This Course and Program Catalogue is effective from May 2017 to April 2018.

Not all courses described in the Course and Program Catalogue are offered each year. For a list of course offerings in 2017-2018, please consult the class search website.

For general registration information, please visit students.usask.ca.

As of 2005-2006, certain course abbreviations have changed. Students with credit for a course under its former label may not take the relabeled course for credit.

The following conventions are used for course numbering:

  • 010-099 represent non-degree level courses
  • 100-699 represent undergraduate degree level courses
  • 700-999 represent graduate degree level courses

The following term designations are used:

  • 1 - Term 1 only
  • 2 - Term 2 only
  • 3 - Term 3 only
  • 1&2 - Term 1 and 2
  • 1/2 - Either Term 1 or Term 2
  • P - Phases (Medicine and Dentistry)
  • Q - Quarters (Veterinary Medicine)

The following instructional code designations are used:

  • L - Lecture
  • P - Practicum/Lab
  • S - Seminar/Discussion
  • C - Clinical Service
  • R - Reading
  • T - Tutorial

Please use the following form to look up courses and find detailed information on course prerequisites, corequisites, and other special notes. To view all 100-level courses in a subject, select a Subject Code and type 1% in the Course Number field. (200-level = 2%, etc.)


Results

ECUR GR

ECUR 163.3 — 1/2(3L)
Mathematical Content Knowledge for Teaching School Mathematics

This course will help prospective elementary and middle school mathematics teachers develop their mathematical content knowledge for teaching, that is, to introduce future math teachers to the mathematical work of teaching. However, as has been established in the research literature, the amount of mathematics a teacher studies does not ensure good mathematics teaching. As such, specific mathematics subject matter knowledge--number sense, sets, numeration, whole numbers (operation, properties, computation), elementary arithmetic, number theory, place value, fractions, algebra, decimals, ratio, percent, proport ion, integers, rational numbers, real numbers, measurement, geometry, data analysis, probability, exponents, problem solving, sets--will be introduced in a manner that will model instructional strategies for teaching mathematical concepts found in the elementary and middle school curriculum . The delivery of said content, as importantly, will embody current research in the field of mathematics education. Simply put, this is much more than a math course for future math teachers.

Restriction(s): Restricted to students in the College of Education.


ECUR 164.3 — 1/2(3L)
Is This a Course About Science

This introductory course will provide future elementary and middle school teachers with an opportunity to develop their confidence and capacity as science educators as they engage with the content and processes of scientific inquiry and knowing. Students will come to understand the nature of knowing through engagement with western and Indigenous perspectives. This course will interrogate current topics (for example, climate change, water and food security, evolution) and help teacher candidates to develop critical understanding of science and technology in society. Instructors will model instructional strategies for creating a positive learning environment for teaching scientific concepts found in the elementary and middle school curriculum.

Restriction(s): Restricted to students in the College of Education.


ECUR 165.3 — 1/2(3L)
Introduction to Teaching in Secondary Schools

This introductory course focuses on the unique character of teaching and learning in secondary schools. Students will be introduced to major constructs related to teaching, such as professionalism, curricula, learning styles, instructional strategies and assessment related to teaching and learning at the secondary level. They will also become familiar with the historical and contemporary contexts within which secondary schooling takes place in Canada, and in Saskatchewan. The course is intended to provide students with (a) an introductory framework for thinking about educational issues and practices in teaching and learning in secondary schools; (b) an analysis of why teaching and learning in secondary school contexts is organized as it currently is, and; (c) the consideration of alternative possibilities for innovative teaching and learning in secondary education.

Restriction(s): Restricted to students in the College of Education.


ECUR 200.3 — 1&2(3L-1.5P)
Curriculum and Instruction

Introduces students to the fundamental processes of curriculum development and teaching. Sets out a conceptual framework (the transmission, transaction and transformation modes of curriculum) and uses that structure to present and critique the K-12 core program of the province. The laboratory component provides students with experiences in learning how to teach, resource-based learning, and the preparation of pedagogical materials.

Note: Students with credit for ECUR 201 may not take this course for credit.


ECUR 265.3 — 1(3L)
Teaching for Reconciliation in the K to 12 Curricula

Drawing from the Truth and Reconciliation Report's Calls to Action, this course guides students to frame a personal orientation to Aboriginal education and plan to teach for reconciliation. Through readings, lectures, group learning activities, interactions with elders/knowledge keepers, reflective practice, and writing, students will link their learning about historical and cultural foundations of First Nations, Metis, and Inuit education to respond to community and cultural contexts. Teacher candidates will learn to infuse Indigenous ways of knowing into the K-12 curriculum in order to build relationships of mutual understanding.

Restriction(s): Restricted to students in the College of Education.


ECUR 273.3 — 1(3L)
Oracy and Literature Elementary

An introduction to the methods available to elementary classroom instructors in the integrated language arts: reading, writing, listening, speaking, viewing and representing. Focuses on the oracy, literature and educational drama aspects of the language arts.

Note: Students with credit for ECUR 270 or 275 or EDUC 312 may not take this course for credit.


ECUR 275.3 — 1(3L)
Introduction to Oracy and Literature Middle Years

Introduction to the methods available to middle years classroom instructors in the integrated language arts: reading, writing, listening and speaking. Focuses on the oracy, literature and educational drama aspects of the language arts.

Note: Students with credit for ECUR 270 or 273 may not take this course for credit.


