Supports (PBS) for persons who engage in challenging behaviours. Attention is paid to demonstrating how FBA and PBS planning can be effectively applied in inclusive education settings for students with a range of needs and characteristics.
***Prerequisite: EPSY 322, EPSY 400, or EPSY 418***

EPSY 350 - The Psychology of Learning and Adolescent Development

Introduction of selected principles of human learning and development as they apply to teaching in secondary schools. Topics include motivation and behaviour management, cognitive and behaviouristic learning theory, and cognitive, social, and personal development in adolescents.
*Note: PSYC 210 will no longer be accepted as an alternative to EPSY 350, effective 201010. *
* Note: Normally offered in winter only. *
* Please note that the French version of this course is no longer available and will now be offered as ECSF 317, effective 200830. *

EPSY 400 - Working with Difference & Diversity

This course focuses on understanding the construct of "disability". We will look at the writings of people with disabilities and use their self-accounts to develop a cultural understanding of disability. With this information in mind, the course concentrates on methods of working with students whose performance differs from the established norm.
***Prerequisite: Completion of 30 credit hours.***
*Note: EPSY 322 is equivalent to EPSY 400 and EPSY 418. Students will only receive credit for one of the following EPSY 322, EPSY 400, or EPSY 418.*
*Note: Restricted to Bachelor of Education and/or Inclusive Education Certificate students.*

EPSY 820 - Theories of Counselling

A study of the current theories of counselling. Critical examination of these theories, in terms of their historic significance, their relevance to school counselling and techniques that are appropriate for each.

EPSY 822 - Ed & Vocational Guidance

Topics include: learning problems and problems of adjustment in adolescence, academic and vocational decision-making, sources of vocational information and a study of post-high school educational and training programs.

EPSY 831 - Counselling with Children and Youth

This course focuses on counselling children and adolescents using a strengths based perspective within a school context. Theory/practice linkages will be emphasized.

EPSY 840 - The Social Bases of Behavior: Psychological Perspectives

This course is designed to promote a broader and deeper understanding of the social bases of behavior from a psychological perspective, with a special emphasis on linking social psychological research findings to the field of educational psychology.
*Note: Students may receive credit for one of EPSY 840 or EPSY 870AE.*

EPSY 841 - Advanced Child and Adolescent Psychopathology

This graduate course addresses broad issues related to child/adolescent psychopathology that are pertinent to educational psychologists, along with specific coverage of the prevalence, etiology, diagnostic criteria, co-morbidity and differential diagnoses of mental health problems primarily relevant to children/adolescents (using the current Diagnostic and Statistical Manual of Mental Disorders).
*Note: Students may receive credit for one of EPSY 841 or EPSY 870AA.*

EPSY 890AV - Understanding Cognitive Ability and Professional Issues of Psychological Testing

Explores the concept of cognitive ability and how cognitive abilities are assessed in Canadian schools. Emphasis is on the examination of the professional issues, ethics and challenges of working with children, professionals and parents in schools and clinical settings. Opportunities to explore common standardized tests will be provided.

EPSY 890AX - Underpinnings of UDL and DI

This course looks at the research underpinnings of key educational concepts in inclusive education, including Universal Design for Learning and Differentiated Instruction. It will uncover the cognitive and psychological reasons that form the base of UDL and DI, and how these connect to larger questions of community involvement in schools.

EPSY 890BD - Student Mental Health Needs and Supports in Saskatchewan Schools

A contextual scan of the mental health needs of youth in Canada broadly, and Saskatchewan specifically. A scan and review of School Based Mental Health (SBMH) initiatives in Canada, and globally. A scoping review of SBMH initiatives in Saskatchewan—including barriers and facilitators, and suggestions for improvements and advancements.

ERDG 215 - The Teaching of Reading

This course prepares students to teach reading in the elementary school by developing an understanding of reading processes and current pedagogical approaches.
***Prerequisite: ELNG 205.***

ERDG 317 - Teaching Critical Literacy

This course provides methods for teaching critical reading and writing practices to middle grade students, including those who are learning school English as a second language or dialect. It offers strategies for engaging children in literacy learning, in the study of multicultural literature, and in using literacy for social action.
*** Prerequisite: For elementary (middle years concentration) pre-internship students only. ***

ERDG 425 - Culturally Responsive Literacy Education

This critical multicultural literacy assessment and instruction course examines the purposes of literacy and assessment and provides teachers with knowledge and experience to design and implement assessment and instruction within broader views of culture, literacy and assessment. Normally in this course, students engage in instructing school-aged learners.
***Pre-requisites: For Elementary students: One of ELNG 200, 205 or ELNG 325; and one of ERDG 215, 310 or 317; For Secondary students: ELNG 300 and 350***

ESCI 215 - Introduction to Teaching of Elementary School Science

Philosophy, objectives, curriculum materials, structure, and teaching of elementary school science. Enquiry approach to science education.
*** Prerequisite: Completion of first year in the Elementary Program. ***

ESCI 302 - Environmental Education

Theory and practice in environmental education, including the history and philosophy of environmental education, course design (K-12), and issues investigation.

ESCI 310 - Science Education (Pre-K to Grade 8)

Curriculum, instruction and evaluation in elementary and middle school science. Pedagogical application of prerequisite course material presented in Environmental Education (ESCI 302).
***Prerequisite: Completion of 51 credit hours including ECS 101, ECS 102, and ECS 203.***

ESCI 350 - Curriculum and Instruction in Secondary School Science

The critical appraisal of secondary school science curricula through investigation of the nature, purposes, and trends in secondary school science and the construction of personal practical theory (framework) for instruction.
***Prerequisite: ESCI 300 or permission of the subject area***
*Note: Normally offered in winter term only.*

ESCI 351 - Special Topics in Secondary School Science Education

Special topics in curriculum and instruction in the secondary school sciences (biology, chemistry, and physics). Area of emphasis determined by student needs.
***Prerequisite: Major Curriculum Class (ESCI 300) or permission of the subject area.***
*Note: Normally offered in winter term only.*

ESST 215 - Social Studies for Elementary School Teachers

Objectives, methods of teaching, curricular models, and materials in elementary school social studies. Philosophies of social studies are explored.

