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

EPSE 258.3 — 1/2(3L)
Learners and Learning

Assists students to develop an understanding of the characteristics of learners and the learning process in childhood and adolescence, and provides a foundation for meeting the learning needs of students through a variety of teaching-learning models and instructional strategies.

Prerequisite(s) or Corequisite(s): EFDT 101.

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EPSE 337.3 — 1/2(3L-1.5S-1.5P)
Self Discipline Developing Responsible Learners

Teacher candidates will examine their beliefs about education, learning, their own behaviour, and that of students in their care. A variety of philosophical perspectives will be studied and students will be encouraged to develop their own unique and personal orientation for guiding the learning process and the development of students' self-discipline in a supportive classroom environment.

Formerly: EDPSY 437.
Prerequisite(s) or Corequisite(s): EPSE 258.
Note: ECUR 332 is an equivalent course.

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EPSE 390.3 — 1/2(3L)
Exceptional Learners

Introduces students to the concept of exceptionality as it reflects the special needs of individuals for whom they will be responsible in their classrooms, schools, and communities. The philosophy of inclusion will be emphasized. Students will learn how to identify and provide appropriate learning opportunities for children with special needs and ensure that they receive additional services to which they are entitled by the Saskatchewan Education Act and current Regulations. Students will become sensitive to cultural differences, the need to work with families and the importance of early intervention to prevent or ameliorate disability.

Formerly: EDEXC 390.
Prerequisite(s) or Corequisite(s): EPSE 258.

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EPSE 414.3 — 1&2(3L)
Exceptional Learners Classroom Implications

Emphasizes strategies and techniques useful in accommodating children and youth with special learning needs in the regular classroom. Students will learn how to maximize potential for individualization through procedures such as adapting lesson plans, devising alternative evaluation procedures and modifying teaching techniques and materials.

Formerly: EDEXC 414.
Prerequisite(s) or Corequisite(s): EPSE 390.

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EPSE 416.3 — 1/2(3L)
Comprehensive Guidance and Counselling

Introduction to comprehensive guidance and counselling in school, community, and health settings. Communication skills for helping professionals are also introduced and practiced. Examines the roles, functions, and ethical practices of personnel involved in guidance counselling and career education. This is a prerequisite class for the graduate program in school and counselling psychology in the Department of Educational Psychology and Special Education.

Formerly: EPSY 411 and 425.
Prerequisite(s): EPSE 258, 337, or 390.

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EPSE 417.3 — 1/2(3L)
Introduction to Counselling Psychology

Introduces students to foundational theories and practices of individual and group counselling. Key theories are surveyed in terms of their major concepts, therapeutic process and practical applications in school, community and health contexts. This is a prerequisite class for the graduate program in school and counselling psychology in the Department of Educational Psychology and Special Education.

Formerly: EDPSY 412.
Prerequisite(s): EPSE 258, 337, or 390.
Note: Students may not receive credit for both this course and PSY 257 in a B.Ed. program.

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EPSE 441.3 — 1/2(3L)
Introductory Statistics in Education

Provides the student with an overview of descriptive statistics and basic psychometric concepts, with specific attention to problems of measurement and research in education and counselling. The emphasis is on application rather than derivation. No specific mathematical background is required.

Formerly: EPSY 441.
Prerequisite(s): EPSE 258, 337, or 390.
Note: Especially recommended for students needing to fulfill the statistics requirement for admission to M.Ed. programs. Students with credit for COMM 104, GE 210, GE0G 301, PLSC 314, PLSC 214, PSY 233, STAT 242, 244, 245, or 246 may not take this course for credit. Students who wish to use this course toward an Arts and Science credit should first refer to Statistics Course Regulations in the Arts & Science section of the Calendar.

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EPSE 448.3 — 1/2(3L)
Assessing Learning in Classroom

Provides training in the skills involved in assessing student achievement. Students will learn how to construct various measuring devices such as paper and pencil tests, performance tests, assignments, portfolios, and observation schedules. Students will also learn how to summarize, interpret and report assessment results.

