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.

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.

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.

Focuses on a critical examination of Canadian educational issues from philosophical, historical, sociological and cultural perspectives. Themes may include multiculturalism, educational reform and governance, issues affecting Indigenous peoples, equity, social justice, and anti-oppression in education, the global economy and new technologies, and transformations in education systems and 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.

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 in global contexts. Perspectives from diverse regions and groups are covered, including Africa, Asia, Latin America, Europe, the Oceania-Pacific, the Caribbean, the Middle East, and communities Indigenous to different parts of the world.

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.

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 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. For Elementary Education Route students: Corequisite: EDFX 425. For Secondary Education Route students: Pre/corequisite: EDFX 200. 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 include theoretical and practical aspects of physical, cognitive, social and emotional development and learning during the period from infancy to adolescence (0-19 years). Pre/corequisite: EDU 100 or EDFX 200 (After Degree students). Note: this course may not be taken for credit if credit for PSYCH 223, PSYCH 323 or PSYCH 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 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 Education Route students: Corequisites: EDFX 325 and courses in the Introductory Professional Term (IPT). For Secondary Education Route students: Corequisites: EDFX 350 and courses in the Introductory Professional Term (IPT). Note: Successful completion of the on-campus portion of the IPT is required prior to being granted permission to continue into EDFX 325 or 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.

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 Faculty.

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

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