This course provides an understanding of child language development, theories, and the relationship between oral language ability, reading, spelling and writing. Restricted to course- based MEd Special Education Cohort students. EDPY 553 is the third course in the prescribed sequence. Prerequisite or co-requisite: EDPY 501

This course provides an understanding of child language development, theories, and the relationship between oral language ability, reading, spelling and writing. Restricted to course- based MEd Special Education Cohort students. EDPY 553 is the third course in the prescribed sequence. Prerequisite or co-requisite: EDPY 501

This course provides an understanding of child language development, theories, and the relationship between oral language ability, reading, spelling and writing. Restricted to course- based MEd Special Education Cohort students. EDPY 553 is the third course in the prescribed sequence. Prerequisite or co-requisite: EDPY 501

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.

Aspects of theory, research and professional practice within the field of special education will be examined in this class. All special needs and developmental disorders are considered, particularly in the realm of theory/practice relationships. Such issues as program evaluation, integration, personnel preparation, and the identification of special needs will be considered. Validity of current practices and beliefs will be addressed through reviews of research, theory, and legislation/policy and the relationship between these areas and professional practice. EDPY 556 is the first course in the prescribed sequence for the Special Education Cohort students.

Contemporary research and applications regarding children exhibiting exceptionalities are reviewed from the perspectives of current research paradigms and methods. Students apply these qualitative and quantitative models of exploration and knowledge development in terms of better informed practice and more adequate theory development. Pre/corequisite: EDPY 501 or equivalent.

Students will learn how to respond to adult ESL/EAL students' learning needs using current English language teaching principles and techniques, design lesson plans, evaluate resources, and assess learner progress. 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 418 and EDPY 568.

Acquaints students with a wide variety of CALL opportunities available for the English as a Second Language (ESL) classroom, presents guidelines for evaluating CALL resources, and provides a framework for the effective integration of CALL into ESL curricula. Basic familiarity with the computer and the Internet is required. Priority given to TESL Diploma, MEd and PhD students. Students from other programs require consent of the TESL program.

This practicum is designed to provide EDPY TESL Master's students with an opportunity to observe and teach in an established ESL program for adults. Restricted to EDPY TESL Master's students.

This course provides an understanding of word reading development and difficulties from the cognitive and educational psychology point of views. Restricted to course-based MEd Special Education Cohort students. EDPY 577 is the fourth course in the prescribed sequence. Prerequisite or co-requisite: EDPY 553.

This course will provide an overview of the theory and practice of teaching English for Academic Purposes to advanced proficiency English as a second language students.

This course focuses on current theories of reading comprehension, and the cognitive and language underpinnings of reading comprehension difficulties. Restricted to course-based MEd Special Education Cohort students. EDPY 580 is the 5th course in the prescribed sequence. Prerequisite: EDPY 577.

Introduction to the study of bilingualism. Deals with the following questions: What is bilingualism? How do we measure bilingualism? How does a person become bilingual? What are the consequences of individual and societal bilingualism? Priority given to TESL Diploma, MEd, and PhD students. Students from other programs require consent of the TESL program.

Topics throughout the course will provide students with knowledge and skills to support students who find writing and spelling challenging. Restricted to course-based MEd Special Education Cohort students. EDPY 582 is the 6th course in the prescribed sequence. Prerequisite: EDPY 580.

Explores how grammar teaching can be contextualized according to the principles of communicative language teaching. Theories concerning the relationship between adult learners' implicit and explicit knowledge of grammar will be reviewed, and different approaches to grammar instruction will be explored. Priority given to TESL Diploma, MEd, and PhD students. Students from other programs require consent of the TESL program.

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.

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.

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.

Topics studied throughout the course will provide students with the knowledge and skills to increase second language learners' metacognitive awareness and their knowledge and use of language learning strategies. Students will acquire knowledge to help learners plan, monitor and evaluate their language learning; and use listening, speaking, reading, writing, vocabulary, grammar, retrieval, rehearsal, communication, translation, and test-taking strategies. Students will also develop an understanding of the issues related to researching and assessing second language learning and use strategies. Students will not receive credit for both EDPY 597: Teaching and Researching Language Learning Strategies and EDPY 587.