Formerly: EDPSY 448.
Prerequisite(s): EPSE 258, 337, or 390.

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EPSE 498.3 — 1/2(3S)
Special Topics in Educational Psychology and Special Education

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

Note: Students may receive credit for only one of EXPR 498 or 402.

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EPSE 500.3 — 1/2(3S)
History and Philosophy of Special Education

Provides an understanding of foundational beliefs and practices that underpin modern special education. Models, theories, and philosophies that provide the basis for special education are examined. Includes an historical profile of special education legal mandates and service provision within Saskatchewan, across Canada, and internationally. Social, cultural, and familial contexts of exceptionality are examined.

Prerequisite(s): EPSE 390 and 414.

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EPSE 510.3 — 1/2(3S)
Supporting Students with Language and Communication Needs in Classroom

Language and communication development and disorders will be studied with emphasis on the impact they have on students' academic, social, emotional and cognitive development. The teacher's role, including classroom identification and assistance for students having language and communication disorders, will be addressed. Classroom and instruction modifications will be presented.

Prerequisite(s): EPSE 390 and 414.

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EPSE 520.3 — 1/2(3S)
Supporting Students with Learning Disabilities in Classroom

Designed to facilitate a broad understanding of issues in LD as well as research-based knowledge about several important elements in the field. Course topics will include definitional issues in LD, a language-oriented view to reading disability, memory processing problems, reading, writing, and arithmetic instruction, metacognition, social issues, inclusion, and assessment issues of LD.

Prerequisite(s): EPSE 390 and 414.

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EPSE 530.3 — 1/2(3S)
Supporting Students with Behavioral and Social Needs in Classroom

The goal of this course is to provide the student with the best effective practices for assessment and educational intervention for children and youth that have behavioural and social problems. While relevant theory and research will be reviewed, major emphasis will be placed on exploring practical strategies for improving behaviour in the school setting.

Prerequisite(s): EPSE 390 and 414.

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EPSE 540.3 — 1/2(3S)
Collaboration Processes and Contexts

Examines models of service delivery in special education. Emphasis is placed on collaborative processes and team contexts. Students learn the basic communication and decision-making skills for collaborative team planning and program implementation. Collaborative teamwork is considered in a variety of team contexts: families, school-based teams, and integrated services.

Prerequisite(s): EPSE 390, 414 and 500.

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EPSE 551.3 — 1/2(3S)
Designing Supports to Meet Diverse Student Needs

Builds applied skills in the professional practice of Special Education and prepares them to engage in the practicum course (EPSE 560). The central theme is use of effective practices to meet the individual needs of diverse learners. Emphasis is placed on authentic assessment, adaptive instruction, collaborative teamwork, and inclusive school practices.

Prerequisite(s): EPSE 390, 414, 500, 510, 520, 530 and 540.
Note: Students with credit for EPSE 550 may not take this course for credit.

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EPSE 560.3 — 2(3P)
Providing Supports to meet Diverse Student Needs

Provides students with practical skills essential for delivery of appropriate educational programs for students with special needs. A central unifying theme is "collaborative consultation". Involves a variety of practicum activities within school settings.

Prerequisite(s): EPSE 390, 414, 500, 510, 520, 530, 540 and 551.

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EPSE 570.3 — 1/2(3L)
Individual Project in Special Education

Designed to assist students to integrate content and experiences from other courses through an individual project. Aim is to prepare reflective practitioners 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.

Prerequisite(s): EPSE 390 and 500.

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EPSE 821.3 — 1/2(3L)
Educational Psychology Special Education and the Biological Basis of Behavior

Provides students with foundational knowledge in the biological basis of behavior as it relates to Educational Psychology and Special Education. It addresses the physiological basis of behaviour and cognition, neurotransmitter systems and neuropharmacology, and biological contributions to disorders frequently encountered in Educational Psychology and Special Education.

Prerequisite(s): Permission of the instructor.

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EPSE 842.3
Assessment Literacy in Education

An advanced course designed to provide an analysis and application of measurement and evaluation principles and practices in student assessment at all levels of education. The course addresses the development of assessment and grading instruments, collecting assessment information, and the use of assessment data.

