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. Prerequisite: consent of the program.

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. Prerequisite: consent of the program.

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

A music ensemble designed to provide education students with practical experience in the organization, administration and literature of the mixed chorus. Note: This is a credit/no credit course.

A music ensemble designed to provide education students with practical experience in the organization, administration and literature of the mixed chorus. Note: This is a credit/no credit course.

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 when course content differs.

This course examines repertoire, performance practice, rehearsal techniques and program administration of the handbell choir through a process of practical application. Prerequisite: successful completion of an audition of music reading skills.

This course examines repertoire, performance practice, rehearsal techniques and program administration of the handbell choir through a process of practical application. Prerequisite: successful completion of an audition of music reading skills.

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 when course content differs.

This course is an overview of the roles of the teacher in middle years and provides an overview of the middle level curriculum. This course will provide an analysis of the unique nature of middle years education and middle years student. Emphasis is placed upon strategies for planning instruction and assessment within a positive classroom environment. (Restricted to students in the Middle Years Program offered at Red Deer.) Requires payment of additional student instructional support fees. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Based on the distinct developmental and societal needs of adolescents, this course will examine the social and curricular frameworks for learning and teaching. It will include theoretical and practical implications of the active and interactive nature of adolescent learning, incorporating a wide range of process and strategies. Prerequisite: Introductory Professional Term. (Restricted to students in the Middle Years Program offered at Red Deer.)

This course prepares pre-service teachers to teach students health curricular outcomes effectively in K-12 school settings. The focus will be on curriculum, strategies, planning, and resources for teaching. Students will learn through hands-on activities and demonstrate interpersonal teaching competencies in classroom settings. Pre/corequisite: EDFX 200. Note: Not open to first year students.

This course examines repertoire, performance practice, rehearsal techniques and program administration of the handbell choir through a process of practical application. Prerequisite: EDES 251.

This course examines repertoire, performance practice, rehearsal techniques and program administration of the handbell choir through a process of practical application. Prerequisite: EDES 251

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 middle years classrooms. Prerequisite: Introductory Professional Term. (Restricted to students in the Middle Years Program offered at Red Deer.)

This course provides an introduction to the teaching and learning of mathematics in the middle years. The focus will be on using curriculum, strategies, planning and resources to meet student needs. Prerequisite: Introductory Professional Term. (Restricted to students in the Middle Years Program offered at Red Deer.)

This course is designed to prepare students to teach Physical Education effectively in the middle years. The goals to this end integrate understanding of child development, physical education, health, curriculum and instruction and making curricula links. Prerequisite: Introductory Professional Term. (Restricted to students in the Middle Years Program offered at Red Deer.)

Provides an introduction to teaching middle years children about science and 'design and make' technology. Such themes as children's learning, science/technology/society connections, the Alberta program, planning and instruction and assessing children's progress will be explored. Prerequisite: Introductory Professional Term. (Restricted to students in the Middle Years Program offered at Red Deer.)

An introduction to planning, resources, curriculum and strategies for meeting middle years students' needs through social studies. Prerequisite: Introductory Professional Term. (Restricted to students in the Middle Years Program offered at Red Deer.)

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 when course content differs.

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.

The course provides opportunities to deepen understanding of K-12 Physical Education and Wellness teaching approaches and develop the capacity to be a school wellness leader. Students will engage in professional learning communities to apply research, examine pedagogical approaches, and implement comprehensive school health. Students will learn through hands-on physical activities and demonstrate interpersonal teaching competencies in classroom and gymnasium settings. Prerequisite: An introductory curriculum and pedagogy course in physical education and wellness.

Focuses on constructing integrated curriculum for middle years classrooms. Includes the examination of resources and existing middle years curriculum with a view to implementation and assessment. Prerequisite: Introductory Professional Term. (Restricted to students in the Middle Years Program offered at Red Deer.)

This course examines repertoire, performance practice, rehearsal techniques and program administration of the handbell choir through a process of practical application. Prerequisite: EDES 351.

This course examines repertoire, performance practise, rehearsal techniques and program administration of the handbell choir through a process of practical application. Prerequisite: EDES 351.

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 when course content differs.

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

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.

This course allows students to consider at the graduate level current trends in learning theory, teaching strategies, program development and assessment which affect teaching science in schools.

Epistemology (the nature of knowledge) and ontology (the nature of being) are central concepts to philosophy, research and, most importantly, life! The premise of this class is to examine what some of these ways of knowing and being have been, are and are becoming in the broad field of health and physical education (HPE).

This course is designed to develop an in-depth understanding of physical literacy within the K-12 school context. Process and content will delve into the origins and definitions of physical literacy, dispelling common myths and misconceptions while highlighting its practical implications for physical education programs.