ESST 300 - Curriculum Content in Secondary School Social Studies

Investigation into the nature, purposes, and trends of secondary social studies programs; analysis of curricula, unit planning and resources.
*** Prerequisite: 3rd year standing in Secondary Education. ***
* Note: Normally offered in fall semester only. *

ESST 310 - Social Studies for Elementary School Teachers (Pre-K to Grade 8)

Objectives, methods of teaching, curricular models, and materials in elementary and middle school social studies are reviewed. Theories and governing philosophies of social studies education are explored. Approaches to social and environmental justice are emphasized. The linkages between social studies education, citizenship education and community based engagement will be examined.
***Prerequisite: Completion of 51 credit hours including ECS 101, ECS 102, and ECS 203.***

ESST 350 - Theories of Instruction in the Teaching of Secondary Social Studies

Theoretical and practical consideration of ways of evaluating student achievement in a variety of learning objectives: understanding, enquiry skills, critical thinking and valuing.
***Prerequisite: Major Curriculum Class (ESST 300) and 3rd year standing in Secondary Education.***
*Note: Normally offered in winter term only.*

EVIS 101 - Introduction to Visual Education

This course is designed specifically for students preparing for arts education, kindergarten through grade 12. Curriculum will be addressed through Ttheory, content, and practice related to visual education.

EVIS 202 - Approaches to Teaching Visual Education

This course is designed for students in the arts education program. Emphasis will be on curriculum and approaches to teaching visual education, kindergarten through grade 12.

EVIS 326 - Domains and Theories of Instruction: Visual Education

Critical analysis of curriculum theory and development in visual education; students will develop curriculum based on personal development, artistic heritage, art in society, and critical analysis.
*** Prerequisite: EVIS 101 and 202 or permission of the subject area. ***

FILM 380AO - African Cinema

This course offers an overview of African filmmaking practices and the political and social issues that have become central to African cinema. The course will expose students to the major directors of African cinema, and the aesthetic and narrative concerns of various regional cinemas of Africa.

FILM 480BL - Afrofuturism

This course will examine Afrofuturism in films from around the world. Focussing on themes and concerns of the African diaspora through a technoculture and science fiction lens, the course will explore a range of media artists with a shared interest in envisioning black futures that stem from Afrodiasporic experiences.

FILM 480BN - Traditions in Animation

This senior seminar course will introduce important aesthetic, thematic and political developments in the history of animation cinema, its modes of production and audiences, focusing on four major traditions: Walt Disney and the Japanese animé, Canadian NFB, and the (Eastern) European school of animation.
*Note: Students may only receive credit for one of FILM 380AJ and FILM 480BN.*

FILM 804 - Critical Investigations in film

This course focuses on theoretical approaches to cinema and new media from aesthetic, cultural, anthropological, psychological and sociological viewpoints. It provides an understanding of the interrelationship between film/film-making and reality, other media arts, and the audience. Topics include Post-Colonialism, Orientalism, Art/Film Installation, Expanded Cinema, Narrative Theory, Arab/ African Cinema, Censorship, Propaganda /Surveillance, Psychoanalysis.

FRN 223 - La musique francophone en Afrique

Exploration de la culture francophone africaine à travers la musique. L'accent sera mis sur les genres, les instruments et les artistes-musiciens de renom.
***Prerequisite: FRN 200 with minimum grade of 60.00%, Grade 12 French and permission based on assessment test, or permission of Department Head.***
*Note: Students may only receive credit for one of FRN 223 or FRN 220AC.*

FRN 240AP - Le rayonnement et l'influence de l'art africain

En commençant avec une introduction aux arts africains traditionnels, ce cours explorera l’influence de ces arts sur la peinture et la sculpture dans la Francophonie et au-delà, au vingtième siècle et aujourd’hui.
***Prérequis : FRN 200; ou français de 12e année avec test de placement; ou permission du Chef du département.***
*Note: On peut seulement obtenir des crédits pour FRN 240AP ou pour FRN 340AP.*

FRN 340AP - Le rayonnement et l'influence de l'art africain

En commençant avec une étude des arts africains traditionnels, ce cours analysera de manière critique l’influence de ces arts sur la peinture et la sculpture dans la Francophonie et au-delà, au vingtième siècle et aujourd’hui.
***Prérequis : FRN 301; ou français de 12e année avec test de placement; ou permission du Chef du département.***
*Note: On peut seulement obtenir des crédits pour FRN 340AP ou pour FRN 240AP.*

GBUS 845AM - Levene Case Analysis and Competitions

This course provides students practice in cross-functional case analysis to improve presentation skills, develop strategy, team building and management capabilities, and strengthen student abilities to create deliverables under pressure. Potential to travel and network with other graduate students from national and international schools and interaction with senior business leaders.

GRST 800AA - Grad Thrive Plus

The Grad THRIVE Plus Course prepares graduate students for success as they transition to and from graduate school. Module learning materials and activities provide a new grad community space to learn about and nurture academic integrity, the Truth and Reconciliation recommendations, inclusive values and essential skills that help students thrive at the University of Regina and beyond. This tutorial is compulsory for incoming graduate students and is to be completed within their first term of enrollment.

GRST 995AI - Maintenance of Status Visiting

This course is designed for students who are taking courses through Harvard Business School (HBS) Online.

