Processes and geological evidence of natural catastrophes, such as volcanoes, earthquakes, slope failures, tsunamis, floods, extraterrestrial impacts, and other rapid environmental changes. Natural hazard risk in the context of geological time. Prerequisite: Any 100-level Science course. [Faculty of Science]

Natural and anthropogenic causes of global scale environmental change; the role of the atmosphere, oceans, biosphere and cryosphere in the processes of environmental change; relationships between levels of technology and development and the character of environmental change associated with human activity. Prerequisite: Any 100-level Science course. [Faculty of Science]

An overview of the geology and landscapes of Western Canada. The spectacularly exposed rocks of the prairie and mountain parks of Alberta and British Columbia will be fitted into a regional geological framework and examples from parks such as Yoho, Banff, Jasper, Dinosaur, and Kananaskis will be highlighted. Geological processes of mountain building and past and present landscape evolution will be emphasized. Prerequisite: One of EAS 100, 101, 103, 105, 201, 210 or SCI 100. [Faculty of Science]

Approaches, techniques and tools for data analysis and knowledge discovery. Introduction to machine learning, data mining, and the knowledge discovery process; data storage including database management systems, data warehousing, and OLAP; testing and verification methodologies; data preprocessing including missing data imputation and discretization; supervised learning including decision trees, Bayesian classification and networks, support vector machines, and ensemble methods; unsupervised learning methods including association mining and clustering; information retrieval.

How markets and governments determine which products are produced and how income is distributed in the Canadian economy. Not open to students with credit in ECON 204.

Employment, inflation, international payments, monetary policy, and fiscal policy, all in the Canadian economy. Prerequisite: ECON 101 or consent of Department. Not open to students with credit in ECON 204.

A survey of the issues in Indigenous economies and an introduction to an economics framework for evaluating social policies that address inequality. Prerequisite: ECON 101.

Introduction to the use of statistical methods in economics with computer applications. Prerequisites: ECON 101 and 102, STAT 161 or equivalent, and MATH 154 or equivalent.

Analyse du processus de détermination des produits et des quantités à produire en économie de marché. Étude de la répartition du revenu au Canada.

Content varies. Topics are announced prior to registration. The transcript will carry a title descriptive of content. Prerequisite: consent of Department.

This course provides an introduction to visual arts education for elementary schools. It is comprised of lectures, discussions, audio visual presentations, and hands-on media experiences. No visual arts background necessary. Requires payment of additional student instructional support fees. Refer to the Tuition and Fees page in the University Regulations section of the Calendar. Pre/Corequisite: EDFX 200. Note: Not open to first year students.

This course will introduce the language arts curriculum and will give a broad overview of the knowledge and skills required to implement a language arts program in the elementary school, including oral language, reading and writing. Prerequisite: EDU 100 and 210; pre/corequisite EDU 211. For students in the Elementary After Degree program: Pre/Corequisite EDFX 200, EDU 210 and 211. EDEL 305 is offered as part of Year 3 of the Elementary Program Route.

This course provides an introduction to the teaching and learning of mathematics in the elementary classroom. The focus will be on using curriculum, strategies, planning and resources to support student learning. Prerequisite: EDU 210; Pre/Corequisite EDFX 200 and EDU 211. For students in the Elementary After Degree program: Pre/Corequisite EDFX 200, EDU 210 and 211. EDEL 316 is offered as part of Year 3 of the Elementary Program Route.

An introduction to the theory and practice of teaching music in the elementary classroom. Special emphasis on hands-on experience with techniques, strategies, and materials appropriate for K-6. No previous experience with music notation necessary. Pre/corequisite: EDFX 200. Note: Not open to first year students.

Designed to prepare students to teach Health Education effectively in the elementary school setting. The focus will be on curriculum, strategies, planning, and resources for teaching. Pre/Corequisite: EDFX 200. Note: Not open to first year students.