Issues relating to the teaching of English as a global language are explored. A general approach to analyzing the teaching of English for international communication in different settings is developed. Topics may include: functions of language; diglossia; World Englishes; language endangerment; language planning; communicative language teaching in non-Western settings; content-based instruction; washback in language testing. Priority given to TESL Diploma, MEd, and PhD students. Students from other programs require consent of the TESL program.

Introduction to applied linguistics research in second or foreign language classrooms. Topics typically include: methods of classroom research; teacher-student interaction; the effect of feedback on learner errors; form- focused instruction; strategy training. Priority given to TESL Diploma, MEd, and PhD students. Students from other programs require consent of the TESL program.

Theory and practice in the instruction of literacy and reading to ESL students. Priority given to TESL Diploma, MEd, and PhD students. Students from other programs require consent of the TESL program.

Theory and practice in the instruction of literacy and reading to ESL students. Priority given to TESL Diploma, MEd, and PhD students. Students from other programs require consent of the TESL program.

Introduction to relevant second language pronunciation research and specific classroom teaching strategies. Priority given to TESL Diploma, MEd, and PhD students. Students from other programs require consent of the TESL program.

Focuses on political, curricular, social, cultural, and linguistic factors that have an impact on immigrants to Canada.

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.

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.

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.

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

This course is designed to provide doctoral students with a forum to gain skills and discuss topics related to conducting theoretical and applied research relevant to the discipline of educational psychology. Prerequisite: EDPY 501, EDPY 505 or EDPY 503.

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.

This course will introduce students to advanced statistical techniques that are frequently used in data analysis in the social sciences. Selected topics such as multiple regression, MANOVA, canonical correlation, principal component analysis, and factor analysis will be covered. Prerequisite: EDPY 505 or equivalent.

This course will focus on advanced topics and applications required to develop, administer, and use educational and psychological assessments. Emphasis will be placed on the application of theoretical concepts necessary for solving practical assessment problems. Prerequisite: EDPY 507 or equivalent. Formerly EDPY 508. Students cannot receive credit for both EDPY 508 and EDPY 607.

Prerequisite: EDPY 510 or equivalent.

This doctoral level practicum is designed to provide students with the opportunity to acquire community-research experience. There are two components to the course: (a) the community research placement, and (b) the professional development seminars. The professional development seminars are designed to address a number of topics in this area, as well as expose students to a number of current professional issues facing educational psychologists working in the research community. Prerequisites: completed first year of doctoral studies. Consent of the program.

This doctoral level practicum is designed to provide students with the opportunity to acquire community-research experience. There are two components to the course: (a) the community research placement, and (b) the professional development seminars. The professional development seminars are designed to address a number of topics in this area, as well as expose students to a number of current professional issues facing educational psychologists working in the research community. Prerequisites: completed first year of doctoral studies. Consent of the program.

Examines current theoretical, methodological, and applied issues in social and emotional behavioural development. Discussion of atypical development will also be incorporated.

This course will introduce students to the theoretical ideas and practical applications of program evaluation. Prerequisites: EDPY 501 or equivalent.

This course provides a general overview of human motivation from a psychological perspective. Students may not receive credit for both EDPY 616 and EDPY 597/697 topic of Academic Motivation.

Deals with the theoretical foundations and current applied developments in the field of special education and student exceptionality.

Students in the Doctoral Counselling Program must successfully complete a 1,600 hour internship accredited by the Canadian Psychological Association (or equivalent). Students must complete pre-session study seminars related to the internship application process, interviewing skills, and ranking of internship sites/decision making. Students are expected to participate in the Association of Psychology Postdoctoral and Internship Centers (APPIC) matching process. Prerequisites: Consent of the program, completion of required coursework and completion of doctoral candidacy exam.