HIST 233 - African American History Since 1783

Examines modern African American history, analyzing culture, gender and social relations throughout the nineteenth/twentieth century United States. Areas of study include events leading up to the Civil War and its aftermath; early struggles for civic equality; the emergence of a modern civil rights movement and the radicalization of social protest.
***Prerequisite: One 100-level HIST course or completion of 15 credit hours***

HIST 234 - The United States, 1865-1941

Topics covered include Western expansion and development; growth of the urban industrial order; immigration/ethnicity; African Americans; gender issues; society and culture; regionalism; politics; emergence of the United States as a world power from the end of the Civil War to the beginning of U.S. involvement in World War ll.
*** Prerequisite: One 100 Level HIST or completion of 15 credit hours. ***

HIST 235 - The United States Since 1941

Topics covered include America as a global power; domestic impact of the Cold War; politics; economic transformation; regionalism; African Americans; ethnic America; gender issues; social movements; society and culture.
*** Prerequisite: One 100 level HIST or completion of 15 credit hours ***

HIST 290AN - History of Africa

An introduction to the histories and diverse cultures of Africa from the earliest times to the era of colonization in the 19th century. Attention is given to the roots of African peoples in antiquity, processes of regional differentiation, and evolving patterns of trade, politics and conflict.
***Prerequisite: One 100 level HIST or completion of 15 credit hours***

HIST 290AU - The Black Death: A Medieval Pandemic

The Black Death was a major pandemic that devastated Asia, Europe, and North Africa in the fourteenth century. This course explores the social, economic, religious, and cultural effects of the pandemic on medieval people. It also looks at how modern-day historians and scientists try to learn about this disease outbreak.
***Prerequisite: One 100 level HIST course or completion of 15 credit hours***

HIST 290AV - China Since Mao

Examines social and economic change in China since the Cultural Revolution and the death of Mao Zedong in 1976. Using both chronological and thematic approaches it explores such phenomena as urbanization, environmental challenges, mass media, education, and censorship. The evolution of distinctive features of China's political system is also explored.
***Prerequisite: One 100-level HIST course or completion of 15 credit hours***

HIST 322 - Sex and the City: the Pursuit of Pleasure in Britain since 1500

Topics include early modern erotica, libertines, the royal mistresses of Charles II, the city and sexual danger, prostitution, Victorian repression, abortion and birth control, twentieth-century liberal attitudes toward sexuality, the impact of sex manuals and sex education, the sexual revolution, and the articulation of a gay and lesbian identity
*** Prerequisite: One HIST course or 30 credit hours ***

HIST 400 - Theories of History

This is a seminar course examining the variety of approaches to the study of history from 1900 to the present. Movements studied include Marxism, the Annales School, Feminist Theory, and Post-Modernism.
***Prerequisite: Two HIST courses at the 200- or 300- level or completion of 60 credit hours or permission of the Department Head.***

HIST 432 - Black Power in US History

Examines the roots of black power and considers its historical evolution in the United States throughout the twentieth century. This course demonstrates how black power, commonly thought to be distinct from the mainstream of civil rights activism, has always been a vital part of African American freedom struggles.
*** Prerequisite: Two HIST courses at the 200- or 300-level or completion of 60 credit hours or permission of Department Head. ***

HIST 800 - Theories of History

This is a seminar course examining the variety of approaches to the study of history from 1900 to the present. Movements studied include Marxism, the Annales School, Feminist Theory, and Post-Modernism.

HIST 815 - The Writing of History

A study of the evolution of historical writings in terms of major historians, schools of thought, changing frameworks of analysis and contested interpretations of significant events. The course aims to instil a theoretical and methodological understanding of historiography for graduate students.

HIST 832 - Black Power in U.S. History

Examines the roots of black power and considers its historical evolution in the United States throughout the twentieth century. This course demonstrates how black power, commonly thought to be distinct from the mainstream of civil rights activism, has always been a vital part of African American freedom struggles.

INAH 204 - Indigenous Art & Twentieth Century

The course will examine twentieth-century Indigenous art. Politics, revolution, education, and economic issues of Canada, USA, and Mexico will be considered as affecting stylistic developments.
***Prerequisite: INAH 100.***

INDG 260 - History of Residential Schools in Canada

This course will provide a historical look at the rationale, ideology, operations and deficiencies of the Indian Residential School system of Canada including underfunding, physical and spiritual abuse, and student mortality.
***Prerequisite: INDG 100, or permission of the Program Coordinator.***
*Note: Students may receive credit for one of INDG 260 or INDG 290AA.*

INDG 390AO - Indigenous Families and Healing in Treaty 4

This directed readings course focuses on (though is not limited to) Indigenous experiences of trauma and healing arising in response to Indian Residential Schools in the Treaty 4 area of Saskatchewan.
**Permission of the Department Head is required to register.**

INHS 140 - Introduction to Community Birthing Education

This course introduces concepts of sharing birthing knowledge in community settings. Learners will integrate theory on professionalism, ethics, confidentiality, communication, collaboration, group work, learning methods, and knowledge transfer practices. Learners are expected to create educational resources and share with fellow learners about aspects of land-based and western birthing practices.
***Prerequisite: INHS 100 and INHS 200 may be taken concurrently.***
**Permission from the Department Head is required if not enrolled in the INHS Indigenous Birth Support Worker Program.**

INHS 320 - Policy & Politics in Contemporary Indigenous Peoples' Health

This course provides students the opportunity to explore themes and topics in contemporary Indigenous health. Course content focuses on themes of racism, resistance and renewal, and topics include: anti-Indigenous racism and inequality in education, health and the law; histories of Indigenous agency and resistance in political movements, court action and everyday acts; and examples of efforts to define and enact decolonization such as cultural revitalization and repatriation. The course focuses on the history of Indigenous people of the Plains and the surrounding area, while examples are also drawn from across Canada and the United States.
***Prerequisite: INHS 100, INHS 101, and INHS 210.***

INSW 346 - Indigenous Social Work Practice I

This course examines the theories, methods and skills related to Indigenous social work with individuals, families, groups and communities. A history of traditional helping systems is examined. Culturally supportive skills are practiced. Students will be preparing for the first practicum, INSW 448.
***Must be accepted into the School of Indigenous Social Work (SISW).***