This senior education course focuses on the teaching and learning of literacy in Early Childhood settings (pre-school to grade three). The course explores instructional strategies, materials and classroom organization, based on contemporary theory and research. Prerequisite: EDEL 305 or equivalent introductory course in language arts education.

This course is designed to help prepare teachers to develop learners' oral and written language skills in elementary classrooms, particularly for First Nations, Inuit, and Métis (FNIM) students. It offers an overview, within the Canadian context, of the linguistic, psycholinguistic, and sociolinguistic backgrounds, strengths and needs of FNIM children in elementary classrooms. Topics include language acquisition, bilingualism, bidialectalism, linguistic diversity, language maintenance and loss, teaching Standard English as a second language or dialect, and materials evaluation and development. Prerequisite: EDEL 305 or consent of the Department.

Focus is on current issues in mathematics education related to teacher and student roles, mathematical tasks and tools, and the learning environment. Prerequisite: An introductory curriculum and instruction course in mathematics education; or consent of Department.

This course focuses on issues in science education and children's conceptions of science content with attention to pedagogical strategies. Prerequisite: EDEL 330.

This course is designed for those interested in teaching English to multilingual students at the K-6 levels. Course focuses include orientation and assessment, program planning, teaching methods and techniques for second language education, integrating language and content, and multilingual materials and resources. Prerequisite: successful completion of EDEL 305 and EDFX 325.

This course brings teachers' experiential knowledge of interdisciplinary, intergenerational, and intercultural inquiry alongside the knowledge of Indigenous Elders, Knowledge and Language Keepers, and community members, and LANDS/place, children, families, teachers, curriculum developers, and scholars. Through these relationships and reflexive inquiry, the course shapes openings for teachers to grow understandings of pedagogies that deepen interdisciplinary, intergenerational, and intercultural inquiry alongside children, families, and communities. Restricted to fourth year Education students or with permission of the instructor.

Content varies from year to year. Topics announced prior to registration period. The student's transcript carries a 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.

Prerequisite: consent of Department.

Explores and critically evaluates the use of emerging technologies in schools and school libraries with an emphasis on how they might be used in personal, professional and teaching and learning situations. 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.

A study of the ways in which curricula are produced, implemented, and evaluated. 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.

This course focuses on the socially- and historically- constructed concepts of race/ethnicity, class, gender, sexuality, and ability and how they have shaped, and continue to shape, curriculum and teaching in K-12 education. No prerequisites.

Students will develop and complete an individual study plan under the guidance of an instructor. Prerequisite: consent of the program.

Content varies from year to year. Topics announced prior to registration period. The student's transcript carries a 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.

The required capping exercise for the course-based MEd program will consist of a presentation based on one piece of work that students select from their course assignments completed during the MEd program. The piece of work and type of presentation is chosen in consultation with their advisor according to program guidelines. Students will register in this course in the final term of their coursework.

Students will develop and complete an individual study plan under the guidance of an instructor. Prerequisite: consent of the program.

Through an introductory 25-day practicum, pre-service teachers develop pedagogical approaches in an elementary school setting by integrating theory with practice. Pre/corequisites: EDEL 305, 316. Corequisite: EDPY 303. Note: Successful completion of the on-campus portion of the Introductory Professional Term (IPT) is required prior to being granted permission to continue into EDFX 325. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar. Students are not permitted to enroll in courses additional to those scheduled in conjunction with the IPT.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course examines theories of learning and the related implications for effective education in health sciences education. Students will explore how educator/learner orientation, characteristics, and actions, and resource constraints influence learning outcomes in health sciences practice. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course offers an overview of the broad spectrum of quantitative and qualitative research, with an emphasis on the health sciences educator as a researcher and knowledge mobilizer. Students will explore research planning, improving the readability of research reporting, and translating results into practice. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course explores the theoretical and applied principles of technology integration to enhance teaching and learning. It provides opportunities for students to apply these principles in their individual domains of health sciences education. This course includes a technology lab component. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course offers an overview of foundational theory in educational assessment. Students will apply key concepts and principles to evaluate and make inferences about students' knowledge, skills, and competencies to inform educational practice in health sciences contexts. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course focuses on applying educational assessment theory to inform context-specific assessment design, implementation, and evaluation. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. Content varies from year to year. Topics announced prior to registration period. Transcript carries title descriptive of content. May be repeated. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course is a supervised individual project. Sections are offered at an increased rate of fee assessment.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course is a supervised individual research project. Sections are offered at an increased rate of fee assessment.