Students in the Doctoral Counselling Program must successfully complete a 1,600 hour internship accredited by the Canadian Psychological Association (or equivalent). Students must complete pre-session study seminars related to the internship application process, interviewing skills, and ranking of internship sites/decision making. Students are expected to participate in the Association of Psychology Postdoctoral and Internship Centers (APPIC) matching process. Prerequisites: Consent of the program, completion of required coursework and completion of doctoral candidacy exam.

Provides a historical examination of the philosophical and scientific development of the discipline of psychology. Priority given to PhD students enrolled in the Counselling Psychology program.

This doctoral level practicum is designed to provide students with an opportunity to develop an approach to counselling that is congruent with professional, social and scientific standards, is sufficiently flexible to address the range of human variability, and is facilitative of client change. Prerequisite: EDPY 533 and 534 or equivalent.

This doctoral level Practicum is a continuation of EDPY 633, prerequisite: EDPY 633.

Prerequisite: EDPY 633 or equivalent.

This course will provide students with the theoretical and empirical preparation necessary for advanced clinical training in the diagnosis of mental disorders and psychopathology. This course will emphasize methods of conceptualizing the diagnostic process, with particular focus on developmental psychopathology, differential diagnosis, and assessment that is closely linked to intervention. Students will develop familiarity with the clinical presentation and diagnostic criteria of major mental disorders as they are commonly encountered in practice, primarily as defined by the Diagnostic and Statistical Manual of Mental Disorders as well as coverage of alternate diagnostic systems such as the World Health Organization's International Classification of Diseases. The course will explore both strengths and weaknesses of the medical model of pathology as it applies to educational and psychological problems, leaving students to formulate and establish their approach regarding its utility in clinical practice. Restricted to students enrolled in the School and Clinical Child Psychology or Counselling Psychology programs.

This course will focus on the process of psychological assessment and clinical tools used for the evaluation of mental health and cognitive functioning in both children and adolescents. Restricted to students enrolled in the School and Clinical Child Psychology or Counselling Psychology programs. Prerequisites: EDPY 518 or EDPY 519 or equivalent and corequisite EDPY 640 or equivalent.

An overview of the neurobiological aspects of development: implications for biological, social, and cognitive functioning through childhood and adolescence. Prerequisite: EDPY 519 or equivalent.

The course is intended to provide students with exposure to various modes of intervention with children and adolescents. Prerequisite: EDPY 641. Restricted to students enrolled in the School and Clinical Child Psychology and Counselling Psychology programs.

A professional psychology course intended to develop the skills of a psychologist as consultant, collaborator, and evaluator. Topics discussed in this course include models/theories of consultation, program/intervention evaluation techniques, and issues/trends related to consultation, collaboration and program evaluation. Restricted to students enrolled in the School and Clinical Child Psychology and Counselling Psychology programs.

School setting practicum in School and Clinical Child Psychology. This doctoral level practicum is designed to provide students with practical, supervised experiences in both assessment and intervention in school settings. Pre/corequisite: EDPY 641. Restricted to PhD students enrolled in the School and Clinical Child Psychology program.

School setting practicum in School and Clinical Child Psychology. This doctoral level practicum is designed to provide students with practical, supervised experiences in both assessment and intervention in school settings. Pre/corequisite: EDPY 641. Restricted to PhD students enrolled in the School and Clinical Child Psychology program.

School setting practicum in School and Clinical Child Psychology. This doctoral level practicum is designed to provide students with practical, supervised experiences in both assessment and intervention in school settings. Pre/corequisite: EDPY 641. Restricted to PhD students enrolled in the School and Clinical Child Psychology program.

Clinical setting practicum in School and Clinical Child Psychology. This supervised doctoral level practicum is designed to provide students with advanced assessment and intervention experience with children and adolescents in hospital clinics, children's mental health centres or clinical child and adolescent community settings. Pre/corequisite: EDPY 643. Prerequisites: EDPY 641 and EDPY 645. Restricted to PhD students enrolled in the School and Clinical Child Psychology program.