Restriction(s): Restricted to College of Graduate Studies and Research
Prerequisite(s): ERES 800.3

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EPSE 843.3 — 1(1L-1S-1P)
Theory of Educational and Psychological Measurement

A theoretical examination of the basic problems of psychological measurement, together with the statistical procedures relevant to the understanding and evaluation of tests. Both classical test theories and item response theory models are examined.

Prerequisite(s): Admission into the Master's Program in Education Psychology and Special Education or permission of Department Head/Graduate Chair.

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EPSE 844.3 — 2(1L-2P)
Advanced Test Theory and Instrument Construction

A detailed examination of test theory within an instrument development context. Both classical test and item response theories are examined from the perspective of designing various measuring instruments. Educational and psychological test, questionnaires, interview schedules, and program evaluation instruments are among the information gathering devices which may be considered depending upon the professional interests and needs of the students. A practical skill development component is built in.

Prerequisite(s): EPSE 843 and admission into the Master's Program in Educational Psychology and Special Education or permission of Department Head/Graduate Chair.

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EPSE 859.3 — 1/2(1L-2S)
Seminar in Language and Learning Disability

An in-depth study of the most recent theories in the field of learning disabilities. Each student will undertake a major literature search and present one aspect of basic skills, the models of processing and the way learning disabilities interfere with normal acquisition of this basic skill.

Prerequisite(s): Admission into the Master's Program in Educational Psychology and Special Education or permission of Department Head/Graduate Chair.

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EPSE 868.3 — 1(3S)
Behaviour Disorders Theory and Practice

Focuses on the empirically-based education and clinical management of behaviour disorders in children and adolescents. Critical issues related to theory, assessment practices, and treatment approaches are examined.

Prerequisite(s): Admission into the Master's Program in Educational Psychology and Special Education or permission of Department Head/Graduate Chair.

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EPSE 888.3 — 1/2(3S)
Trends and Issues

Reviews the theoretical and practical bases of emerging trends in the education of children and youth with special education needs. Regular faculty with specific expertise or visiting scholars on sabbatical leave will offer the course periodically. The course is adaptable for intensive, short-term offerings by outstanding visiting scholars.

Prerequisite(s): Admission into the Master's Program in Educational Psychology and Special Education or permission of Department Head/Graduate Chair.

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EPSE 898.3 — 1/2/1&2(3P)
Special Topics

Offered occasionally by visiting faculty and in other special situations. Students interested in these courses should contact the department for more information. Consists of writing a minor thesis based on extensive readings or on experimental study. The project must be planned, carried out and reported by the student under the supervision of a faculty supervisor.

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EPSE 899.6
Special Topics

Offered occasionally by visiting faculty and in other special situations. Students interested in these courses should contact the department for more information. Consists of writing a minor thesis based on extensive readings or on experimental study. The project must be planned, carried out and reported by the student under the supervision of a faculty supervisor.

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EPSE 990
Seminar

Non-credit course for graduate students in Educational Psychology and Special Education. On-going research and development projects of students from the focus of a series of seminars.

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EPSE 993.3
Individual Research Assignment in Educational Psychology

A research-based assignment will be completed based upon a topic of study selected by the student in consultation with the course instructor (i.e., paper, applied intervention, program evaluation, etc.). The research assignment will be directed at issues and strategies of practical relevance to the workplace (i.e., educational and/or community setting).

Restriction(s): Restricted to students in the College of Graduate Studies and Research majoring in Educational Psychology and Special Education
Prerequisite(s): ERES 800.3, ERES 840.3, or ERES 845.3 for Special Education or ERES 841.3 for Measurement and Evaluation.

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EPSE 994
Research

A student undertaking research leading to a Master's thesis must register in this course each year until the thesis is completed. This applies to thesis work done extramurally as well as intramurally.

Prerequisites: Admission into the M.Ed. in Educational Psychology and Special Education.

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EPSE 996
Research

A student undertaking research leading to a Ph.D. thesis must register in this course each year until the thesis is completed.

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