This course emphasizes students as builders of video games as opposed to players of video games and addresses the pedagogy of using this process to teach K-12 students. Lectures will focus on educational theory, specifically, social constructivist and constructionist frameworks and their relevance to current learners and their perspectives on technology use. The lab components will explore various game development environments which are designed for K-12 students. Through the construction of video games, students will learn how to promote problem-solving skills and critical thinking in their own students. May contain alternate delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

The changing function and structures of education, with special reference to contemporary Canadian society.

This course will examine the ethical and legal responsibilities of teachers. Among the topics addressed will be the following: punishment and child abuse; freedom of speech and academic freedom in schools; parents' rights and teachers' professional autonomy; issues of quality such as inclusive education and the problems of racism and sexism; fairness in assessment and evaluation; teachers' private lives and public obligations; indoctrination and the teaching of value. It is recommended that students take EDU 100 or pre/corequisite EDFX 200 (After Degree students), 210, and 211 prior to taking this course. Restricted to third, and fourth year Education students. May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

This course provides an opportunity for pre-service teachers to examine teaching and learning in Aboriginal contexts from an Indigenous paradigm. Topics will include Indigenous pedagogy; educational leadership in Aboriginal contexts; working with community; engaging parents in student learning; and classroom resource development. Students will draw on their own knowledge and experiences as they engage with scholarly work in the field of Aboriginal education in Canada to develop a professional approach to working with and in Aboriginal educational contexts.

An analysis of current issues of debate in Indian, Métis and Inuit education, with special reference to their social origins.

Students will develop and complete an individual study plan under the guidance of an instructor. Prerequisite: consent of the program.

Students will develop and complete an individual study plan under the guidance of an instructor.

This course examines the socio-politico-economic and health impacts and implications of rapidly escalating climatic change on diverse groups and populations. It examines barriers to climate justice, particularly for marginalised and Indigenous populations and explores pathways to achievement. More-than-human or multi-species justice will also be a topic. An important focus is the role of Indigenous communities and Indigenous knowledge in responding to and mitigating the impacts of climate change on planetary health. Other responses such as the role and forms of activism, and political responses are also included. Participants will have the opportunity to develop solutions-oriented case studies, curricula for teaching climate change to school pupils and policy analyses and recommendations.

Introduces students to foundational approaches to contemporary issues in Canadian and international education contexts. Introduces multidimensional approaches associated with the history, sociology, and philosophy of education to help students understand and critically assess educational policy and practice. May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Students will develop and complete an individual study plan under the guidance of an instructor.

May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

This course provides an introduction to teaching students with diverse learning support needs within the inclusive education context. Course content focuses on adapting classroom instruction and classroom environments to enhance learning for all students. May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

This course will include theoretical and practical aspects of physical, cognitive, social and emotional development and learning during the period from infancy to adolescence (0-19 years). Prerequisite EDU 100 or pre/corequisite EDFX 200 (After Degree students). This course may not be taken for credit if credit for PSYCH 223, 323 or, 327 is already awarded. May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

This course will introduce students to the complexity of classroom assessment as a means of supporting and measuring student learning. The intent of this course is to develop an understanding of important concepts and issues in the evaluation of a learner's knowledge and skills, and to develop competence in constructing instruments and processes to evaluate learner performance. May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar. For Elementary Route Students: Prerequisites: EDU 100/300, EDU 210, EDU 211, and EDPY 302; Pre/corequisites: EDEL 305, EDEL 316, and courses in the Introductory Professional Term (IPT), including EDFX 325. For Secondary Route Students: Prerequisites: 9 units in the Major subject area, EDU 100/300, EDU 210, EDU 211, and EDPY 304; Corequisites: courses in the Introductory Professional Term (IPT), including EDFX 350.

