Course Descriptions

Not all courses described in the Course and Program Catalogue are offered each year. For a timetable of courses offered in 2013-2014, please consult the online registration information.

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

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.)

Subject Code:	Select Subject Code ACB -- Anatomy and Cell Biology ACC -- Accounting AGMD -- Agricultural Medicine AGRC -- Agriculture AGRN -- Agronomy ANBI -- Animal Bioscience ANSC -- Animal Science ANTH -- Anthropology APMC -- Applied Microbiology ARCH -- Archaeology ART -- Art ARTH -- Art History ASTR -- Astronomy BAC -- Business Admin Certificate BINF -- Bioinformatics BIOC -- Biochemistry BIOE -- Biomedical Engineering BIOL -- Biology BIOS -- Biostatistics BLE -- Biological Engineering BMSC -- Biomedical Sciences BMST -- Biomolecular Structures BPBE -- Bioresource Policy Bus Econ CACE -- Adult and Continuing Education CE -- Civil Engineering CHE -- Chemical Engineering CHEM -- Chemistry CHEP -- Community Hlth and Epidemiolog CHIN -- Chinese CLAS -- Classics CLR -- Clinical Research CME -- Computer Engineering CMPT -- Computer Science CMRS -- Classical Medieval Renaissance COMM -- Commerce CORR -- Corrections CREE -- Cree CSCH -- College Scholar CTST -- Catholic Studies DENT -- Dentistry DRAM -- Drama EADM -- Educational Administration EART -- Art Education EBAC -- Executive Business Admin Cert. ECNT -- Continuing Education ECON -- Economics ECUR -- Curriculum Studies EDST -- Education Student Teaching EDUC -- Education EE -- Electrical Engineering EFDT -- Educational Foundations EIND -- Indian and Northern Education EMUS -- Music Education ENG -- English ENT -- Entrepreneurship ENVE -- Environmental Engineering ENVS -- Environment and Sustainability EP -- Engineering Physics EPIP -- Engin Profess Intern Program EPSE -- Ed Psych and Special Education ERES -- Education Research ESL -- English as a Second Language ETAD -- Educational Tech and Design EVSC -- Environmental Sciences EXPR -- Extended Practicum FABS -- Food and Bioproduct Sciences FDSC -- Food Science FIN -- Finance FREN -- French GE -- General Engineering GEOE -- Geological Engineering GEOG -- Geography GEOL -- Geology GERM -- German GERO -- Gerontology GRK -- Greek GSR -- Graduate Studies and Research HEB -- Hebrew HED -- Home Economics Education HIST -- History HLST -- Health Studies HLTH -- Health HORT -- Horticulture HRM -- Human Resources Management HSC -- Health Sciences INCC -- Interdisc Stud Culture Creat INDR -- Industrial Relations INTD -- Interdisciplinary Grad Studies INTS -- Interdisciplinary Studies IPRM -- Indigenous People Resource Mgt IS -- International Studies ITDL -- Interdept Medicine and Dentist JSGS -- JSG School of Public Policy KIN -- Kinesiology KINA -- Kinesiology Activity KIST -- Kinesiology-Stats Equivalents LATN -- Latin LAW -- Law LING -- Linguistics LIT -- Literature LUES -- Land Use and Enviro Studies MATH -- Mathematics MBA -- Master Business Administration MCIM -- Microbiology and Immunology MDSP -- Medicine Special Topics ME -- Mechanical Engineering MED -- Medicine MGT -- Management MKT -- Marketing MPAC -- Master Professional Accounting MUAP -- Music Applied MUS -- Music NEPS -- Nursing Ed Program of SK NORD -- Northern Govern and Develop NRTH -- Northern Studies NS -- Native Studies NURS -- Nursing NUTR -- Nutrition OB -- Organizational Behaviour OBGY -- Obstetrics and Gynecology PATH -- Pathology PBIO -- Palaeobiology PCOL -- Pharmacology PGCL -- Post Graduate Clinical PHAR -- Pharmacy PHIL -- Philosophy PHPY -- Physiology and Pharmacology PHSI -- Physiology PHYS -- Physics PLSC -- Plant Science POLS -- Political Studies PSIA -- Psychiatry PSY -- Psychology PTH -- Physical Therapy PUBH -- Public Health RCM -- Rhetorical Communication RLST -- Religious Studies RRM -- Renewable Resource Management RUP -- Regional and Urban Planning RUSS -- Russian SC -- Science SCP -- School and Counselling Psych SLSC -- Soil Science SNSK -- Sanskrit SOC -- Sociology SOSC -- Social Science SPAN -- Spanish SPST -- Special Studies STAT -- Statistics SURG -- Surgery SWIT -- Std Well Init Toward Comm Hlth SYNC -- Synchrotron Sciences TECH -- Technical Vocational Education TEFL -- Teaching Engl as Foreign Lang TESL -- Teaching Engl as Second Lang TOX -- Toxicology UKR -- Ukrainian VACC -- Vacc and Immunotherapeutics VBMS -- Veterinary Biomedical Sciences VINT -- Veterinary Interdepartmental VLAC -- Large Animal Clinical Sciences VSAC -- Small Animal Clinical Sciences VTMC -- Veterinary Microbiology VTPA -- Veterinary Pathology WGST -- Womens and Gender Studies WRIT -- Writing
Course Number: (optional)