INSW 352 - Cultural Camp

Cultural Camp is a six-week class, ten days of which are spent at a traditional camp setting. Co-taught by traditional Elders, this course is intended to provide students with an opportunity to learn about First Nations values, philosophies, spirituality, and ceremonies.
***Must be accepted into the School of Indigenous Social Work (SISW).***

INSW 402 - Indigenous Social Work Practice and Human Sexuality

Indigenous social work explores human sexuality at a personal, community, and national level. Through connecting the personal to the political, the course will address issues of sexual abuse and healing, and sexual violence and the sex trade.
***Must be accepted into the School of Indigenous Social Work (SISW).***

INSW 447 - Indigenous Social Work Practice II

This course focuses on examining and practicing skills that enhance the helping relationship through First Nations and congruent western counseling methods. Traditional values, principles and ethics are re-examined to support the development of a personal philosophy of being a helper. Students will be preparing for the 2nd practicum INSW 458.
***Prerequisite: INSW 200, INSW 346 and INSW 448.***
***Must be accepted into the School of Indigenous Social Work (SISW).***

INSW 448 - Indigenous Social Work Practicum I

This course provides the opportunity to do a practicum in First Nation organizations, on reserves and/or incorporating First Nations perspectives into social work practice. The practicum seminar assists students in the integration of theory and practice through sharing of experiences and knowledge.
***Prerequisite: INSW 346 with a minimum grade of 70%.***
***Must be accepted into the School of Indigenous Social Work (SISW).***

INSW 451 - Indigenous Approach to Social Work Research

This course focuses on an understanding of Indigenous worldviews and knowledge and how these inform Indigenous research methodologies. The history and current experiences and examples of research in Indigenous communities will be explored. Indigenous research methodologies and ethical principles of research in Indigenous communities are included.
***Prerequisite: INSW 448.***
***Must be accepted into the School of Indigenous Social Work (SISW).***

INSW 458 - Indigenous Social Work Practicum II

The purpose of this class will be to increase students' ability and skill in areas of social work intervention through practice. Emphasis is on initiation, consultation, development and implementation using social work skills. A clearer awareness and ability to integrate First Nations' approaches into social work is expected.
***Prerequisite: INSW 447 with a minimum grade of 70%.***
***Must be accepted into the School of Indigenous Social Work (SISW).***

INSW 469 - Indigenous Perspective on Social Policy

Students will have a better understanding of Canadian context of social policy, and how First Nations communities both impact and are impacted by this broader context. The role social workers can play to influence social policy development, to enhance self-determination, and other First Nations' agendas will be explored.
***Must be accepted into the School of Indigenous Social Work (SISW).***

JRN 100 - Introduction to Journalism and Democracy

An introduction to how journalists do their work and their role in democratic development. Press freedom in a global context, including the relationship of journalism to fundamental human rights. Critical examination of journalism within shifting centres of media power.

JRN 308 - Journalism Topics: Investigating key issues in journalism and society

This course examines several key issues for working journalists, spotlighting the importance of critical media literacy and social responsibility in professional practice. From propaganda techniques to crime scares and self-censorship, the course explores the myriad ways journalism casts light on, fails to illuminate or may exacerbate social problems.
***Prerequisite: JRN 100 and completion of 30 credit hours.***

JRN 312 - Photojournalism

A detailed examination of the photojournalist’s role in the news gathering process. A focus on communicating through digital imagery and the power of visual storytelling, with an emphasis on practical techniques and ethical image editing.
***Prerequisite: JRN 100 and completion of 30 credit hours.***

JRN 400 - Internship

Internship is a term served in the field in a work/study capacity. Students select prospective internships and are interviewed for placements in news and/or communications; however, final decisions on placements are at the discretion of the School. Students must accept placements as assigned.
***Prerequisite: Satisfactory completion of JRN 100, JRN 200, JRN 201, JRN 202 (or INCA 391AA), JRN 320 or JRN 321, and JRN 330.***
*Note: Internships are offered in the Spring/Summer or Fall term.*

JRN 480AD - Advanced Contemporary Issues in Journalism Studies

This course explores selected topics in the field of contemporary journalism studies. We’ll focus on how journalism casts light on social problems, fails to illuminate them, or may even exacerbate those problems. This year’s course places particular emphasis on the culture of fear, backlash populism, and the Trump moment.
***Prerequiste: Completion of 60 credit hours and admission to the School of Journalism.***

JRN 482 - Indigenous People and the Press

This course investigates the fairness, accuracy and inclusion of Indigenous representations in the media. Topics range from under-representation and under-reporting of Indigenous issues, media cultural imperialism, negative stereotypes, and reporting challenges and alternatives.
***Prerequisite: Completion of 30 credit hours.***
*Note: Formerly numbered JRN 480AB. Students may receive credit for only one of JRN 480AB or JRN 482.*
*Note: Students who complete this course may not also take JRN 882 for credit in a graduate program.*

JRN 818 - Master's Workshop on Journalism Projects

Students will circulate and present the advanced journalism project proposals they finalized in the fall term. Each weekly workshop will focus on one or two projects and will be conducted under the supervision of the presenting student's faculty supervisor(s). All school faculty and students will be encouraged to attend and participate.

JS 484 - Community Advocacy and Public Policy

Explores general approaches and practical skills that can be used in working to achieve justice-related goals, including policy analysis, political advocacy, organizational and community-based activism, public education, and community development.
***Prerequisite: Completion of 30 credit hours including JS 090 and JS 100, or permission of the Department Head.***
*Note: Students may receive credit for one of JS 484 or JS 384.*

JS 890AX - Aboriginal Justice Issues in Canada

This course examines an array of Aboriginal justice issues in Canada. Topics covered include: the history and impact of the residential school system and the resulting truth and reconciliation commission, the Gladue court rulings, the over-representation of Aboriginal Peoples in the criminal justice system, and restorative justice alternatives.