ECUR 279.3 — 1(3L)
Introduction to Literacy Secondary

Provides students with an understanding of secondary education literacy issues in order to improve instruction in content areas through appropriate reading, writing, and oracy strategies. Topics include strategic reading, study skills, writing processes, technical and vocational reading and writing, vocabulary development, assessment, materials selection, computers and resource-based learning, and equity issues.

ECUR 291.3 — 1/2(3L)
Introduction to Teaching of English as Second Language

Prepares elementary, secondary and community college teachers to teach English as a second language to non-English speaking children and adults. Students will have an opportunity to study and examine: background; socio-cultural considerations; theoretical considerations about language learning comparison of L1 and L2; analysis of the structure of English; issues and problems inherent in the acquisition of second language; and introduction to specific instructional techniques for teaching a second language.

Prerequisite(s): ENG 110 or 6 credit units from ENG 111, 112, 113, 114, and 115.
Note: Students enrolled in the CERTESL Program may receive credit for only one of TESL 21 or ECUR 291. Students enrolled in the B.Ed. program cannot use TESL 21 for credit to meet B.Ed. degree requirements.


ECUR 298.3 — 1/2(3S)
Special Topics

Offered occasionally by visiting faculty and in other special situations to cover, in depth, topics that are not thoroughly covered in regularly offered courses.

ECUR 301.6 — 1&2(3L) or SP(10L)
Teaching Procedures Elementary

An overview and critical assessment of existing practices and of new movements in elementary education. Students will be required to do a considerable amount of reading of the literature in selected journals. Topics include: Children, their needs and motives; Society's concern for education; The content of elementary education; Planning for instruction: Selecting objectives, Utilizing staff resources, Utilizing space and curriculum resources, Meeting individual differences, Methods in selected subjects of the curriculum, Measurement and evaluation, Reporting.

Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.


ECUR 305.3 — 2(2L-1S)
Methods for Multi Grade Classrooms

Introduces students to the "Multi-grade Classroom" as an organizational unit for instructional purposes in rural and urban school districts. Emphasis is on the instructional strategies utilized by multi-grade classroom teachers and on the management and organizational skills necessary for teaching in such classrooms.

Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.


ECUR 309.3 — 2(2L-1S)
Introduction to Elementary English Language Arts

This course will examine elementary English Language Arts (listening, speaking, reading, writing, viewing and representing) with a focus on classroom ELA resources including an introduction to Aboriginal authors; assessment and instruction of reading and writing; and the resulting importance of considerations of interdisciplinarity and diverse knowledges in curriculum-making and pedagogy. This introductory ELA course addresses three of the six semester hours required by the Ministry of Education related to reading and language methodology content for elementary teacher candidates.

Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for EDUC 309.3; EDUC 498.3; ECUR 370.3 will not receive credit for this course.


ECUR 310.3 — 2(2L-1S)
Literacy Across the Elementary Curriculum Assessment and Planning in a Relational Context

Curriculum is comprised of four interrelated commonplaces: educators, learners, milieus and subject matter. Curriculum-making is an intentional act of designing, actualizing, and assessing instruction and learning to align with required Ministry of Education outcomes in all subject areas. This course will focus on lesson and unit planning for literacy across the curriculum (with specific attention to First Nations, Métis, and Inuit ways of knowing). This advanced ELA course addresses three of the six semester hours required by the Ministry of Education related to reading and language methodology content for elementary teacher candidates.

Prerequisite(s): ECUR 309, or EDUC 309, or EDUC 311.
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for ECUR 273 or EDUC 312 will not receive credit for this course.


ECUR 311.3 — 1(3L)
Methods in K to 9 Mathematics I

Designed to prepare students for teaching K-9 provincial mathematics curriculum and to improve their knowledge of mathematics, especially in the areas of problem solving, data management, numeration, calculation, and fractions. Students will become familiar with the current curriculum and useful support materials including manipulatives, print resources and other useful media.

Restriction(s): Only open to students in the ITEP and SUNTEP Programs.
Note: Completion of both ECUR 311 and ECUR 316 satisfy the math methods and External math requirements for the College of Education. Completion of only one of these courses will satisfy neither requirement.


ECUR 312.3 — 1/2(3L)
Methods in Elementary Mathematics

Helps prospective elementary school teachers develop instructional techniques that reflect current knowledge of mathematics, learning theories such as constructivism, and classroom practice. It includes the K-8 elementary mathematics curriculum and useful resource materials including manipulatives, textbooks and other print material, computer software, videos, calculators, and children's literature.

Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students may receive credit for only one of ECUR 312, 313, 315, 317 and the combination of 311 and 316.


ECUR 316.3 — 2(3L)
Methods in K to 9 Mathematics II

Designed to prepare students for teaching K-9 provincial mathematics curriculum and to improve their knowledge of mathematics, especially in the areas of measurement including the Pythagorean theorem, geometry, (polygon properties, symmetry, tessellations), ratio and proportion, integers, and number theory. Students will become familiar with the current curriculum and useful support materials including manipulatives, print resources and other useful media.

Restriction(s): Only open to students in the ITEP and SUNTEP programs.
Note: Completion of both ECUR 311 and ECUR 316 satisfy the math methods and External math requirements for the College of Education. Completion of only one of these courses will satisfy neither requirement.


ECUR 318.3 — 1/2(3L)
Methods in Secondary Mathematics

An introductory mathematics methods course for prospective secondary students. Topics include the current secondary mathematics curriculum, forces affecting the curriculum, and teaching methodology. Emphasis is on the development of problem solving skills, the use of manipulatives, and the use of computational technology to support instruction in mathematics.

