EDU - Education

Offered By:
Faculty of Education

Below are the courses available from the EDU code. Select a course to view the available classes, additional class notes, and class times.

★ 3 (fi 6)(EITHER, 3-0-0)

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

★ 1.5 (fi 6)(EITHER, 3-0-0)

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

★ 1.5 (fi 6)(EITHER, 3-0-0)

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

★ 3 (fi 6)(EITHER, 3-0-3)

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

★ 3 (fi 6)(EITHER, 1.5-1.5S-0)

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

★ 3 (fi 6)(EITHER, 3-0-0)

This course focuses on the different contexts of professional practice within education. It critically examines the complex social relationships among educators as professionals and learners as participants in educational institutions. Teacher identity will be explored as a dynamic, reformative process in response to competing tensions that require an awareness of the positionality of educators. Preservice teachers will learn about the relationships between education and practice that are nested in social relations of learning that are also economic, political, and cultural. Engagement from a variety of perspectives they will develop professional knowledge for critical reconstructive practice. Note: EDU 300 is for After Degree students only. This course may not be taken for credit if credit has already been obtained in EDU 100, 250 or equivalent. [Department of Elementary Education, Department of Secondary Education]

★ 3 (fi 6)(EITHER, 3-0-0)

This course will introduce students to different aspects of oral language and their importance for reading and literacy development in adolescents, and provide students with a working knowledge of normal and abnormal development of word reading and how to improve adolescents' word reading skills. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in AAL Certificate program.

★ 3 (fi 6)(EITHER, 3-0-0)

This course examines the nature of reading comprehension in adolescence and the instructional strategies and approaches to assessment that support reading comprehension development across the content areas in secondary schools. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in AAL Certificate program.

★ 3 (fi 6)(EITHER, 3-0-0)

This course explores effective literacy teaching strategies for culturally and linguistically diverse adolescents. The main focus is on literacy development and improving literacy outcomes of English language learners (ELL) and First Nations, Métis, and Inuit (FNMI) students. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in AAL Certificate program.

★ 3 (fi 6)(EITHER, 3-0-0)

This course examines the specific language demands, reading challenges, and prevalent discourse structures in four core disciplines (English Language Arts, Mathematics, Sciences, and Social Studies). Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in AAL Certificate program.

★ 3 (fi 6)(EITHER, 3-0-0)

This course prepares students to collect, understand, and use literacy assessment data effectively to inform curriculum and instructional practices across disciplines and become a change agent by developing community, coaching, coconstructing understanding, and assessing impact. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in AAL Certificate program.

★ 3 (fi 6)(EITHER, 3-0-0)

This course builds on the principles of Universal Design for Learning and provides an overview of (1) teaching approaches that support inclusive education for students with complex communication needs, (2) assessment practices and tools that are appropriate for students with complex communication needs, (3) how to use local educational standards documents to guide goal setting and instruction. Sections offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in the TSCCN Certificate program.

★ 3 (fi 6)(EITHER, 3-0-0)

This course will introduce classroom teachers and educational professionals to the practices, issues and importance of providing augmentative and alternative communication (AAC) strategies and supports to students with complex communication needs. The course will focus on implementation of AAC systems to support students' communication, language development and meaningful participation in all aspects of learning experiences. Sections offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in the TSCCN Certificate program.

★ 3 (fi 6)(EITHER, 3-0-0)

This course will focus on quality, comprehensive emergent literacy instruction for students with complex communication needs. The course will emphasize the use of symbol supported communication systems and intentionally designed instruction that includes daily opportunities for developing communication and interaction skills, oral language understandings, alphabet knowledge and phonological awareness, understandings of concepts about print, and a positive disposition toward literacy. Sections offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in the TSCCN Certificate program.

★ 3 (fi 6)(EITHER, 3-0-0)

This course will focus on quality, comprehensive literacy instruction for students with complex communication needs. The course will emphasize the use of symbol and text based communication systems and systematically designed instruction that includes daily opportunities for developing conventional skills in word reading (decoding and automatic word identification), text comprehension, silent reading fluency, and writing. Sections offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in the TSCCN Certificate program.