This course focuses on assessment, individualized program planning, and adapting instruction for students with special needs in the inclusive education context. Emphasis is placed on evidence-based instructional approaches for adapting instruction, and the importance of collaboration and consultation among stakeholders in meeting the needs of students who require special education services and supports.

Basic strategies for adapting instruction to accommodate ESL learners in their classes. Second language literacy, content-based instruction, and assessment will be covered. Not open to EDPY TESL Diploma or Master's students.

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

This course provides a general understanding of the development and education of deaf and hard of hearing children highlighting the impact that deafness has upon both the process and products of language development. Students may not receive credit for both EDPY 470 and EDPSY 449.

This course provides students with an understanding of reading disabilities, introduces them to relevant assessment tools, and examines how to design and implement successful interventions for students with reading disabilities.

This course surveys literacy assessment and intervention issues pertinent to different groups of learners with multiple and complex special needs. Restricted to course-based MEd Special Education Cohort students. EDPY 586 is the seventh course in the prescribed sequence. Prerequisite or co-requisite: EDPY 582.

Students will develop and complete an individual study plan under the guidance of an instructor. Prerequisite: consent of the program.

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

Students will develop and complete an individual study plan under the guidance of an instructor. Prerequisite: consent of the program.

This course examines approaches to developing English language and literacy abilities in learners in secondary school settings. Students will apply concepts and develop teaching strategies to support the literacy practices of all students, including diverse and minority learners. Prerequisites: 9 units in the Major subject area, EDPY 302, EDFX 200, EDU 210, and EDU 211. Successful completion of the on-campus portion of the IPT is required prior to being granted permission to continue into EDFX 350.

Content varies from year to year. Topics announced prior to registration period. The student's transcript carries a title descriptive of content. May be repeated. May require payment of additional student instructional support fees. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

May be offered over two terms. Prerequisites: consent of instructor and Department.

This course explores a range of particular methods relevant to the teaching of secondary school mathematics. Students will learn about diverse teaching pedagogies that foster collaborative learning through active participation and reflection on instructional practices. Prerequisite: An EDSE curriculum course or an EDEL curriculum course.

Students will explore and engage with curriculum and demonstrate interpersonal teaching competencies for career-related education. Students will investigate a variety of ways and resources to help their future students think about strategic career planning, and occupational and educational opportunities. Sections may be offered in an alternate delivery format at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Content varies from year to year. Topics announced prior to registration period. The student's transcript carries a title descriptive of content. May be repeated. May include alternate delivery sections; may require payment of additional student instructional support fees. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Students will develop and complete an individual study plan under the guidance of an instructor. Prerequisite: consent of the program.

This course focuses on curriculum perspectives and possibilities. Prerequisite: EDSE 503. May contain alternate delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

The required capping exercise for the course-based MEd program consists of an in-depth exploration of a particular issue or topic related to students' professional lives. Prerequisite: EDSE 510 or consent of the program.

This course focuses on the diverse contexts of professional practice within education. It critically examines the complex social relationships among educators as professionals and learners as participants in educational institutions. Students will learn about the relationships between education and practice that are nested in social relations of learning and impacted by economic, political, and cultural factors. This course may not be taken for credit if credit has already been obtained in EDU 300 or equivalent.

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 EDFX 200 (After Degree students). May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

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 EDFX 200 (After Degree students).

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 consent of the 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.

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.

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.

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.

Introduces how educational research can enhance educational change toward school improvement. Focuses on utilizing research to create a site-based improvement or research proposal for a specific school site. Prerequisites/co-requisites: 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.

Introduces how educational research can enhance educational change toward school improvement. Focuses on utilizing research to create a site-based improvement or research proposal for a specific school site. Prerequisites/co-requisites: 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.

A supervised applied 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 consent of the 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.

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.

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.

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.

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.

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.