Clinical setting practicum in School and Clinical Child Psychology. This supervised doctoral level practicum is designed to provide students with advanced assessment and intervention experience with children and adolescents in hospital clinics, children's mental health centres or clinical child and adolescent community settings. Pre/corequisite: EDPY 643. Prerequisites: EDPY 641 and EDPY 645. Restricted to PhD students enrolled in the School and Clinical Child Psychology program.

Clinical setting practicum in School and Clinical Child Psychology. This supervised doctoral level practicum is designed to provide students with advanced assessment and intervention experience with children and adolescents in hospital clinics, children's mental health centres or clinical child and adolescent community settings. Pre/corequisite: EDPY 643. Prerequisites: EDPY 641 and EDPY 645. Restricted to PhD students enrolled in the School and Clinical Child Psychology program.

A supervised training program designed to provide students in the doctoral program in School and Clinical Child Psychology with a planned, programmed sequence of training experience. Students must successfully complete an approved 1,600 hour internship. Restricted to students enrolled in the School and Clinical Child Psychology doctoral program. Prerequisites: Consent of the program, successful completion of coursework and candidacy exam.

A supervised training program designed to provide students in the doctoral program in School and Clinical Child Psychology with a planned, programmed sequence of training experience. Students must successfully complete an approved 1,600 hour internship. Restricted to students enrolled in the School and Clinical Child Psychology doctoral program. Prerequisites: Consent of the program, successful completion of coursework and candidacy exam.

This seminar will give doctoral students the opportunity to become acquainted with research and theory in educational linguistics.

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.

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

This course examines how curricula inform teaching practices in secondary schools, from planning to implementing lessons. Students will learn about themselves as secondary teachers by demonstrating emerging interpersonal teaching competencies through in-class teaching demonstrations and discussions. Pre/corequisites: EDFX 200, EDU 210, and EDU 211.

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.

This course examines Alberta's Art Education curriculum and integrates theory, research and practice in becoming an art educator in secondary schools. Students will learn through hands-on art making and will demonstrate interpersonal teaching competencies in classroom settings. Prerequisites: 9 units in the Major subject area, EDPY 302, EDFX 200, EDU 210, and EDU 211. Corequisite: Courses in the Introductory Professional Term (IPT) for the Secondary Education Route. Successful completion of the on-campus portion of the IPT is required prior to being granted permission to continue into EDFX 350.

This course examines Alberta's Art Education curriculum and integrates theory, research and practice in becoming an art educator in secondary schools. Students will learn through hands-on art making and will demonstrate interpersonal teaching competencies in classroom settings. Prerequisite: 9 units in the Minor subject area. Pre/corequisites: EDFX 200, EDU 210, and EDU 211. Note: EDSE 313 is not open to students whose Major is Art.

This course examines the Career and Technology Studies (CTS) and Career and Technology Foundations (CTF) curricula and will help to prepare CTS Major students for the introductory practicum experience and for future roles as career and technology education teachers. Students will learn through hands-on engagement and demonstrate emerging interpersonal teaching competencies through learning activities designed to develop teaching/learning skills and pedagogical knowledge. Prerequisites: 9 units in the Major subject area, EDPY 302, EDFX 200, EDU 210, and EDU 211. Corequisite: Courses in the Introductory Professional Term (IPT) for the Secondary Education Route. Successful completion of the on-campus portion of the IPT is required prior to being granted permission to continue into EDFX 350.

This course examines the Career and Technology Studies (CTS) and Career and Technology Foundations (CTF) curricula and will help to prepare CTS Minor students for future roles as career and technology education teachers. Students will learn through hands-on engagement and demonstrate emerging interpersonal teaching competencies through learning activities designed to develop teaching/learning skills and pedagogical knowledge. Prerequisite: 9 units in the Minor subject area. Pre/corequisites: EDFX 200, EDU 210, and EDU 211. Note: EDSE 318 is not open to students whose Major is Career and Technology Studies.