JSGS 835AW - Indigenous Nation Building in Canada

This course will explore critical nation-building issues confronting Indigenous peoples and will examine multi-dimensional settings that confront Indigenous peoples in their pursuit of social, cultural, political, education and economic development.

JSGS 896 - Indigenous Nation Building in Canada

This course will explore critical nation-building issues confronting Indigenous peoples in Canada. The course will examine multi-dimensional settings that confront Indigenous peoples in the pursuit of social, cultural, political, educational, and economic development. It will provide in-depth, hands-on exposure to issues related to nation-building.

KHS 139 - Movement Education

A study of the theoretical, practical, and professional aspects of the content and methodology of movement education, and the growth and development of children.

KHS 231 - Educational Gymnastics

The study and practice of effective performance in educational gymnastics. Through theoretical and practical experiences, students will learn the application of Basic Movement Variables, Basic Movement Patterns, Performance Cues, appropriate methods of analysis, and instruction of performance in educational gymnastics.
*** Prerequisite: KHS 139 ***
* Note: Cannot take for credit if completed KHSA 107 unless prior permission received from Program Chair/Associate Dean. Normally offered in fall semester only. *

KHS 233 - Developmental Games and Sports

The study and practice of educational and developmental appropriate experiences to learning and teaching games and sports. Through theoretical and practical experiences students will learn the application of Basic Movement Patterns, Basic Movement Variables, Performance Cues, appropriate methods of analysis, and instruction in developmental games and sports.
*** Pre-requisite: KHS 139 ***
* Note: Cannot take for credit if completed KHSA 103, KHSA 104, KHSA 106, and/or KHSA 112, unless prior permission received from Program Chair/ Associate Dean. Normally offered in fall semester only. *

KIN 241 - Social Construction of Disability

This course will enable the student to critically explore the traditional and contemporary understanding of disability, as a social construction, from a variety of perspectives: educational, socio-psychological, historical, socio-political, gender and community. Through this course, students will be able to contextualize disability within a broader social context.
***Prerequisite: KIN 120***

KIN 447 - Seminar in Adapted Movement Science

A critical examination of historical and contemporary trends and assumptions besetting activity for persons with disabilities.
***Prerequisite: Completion of 75 credit hours which includes KIN 241 and one of KIN 341 or KIN 342***

LG 206 - Local Government Accounting

An examination of the history, purposes and principles of local government accounting, budgeting, audits, assessment and taxation. Emphasis is placed on Urban and Rural Municipalities and School Division accounting.
*** Prerequisite: BUS 285 or LG 204 or 024. ***
* Note: Formerly numbered LG 025. Students may receive credit for only one of LG 025 or 206. *

MAP 890BS - Directed Reading in African Theatre and Postcolonial Thinking

Seminar explores critical thinking in African theatre from the perspective of postcolonial theory from the 20th century to 21st century.

MATH 108 - Mathematical Problems, Ideas and Personalities

This course explores some of the most significant and enduring ideas in mathematics: the great theorems, discoveries of beauty and insight that stand today as monuments to the human intellect.
*** Prerequisite: Precalculus 20 or Foundations of Math 20 or Math A30 or AMTH 092***
* Note: This course is designed mainly for students in arts or education who wish some exposure to mathematical ideas. It satisfies the critical thinking requirement in the Faculty of Arts.

MATH 127 - Introductory Finite Mathematics II

Elementary linear programming, counting methods involving permutations and combinations, probability, statistics, regression, and consumer mathematics including interest calculations, annuities and amortizations.
***Prerequisite: Foundations of Math 20 or Precalculus 20 or Math B30 or AMTH 092 or MATH 101***
*Note: Mathematics 127 is not algebra, nor pre-calculus, nor calculus. It satisfies the critical thinking requirement in the Faculty of Arts.*
*Note: Students outside of the Faculty of Education cannot take this course for credit if they have received credit for a MATH, STAT, or ACSC course above 200.*

MATH 308 - Topics in the History of Mathematics

A survey of the history of mathematics, focusing on mathematics developed before 1850. Topics may include mathematics of ancient cultures, cultural aspects of mathematics, how mathematics developed around the world, famous mathematicians and classical mathematics texts. This course is designed for majors in mathematics or mathematics education with a solid background in mathematics. It will be offered in the winter semester, alternating with MATH 309.
***Prerequisite: MATH 111, 122, and 221.***

MATH 309 - Topics in Modern Mathematics

A survey of modern mathematics, examining the objectives of mathematical advancement, important modern results in mathematics, mathematicians of the modern era, and the influences of modern mathematics on contemporary science. The focus of this course will be on mathematics after Gauss (post 1850). The emphasis will be on general modern approaches to mathematical problems and the philosophy of mathematics, rather than specific results. Topics will include (but are not limited to): the nature of mathematical knowledge, origins of modern mathematics, biographies of mathematicians and the influence of mathematics on contemporary science.
***Prerequisite: MATH 111, 122 and 221.***
*Note: This course is designed for majors in mathematics or mathematics education with a solid background in mathematics. It will be offered in the winter semester, alternating with MATH 308.*

MATH 803 - Approved Summer School

This course is available to full-time Mathematics graduate students in good standing. Students will participate in a summer school offered by an approved institute. The school and credit award must be approved by the Graduate Coordinator for Mathematics and Statistics (or designee).
***Prerequisite: Approval of Department Head.***
*Note: Students may only take MATH 803 once in their program.*

MBA 860 - Managing Change

This course provides students with an awareness and understanding of how organizations assess situations and plan, implement, communicate and maintain change. The course also provides an understanding of how cultural differences, including attitudes toward employee empowerment and employee-initiated change, affect the development and implementation of change processes. The objective of the course is to develop change-agent skills in the management ranks.