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Results

EDUC 298.3 — 1/2(3L)
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.

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EDUC 301.3 — 3L
Educator Identity in Contexts Anti-Oppressive and Ethical Beginnings

This course will have a central focus on an anti-racist and anti-oppressive examination of self and learners, with an understanding that education is an ethical and political act. Specific attention will be paid to the Saskatchewan context. Teacher candidates will connect these understandings to teaching practice as they develop their professional identities.

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EDUC 302.3 — 3L
Situated Learners Contexts of Learning and Development

Teacher candidates will investigate the contexts of understanding knowledge and learning, learner diversity and development. This will include child and adolescent development, assessment, exceptionalities, and language use in learning. It will also include a focus on related implications for pedagogical decision-making, planning, and assessment to support diverse learners’ cognitive, emotional, physical, spiritual, and age-specific growth.

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EDUC 303.3 — 3L
Education in Society Structures and Systems

This course considers the structures and contexts that shape education for learners and teachers. Examining historical and cultural perspectives as a way of understanding current systems, institutional policies, and educational philosophies, governance issues, law, institutional norms, family and community contexts will support the exploration of one’s own philosophies and practices of teaching.

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EDUC 309.3 — 3L
Languages of Knowing Elementary

This course will examine languages of knowing that are dominant within and across ELA, Social Studies, Mathematics, PAA, Sciences, Fine Arts and Physical Educationand their relation to cultural contexts; media as a dominant language of knowing in relation to youth identity and society; and the resulting importance of considerations of interdisciplinarity and diverse knowledges in curriculum-making and pedagogy. This course addresses the six semester hours required by the Ministry of Education related to reading and language methodology content for elementary teacher candidates as well as some of the required methods content in science, social studies, and mathematics.

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EDUC 311.3 — 3L
Languages of Knowing Secondary

This course will examine languages of knowing that are dominant within and across ELA, Social Studies, Mathematics, PAA, Sciences, Fine Arts and Physical Education and their relation to cultural contexts; media as a dominant language of knowing in relation to youth identity and society; and the resulting importance of considerations of interdisciplinarity and diverse knowledges in curriculum-making and pedagogy.

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EDUC 312.3 — 3L
Relational Curriculum Making Intersections of Educators Learners Contexts and Subject Matters Elem

Curriculum-making is an intentional act of organizing, designing, developing, and assessing outcomes of learning experiences in subject areas. Curriculum is made through the interaction of educators, learners, contexts and subject matters, 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. This course addresses the six semester hours required by the Ministry of Education related to reading and language methodology content for elementary teacher candidates as well as some of the required methods content in science, social studies, and mathematics.