Prerequisite(s): 12 credit units in MATH or STAT.
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.


ECUR 320.3 — 2(2L-1S)
Literacy Across the Secondary Curriculum

This course will examine cross-curricular literacies (listening, speaking, reading, writing, viewing and representing) with a focus on reading and writing assessment and instruction (including an introduction to First Nations, Métis, and Inuit authors); media and digital citizenship in relation to youth identity and society; and the resulting importance of considering interdisciplinary and diverse knowledge in curriculum-making and pedagogy. This course addresses three of six semester hours related to reading and language methodology content for secondary teacher candidates.

Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for EDUC 311 or ECUR 279 will not receive credit for this course.


ECUR 322.3 — 1/2(3L)
Methods in Elementary Science

Students will be introduced to teaching science and to the Saskatchewan Science Curriculum for the Elementary Level. Methods and resources needed to teach the Curriculum and respectfully include Indigenous ways of knowing at this level will be demonstrated. Relevant contemporary issues related to Science Education will be explored.

Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students may receive credit for only one of ECUR 322, 323, and 324.


ECUR 325.3 — 2(2L-1S)
Relational Curriculum Making in the Secondary Context

Curriculum-making is an intentional act of designing, actualizing, and assessing instruction and learning to align with required Ministry of Education outcomes/objectives in all subject areas. Curriculum is created through the interaction of educators, learners, milieus and subject matter, including ELA, Social Studies, Mathematics, PAA, Sciences, Fine Arts and Physical Education. Considerations for planning, intellectual practice, assessment and building learning experiences will be aspects of this course, including connections to Aboriginal knowledge and a focus on lesson and unit planning for literacy across the curriculum (with specific attention to technological literacy and the classroom actualization of key resources that support language and literacy development). This course addresses three of six semester hours related to reading and language methodology content for secondary teacher candidates.

Prerequisite(s): EDUC 311 or ECUR 320.
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for EDUC 314 will not receive credit for this course.


ECUR 326.3 — 1/2(3L)
Methods for Teaching Science in Secondary School

Students will develop and demonstrate an informed and practical approach to teaching secondary school science in Saskatchewan. They will demonstrate understanding of curriculum intentions, application of learning and assessment theory, scientific literacy, lab safety, and handling of controversial issues through participation in course work and assignments.

Prerequisite(s): 12 credit units in CHEM or PHYS or BIOL.
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students following the B.Ed. 2012 program can receive credit for only one of ECUR 326, 327, or 328.


ECUR 333.3 — 1/2(3L)
Preparing and Evaluating Instructional Materials in Practical and Applied Arts

Deals with preparing and selecting learning aids appropriate for Vocational Education and Industrial Arts. Emphasis is on the development of teacher-competence in designing, developing, and applying materials that can be used to facilitate individual as well as group learning.

Formerly: ETEC 273 or 373.
Restriction(s): Only open to third and fourth year Practical and Applied Arts students.
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.


ECUR 340.3 — 1/2(3L-1P)
Introduction to Teaching Practical and Applied Arts

The teacher's role is regarded as being a manager of learning and the organizational, leadership, and control aspects of this role are examined. Experience will be gained in planning instructional activities and in delivering instruction through the use of micro-teaching. Deals with creating and maintaining safe and effective learning environments in practical and applied arts. Student candidates will research various approaches to the above topics and then develop their own philosophy, theory and management plan for facilities, classroom management and crisis in PAA. Students will demonstrate understanding of curriculum intentions, application of learning and assessment theory, scientific literacy, lab safety, and handling of controversial issues through participation in course work and assignments.

Permission of the department is required.
Restriction(s): Restricted to students in the Certificate in Practical and Applied Arts Program.
Note: Students with credit for ECUR 332 or ECUR 334 will not receive credit for this course.


ECUR 341.3 — 1/2(3L-1P)
Curriculum and Evaluation in Practical and Applied Arts

This course addresses curriculum and assessment topics in a general context, but also addresses Core Curriculum components and initiatives in Saskatchewan and their relevance in Practical and Applied Arts (PAA). The professional growth process will be a foundational process for the structure of this class. Teacher candidates will reflect on philosophy, inquire into curriculum, and use teacher networking as the core strategies for personal/professional growth in this class. Emphasis will also be on the development of teacher-competence in designing, developing, and applying materials that can be used to facilitate individual as well as group learning. The course will help teacher candidates understand the assessment and evaluation processes as an integral part of the teaching process and the actualization of Core Curriculum. Examples of innovative curriculum and initiatives in work based learning in PAA will be introduced. Students will develop abilities in preparing and selecting learning aids as well as developing competency in creating, using, and evaluating tools for the assessment and evaluation for Practical and Applied Arts.

Permission of the department is required.
Restriction(s): Restricted to students in the Certificate in Practical and Applied Arts Program.
Note: Students with credit for ECUR 234 or ECUR 335 will not receive credit for this course.


ECUR 348.3 — 1/2(3L)
Elementary Drama

This course introduces elementary teacher candidates to the philosophy and historical foundations of contextual/process drama as a method of teaching and learning. A blend of theory and practice allows students to synthesize course content and prepare for using process drama in their own classrooms.

Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for ECUR 498.3 "Introduction to Elementary Drama Education" will not receive credit for this course.


