A survey of studies in the history of formal informal educational institutions and their relationship with Canadian society in a global context. Students may not receive credit for both EDFN 530 and EDPS 530.

This course is designed to support participants as they increase their knowledge about historical and contemporary challenges and issues in supporting educator professional growth. Topics covered in the course will be relevant to teachers, school leaders, system administrators, teacher educators, and policy-makers. May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

This course examines various approaches, definitions, principles and practices that have been used to frame a discussion of Indigenous research methodologies. The course will provide opportunities for new insight, knowledge, and understanding about indigenous research paradigms and/or research methods, and to consider the relationship and impact of these on Indigenous peoples and communities. Students may not receive credit for both EDPS 601 Indigenous Research Methodologies and EDPS 535.

Course explores contemporary issues in Indigenous education as they are experienced within Indigenous communities in North America and elsewhere. The course prepares students for working in these communities as researchers and/or as practitioners. The course outcomes will inform further research, practice and training in Indigenous education. Students may not receive credit for both EDPS 601 Issues in First Nations Education and EDPS 537.

Course examines orality and literacy as contested concepts that historically and in the present continue to impact perceptions of Indigenous/Aboriginal thought and Indigenous/Aboriginal ways of being by scholars and educators. Students may not receive credit for both EDPS 601 From Oral Language to Written Text and EDPS 538.

Course studies the impact of the loss of Indigenous languages and strategies, policies and practices aimed at the revival and maintenance of Indigenous languages locally and internationally. Students may not receive credit for both EDPS 601 From Oral Language to Written Text and EDPS 538.

Introduces various theoretical and conceptual orientations to organizational learning and organizational change, and involves students in practical projects exploring learning and change in organizational contexts such as workplaces, communities, schools, and post-secondary institutions.

Course instructors and students will engage in processes that examine the roots and structures of Cree words to uncover/discover embedded cultural meaning in the language, expanding this study to include other Indigenous languages. The course will facilitate the movement of participants beyond the veil of surface meanings usually ascribed to physical phenomena of the Cree world, and other worlds within other languages. Critical explorations will highlight the connections between this understanding and common approaches to educational programming for Indigenous languages. A shift in participant awareness and positioning in relation to language learning holds the potential for more complex individual understanding of how Cree and other languages carry the cosmology, ontology, and knowledge system of respective, distinct peoples and cultures. Course objectives will include increased knowledge and related educational praxis with deepened understanding about the integral relationship between a language and the people whose lives and thought are reflected therein.

Examines historical and contemporary perspectives shaping critical and feminist pedagogies, both of which support inclusive and holistic teaching and research practices. Explores how these perspectives can inform research designs and methods for studying policy development, program design, and professional practice. Intent is to have students conduct analysis in relation to their own educational projects and professional interests.

This course will focus on critical analysis of theories, trends, policies, and issues related to informal and formal learning of adults in, for, and through the experiences of labor and work. Topics include critical analysis of theories of labor, human capital, and workplaces, with special focus on experiences of race, gender, and class.

This course takes a leadership and critical praxis approach to understanding how equity, diversity, inclusion, decolonization and social justice are experienced in schools, higher education institutions, and their communities. Students will engage with current research and case studies from the perspective of educational leaders working to create institutional change.

This course offers a critical comparative analysis of issues related to the organization and leadership of educational institutions and organizations viewed within a global context. A key focus of the course is on governance and the structures and roles of multilateral and transnational economic, political, social, and environmental organizations, institutions and systems in establishing discursive parameters for educational policy and practice. Students may not receive credit for both EDPS 501 Global Perspectives and Issues in Educational Administration and Leadership and EDPS 548.

Students may not receive credit for both EDAL 551 and EDPS 551. May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Students may not receive credit for both EDAL 553 and EDPS 553. May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

This course examines the theoretical, conceptual, philosophical and practical aspects of teaching and learning in adult and higher education.

This course examines the theory, methods and practice of instructional design in adult and higher education.

Students may not receive credit for both EDFN 562 and EDPS 562.

This course provides an introduction to the study of social justice education from a sociological perspective. The course focuses on different theoretical perspectives and empirical studies that illuminate a variety of issues pertaining to educational contexts such as schools, universities, community organizations, social movements, and state policy.

Students may not receive credit for both EDFN 564 and EDPS 564.