This course examines Alberta's Drama curriculum and integrates theory, research and practice in becoming a drama educator in secondary schools. Students will learn through dramatic performance and will demonstrate interpersonal teaching competencies in classroom settings. Prerequisites: 9 units in the Major subject area, EDPY 302, EDFX 200, EDU 210, and EDU 211. Corequisite: Courses in the Introductory Professional Term (IPT) for the Secondary Education Route. Successful completion of the on-campus portion of the IPT is required prior to being granted permission to continue into EDFX 350.

This course examines Alberta's Drama curriculum and integrates theory, research and practice in becoming a drama educator in secondary schools. Students will learn through dramatic performance and will demonstrate interpersonal teaching competencies in classroom settings. Prerequisite: 9 units in the Minor subject area to include DRAMA 102 or 103, DRAMA 149 or 150, and DRAMA 240 or 247. Pre/corequisites: EDFX 200, EDU 210, and EDU 211. Note: EDSE 323 is not open to students whose Major is Drama.

This course examines Alberta's English Language Arts curriculum and integrates theory, research and practice in becoming an English language arts educator in secondary schools. Students will learn through immersive engagement in literacy practices and will demonstrate interpersonal teaching competencies in classroom settings. Prerequisites: 9 units in the Major subject area, EDPY 302, EDFX 200, EDU 210, and EDU 211. Corequisite: Courses in the Introductory Professional Term (IPT) for the Secondary Education Route. Successful completion of the on-campus portion of the IPT is required prior to being granted permission to continue into EDFX 350.

This course examines Alberta's English Language Arts curriculum and integrates theory, research and practice in becoming an English language arts educator in secondary schools. Students will learn through immersive engagement in literacy practices and will demonstrate interpersonal teaching competencies in classroom settings. Prerequisite: 9 units in the Minor subject area. Pre/corequisites: EDFX 200, EDU 210, and EDU 211. Note: EDSE 328 is not open to students whose Major is English Language Arts.

This course examines Alberta's Health curriculum and provides opportunities to develop teaching competencies for meaningful learning experiences in secondary schools. Students will engage in planning, presenting, evaluating, and reflecting on pedagogical strategies to effectively teach Health Education. Prerequisite: 9 units in the Minor subject area. Pre/corequisites: EDFX 200, EDU 210, and EDU 211.

This course introduces students to the Alberta secondary school mathematics curriculum, instructional planning, and pedagogies. Students will demonstrate interpersonal teaching competencies through immersive participation and reflection on mathematics inquiry pedagogies. Prerequisites: 9 units in the Major subject area, EDPY 302, EDFX 200, EDU 210, and EDU 211. Corequisite: Courses in the Introductory Professional Term (IPT) for the Secondary Education Route. Successful completion of the on-campus portion of the IPT is required prior to being granted permission to continue into EDFX 350.

This course introduces students to the Alberta secondary school mathematics curriculum, instructional planning, and pedagogies. Students will demonstrate interpersonal teaching competencies through immersive participation and reflection on mathematics inquiry pedagogies. Prerequisite: 9 units in the Minor subject area. Pre/corequisites: EDFX 200, EDU 210, and EDU 211. Note: EDSE 338 is not open to students whose Major is Mathematics.

This course examines curriculum and teaching in Secondary School Music: Wind Band. Students will learn through hands-on engagement and demonstrate emerging interpersonal teaching competencies through the study and procedural application of teaching techniques in a group [band] setting. Prerequisites: 9 units in the Major subject area to include MUSIC 213, 214 and 315, EDPY 302, EDFX 200, EDU 210, and EDU 211. Corequisite: Courses in the Introductory Professional Term (IPT) for the Secondary Education Route. Successful completion of the on-campus portion of the IPT is required prior to being granted permission to continue into EDFX 350.

This course examines curriculum and teaching in Secondary School Music: Wind Band. Students will learn through hands-on engagement and demonstrate emerging interpersonal teaching competencies through the study and procedural application of teaching techniques in a group [band] setting. Prerequisite: 9 units in the Minor subject area to include MUSIC 213, 214, and 215. Pre/corequisites: EDFX 200, EDU 210, and EDU 211. Note: EDSE 344 is not open to students whose Major is Music.