ECUR 349.3 — 2(3L)
Methods in Middle Years and Secondary Drama

Designed for pre-service teachers of middle and secondary level drama programs. Students will both explore the theoretical bases of drama education and participate in dramatic activities for use both in and out of the classroom.

Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.


ECUR 352.3 — 1/2(2L-1P)
Methods in Elementary Physical Education

Familiarizes elementary students with theoretical and practical material in Physical Education at the elementary school level. Particular emphasis will be placed upon the selection of the movement activities and their progression as related to growth and development characteristics of the elementary school child.

Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students may receive credit for only one of ECUR 352, 353, 355 and 356.


ECUR 357.3 — 2(3L)
Methods in Secondary Physical Education

For prospective secondary teachers of physical education. The philosophy, objectives, teaching methods, and evaluation of secondary school physical education programs are emphasized. Students are given opportunities to gain experience in planning, implementing and evaluating physical education classes and programs.

Prerequisite(s): 12 credit units in Kinesiology
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.


ECUR 362.3 — 1/2(3L)
Introduction to Principles and Practices of Second Language Teaching

For prospective teachers of any second language offered in elementary and secondary schools, with emphasis on core French and Heritage Languages, and applicability to EAL. Involves a study of major theories of second language acquisition and use in various contexts, and their relevance to language teaching approaches. Emphasis is on communicative/experiential and content-based approaches.

Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: If English is your first language then at least 12 credit units in a modern language other than English is required.


ECUR 370.3 — 2(3L)
Introduction to Elementary Literacy Education

Introduction to elementary classroom instruction in the integrated language arts: reading, writing, listening, speaking, viewing and representing. Highlights reading and writing process. Emphasizes instructional principles and strategies through the integration of theory and practice.

Prerequisite(s): ECUR 273 or 275.
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for ECUR 376 or EDUC 309 may not take this course for credit.


ECUR 371.3 — 1/2(3L)
Developing Writing Abilities

Develops English writing skills and abilities. Some sections make use of computers and other technologies exclusively for instruction.

Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.


ECUR 372.3 — 1/2(3L)
Children's Literature in the Classroom Grades 4 to 8

An introduction to literature for children from grades 4 through 8 followed by an exploration of ways to share this literature across the curriculum with an emphasis on Canadian content. Topics include the history of Canadian children’s literature; genres and forms; trends and issues; the development of criteria for evaluating and selecting books; and ideas for extending the literary experience through art drama, music and writing.

Restriction(s): Restricted to Years 3 and 4 students in the B.Ed. program, or with departmental approval.
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for ECUR 374 will not receive credit for this course.


ECUR 373.3 — 2(3L)
Childrens Literature in the Primary Grades

This course supports professional familiarity with children’s literature that brings a richness to preschool and primary classrooms. Through reading a broad range of literature and commentary on that literature, you will expand your repertoire in relation to children’s books, response to literature, and uses of literature within your classroom practice.

Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.


ECUR 376.3 — 2(3L)
Introduction to Literacy Education Middle Grades

Compulsory for students in the middle years program. An introduction to middle years classroom instruction in the integrated language arts: reading, writing, listening and speaking. Highlights reading and writing. Emphasizes instructional principles and strategies through the integration of theory and practice.

Prerequisite(s): ECUR 273 or 275.
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for ECUR 370 may not take this course for credit.


ECUR 378.3 — 2(3L)
Creative Activities in Elementary and Middle Years Language Arts

Deals with the philosophy, materials and methods for introducing creative activities into elementary and middle years ELA classrooms, with a focus on process drama. The significance and function of drama across the curriculum will be explored in conjunction with selections of children's literature.

Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.


ECUR 379.3 — 2(3L)
Introductory Methods in Secondary English Language Arts

Introduction to classroom instruction in English language arts, with a special focus on preparation for Extended Practicum. Topics include provincial curriculum, materials selection and preparation; instructional strategies for English language arts, integration of literature, language, reading, writing, speaking, viewing, representing, listening and student assessment.

Prerequisite(s): 12 credit units in English.
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.


ECUR 382.3 — 1/2(3L)
Methods in Elementary Social Studies

Focuses on teaching Social Studies in primary and elementary schools. It is an activity-oriented course which provides students with opportunities to participate in instructional methods and approaches for children.

Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students may receive credit for only one of ECUR 382, 383, 385 and 387.


ECUR 386.3 — 1/2(3L)
Methods in Secondary Social Studies

Identifies major concepts selected from history, geography and other social sciences. Emphasis is placed upon the learner's ability to demonstrate skill in selecting methods, strategies, materials and forms of evaluation in social studies. In turn, there will be an in-depth examination of the Saskatchewan secondary social studies curriculum.

Prerequisite(s): 12 credit units in Social Studies/Social Sciences.
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.


ECUR 391.3 — 1/2(3L)
Theory of Second Language Learning and Methods of Skills Development

The second of a 3-course sequence designed to prepare elementary, secondary, and community college teachers to teach English as a second language to non-English speaking children and adults. Includes second language learning theories, the psychology of second language learning, ESL Materials, analysis of written language, materials of teaching, and oral language in the ESL program and the evaluation of oral language.

Prerequisite(s): ECUR 291.
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students enrolled in the CERTESL Program may receive credit for only one of TESL 31 or ECUR 391. Students enrolled in the B.Ed. program cannot use TESL 31 for credit to meet B.Ed. degree requirements.