Drawing where appropriate from the perspective of sociology, this course focuses on the relationship between education (formal and informal) and the community. In addition to examining sociological theories of community, we will consider strategies for forging better linkages between educational institutions, other social agencies and the wider community. Special focus will be on differing models of community education that offer both organizational and practical guidelines for integrating education and community. Topics and issues are pertinent not only to graduate students in education programs, but also to students in other human service programs. Students may not receive credit for both EDFN 561 and EDPS 567.

Students may not receive credit for both EDAL 571 and EDPS 571.

This course provides learners with an introduction to the nature, governance, theory, and organization of postsecondary education both in Canada and internationally. Prerequisite: EDAL 571 or EDPS 571 or consent of the program. Students may not receive credit for both EDAL 572 and EDPS 572.

The course will examine the relationship between anti-racism (practice and theory) and indigenous knowledge in the context of Indigenous survival and beyond. The course will engage with various perspectives, knowledge and strategies in realizing anti-racism.

This survey course examines the various interpretations and paradigms of adult and higher education. Ways of studying adult and higher education are presented using concepts, analysis, theories, and methodologies from the various foundational disciplines. Students may not receive credit for both EDAE 577 and EDPS 577.

This course deals with historical and contemporary theories and practices of adult education as it is practiced in social movements and social action both locally and internationally. The study of the pedagogical dimension includes theories of experiential learning and emphasizes the role of popular education and theories of conscientization in diverse social movements.

This course provides an overview of the theory and practice of critical and transformative learning and pedagogies within the fields of adult education and higher education. This course is relevant not only for students interested in critical/radical approaches to education, but students who envision themselves teaching in relevant subject areas and wishing to deploy critical pedagogies. Students may not receive credit for both EDPS 501 Transformative Learning and EDPS 579.

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.

Introduces students to a critical interpretation and evaluation of research in the specializations within Educational Policy Studies, using a wide range of orientations and approaches. Students may not receive credit for both EDPS 508 and EDPS 581. May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

This course will explore the theoretical and practical considerations found in approaches to assessing needs and program planning in adult and higher education contexts, including private and public institutions, and community organizations.

Focuses on a critical examination of Canadian educational issues from philosophical, historical, sociological and cultural perspectives. Themes may include multiculturalism, educational reform and governance, the global economy and new technologies, changing nature of educational goals, and transformations in teaching.

Critically examines the role of education in the problems and prospects of international development. As an inclusive construct, development comprises enhancements in the economic, social, political, cultural and technological well-being of people's lives. Examines contemporary societal issues that influence and/or are influenced by educational policies and programs. Perspectives from regions and groups such as Africa, Asia, Latin America, Europe, the Oceania-Pacific, the Caribbean, the Middle East, and communities indigenous to different parts of the world will be included.

This course examines the theoretical, conceptual, and applied aspects of group processes in education. May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar. Students may not receive credit for both EDAL 594 and EDPS 594.

Applied activities and academic studies which enable the student to learn skills and knowledge pertinent to the responsibilities of the principal, by disciplined reflection on their performance in simulated administrative situations. Prerequisites: EDAL 501 and 502 or EDPS 511 and 512 or consent of the program. Students may not receive credit for both EDAL 595 and EDPS 595. 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.

Students may not receive credit for both EDAL 635 and EDPS 635.

Students may not receive credit for both EDAL 671 and EDPS 671.

This course examines the challenges and opportunities posed by the complex environments in which postsecondary institutions operate. Various theoretical lenses will be used to study such aspects of colleges and universities as the institutional mission, values and societal/cultural role, teaching and research, accessibility, lifelong learning, equity and diversity, changing faculty and student roles, and curriculum. Students may not receive credit for both EDAL 672 and EDPS 672.

Focuses on a critical and disciplined examination of education and policy issues by drawing on a variety of theoretical orientations. Identifies the centrality of policy research within different educational contexts: adult education, K-12, post-secondary, and aboriginal schooling in Canada and internationally. Students will explore a multiplicity of ways to combine the study of policy with the study of practice, politics, culture and power.

This course explores the philosophical/epistemological underpinnings of selected research frameworks as well as relevant qualitative methodologies within the specializations in Educational Policy Studies. Students may receive credit for only one of EDAL 611, EDPS 611 and EDPS 681.

