General Calendar 2000-2001
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UNIVERSITY OF
REGINA General Calendar 2000-2001 |
EADM 310 | EAES 201 | EAES 203 | EAES 204 | EAES 215 | EAES 308 | EAES 410 | EAES 411 | EBUS 250 | EBUS 251 | EBUS 270 | EBUS 285 | EBUS 300 | EBUS 310 | EBUS 311 | EBUS 350 | EBUS 351 | ECCU 200 | ECCU 300 | ECE 205 | ECE 325 | ECE 425 | ECE 435 | ED 215 | ED 225 | ED 350 | EDAN 101 | EDAN 202 | EDAN 301 | EDAN 302 | EDAN 303 | EDAN 401 | EDAN 402 | EDRA 101 | EDRA 202 | EDRA 203 | EDRA 204 | EFDN 300 | EFDN 301 | EFDN 303 | EFDN 307 | EFDN 308 | EFDN 309 | EFDN 311 | EFDN 314 | EFDN 406 | EREL 300 | EFIL 150 | EFIL 350 | EFIL 351 | EFLD 050 | EFLD 051 | EFLD 400 | EFLD 401 | EFLD 405 | EFLD 406 | EFRN 300 | EHE 215 | EHE 258 | EHE 300 | EHE 350 | EHE 385 | EHE 487 | EOE 224 | EOE 338 | EOE 339 | EOE 414 | EPE 100 | EPE 215 | EPE 265 | EPE 300 | EPE 350 | EPE 445 | EPE 489 | ELIB 216 | ELIB 236 | ELIB 326 | ELIB 446 | ELIT 101 | ELIT 202 | ELNG 205 | ELNG 300 | ELNG 316 | ELNG 325 | ELNG 326 | ELNG 329 | ELNG 350 | ELNG 351 | ELNG 450 | ECMP 355 | EMTH 200 | EMTH 215 | EMTH 300 | EMTH 325 | EMTH 335 | EMTH 350 | EMTH 351 | EMTH 450 | EMUS 101 | EMUS 202 | EMUS 300 | EMUS 315 | EMUS 320 | EMUS 325 | EMUS 330 | EMUS 334 | EMUS 340 | EMUS 350 | EMUS 366 | EMUS 377 | EMUS 400 | EMY 205 | EPS 100 | EPS 116 | EPS 200 | EPS 215 | EPS 225 | EPS 350 | EPSY 205 | EPSY 225 | EPSY 280 | EPSY 322 | EPSY 323 | EPSY 324 | EPSY 325 | EPSY 326 | EPSY 328 | EPSY 329 | EPSY 343 | EPSY 350 | EPSY 381 | EPSY 382 | EPSY 383 | EPSY 384 | EPSY 427 | EPSY 433 | EPSY 443 | ERDG 215 | ERDG 332 | ERDG 425 | ESCI 215 | ESCI 300 | ESCI 302 | ESCI 305 | ESCI 350 | ESCI 351 | ESCI 401 | ESST 215 | ESST 300 | ESST 315 | ESST 350 | ESST 351 | ESST 369 | EVHR 200 | EVHR 201 | EVHR 210 | EVHR 211 | EVHR 212 | EVHR 213 | EVHR 333 | EVHR 410 | EVHR 411 | EVHR 412 | EVHR 413 | EVHR 414 | EVHR 430 | EVHR 432 | EVHR 440 | EVHR 441 | EVHR 442 | EVHR 444 | EVIS 101 | EVIS 202 | EVIS 326 | EVIS 328 | EIAD 355 | EIHE 215 | EINE 205 | EINE 305 | EINL 225 | EINL 325 | EINL 450 | EIOE 215 | EIOE 225 | EISL 225 | EISL 325 | ECCU 200 | ECCU 300 | DART 215 | DEJE 215 | DEJE 225 | DEJE 325 | DEPH 215 | DESO 215 | DESO 300 | DFRN 250 | DFRN 335 | DFRN 350 | DFRN 351 | DLC 250 | DLC 251 | DLEC 215 | DLEC 332 | DLNG 300 | DLNG 325 | DLNG 335 | DMTH 215 | DSCI 215 | EADM 310 | ED 350 | EFDN 300 | EFDN 307 | EFDN 314 | EFLD 050 | EFLD 051 | EFLD 400 | EFLD 401 | EFLD 405 | EFLD 406 | EPS 100 | EPS 200 | EPS 215 | EPS 225 | EPS 350 | EPSY 205 | EPSY 225 | EPSY 322 | EPSY 350
IMPORTANT NOTICE
Beginning in 1999-2000, students registered in Arts Education will participate in a revised program. Students are advised to contact the Student Program Centre Office to obtain information regarding the changes planned for the Arts Education program. The requirements will remain in effect.
The Arts Education Program is designed to prepare teachers of arts education, kindergarten through grade twelve. All students in this program are required to take courses in 5 arts education areas: dance, drama, music, literature, and visual art.
The 5-year arts education program leads to a BEd degree and full teacher certification. The first year consists of introductory courses in arts, fine arts, and education. The second year consists of education courses in the five arts areas Beginning in the third year, students choose a major arts area and a minor arts area of specialization, chosen from the five areas listed above.
A BEAD Program is also available for students with a BA or a BFA in one of the five arts areas mentioned, in film and video, in Indian art, or in another suitable area.