ECUR 393.3 — 1/2(3L)
Advanced Methods in Teaching English as Second Language

Provides for intensive training in the theories and techniques of English as a second language; the extensive development of learning materials; the development of techniques of assessing students' problems in speaking and writing English; developing techniques for solving existing problems and for providing the opportunity to study more intensively the structure of the English language.

Prerequisite(s): ECUR 391.
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students enrolled in the CERTESL Program may receive credit for only one of TESL 35 or ECUR 393. Students enrolled in the B.Ed. program cannot use TESL 35 for credit to meet B.Ed. degree requirements. Costs in addition to tuition may apply to this course.


ECUR 398.3 — 1/2(3S)
Special Topics

Offered occasionally by visiting faculty and in other special situations to cover, in depth, topics that are not thoroughly covered in regularly offered courses.

ECUR 400.3
Curriculum and Instruction for Saskatchewan Secondary Schools

Enables students with a teaching certificate or an education degree from another jurisdiction to plan for instruction in their minor teaching area. Plans will demonstrate an understanding of Saskatchewan curricula, include the use of generic and subject-specific instructional methods, and be designed to accommodate cultural diversity (particularly the needs of Metis and First Nations students).

Prerequisite(s): Permission of the department required.
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.


ECUR 401.3 — 2(2L-1P)
Teaching and Learning in Community Education

Provides students who have completed their Extended Practicum with additional practical experience in community education in the Saskatchewan context. Students study issues of intercultural education in urban settings, and are expected to spend at least twenty hours working in community schools and other organizational settings.

Prerequisite(s): EXPR 402.15 or EXPR 422.15 or equivalent.
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.


ECUR 406.3 — 2(3L)
Curriculum Development Post Internship

Students learn the fundamentals of curriculum development within a transactional tradition, critique curricula in their teaching areas, and undertake a curriculum development project in their teaching areas.

Prerequisite(s): EXPR 402 or EXPR 422.15 or equivalent.
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: For students in areas where no advanced methods courses are available, this course is the preferred alternative.


ECUR 411.3
Inquiry Project and Community Learning Field Experience

Students will develop an independent or interdependent inquiry project connected with their on-campus and field study experiences. Students will be facilitated in developing understanding approaches to inquiring appropriate to questions they wish to address and will be encouraged to organize an inter-professional community-learning field experience through which they will develop positive attitudes toward community partnerships in education and develop skills related to community engagement and community-based learning.

Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for EDUC 411, EFDT 411, EADM 411, or EPSE 411 will not receive credit for this course.


ECUR 415.3 — 1/2(3L)
Current Issues in English as an Additional Language

With globalization and the increase in migration in today’s world, English is spreading rapidly as a global language. This course examines the pedagogical, social, and political issues pertaining to learning English as an additional language and other languages within a school environment. Emphasis is placed on how to prepare teachers to address linguistic and cultural diversity more effectively in today’s classrooms.

Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.


ECUR 425.3 — (3L-1P)
Methods I Second Language Methodologies

In this course students will be introduced to language learning with the goal of improving their ability to use the language using pictures. This Second Language Acquisition (SLA) method is based around improving speaking, listening, and comprehension. Using visuals allows the participants to move from simple to complex sentences through the help of the language instructor. All lessons will provide lots of participation and interaction in the Cree Language.

Prerequisite(s): Permission required.
Restriction(s): Course only open to students in the Indigenous Language Certificate program


ECUR 426.3 — (3L-1P)
Methods 2 Second Language Methodologies

In this course students will be introduced to Contemporary Cree Literacy Learning (CCLL) with the goal of improving their ability to use the language focusing on speaking, reading, writing and comprehension. Literacy will improve along with using visuals. Vocabulary will be built around these visuals. This CCLL method has proven to be effective at all language levels.

Prerequisite(s): Permission required.
Restriction(s): Course only open to students in the Indigenous Language Certificate program


ECUR 427.3 — (3L-1P)
Introduction to Total Physical Response and Drama for Language

Total Physical Response (TPR) is a second language teaching methodology that encourages whole-brain learning. The course will introduce the process and strategies for successful vocabulary development and retention through lectures, modeling and various activities. Drama for Language Learners will consist of fundamental drama and theatre exercises designed to create opportunities for First Language revitalization and learning.

Prerequisite(s): Permission required.
Restriction(s): Course only open to students in the Indigenous Language Certificate program


ECUR 428.3 — (3L-1P)
Introduction to Master Apprentice Program

The Master Apprentice Program was developed for teaching and learning Indigenous Languages. It’s a practical model that has been affective in learning in an immersion setting. There will also be an additional second language methodology taught which is called Language Acquisition Made Practical (LAMP) where these two methodologies go hand-in-hand.

Prerequisite(s): Permission required.
Restriction(s): Course only open to students in the Indigenous Language Certificate program


ECUR 429.3 — (3L-1P)
Root Word Method of nêhiyawêwin

nêhiyawêwin is known as a polysynthetic language, meaning the language is structured in word sentences. There are bits of meanings to what may look like one word but is actually a full sentence when translated into English. These bits of meanings are called morphemes and this course will study how these word sentences are created and pieced together to make sense.

Prerequisite(s): Permission required.
Restriction(s): Course only open to students in the Indigenous Language Certificate program


ECUR 430.3 — (3L-1P)
Traditional and Contemporary Music Song and Dance

The cognitive benefits of incorporating music in language learning are integral to culture, for the Cree are a singing nation. nêhiyawak have been singing since the beginning of time. There are songs for all occasions from lullabies to thanksgiving and celebration. Cree Songs help memorize phonetics, long sentences, stimulate the vocals and assist in getting comfortable with finding the “Cree Voice.” By involving dancing, the entire brain is being stimulated which is termed “whole-brain learning.”