Extends opportunities for advanced study in adult learning, focusing upon social learning and responsibility. Participants will explore situative and socio-cultural understandings of the learning process from different theoretical perspectives, and apply these to contexts of adult learning in formal settings, community action, and workplace organization. Prerequisite: EDPS 521 or equivalent or consent of program.

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 will include theories of development and learning, sociocultural influences on development and learning, and contexts of identity and health of adolescents. Prerequisite EDU 100 or pre/corequisite EDU 300 (After Degree students). Students may not receive credit for both EDPY 304 and EDPY 404. This course may not be taken for credit if credit for PSYCH 327 or PSYCH 223 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 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.

Focuses on principles of language learning, language learners, and learning contexts. Pre-/corequisite: LING 101.

The aim of this course is to develop students' explicit knowledge of English grammar, which provides the conceptual basis for grammar instruction. Emphasis will be placed on developing students' ability to provide explanations of the most important grammar rules for English as an additional language (EAL) and to design grammar focused activities. Prerequisite: LING 101 or

Students will learn how to respond to adult ESL students' learning needs using current ESL teaching principles and techniques, design lesson plans, evaluate resources, and assess learner progress. Prerequisites: EDPY 416.

This practicum is designed to provide EDPY TESL Diploma students with an opportunity to observe and teach in an established ESL program for adults. Restricted to EDPY TESL Diploma students. Other students require consent of the Department.

Provides an overview of the field of Counselling Psychology, including its theoretical foundations, applications, and counselling skills. Prerequisite: EDPY 302 or 304, or equivalent.

Focuses on the theory, research, and practice of hope within classroom, counselling, and related professional settings. Addresses the impact of hope in individual, relational, and institutional contexts and explores current research in the area of hope enhancement.

This course focuses on understanding and managing the challenging behaviours of children and adolescents with emotional and behavioural problems in schools. Note: Students may not receive credit for both EDPY 454 and EDPSY 307 or EDPSY 357. May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

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.

Provides an overview to the study of child language development and an introduction to educational considerations in teaching students with language or communication disorders. Students may not receive credit for both EDPY 472 and EDPSY 450.

This is a practical course to develop basic skills in American Sign Language. Students may not receive credit for both EDPY 474 and EDPSY 451. Not to be taken by students with credit in ASL 111.

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.

Prerequisite: consent of Department.

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

This course introduces students to fundamental concepts, principles, and techniques employed in educational and psychological research. Priority given to graduate students in Educational Psychology.

The purpose of this course is to present students with a variety of educational data mining techniques, with an emphasis on conceptual understanding and applications. Students will also learn how to implement these techniques with statistical software such as R or Python. This course is open to graduate students across the campus, with priority given to the Faculty of Education graduate students.

An introduction to the theoretical perspectives, principles, processes, and methods of qualitative research. Prerequisite: EDPY 501 or equivalent.

This course aims to help students develop an understanding of basic survey research methods, particularly those that apply to research practices in education, psychology, and social sciences. In addition, the course provides a practical understanding of survey data analysis and reporting.

This course will focus on the analysis of data from experiments and surveys using the analysis of variance. Students will develop knowledge of and skills in understanding the underlying statistical models, matching statistical models to research designs, using computer software to conduct appropriate statistical analyses, and interpreting and reporting findings.

This course provides an overview of key topics in machine learning and broader issues in this domain. It builds on the research literature on machine learning as well as on the principles of constructivism (i.e., learning by doing). The course employs a combination of hands-on in-class activities, presentations, and discussions about readings and algorithms. It also provides an overview and practice of the R and Python programming languages that will be used to exemplify fundamental machine learning techniques. This course is open to graduate students across the campus, with priority given to the Faculty of Education graduate students.

This course will introduce students to the concepts and procedures required to develop, administer, and use educational and psychological assessments. Emphasis will be placed on the foundational concepts related to reliability and validity.

This course is concerned with aspects of human learning, cognition, and the practical application of these theories and methods within education.

This course includes a synopsis of theories and principles of second language learning, a historical overview of second language teaching, and an examination of cognitive and affective factors affecting learners' acquisition. Features of the learning context will also be discussed. Priority given to EDPY TESL Diploma, MEd, and PhD students. Students from other programs require consent of the TESL program. Students cannot receive credit for both EDPY 416 and EDPY 516.