★ 3 (fi 6)(EITHER, 3-0-0)

This course focuses on quality instruction in mathematics (including numeracy) for students with complex communication needs. The course will emphasize the use of symbol and text based communication systems and systematically designed instruction to support understandings of number sense; spatial reasoning; principles of geometry, measurement, data, and analytic procedures; and mathematical problem solving, including algebra. Sections offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar. Restricted to students in the TSCCN Certificate program.

★ 1 (fi VAR)(EITHER, VARIABLE)

Restricted to students in the Master of Education in Educational Studies program. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

★ 3 (fi 6)(FIRST, 3-0-0)

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

★ 3 (fi 6)(SECOND, 3-0-0)

Explores the findings of educational research, and works to apply the results of research to educational problems. Focuses on conceptualizing methods of educational research to specific and individual educational sites and issues. Prerequisites: Registration in the Master of Education in Educational Studies program, and EDU 511 and EDU 512. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

★ 3 (fi 6)(SPR/SUM, 3-0-0)

Introduces the current state of knowledge, research and theory in the field of education. Focuses upon teaching and learning within schools and other educational organizations in ways that synthesize educational experience with professional research knowledge. Studies educational change that improves organizations. Prerequisite: Registration in the Master of Education in Educational Studies program. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

★ 3 (fi 6)(SPR/SUM, 3-0-0)

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

★ 3 (fi 6)(SPR/SUM, 3-0-0)

Introduces the relationship of research to educational leadership. Focuses upon synthesizing extant research literature and the need to address a specific leadership need within a school site using appropriate research methods. Studies how educational research can inform leaders in carrying out school improvement and bringing about educational change. Prerequisites: Registration in the Master of Education in Educational Studies program and EDU 510. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

★ 3 (fi 6)(SPR/SUM, 3-0-0)

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

★ 3 (fi 6)(EITHER, 3-0-0)

A supervised research assignment to develop and apply knowledge and skills related to data collection, data analysis techniques, and research report preparation. Prerequisites: Registration in the Master of Education in Educational Studies program, and EDU 513 and EDU 514. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

Using scholarly and professional research, this course focuses on foundational dimensions of school leadership. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-3)

This research-based course enables school leaders to hone leadership practices grounded in research. Students will explore and further develop understanding of school leadership in light of research literature and practice-based understandings. This course will include a job embedded learning component. Prerequisite: EDU 520. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This research-based course enables the development of competencies that executives must demonstrate in their professional practice when leading large educational systems. The course extends on concepts and principles pertinent to all levels of educational system leadership. Prerequisite: EDU 521. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