Prerequisite(s): Permission required.
Restriction(s): Course only open to students in the Indigenous Language Certificate program


ECUR 431.3 — (3L-1P)
Digital Technologies for Indigenous Language Learning

This course will focus on the development of basic computer skills to enhance Indigenous Literacy and Writing using Technology. Students will also be introduced to video and audio technology and how to apply them to Indigenous language curriculum development. Basic software for developing resources will also be covered.

Prerequisite(s): Permission required.
Restriction(s): Course only open to students in the Indigenous Language Certificate program


ECUR 432.3 — (3L-1P)
Syllabics Literacy and Numeracy

The Syllabics, Literacy, and Numeracy course is designed to teach students the history of the Cree syllabic system as well as the importance of raising Indigenous Literacy. It will assist students to hear specific sounds of the language and reproduce these sounds. Students will be able to read and write syllabics. The syllabics are also used as numeric symbols for counting. This course is designed to enable students to acquire both syllabic literacy and numeracy.

Prerequisite(s): Permission required.
Restriction(s): Course only open to students in the Indigenous Language Certificate program


ECUR 433.3 — (3L-1P)
Identity and Higher Learning nêhiyawêwin

An introductory course designed to examine the role of the elder’s helper in a place of higher learning. This course explores how nêhiyaw identity is informed by the philosophical beliefs and constructs central to the worldview of nêhiyawak. Students will examine how nehiyawak have maintained their cultural beliefs through family and community. The concepts of wâkohtowin will be explored to develop understanding of place and language.

Prerequisite(s): Permission required.
Restriction(s): Course only open to students in the Indigenous Language Certificate program


ECUR 434.3 — (3L-1P)
Immersion Language Camp nêhiyawêwin

Immersion Language Camps (nêhiyawêwin) will follow a total immersion environment where nothing but Cree will be used for traditional activities based around the season of the camp. These activities will be a mixture of land-based activities such as harvesting teas, berries, fish and wild game, or task-based activities ranging from preparing and preserving the foods to beading jewelry.

Prerequisite(s): Permission required.
Restriction(s): Course only open to students in the Indigenous Language Certificate program


ECUR 435.3 — 1/2(3L)
Michif Language Learning and Epistemology

This is an introductory course on Michif/Metis Language, Learning and Epistemology. The purpose of the course is to develop basic competency in the Michif Language and to acquaint students with the interrelationship of Michif culture and traditions. Students will develop concepts, tools, and resources to integrate cultural learning with the Social Studies/Native Studies curriculum.

Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for the ECUR 498 topic, “Michif Language, Learning and Epistemology” will not receive credit for this course.


ECUR 442.3 — 2(3L)
Emergent Literacy in Elementary English Language Arts

Develops an understanding of literacy as social-cultural practice. Emphasis is on the relationship between talk, reading and writing and the young child's own environment in varying cultural and cross-cultural contexts. Students will explore instructional and assessment strategies to support young children's emerging literacy in primary classrooms.

Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.


ECUR 444.3 — 2(3L)
Assessment and Instruction of Children Experiencing Reading Difficulties

Examines procedures and materials for assessing and teaching children who experience difficulty acquiring reading proficiency. The use of daily classroom data and the making of appropriate interventions to foster inner control will be emphasized within the context of the regular classroom.

Prerequisite(s): ECUR 309.
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.


ECUR 450.3 — 1/2(3L)
Elementary Health Methods

This course will address the teaching of health in the elementary grades with particular focus on curricula and pedagogies in relation to health education. Health issues will be explored with relevance to contemporary learning environments, student populations, healthy schools initiatives, and the holistic nature of health.

Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for the ECUR 498 topic, “Elementary Health Methods” will not receive credit for this course.


ECUR 472.3 — 2(3L)
Methods in Middle Years and Secondary Writing

For middle, secondary, and post-secondary teachers of any discipline. Topics include writing process, development of students' writing abilities, evaluation, remediation, grammar and usage, ESL writers, and equity issues. Some sections of this course will use computers and email.

Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.


ECUR 475.3 — 2(3L)
Study of Language for Secondary Teachers

Studies aspects of structural linguistics, traditional grammar, transformational/generative grammar, systemic/functional grammar, and language content, usage, and conventions to enable teachers to develop and evaluate language programs.

Prerequisite(s): ECUR 379.
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students in the secondary option with English as Teaching Area I or II must take this course.


ECUR 490.3 — 3L
Language and Content: Instructional Approaches for EAL Learners

The purpose of this course is to explore instructional approaches and strategies that are effective with EAL learners in PreK-12 classrooms. The course will focus on the learner’s linguistic and cultural profile, the shift from conversational to academic language, the role of vocabulary-building, and the selection of instructional strategies and resources to support language learning needs. Current research on language learning through content will be examined. Students will discuss approaches to instruction with young EAL learners, as well as circumstances that impact the progress of high school English language learners.

Restrictions: Course only open to students completing the Post-Degree Certificate in English as an Additional Language.
Prerequisite(s): ECUR 291.3 and ECUR 391.3.