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

Theory, principles, and practice of psychological assessment. Students will gain clinical experience in working with individuals referred for psychological assessment. Prerequisites: EDPY 507 or equivalent and EDPY 521 or equivalent. Registration is restricted to School and Clinical Child Psychology and Counselling Psychology students. Students may not receive credit for both EDPY 518 and EDPY 545. Requires payment of additional student instructional support fees. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

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

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

This course deals with psychological and psycho-educational assessment and covers the basic principles and skills needed to administer and interpret standardized measures of cognitive abilities and academic achievement. Restricted to students enrolled in the School and Clinical Child Psychology or Counselling Psychology programs. Requires payment of additional student instructional support fees. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

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

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

This course will examine lifespan career development as a dynamic and holistic enterprise. Topics include theories and techniques of career development, assessment, work-life issues, career-life decision-making and life transitions, with a focus on the practice of career counselling for diverse populations. Restricted to students in the School Counselling, Counselling Psychology, and School and Clinical Child Psychology Master's and Doctoral Programs. Students from other programs require consent of the Counselling Psychology program.

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

The course takes a developmental psychological approach to understanding psychological practice and interventions with children and adolescents. Prerequisite: EDPY 527 or equivalent.

This course focuses on assessment of commonly encountered mental disorders across the life span based on the Diagnostic and Statistical Manual of Mental Disorders. The course covers interview-based assessment, diagnostic screening inventories, clinical observation, cross-informant data collection, differential diagnosis, and the role of cultural factors in the assessment and case conceptualization process. Restricted to students in the Counselling Psychology Program. Course pre-requisites: EDPY 533 and EDPY 534 or equivalent. Students in the School and Clinical Child Psychology Master's or Doctoral Program or other Graduate Programs may take this course with consent of the course instructor if they are deemed to possess adequate background preparation and knowledge.

This course introduces the major theories used in counselling/psychotherapy. Priority given to students enrolled in the School and Clinical Child Psychology or Counselling Psychology programs.

This course introduces major theories used in counselling psychology and focuses on the development of foundational skills, knowledge, and attitudes for clinical practice with diverse populations and issues. The course includes both in-class components and a Master's-level practicum. Restricted to students enrolled in the Counselling Psychology program.

This course is a continuation of EDPY 533. Restricted to students enrolled in the Counselling Psychology program. Prerequisite: EDPY 533.

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

This course is designed to increase knowledge of ethical, legal, and professional standards of psychological practice. Priority given to students enrolled in the School and Clinical Child Psychology or Counselling Psychology programs. Students from other programs require consent of the Counselling Psychology program.

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

This course is designed to develop an understanding of group theory and process and to acquire skills needed in leading a counselling group. Prerequisites or corequisites: EDPY 533 and 534. Restricted to students in the Counselling Psychology program. Students from other programs require consent of the Counselling Psychology program.

This practicum provides supervised applied experience in psychological assessment of children, adolescents and / or adults. Restricted to students enrolled in the Counselling Psychology program. Students in the School and Clinical Child Psychology Program may take this course with consent of the instructor. Prerequisites: EDPY 521, EDPY 530 & EDPY 536 or equivalents.

Designed to establish a theoretical and practical understanding of the factors that influence the nature and effectiveness of the cross-cultural counselling process. Includes multicultural counselling competencies, ethics in cross-cultural counselling interactions, models of racial and cultural identity development, multicultural assessment procedures, and culture-specific (emic) and universal (etic) helping styles. Priority given to students enrolled in the Counselling Psychology and School and Clinical Child Psychology Programs. Students from other programs require consent of the Counselling Psychology program.

This course focuses on basic psychological testing and assessment skills such as behavioural observation, clinical interviewing, and individual and group testing.

Focuses on the theory, research, and practice of hope within classroom, counselling, and related professional settings. Addresses the impact of hope in individual, relational, and institutional contexts and explores current research in the area of hope enhancement.

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

Practicum course consists of a supervised school counselling field placement as well as a clinic-based instructional seminar that focuses on professional and clinical issues related to the practicum experience. Restricted to students enrolled in the School Counselling program.

Practicum course consists of a supervised school counselling field placement as well as a clinic-based instructional seminar that focuses on professional and clinical issues related to the practicum experience. Restricted to students enrolled in the School Counselling program.

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

This course will provide an overview of learning and perceptual processes and current empirically based assessment and intervention supports relevant to autism.