This course examines Alberta's Physical Education curriculum and integrates theory, research and practice in becoming a physical educator. Students will learn through in-class discussions and will demonstrate interpersonal teaching competencies in classroom settings. The course will be held in a variety of teaching environments. Prerequisites: 9 units in the Major subject area, EDPY 302, EDFX 200, EDU 210, and EDU 211. Corequisite: Courses in the Introductory Professional Term (IPT) for the Secondary Education Route. Successful completion of the on-campus portion of the IPT is required prior to being granted permission to continue into EDFX 350.

This course examines Alberta's Physical Education curriculum and integrates theory, research and practice in becoming a physical educator. Students will learn through in-class discussions and will demonstrate interpersonal teaching competencies in classroom settings. The course will be held in a variety of teaching environments. Prerequisite: 9 units in the Minor subject area. Pre/corequisites: EDFX 200, EDU 210, and EDU 211. Note: EDSE 348 is not open to students whose Major is Physical Education.

This course examines the integration of theory, research, and practice in secondary school science education. Students will learn from immersive in-class experiences, engage in small group discussions, and practice strategies to build emerging teaching competencies. Prerequisites: 9 units in the Major subject area, EDPY 302, EDFX 200, EDU 210, and EDU 211. Corequisite: Courses in the Introductory Professional Term (IPT) for the Secondary Education Route. Successful completion of the on-campus portion of the IPT is required prior to being granted permission to continue into EDFX 350. Students may only receive credit for one of EDSE 352, EDSE 355, EDSE 360, or EDSE 364.

This course examines the integration of theory, research, and practice in secondary school science education. Students will learn from immersive in-class experiences, engage in small group discussions, and practice strategies to build emerging teaching competencies. Prerequisite: 9 units in the Minor subject area. Pre/corequisites: EDFX 200, EDU 210, and EDU 211. Note: EDSE 356 is not open to students whose Major is Biological Sciences, Chemistry, General Sciences, Physical Sciences or Physics. Students may only receive credit for one of EDSE 353, EDSE 356, EDSE 361, or EDSE 366.

This course examines Alberta's curricula in a range of second languages and integrates theory, research and practice in becoming a second language educator in secondary schools. Students will learn through hands-on second language literacy practices and will demonstrate interpersonal teaching competencies in classroom settings. Prerequisites: 9 units in the Major subject area, EDPY 302, EDFX 200, EDU 210, and EDU 211. Corequisite: Courses in the Introductory Professional Term (IPT) for the Secondary Education Route. Successful completion of the on-campus portion of the IPT is required prior to being granted permission to continue into EDFX 350.

This course examines Alberta's English as a Second Language (ESL) curriculum and integrates theory, research and practice in becoming an ESL educator in secondary schools. Students will learn through immersive additional language acquisition practices and will demonstrate interpersonal teaching competencies in classroom settings. Prerequisite: 9 units in the Minor subject area. Pre/corequisites: EDFX 200, EDU 210, and EDU 211.

This course examines Alberta's curricula for a range of second languages and integrates theory, research and practice in becoming a second language educator in secondary schools. Students will learn through hands-on second language literacy practices and will demonstrate interpersonal teaching competencies in classroom settings. Prerequisite: 9 units in the Minor subject area. Pre/corequisites: EDFX 200, EDU 210, and EDU 211. Note: EDSE 370 is not open to students whose Major is Second Languages.

This course examines Alberta's Social Studies curriculum and integrates theory, research and practice in becoming a Social Studies educator in secondary schools. Students will learn through interactive examination of social studies issues and concepts, and will demonstrate interpersonal teaching competencies in classroom settings. Prerequisites: 9 units in the Major subject area, EDPY 302, EDFX 200, EDU 210, and EDU 211. Corequisite: Courses in the Introductory Professional Term (IPT) for the Secondary Education Route. Successful completion of the on-campus portion of the IPT is required prior to being granted permission to continue into EDFX 350.