MISW 810 - The Residential School Experience and Its Legacy of Abuse

An advanced examination of the nature, history and structure of the residential school system, emphasizing the experience of residential school students and the abuses they suffered, including intergenerational impacts of this legacy of abuse. Psychological, cultural and political perspectives will be employed, focusing on issues of colonization and liberation.

MISW 830 - Individual Counseling

An individual therapeutic counseling course examining First Nations and Western approaches addressing the legacy of residential schooling. Emphasis is placed on effective collaboration and integration of approaches, making Western approaches more sensitive to First Nations healing, and developing deeper understanding and practice of First Nations methods of therapy.

MISW 850 - Group, Families, and Community Counseling

An intensive practice course examining First Nations and Western approaches to group, family, and community counseling particularly emphasizing residential school impacts. With emphasis on effective integration of perspectives on issues of health and healing, this course facilitates a deeper understanding of First Nations counseling methods.

MNUR 810 - Transition to Advanced Nursing Practice II

Advanced nursing practice concepts are integrated into a consolidated clinical practice experience. Autonomy, accountability, decision-making, and critical analysis of organizational and system issues that influence advanced nursing practice are demonstrated. Knowledge translation of a piece of scholarly work completed during the program is facilitated.
***Prerequisite: All other CNPP course (30 credit hours).***
*Note: While enrolled, the student will engage in 182 hours of practice education experience.*

MU 204 - Jazz Appreciation

An overview of the history and development of jazz music, tracing the performers and style periods in the genre from its 19th-century African-American origins through to the present. Students also study the social and historical factors that affected the development of jazz. Emphasis is placed on developing listening skills.
*Note: Students may only receive credit for one of MUHI 204, MU 204, and MU 110.*

MU 299AE - London UK Performance Tour

This course is for students embarking on the University of Regina Choirs Performance in London England. We will celebrate and perform the works of African American composer, Rosephanye Powell in Cadogan Hall, London.
*Additional Fee: $3500.*

MUEN 131 - University Concert Choir

All are welcome to sing in the University Concert Choir! A dynamic ensemble of approximately 75 singers, its programming spans a wide range of genres and styles with regular performances with orchestra. All are required to meet with the instructor in the first weeks of school for a voice placement hearing.
*Additional Fee: $100 charged to students registered in section 003.*

MUTH 211 - Ear Training I

Study of sight-singing, and melodic and rhythmic dictation. Limited to students majoring in Music, Music Education, and Arts Education.
***Prerequisite: MU 101 or an entrance test in music theory.***
*Note: Students may not receive credit for both MU 121 and MUTH 211.*

MUTQ 285 - Woodwind Techniques

Techniques of all woodwind instruments.
* Restricted to students in BMus, BMusEd, BEd Arts Education (music major and minor), BEd Secondary Education (music major and minor), and BA in Fine Arts (music). *
*Note: Students cannot receive credit for both MU 185 and MUTQ 285.*

MUTQ 286 - Brass Techniques

Techniques of all brass instruments. An in-depth look at methods and practices of teaching brass players. The addition of a 'lab band' will aid students in giving practical experience in teaching of brass players. This will provide the practical and vital experience in teaching and playing brass instruments before internship or work with an ensemble.
*Note: Restricted to students in BMus, BMusEd, BEd Arts Education (music major and minor), BEd Secondary Education (music major and minor), and BA in Fine Arts (music).*
*Note: Students cannot receive credit for both MU 186 and MUTQ 286.*

MUTQ 287 - Percussion Techniques

Basic techniques for playing and teaching all percussion instruments used in bands and orchestras. Practical emphasis will be placed on snare drum, mallet instruments, timpani, and drum set.
* Restricted to students in BMus, BMusEd, BEd Arts Education (music major and minor), BEd Secondary Education (music major and minor), and BA in Fine Arts (music). *
*Note: Students cannot receive credit for both MU 187 and MUTQ 287.*

MUTQ 288 - Jazz Ensemble Techniques

Direction of jazz ensembles and interpretation of jazz phrasing and styles.
*Note: Restricted to students in BMus, BMusEd, BEd Arts Education (music major and minor), BEd Secondary Education (music major and minor) and BA with a major in music.*
*Note: Students cannot receive credit for both MU 188 and MUTQ 188.*

PHIL 276 - Professional Ethics

Philosophical consideration of ethical problems which arise in the context of the conduct of various professions. Areas may include justice, business ethics, biomedical ethics, ethics of education, ethics of privacy and confidentiality (with applications to journalism, social work, psychology), and environmental ethics.
***Prerequisite: PHIL 100 or completion of 15 credit hours.***
*Note: Students may receive credit for one of PHIL 276 or JS 276.*

PHIL 880BM - The Philosophy of John Dewey

A critical analysis of John Dewey’s pragmatist philosophy with special attention to its relevance for educational theory and practice.
**Permission of the Department Head is required to register.**

PHYS 885 - Approved Summer School

This course is available to full-time Physics Graduate students in good standing. Students will participate in a summer school offered by an approved institute. The school and credit award must be approved by a committee consisting of Department Head, Physics Graduate Coordinator, and the student supervisor.
***Prerequisite: Permission of the Department Head.***
*Note: This class can be taken more than once in a program, for a maximum total of 3 credit hours, provided the institute and course content are different each time.*

PR 202 - Research and Evaluation: Measuring Effectiveness and Success

How do you demonstrate the value of a communications strategy against ROI, education and behaviour change and your value as a communicator? Students will learn the importance of research and evaluation for measuring and demonstrating the effectiveness of communication activities.
***Prerequisite: PR 100***
*Note: Students many not receive credit for both PR 202 and PR 37*

PSCI 100 - People, Power and Politics: An Introduction

An introduction to the issues, concepts and institutions of contemporary politics in both Canadian and international contexts, inviting critical thinking on subjects such as power, citizenship, democracy, diversity, feminism and colonialism. It links these topics to current world political events and issues. The objectives of the course are to introduce concepts and approaches in political studies; and to cultivate civic education.