The course will explore the history of policy and legislation in relation to First Nations, Métis, and Inuit peoples in Canada to inform school leaders. It will further inform knowledge of the current state of First Nations, Métis and Inuit education and explore some of the existing theory in First Nation policy. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course examines current research, practices, policies, and curricula related to the learning and teaching of mathematics with young children. The course also emphasizes pedagogy relevant to young children's learning of mathematics, including the role of playful pedagogies, and connection to other curriculum areas. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course examines the concept of play as a pedagogical approach in early childhood education settings in relation to cultural, philosophical, and historical traditions, current practices and recent research. The course examines the concept of play as a pedagogical approach in early childhood education settings in relation to cultural, philosophical, and historical traditions, current practices and recent research. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course explores the complex issues of diversity and ideologies of difference as they relate to multiculturalism, inclusion, and Indigenous issues in early childhood education, through a variety of theoretical perspectives. It also investigates markers of difference, the right to be different, and agentive possibilities for creating teaching and learning contexts that position concerns of social justice, care and equity as central to early childhood education. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course focuses on oral language development, and teaching and learning of language literacy in Early Childhood settings. The course explores instructional strategies, and resources for creating language and literacy rich learning environments, and the complex ways that young children develop oral language and early literacy skills. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course examines and develops culturally responsive teaching practices and explores regenerative mathematics in PreK-12 mathematics by drawing on perspectives and examples from Indigenous traditions and peoples, wisdom traditions, and mathematics education for social justice. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course develops concepts of numeracy in content areas across the PreK-12 curriculum. Mathematics, pedagogy and learning are explored through the research and professional literature, experiential learning, and reflection. Course includes cross-curricular mathematical topics. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course explores how teachers' implicit assumptions about learning influence their decisions about the tasks chosen, questions asked, tools available, classroom setup, and assessments posed. In this course, teachers will be asked to examine their assumptions about mathematics learning alongside historical and contemporary research and perspectives on learning. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course will examine and critique the design, implementation and assessment of places for learning in mathematics education with the intention of bringing forth playful (inter)actions among teachers/learners/mathematics/materiality. Exploration will include the qualities of playful engagement, and characteristics of tasks that encourage play in PreK-12 mathematics classrooms and beyond. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course focuses on continuing and emerging educational issues and advantages unique to teaching and learning, and leadership and management in rural contexts. Students will have an opportunity to explore topics related to professional practice using empirical research and theoretical perspectives. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course focuses on empirical and theoretical work concerned with stakeholder engagement. Content areas include conceptualizing stakeholder engagement in rural educational contexts, including working with community organizations, non-teaching professionals, parents, and First Nations and Métis communities. Theoretical perspectives in stakeholder engagement, collaboration, community relations, and citizen participation will be explored in relation to enduring and evolving characteristics of rural education. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course introduces students to field research and affords the opportunity to develop an inquiry related to rural education. Students will be mentored through a small-scale research study relevant to their professional practice. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course focuses on conceptual foundations of knowledge translation and mobilization. Students will apply their theoretical understanding of sharing research findings and design an appropriate approach for translating academic research for the academic context. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course is designed to develop an in-depth understanding of Physical Literacy and Health Literacy within the school context. Physical Literacy & Health Literacy Praxis is an examination of the theory and practice of physical and health literacy in education. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course examines current literature with a view to developing a critical assessment of the types of approaches used in comprehensive school health promotion strategies, identifying what works, what doesn't, and why certain approaches may or may not be effective for particular health issues. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course will advance students' knowledge and understanding regarding inclusion in HPE by exploring theoretical perspectives and relevant literature on inclusion. An emphasis will be placed on unpacking practitioner assumptions, negotiating inclusion in current school contexts, and confronting issues related to inclusion. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course explores the connections between health and education, including the impact of student health on learning across all subject areas, theoretical frameworks, and the implications of whole-student education and wellbeing within schools. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course is designed to transform understandings of Indigenous ways of nurturing literacy learning. Students will have the opportunity to participate in diverse experiences designed to deepen understanding of the potential of Indigenous knowledges, relational pedagogies, and autobiographical narrative inquiry for transforming understandings of Literacy and how we can inspire and nurture literacy alongside our next generations of children and youth. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course provides opportunities for students (as Individuals and as part of a collective learning community) to dwell with the key concepts and frameworks that inform current understandings of Indigenous curriculum and pedagogy. Particular attentiveness will be given to the idea of foundational Indigenous knowledge and knowing what those might be and how we might express our understandings of those in contemporary educational contexts. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course will bring educators together on the Land to grow knowledge of traditional Anishinaabe laws and precepts. Anishinaabe ecological relational knowledge is based on interdependent relationships and 'Land as teacher'. An experiential process of reconciliation with Land is realized through respectful and relational ways of being. Educators will explore opportunities for children and youth to learn from the Land alongside Indigenous families and communities in schools. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course is directed towards teachers who expect to work with Indigenous children and youth. It is designed to provide learners with a broad introduction to child and adolescent development from Indigenous perspectives, as well as promising practices for helping Indigenous students to reach their full potential. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course introduces and works with students to establish and participate in effective discourse and engagement with the concept of Indigenous epistemologies. Students will be encouraged to identify principles and values that underpin various epistemologies. Through critical reflection and analyses, students will acquire an enhanced understanding of Indigenous epistemologies, and a deeper comprehension of the epistemological bases of personal and social issues. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

Designed as the experiential component that will follow EDU 564. The course will provide guided/mentored opportunities for students to participate in learning experiences situated within or derived from two distinct and separate epistemologies. One learning experience will take place within an arts-based research process, termed a 'post-modern epistemology' (Vaughan, 2005), and the second experience will take place within a learning process situated within an Indigenous epistemology. Through this course, students will gain deepened understanding of Indigenous knowledge systems. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