ECUR 492.3 — 3L
Approaches to Assessment with EAL Learners

Students will examine the stages of learning an additional language and proficiency levels required to succeed with curriculum outcomes. Three major reference scales used for monitoring and assessing language progress will be examined. Students will study current approaches to EAL initial assessment and ongoing assessment. Vulnerability factors that affect the progress of linguistically and culturally diverse learners at school will be explored. Students will have opportunities to discuss current research on assessment of EAL learners.

Restrictions: Course only open to students completing the Post-Degree Certificate in English as an Additional Language.
Prerequisite(s): ECUR 291.3 and ECUR 391.3.


ECUR 493.3 — 3L
Individual Project: English as an Additional Language

The purpose of the course is to provide an opportunity for students to integrate the content and experiences obtained in other courses by undertaking an individual project in the area of EAL. The central goal is to prepare the student as a reflective practitioner capable of conducting a critical review of the research literature, integrating this knowledge into their professional repertoire, and communicating the products of this research to colleagues and others.

Restrictions: Course only open to students completing the Post-Degree Certificate in English as an Additional Language.
Prerequisite(s): ECUR 291.3, ECUR 391.3, ECUR 393.3, ECUR 491.3, and 492.3.


ECUR 498.3 — 1/2(3S)
Special Topics

Offered occasionally by visiting faculty and in other special situations to cover, in depth, topics that are not thoroughly covered in regularly offered courses.

ECUR 805.3 — 1/2(3L)
Trends and Issues in Curriculum Research and Development

Examines contemporary curriculum issues in the context of catalysts of change and strategies of change. Students will have the opportunity to focus on their particular area of curriculum interests.

Prerequisite(s): ECUR 822 or ECUR 823.
Note: Students may take this course more than once for credit, provided the topic covered in each offering differs substantially. Students must consult the Department to ensure that the topics covered are different. Costs in addition to tuition may apply to this course. Please contact the college for details.


ECUR 809.3 — 1(3L-1P)
Models and Methods for Evaluation of Educational Programs

Examines current models for the evaluation of educational programs. The emphasis is on exploring the range of options which is available to the program evaluator and on developing an awareness of the strengths and limitations of the models. Problems in carrying out educational evaluations are also studied: examples of such problems are the utilization of evaluation results and the ethics of evaluation.

Prerequisite(s): ECUR 801, ECUR 811, or ECUR 812; or permission of the instructor.


ECUR 810.3 — 2(2L-4P)
Design and Practice of Evaluation of Educational Programs

Takes the methods of evaluating educational programs and applies them to practical situations in classrooms, schools and school units. Particular attention will be paid to developing an awareness of the breadth of available techniques and to understanding the practical problems which arise in the conduct of evaluations.

Prerequisite(s): ECUR 809.


ECUR 811.3 — 1(3S)
Curriculum Perspectives

Will investigate a variety of curriculum perspectives in relation to educational practice in a variety of contexts.

Prerequisite(s) or Corequisite(s): B.Ed. or equivalent
Restriction(s): Restricted to students enrolled in the College of Graduate Studies and Research or non-degree status graduate students by permission.


ECUR 812.3 — 2(3S)
Curriculum Theory and Practice

Will examine theoretical underpinnings to the field of curriculum studies and implications for practice in a variety of settings.

Prerequisite(s) or Corequisite(s): B.Ed. or equivalent
Restriction(s): Restricted to students enrolled in the College of Graduate Studies and Research or non-degree status graduate students by permission.


ECUR 815.3 — 1/2(3L)
Decolonizing the Curriculum

The Canadian education system has its historic roots in the schools of Europe, particularly those of England. While education in Canada has evolved, the colonial influence of Great Britain and the neo-colonial influence of the United States cannot be underestimated. In an era when educators are increasingly aware of the diversity of their student population and the multiplicity of world views colliding in the classroom, the colonial Amer-european educational model is increasingly scrutinized. As Canadian educators become more aware of Aboriginal and immigrant perspectives and educational needs, the necessity of decolonizing the curriculum becomes ever more apparent.

ECUR 822.3 — (3S)
REpresenting Families in Schools

Representation of families exist everywhere. Students will explore dominant social, cultural and institutional narratives about families which underpin these representations and consider the influence they have on curriculum-making and decision-making in schools. Interrupting the living out of these dominant narratives, students will determine ways to use knowledge that resides in families to co-construct educational experiences for children.

ECUR 823.3 — (3S)
Engaging Parents in Teaching and Learning

The term “parent engagement” represents a conceptualization of the positioning of parents in relation to school landscapes as integral and essential to processes of schooling. You will learn about aspects of parent engagement which differentiate it from involvement and which create opportunities for parents to take their place alongside educators in the schooling of their children, fittng together their knowledge of children, teaching and learning, with teachers’ knowledge.

ECUR 830.3 — 1/2(3L)
Research in Teaching Effectiveness

Students will learn the philosophy, the principles, and the practices of communication that are applicable across disciplines in any field of teaching, especially as this communication facilitates teaching and learning development. The course content will be organized in a seminar format.

Prerequisite(s): Acceptance as a graduate student in the College of Graduate Studies and Research.


ECUR 832.3 — 1/2(3P)
Practicum

Students will investigate an area of teaching and/ or supervision within their educational setting in relation to curricula interest and expertise. The inquiry may include students, programs, teachers, interns, in combination with curricula explorations. An intern is not required to take this course but may be included within the inquiry at the discretion of the graduate student/ cooperating teacher.