PSCI 343 - International Political Economy

A critical examination of the relationship and interaction between world politics and the international economy, including topics such as international trade, financial debt crisis, multinational corporations, foreign aid and investment. Theoretical attention will be particularly paid to hegemony and leadership theory, development and underdevelopment, regionalism and integration, international regimes and globalization.
***Prerequisite: Any 200-level PSCI course or the completion of 30 credit hours.***

PSCI 490AM - Third World Dev. & Revolution

This course studies the topic of development and revolution and is designed for upper-level undergraduate students to pursue a systematic study of developing countries' development from a historical-structural perspective. We shall particularly analyze revolution as a special form of social change and development in a historical context.
***Prerequisite: Two PSCI courses at the 200 or 300 level or completion of 60 credit hours.***

PSYC 360 - Psychology of Deception

An examination of deception (e.g., lying, cheating) across the lifespan. Topics may include: how children learn to lie, the (im)morality of deception, methods of lie-detection and honesty-promotion across contexts (e.g., parenting, forensic, education), atypical lie-telling, and cheating. Legal and social implications will be discussed.
***Prerequisite: PSYC 101 and PSYC 102.***
*Note: This course will initially be restricted to PSYC majors and Certificate in Forensic Psychology students. Non-majors will be eligible to register at a later point if space remains.*

PSYC 388AF - Psychology of Evil

Using examples from psychological research and historical events such as the Stanford Prison Experiment, residential schools, and the Holocaust, this course will examine the processes that lead humans to commit and/or tolerate large scale acts of evil.
***Prerequisite: PSYC 101 and PSYC 102, or permission of the Department Head and completion of 60 credit hours.***
*Note: This course will initially be restricted to PSYC majors. Non-majors will be eligible to register at a later point if space remains.*

PSYC 415AE - Social-Emotional Development and Applications

This course examines theory and research on social and emotional development from birth through adolescence and the relative influence of various contextual factors, such as peers, out-of-home care, and media. Implications for problematic outcomes in families, daycares, and schools, and for prevention and intervention practices, will be discussed.
***Prerequisite: PSYC 210 and completion of 60 credit hours.***
*Note: This course will initially be restricted to PSYC majors. Non-majors will be eligible to register at a later point if space remains.*

PSYC 461 - Tests and Measurement

A survey of psychological tests and measurement. Topics include: ethics and social consequences of testing, norms, reliability, validity, and representative tests in the cognitive and affective domains. This course is invaluable to students who may wish to go on in psychology in clinical and educational settings.
***Prerequisite: PSYC 204 and PSYC 305.***
*Note: This course will initially be restricted to PSYC majors. Non-majors will be eligible to register at a later point if space remains.*

RLST 373 - Gender: Theories and Practices

This course begins by examining gender/sex theories (feminist, masculinity and queer studies) arising from a variety of academic locations. Thereafter, we analyze gender/sex ideologies shaped by and in religio-cultural practices across a spectrum of historical locations (e.g., ancient Greece, early modern Europe, West Africa, and the Middle East).
***Prerequisite: RLST 100 or WGST 100.***
*Note: Students may receive credit for one of RLST 373 or WGST 372.*

RLST 390BX - Multiculturalism and Religious Literacy

The notion of religious literacy within the constructs of Canadian secularism and multiculturalism is examined historically and with comprehensive conversations regarding models of interreligious dialogue, advocacy and atheism, feminist responses, and covering the most current topics, e.g. accommodation principles, educational responsibilities, the role of Islamophobia, public space and prayer, and more.
***Prerequisite: Completion of 24 credit hours or a 200 level RLST course.***

RLST 480AI - Adv. Gender: Theories and Practices

This course begins by examining gender/sex theories (feminist, masculinity and queer studies) arising from a variety of academic locations. Thereafter, we analyze gender/sex ideologies shaped by and in religio-cultural practices across a spectrum of historical locations (e.g., ancient Greece, early modern Europe, West Africa, and the Middle East).
***Prerequisites: RLST 100 or WGST 100***

RLST 890BI - Advanced Gender: Theories and Practices

This course begins by examining gender/sex theories (feminist, masculinity and queer studies) arising from a variety of academic locations. Thereafter, we analyze gender/sex ideologies shaped by and in religio-cultural practices across a spectrum of historical locations (e.g., ancient Greece, early modern Europe, West Africa, and the Middle East).
*Note: Students may receive credit for one of RLST 890BI or WGST 372.*

SCI 601 - Graduate Co-op Work Term I

The first one semester co-op placement for graduate students in the Faculty of Science. To register, a student must be in good standing and enrolled in a Master's program in the Faculty of Science. Completion of both SCI 601 and SCI 602 leads to the designation "Co-operative Education" on the degree. A "credit" grade requires both a satisfactory work-term report and a satisfactory employer's evaluation.
***Prerequisite: Set by the individual academic units.***

SCI 602 - Graduate Co-op Work Term II

The second one semester co-op placement for graduate students in the Faculty of Science. To register, a student must be in good standing and enrolled in a Master's program in the Faculty of Science. Completion of both SCI 601 and SCI 602 leads to the designation "Co-operative Education" on the degree. A "credit" grade requires both a satisfactory work-term report and a satisfactory employer's evaluation.
***Prerequisite: Set by the individual academic units***

SOC 214 - Sociology of Indigenous People in Canada

This course introduces students to the experience of Indigenous peoples in Canada from a sociological perspective. Employing historical and contemporary examples, students are introduced to policies and legislation shaping relationships between Indigenous peoples and other Canadians. Specific topics might include the neglect of Indigenous issues in Canadian sociological studies, applying social theory to the study of Indigenous issues, identity, Aboriginal and treaty rights, self-government, assimilation, land claims, health, education and justice.
***Prerequisite: Completion of 12 credit hours or SOC 100 or permission of the Department Head***
*Note: SOC 100 is required for all majors in Sociology*