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EDUC 313.3 — 3L
Pedagogies of Place Context Based Learning Elementary

This course considers pedagogical, planning, and assessment choices in relation to geographical and cultural contexts, the specific knowledges and situations of learners, subject learning and relational curriculum-making, and social and ecological justice priorities. Holistic, experiential, and inquiry-based pedagogical methodologies will be examined and experienced. This course addresses the six semester hours required by the Ministry of Education related to reading and language methodology content for elementary teacher candidates as well as some of the required methods content in science, social studies, and mathematics.

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EDUC 314.3 — 3L
Relational Curriculum Making Intersections of Educators Learners Contexts and Subject Matters Second

Curriculum-making is an intentional act of organizing, designing, developing, and assessing outcomes of learning experiences in subject areas. Curriculum is made through the interaction of educators, learners, contexts and subject matters, 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.

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EDUC 315.3 — 3L
Pedagogies of Place Context Based Learning Secondary

This course considers pedagogical, planning, and assessment choices in relation to geographical and cultural contexts, the specific knowledges and situations of learners, subject learning and relational curriculum-making, and social and ecological justice priorities. Holistic, experiential, and inquiry-based pedagogical methodologies will be examined and experienced.

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EDUC 321.3 — 3L
Field Experience Learning in Contexts

This field study includes one full-time week within the first month of the term. This component of field study focuses on community and place-based learning in alternate sites of educational practice that offer an integrated and orienting place-based experience. In addition, teacher candidates will engage in weekly school-based experiences where they will engage with learners to more deeply understand learning in contexts.

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EDUC 322.3
Field Experience Relational Curriculum-making in Practice Planning Adapting and Assessing

Teacher candidates will engage in weekly school-based experiences, and in one full-time week at the end of the term, where they will engage with learners, peers and partner teachers in practice to more deeply understand curriculum making, languages of knowing, socio-culturally responsive pedagogies and implications in planning and assessment.

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EDUC 398.3
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.

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EDUC 411.6
Inquiry Project and Community Learning Field Experience

Post-interns will develop an independent or interdependent inquiry project connected with their on-campus and field study experiences. Post-interns will be facilitated in developing understanding of action research, narrative inquiry, and other approaches to inquiring appropriate to questions they wish to address and they 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.

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EDUC 421.12
Field Experience Professional Internship

Teacher candidates will work with one or more co-operating teachers and will function as professionals-in-training, engaging with students and their families. Teacher candidates will work alongside colleagues on a regular and in-depth basis, team-teaching, planning lessons and other school-based programs, and progressing toward a full teaching load within their school context. The experience affords teacher candidates with opportunities to be innovative and to Implement learning gained in past terms.

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EDUC 471.3 — 2S
Professional Study Seminar

This seminar is designed to be combined with internship experiences to explore subject matter specific topics and methodologies and topics of issue or concern that arise while on internship, including but not limited to topics like building learning communities, professionalism in teaching-learning contexts, ethics, differentiated instruction and culturally responsive assessment for learning.

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EDUC 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.

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EDUC 499.9
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.

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EDUC 899.6 — 1&2(1T-8R)
Readings Course

Provides an opportunity for students to pursue a topic of an interdisciplinary nature or multi-departmental concern. The topic must fall outside the scope of courses offered, although this provision may be waived with the consent of the departments involved. The student is responsible for defining the area of interest and the approval of the project by the sponsoring and cooperating departments must be gained prior to registration. The student undertakes intensive reading under the guidance of a staff supervisor and advisory committee and submits a major paper for assessment.

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EDUC 992.0
Project

The research or developmental project, required on the project option for the M.Ed., where the nature of the research or developmental project is inter-disciplinary or multi-departmental. The project must be accepted by a committee consisting of members from the sponsoring and co-operating departments and evaluated by this committee plus an external member.

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