ECUR 840.3 — 2L-1S
Language Identity and Ideologies in ESL and EAL Education

This course surveys selected topics on language, identity, and ideologies in English as a second/ additional language and other second/foreign language education (e.g., French, Mandarin Chinese, etc.) from a sociolinguistic perspective. The purpose of this course is to explore current debates in the field of second language education that address language as a social practice and to examine how these issues inform language policies and classroom practices. Topics to be covered include ways in which language constructs and is constructed by a wide variety of social relationships, how gendered/raced/classed identities are negotiated within such relationships, and how social relations of power can both constrain and enable the range of educational possibilities available to both learners and teachers.

Prerequisite(s): Registration in a graduate program is required.
Note:The course has been piloted as ECUR 898.3, "EAL Education: Language, Culture, and Identity." Students with credit for this offering may not receive credit for this course.


ECUR 841.3 — 2L-1S
Foundations for ESL EAL Teaching

The increase in global mobility as well as the spread of English as a global language has resulted in unprecedented levels of linguistic and cultural diversity in today’s schools. The purpose of the course is to examine current debates, theory and research in the field of ESL/EAL teaching to develop curriculum resources and instructional strategies to help students to better address diverse needs of the students in their own classrooms. Examples of the relevant topics are: What do teachers need to know to teach effectively in contexts where diversity is the norm? What are the most effective approaches for teaching ESL/EAL (and other language minority) students within schools and the wider society? How do power relations affect the kinds of educational program implemented for linguistically and culturally diverse students?

Prerequisite(s): Registration in a graduate program is required.


ECUR 842.3 — 2L-1S
Understanding Second Language Learning

The purpose of this course is to provide an overview of the field of second language acquisition (SLA) with a focus on the implications of SLA findings for L2 teaching. Topics to be covered include the role of internal (e.g. cognitive processes) and external (e.g. linguistic environment) variables in SLA, the development of learner language, cross-linguistic influences, individual characteristics and social factors influencing SLA. We will explore various aspects of SLA, but the emphasis is placed on examining the social dimensions that influence L2 learning (e.g., social identity, power asymmetries, socio-political and socio-cultural context).

Prerequisite(s): Registration in a graduate program is required.


ECUR 843.3 — 1/2(3L)
Reading Process and Practice

Provides a theoretical and research basis for understanding reading as a socio-psycholinguistic process. The aim is to seek instructional implications of theory and research as they impact on issues of reading and constructing meaning from written discourse.

ECUR 844.3 — 1/2(3S)
Narrative Inquiry

Explores narrative inquiry as a qualitative methodology for understanding experience in diverse research settings. Students will develop an understanding of narrative inquiry as both a method and phenomenon for generating field texts and research texts. Attention to ethics will be an integral aspect of the course.

Restriction(s): Admission to the College of Graduate Studies and Research.


ECUR 870.3 — 1/2(3L)
Literacy Education and Curriculum

Examines the field of language education, emphasizing developments at the elementary, middle years and secondary school levels. Topics include language and thought, language and learning, language arts, curricula, resources, writing and the writing process, literature and the response process, and research in language education.

Prerequisite(s): 12 credit units in English and 6 senior credit units in Language Arts Education; or permission of the instructor.


ECUR 877.3 — 3L
Early Literacy Development

This course explores the field of early literacy education, focusing on contemporary issues and concerns pertaining to young children (up to 8 years) and involving theory, research, policy and practice. Also included is a condensed overview of literature for young children, including various forms of storytelling and Canadian picture books, contextualized within oral language development as well as emergent reading and writing.

Restriction(s): Restricted to students in the College of Graduate Studies and Research.


ECUR 879.3 — 3L
Canadian Children’s Literature

An overview of contemporary Canadian children’s and young adult fiction reviewed through the socio-political framework of Radical Change as this theory pertains to ethnicity, gender, sexuality, and disability studies. Critical literacy is offered as a classroom approach through which literature may be explored with elementary and secondary students.

Restriction(s): Restricted to students in the College of Graduate Studies and Research.


ECUR 898.3 — 1/2/1&2(3R)
Individual Reading in Curriculum

A study in areas of a student's interest calling for intensive reading under the guidance of a faculty member. A proposal, representing a contract for the extent and nature of the work to be done, must be approved by CGSR. The final product is a paper or media production which is graded by the faculty member and kept on file in the Department.

ECUR 899.6
Reading Course

Offered occasionally in special situations. Students interested in these courses should contact the department for more information.

ECUR 990
Seminar in Curriculum Research

A required online seminar for Master's and Ph.D. graduate students in Curriculum Studies, taken by all students in their first academic year. This seminar provides students with information and guidance to help them profit from their program of studies, helps them develop a knowledge of key skills, and introduces them to a variety of campus supports.Registration in ECUR 990 seminar is required for one year only.

ECUR 991.3 — (1L-2S)
Scholarship in Teaching

Students will demonstrate their scholarship in teaching through a collection of academic and professional work. The work will be represented through portfolios, which may include multi-media presentations, critical reflections and professional development.

Prerequisite(s): 27 credit units of course work toward the M.Ed. degree.


ECUR 992.0
Project

A student in the project route must register in this course each term every year until the project or minor thesis is completed. A project is either a minor thesis requiring research, or a project, both with intensive reading under the supervision of a faculty supervisor.

ECUR 994
Research

A student undertaking research leading to a Master's thesis must register in this course each term every year until the thesis is completed.

ECUR 996
Research

Students writing a Ph.D. dissertation must register for this course each term every year until the dissertation is completed.