The course will provide guided/mentored opportunities for students to participate in learning experiences situated within or derived from two distinct and separate epistemologies. One learning experience will take place within an arts-based research process, termed a 'post-modern epistemology' (Vaughan, 2005), and the second experience will take place within a learning process situated within an Indigenous epistemology. Through this course, students will gain deepened understanding of Indigenous knowledge systems. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course will support educators in acquiring knowledge for effective administration, programming, school management, and community engagement and relationships. Course content will focus on a strength-based model that emphasizes the use and enhancement of Indigenous epistemology. The overview will include a critical analysis of the historical, social and educational contexts within which the development of legal, financial and policy aspects of educational leadership, administration and governance occur. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

The course is designed to support educators address and better understand anti-Aboriginal racism and its implications in education systems. Theories and practices of integrative anti-racist education are explored, including its applications in both schools and a variety of workplaces. The course will engage with a wide range of perspectives, knowledge and strategies in realizing anti-racism. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

The course explores ethical and social justice issues involving technology in education such as digital equity and access, digital participation and citizenship, algorithmic bias, artificial intelligence, extended cognition, privacy, security and surveillance. Students will examine digital technology integration from various philosophical, theoretical and social science perspectives, and will consider some of the ethical and social justice implications for teacher practice and educational policy, including addressing the TRC calls to action. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course focuses on the selection and use of technologies to support and enhance personal, professional, and teaching and learning situations. Students will engage in experiences to explore how hands-on, technology-enhanced activities can promote communication, collaboration, critical thinking and problem solving. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course addresses the theory and practice of teaching and learning in blended and fully online learning environments in both synchronous and asynchronous formats. This course explores topics such as pedagogical frameworks, instructional design, virtual learning communities, technologies to support online teaching, and approaches to online assessment. Students will investigate how to deal with changing technological environments that mediate the delivery of instruction. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course explores the role of Computational Thinking (CT) to enhance teaching, learning, and problem-solving. Students will examine the historical development of the role of CT in education; the core elements of CT (e.g., abstraction, pattern recognition, decomposition, algorithms); the rationale for including CT as part of the curriculum; research-based best practices for the integration of CT within and between the curriculum across various subject areas; the multidimensional relationship between CT, computing science, coding, problem-solving approaches in the sciences and social sciences; and, the implications for educational policy, including addressing the TRC calls to action. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

This course is an overview of key topics and issues in educational technology as well as an introduction to basic skills in educational technology development. Course topics include ethics, philosophy, history, research and evaluation, fluency with information technology, multimodal literacies, simulations and visualization, sociological issues, social networking and video/image production. The course is intended to expose students to a broad array of issues related to and influencing Educational Technology. Students may not receive credit for both EDPY 597 Theory and Practice in Educational Technology and EDU 575.

★ 3 (fi 6)(EITHER, VARIABLE)

Content varies from term to term. Topics announced prior to registration period. The student's transcript carries title descriptive of content. May be repeated. Prerequisite: Registration in Master of Education in Educational Studies Program. May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

Content varies from term to term. Topics announced prior to registration period. The student's transcript carries title descriptive of content. May be repeated. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

Content varies from term to term. Topics announced prior to registration period. The student's transcript carries title descriptive of content. May be repeated. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

★ 3 (fi 6)(EITHER, VARIABLE)

Content varies from term to term. Topics announced prior to registration period. The student's transcript carries title descriptive of content. May be repeated. Prerequisite: Registration in Master of Education in Educational Studies Program. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

★ 1.5 (fi 6)(EITHER, VARIABLE)

Content varies from term to term. Topics announced prior to registration period. The student's transcript carries title descriptive of content. May be repeated. Prerequisite: Registration in Master of Education in Educational Studies Program. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

★ 1.5 (fi 6)(EITHER, VARIABLE)

Content varies from term to term. Topics announced prior to registration period. The student's transcript carries title descriptive of content. May be repeated. Prerequisite: Registration in Master of Education in Educational Studies Program. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

Directed reading or research in an area related to educational theory and practice. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

★ 3 (fi 6)(EITHER, 3-0-0)

A reflection and synthesis of learning from the Master of Education in Educational Studies in relation to the concepts of leadership and school/educational improvement that are the foundations of the program. Prerequisites: Registration in the Master of Education in Educational Studies program and EDU 515. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.