This course examines Alberta's Social Studies curriculum and integrates theory, research and practice in becoming a Social Studies educator in secondary schools. Students will learn through interactive examination of social studies issues and concepts, and will demonstrate interpersonal teaching competencies in classroom settings. Prerequisite: 9 units in the Minor subject area. Pre/corequisites: EDFX 200, EDU 210, and EDU 211. Note: EDSE 374 is not open to students whose Major is Social Studies.

This course examines Alberta's Religious Studies curriculum and integrates theory, research and practice in becoming a religious educator in secondary schools. Students will learn through interactive examination of religious and moral issues, and will demonstrate interpersonal teaching competencies in classroom settings. Prerequisite: 9 units in the Minor subject area. Pre/corequisites: EDFX 200, EDU 210, and EDU 211.

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 is designed to help educators better understand and interpret the significance of recent curricular initiatives in Alberta and across Canada that emphasize Indigenous perspectives across subject areas and grade levels. The class will consider the philosophies and wisdom traditions of Indigenous knowledge systems and the curricular and pedagogical implications of these. The class will also focus in on particular subject area concerns, individually and collectively, and consider the critical contributions that Indigenous knowledge systems and perspectives could play in these classroom contexts. One of the unifying messages of this course is that Indigenous curriculum perspectives provide a unique opportunity for teachers to creatively rethink and reframe their approaches to teaching and learning. Credit may only be obtained for one of EDSE 409 or EDES 409.

This course further develops art teaching approaches by applying theories across practical situations. Through in-class activities, students will engage with Alberta's Art curriculum, emphasizing unit design, inclusive teaching strategies, and assessment to expand their interpersonal teaching competencies and to form their identity as art educators. Prerequisites: Introductory Professional Term, including EDSE 312 and 24 units in the Major subject area. Successful completion of the on-campus portion of the Advanced Professional Term is required prior to being granted permission to continue into EDFX 450.

This course builds on and continues the students' study of Career and Technology Studies (CTS) and Career and Technology Foundations (CTF) curricula. Students will apply theory and integrate prior teaching experience to expand their interpersonal teaching competencies through their investigation of the practical and theoretical aspects of teaching within their chosen cluster in high school CTS and middle school CTF programs. Prerequisites: Introductory Professional Term, including EDSE 317 and 24 units in the Major subject area. Successful completion of the on-campus portion of the Advanced Professional Term is required prior to being granted permission to continue into EDFX 450.

This course further develops drama teaching approaches by applying theories across practical situations. Through in-class activities, students will engage with Alberta's Drama curriculum, emphasizing unit design, inclusive teaching strategies, and assessment to expand their interpersonal teaching competencies and to form their identity as art educators. Prerequisites: Introductory Professional Term, including EDSE 322 and 24 units in the Major subject area. Successful completion of the on-campus portion of the Advanced Professional Term is required prior to being granted permission to continue into EDFX 450.

This course further develops drama teaching approaches by applying theories across practical situations. Through in-class activities, students will engage with Alberta's English Language Arts curriculum, emphasizing unit design, inclusive teaching strategies, and assessment to expand their interpersonal teaching competencies and to form their identity as English language arts educators. Prerequisites: Introductory Professional Term, including EDSE 327 and 24 units in the Major subject area. Successful completion of the on-campus portion of the Advanced Professional Term is required prior to being granted permission to continue into EDFX 450.

This course explores the possibilities for reading and writing a wide variety of multimodal texts in the junior and senior high school context, and will also examine educational theories that link practices of multimodal design to a reader's construction of literary meaning. Students will engage in multiple opportunities for text creation across sign systems and forms of representation (including comics, film, audio and digital texts, etc.). Prerequisite: An EDSE curriculum course or an EDEL curriculum course.

This senior undergraduate course offers pedagogical strategies and experiences for teaching writing in the context of New Literacies for students from a range of backgrounds in junior and senior high schools. The course focuses on questions of composition, language and culture and encourages participants to see themselves as writers as well as teachers of writing. Prerequisite: An EDSE curriculum course or an EDEL curriculum course.