Inclusive Education is the recognition that practitioners address and respond to the diverse needs of their students, including students with disabilities. This course will advance students' knowledge and understanding regarding inclusion in Health & Physical Education (HPE) by exploring theoretical perspectives and relevant literature on inclusion.

This course is an introduction and exploration of the Comprehensive School Health (CSH) framework for the purpose of improving overall school wellness. The CSH approach is a health-promoting, community development process within schools. Emphasis in the course involves the why behind the CSH approach as well as how it can be applied, specific to each students' context.

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.

Through a 5-day field experience grounded in active observation pre-service teachers will begin to develop professional noticing and reflective practice in school contexts. Prerequisite: EDU 100 (no prerequisite for After Degree students). Not open to first year students.

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.

Through an introductory 25-day practicum, pre-service teachers develop pedagogical approaches in a secondary school setting by integrating theory with practice. Prerequisites: 9 units in the Major subject area, EDPY 302, and EDU 100 or EDFX 200 (After Degree students), EDU 210, and EDU 211.Corequisites: EDPY 303, EDSE 307, and the 300-level EDSE Curriculum and Teaching course for your major. Note: Successful completion of the on-campus portion of the IPT is required prior to being granted permission to continue into EDFX 350. 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.

The broad aims of this course are to introduce students to the legacies of experimentation, generation, creativity, and resistance that characterize alternative approaches to education. Taking an experiential approach to learning, students will engage deeply with educational praxis through a combination of experience, reflection, and study of educational philosophy and practice in alternative contexts. The field experience component takes place in alternative education programs and offers space for the creation of new, iterative approaches to teaching and learning.

Through an advanced 45-day practicum in an elementary school setting, pre-service teachers develop toward the competencies listed in the Teaching Quality Standard. Prerequisite: EDFX 325. Corequisites: EDPY 301. Note: Successful completion of the on-campus portion of the Advanced Professional Term (APT) is required prior to being granted permission to continue into EDFX 425. 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 APT.

Through an advanced 45-day practicum in a secondary school setting, pre-service teachers develop toward the competencies listed in the Teaching Quality Standard. Prerequisites: EDFX 350 and 24 units in the Major subject area. Corequisite: The 400-level EDSE Curriculum and Teaching course for your major. Note: Successful completion of the on-campus portion of the Advanced Professional Term (APT) is required prior to being granted permission to continue into EDFX 450. 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 APT.

Prerequisite: EDFX 325 or EDFX 350. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Prerequisite: EDFX 325 or EDFX 350. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Prerequisite: EDFX 325 or EDFX 350. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

This is a supplementary specialized field experience such as early childhood or special needs. Prerequisite: EDFX 325 or EDFX 350. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Pre/corequisites: A minimum of 9 units in approved Education courses and/or by consent of Field Experiences. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Pre/corequisites: A minimum of 9 units in approved Education courses and/or by consent of Field Experiences. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Pre/corequisites: A minimum of 9 units in approved Education courses and/or by consent of Field Experiences. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Pre/corequisites: A minimum of 9 units in approved Education courses and/or by consent of Field Experiences. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Pre/corequisites: A minimum of 9 units in approved Education courses and/or by consent of Field Experiences. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Pre/corequisites: A minimum of 9 units in approved Education courses and/or by consent of Field Experiences. Requires payment of an additional fee. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course examines the major philosophical foundations of teaching and learning, and their practical applications to health sciences education. Philosophical traditions will be considered within the context of historical conceptions and emerging theoretical perspectives within health sciences education. 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 examines the major philosophical foundations of teaching and learning, and their practical applications to health sciences education. Philosophical traditions will be considered within the context of historical conceptions and emerging theoretical perspectives within health sciences education. 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 examines the major philosophical foundations of teaching and learning, and their practical applications to health sciences education. Philosophical traditions will be considered within the context of historical conceptions and emerging theoretical perspectives within health sciences education. 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 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 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 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 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 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 key principles of curriculum design and provides opportunities for students to apply these principles in their individual domains of health sciences education. 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 key principles of curriculum design and provides opportunities for students to apply these principles in their individual domains of health sciences education. 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 key principles of curriculum design and provides opportunities for students to apply these principles in their individual domains of health sciences education. 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 provides an overview of the foundational principles, methods, ethics, and standards that underpin evaluation. These principles will be considered within the various contexts of health sciences education. 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 provides an overview of the foundational principles, methods, ethics, and standards that underpin evaluation. These principles will be considered within the various contexts of health sciences education. 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 provides an overview of the foundational principles, methods, ethics, and standards that underpin evaluation. These principles will be considered within the various contexts of health sciences education. 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 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.