SRS 241 - Social Construction of Disability

This course will enable the student to critically explore the traditional and contemporary understanding of disability, as a social construction, from a variety of perspectives: educational, socio-psychological, historical, socio-political, gender and community. Through this course, students will be able to contextualize disability within a broader social context.
***Prerequisite: KIN 120 ***
* Note: This course is crosslisted with KIN 241***

SSW ACT - Academic Transition

This offering gives students who have experienced difficulties in university an opportunity to strengthen their study skills, evaluate their education and career direction, and build strategies to help with future academic and personal goals.
*Additional Fee: $1000.*

STAT 890AS - Advanced Applied Multivariate Statistics in Educational Psychology

The purpose of this course is to teach the application of multivariate analysis to research problems in Educational Psychology. This course will include advanced instruction in applied multivariate analysis, including: simple linear regression, multiple regression, nonlinear regression, time-series analysis, logistic regression, MANOVA, factor analysis, between-groups comparison, profile analysis, structural equation modeling and path analysis. The course is designed to broaden one’s understanding of applied statistics, and designing quantitative studies.

SW 479 - Social Work and Disability Issues

This course will critically analyse the concept of disability and various conditions defined as disabling. It will also outline concerns and activism within disabilty communities, and strategies for social work practitioners to support independence and social inclusion of persons who live with disabilities.

SW 803 - End of Life Issues

This course deals with impacts of end of life issues on individuals, families, social workers and health practitioners. Cultural, societal and personal perspectives of death and dying will be explored, along with roles of social workers and health professionals in practice, research, education and policy in end of life care.

SW 816 - Aging, Society & HS Work

This course considers social work practice research, education and policy with seniors in the community and in institutions. The focus of the course will be the role of the social work perspective in each of these professional activities with seniors.

SW 835 - Current Aboriginal SW Practice

This course will critically examine current counselling models through the lense of colonization, decolonization and employing cross-cultural, structural and anti-oppresive approaches to social work practice with specific attention given to the historical legacies of colonization and residential school in examining practice issues of power, cultural competence and sensitivity.

SW 879 - Social Work, Empowerment and Disability

Drawing on a critical realist perspective, this course will examine a pluralist, engaged and nuanced approach to disability in relation to practice, policy, research and education. Key topics discussed will include dichotomies such as disabled people versus non-disabled people, identity politics, bioethics in disability, and care and social relationships.

THAC 360AR - Professional Development

This class is a practical opportunity for Theatre Artists to explore the tools and concepts of a professional practice. Self production, resume, audition trends, approaching Theatres and Artist Directors, letters of intent, graduate school, professional associations - when to join (Equity / ACTRA) and grant writing will be some of our discoveries. As well as the future of international opportunities.
***Prerequisite: THAC 260 or Permission of the Instructor.***

THAC 371AE - Diverse Dance Styles of the 21st Century

This course includes the study of local and international dance forms of the 21st Century. It will prepare students for work in community arts and education - specifically designed for artists, kinesiologists, and educators interested in performative practice and pedagogy - and serves as a way for students to work with critically acclaimed dancers, visual artists, choreographers, and curators based in Canada. Units provide theoretical and embodied understandings of various movement styles of the twentieth and twenty-first centuries.

THEA 215AB - Performing the City

This class considers dance / movement / the urban environment. Students work in studio and on location investigating the city as a canvas for creativity, spectatorship, place making and entrepreneurship. It is aimed at Fine Arts, Business, Education, Kinesiology, and those interested in the place of creativity in the urban environment.
*Note: Students may receive credit for one of THEA 215AB or MAP 200AO.*

THRC 300 - Interventions in Therapeutic Recreation

This course examines the therapeutic recreation intervention process with emphasis on the various forms of interventions and strategies used to elicit changes in physical, social, emotional, and cognitive functioning for persons with disabilities, limitations or age-related conditions.
***Prerequisite: THRC 200***

THTR 204 - Technical Theatre for a Scholastic Situation

This course will cover the stage management and technical requirements needed to mount a production in an elementary/high school environment. You are teaching in small town Saskatchewan and learn the principal expects you to design, direct, and tech the upcoming mega-musical. Don’t panic, this course will cover the stage management and technical requirements needed to mount a production in an
elementary/high school environment.
*Note: Students cannot receive credit for THTR 204 and THDS 365AD*

WGST 100 - Introduction to Women's and Gender Studies

This course will examine the historical development of feminism and women's studies. Women's representation in academic practice will be analyzed using examples from humanities, the arts, and social sciences. Strategies for change and for the empowerment of women will be considered.

WGST 205 - Women's Autobiography, Life Writing, and Empowerment

A feminist exploration of women's autobiographical expressions including: memoirs, journals, personal essays, autoethnography, scripts, and film. Autobiography gives voice to the way social constructions of gender, race, class, age, ability, and sexuality regulate and influence women's lived experiences. Methods of resistance and empowerment embedded in autobiography are examined as well.
***Prerequisite: 30 credit hours or permission of the Department Head.***
*Note: Students may receive credit for one of WGST 205 or WGST 280AI.*

WGST 372 - Gender: Theories and Practices

This course begins by examining gender/sex theories (feminist, masculinity, and queer studies) arising from a variety of academic locations. Thereafter, we analyze gender/sex ideologies shaped by and in religio-cultural practices across a spectrum of historical locations (e.g., ancient Greece, early modern Europe, West Africa, and the Middle East).
***Prerequisite: WGST 100 or RLST 100, or permission of the Department Head.***
*Note: Students may receive credit for one of WGST 372, RLST 373, RLST 490AY, or RLST 890BI.*

WGST 803 - Gender: Theories and Practices

This graduate level course is a comparative investigation of gender/sex ideology. Our endeavor is to isolate and examine gender/sex as a category of analysis and then analyze its deployment through sign-symbol, myth and ritual in varying geographical, historical and cultural location, e.g., modern Eurowest, ancient Greece and Rome, and Africa.