Further information is available from faculty teaching in this program:
Dance Education |
Dr Ann Kipling Brown |
Drama Education |
Dr. Linda Lang |
Literature Education |
Dr Meredith Cherland |
Music Education |
Dr Nancy Browne |
Visual Education |
Dr Norman Yakel |
SPECIAL NOTES ON POSSIBILITIES FOR EARNING TWO DEGREES
Students earning a BEd degree in arts education and majoring in visual education, drama education, or music education, will also come within 5 courses of earning a three-year BA degree in visual art, Indian art, theatre, or music. This requires that courses in the major and elective courses be chosen to meet requirements for the three-year BA. Majors in visual education, drama education, and music education will be registered in two degree programs, the BEd and the BA.
These 3-year BA degrees in visual art, Indian art, theatre, and music are open only to those students enrolled in the arts education program. They will be awarded only after the BEd degree has been awarded.
1. Those working toward both a BEd in visual education and a three-year BA in visual art must take these courses in the major and as electives:
ART 220
ART 221
ART 230
ART 240
ART 250
ART 260
ART 270
ARTH 100
ARTH 204
ARTH 301
INAH 100
2. Those working toward both a BEd in visual education and a three-year BA in Indian art must take these courses in the major and as electives:
ARTH 100
INA 200 - 2 courses
INA 300 - 4 courses
INA 400 - 2 courses
ART 220
ART 221
INAH 100
INAH 200 - 2 courses
3. Those working toward both a BEd in drama education and a three-year BA in theatre must take these courses in the major and as electives:
THEA 150
THEA 250
THEA 251
THEA 252
THEA 260
Two of: THEA 120, 130, 140, 221, 231, and 241
THEA 300/400
THEA 300/400
THEA 300/400
4. Those working toward both a BEd in music education and a three-year BA in music must take these courses in the major and as electives:
MU 121
MU 122
MU 200
MU 201
MU 221
MU 222
MU 321
MU 322
4 MUSIC electives
Students who wish to become high school music teachers are advised to enrol in the BMusEd program. It is also possible to work toward a three-year BA in music while enrolled in the BMusEd program. Information is available from the Music Department in the Faculty of Fine Arts.
5. Those wishing to work toward both a BEd in literature education and a 4-year BA in English should take the courses listed below as courses in the major and as electives. It is possible to come within 7 courses of the four-year BA in English while earning the BEd degree in literature education.
ENGL 100
ENGL 110 or another introductory course
Nine other English courses. (The BA in English requires that five courses be taken in one division, and that another course be taken in each of five divisions.)
6. At this time the University of Regina does not offer a BA or a BFA in Dance.
EXPLANATORY NOTES
The Arts Education Program has a limited number of places for students who have already earned another degree. Students with a degree in English or in an arts area (theatre, music, visual art, film and video, dance, or Indian art) will be given preference.
Teacher certification requires that BEAD students have sufficient courses in the major and the minor arts areas as part of their first degrees. Students should have 24 hours in the major arts area and 16 hours in the minor arts area before entering the program. Those who do not must take courses to meet these requirements. (Up to three courses may be taken as part of the 5-semester BEAD Program).
FIVE YEAR ARTS EDUCATION PROGRAM (150 hours) | |
Semester 1 (Fall)
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Semester 2 (Winter)
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Semester 3
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Semester 4
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Semester 5
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Semester 6
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Semester 7
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Semester 8
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Semester 9
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Semester 10
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The Arts Education After Degree Program 75 credit hours
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Semester 1 (Fall)
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Semester 2 (Winter)
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Semester 3
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Semester 4
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Semester 5
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CERTIFICATE OF EXTENDED STUDIES
This is a one-year program (30 credit hours) of undergraduate courses to meet re-orientation objectives of holders of a BEd. For planning a program contact the Student Program Centre Office, 585-4537.
VOCATIONAL/TECHNICAL EDUCATION AND HUMAN RESOURCE DEVELOPMENT
Programs in vocational/technical education were established at the University of Regina in 1984, and programs in Human Resource Development in 1998. These programs provide leadership and support to training and development in the province's post-secondary education and training institutional sector and in business, industry, government and community settings. The programs accommodate the learning and development needs of a wide range of individuals currently working or aspiring to work in the occupational preparation and development of adults in Saskatchewan.
The principal participant group for the Voc/Tech program includes:
individuals working in postsecondary educational institutions and training support agencies (technical institutes, vocational centers, community colleges, counselling centers, police academies, the military, private vocational schools, etc.) and
The principal participant group for the HRD program includes:
individuals employed in training and development functions in employment settings (business, industry, and public sector agencies).
Undergraduate programs in vocational/technical education and human resource development provide learning opportunities through which competent, experienced individuals can build on their vocational backgrounds in formal preparation as adult vocational educators and developers of human resources. Both programs, therefore, involve a combination of occupational preparation (training and successful work experience acquired prior to admission to the program) and university studies. Since most participants combine full-time work with their studies, all programs are offered on a part-time basis (evenings and summer schools).
VOCATIONAL/TECHNICAL EDUCATION
Three undergraduate programs in vocational/technical education are offered:
The Certificate in Vocational/Technical Education
The Certificate in Vocational/Technical Education is equivalent to one year of full-time studies (30 credit hours) and is intended for individuals holding recognized vocational or university credentials and seeking basic professional preparation for adult vocational instructor roles. The certificate program includes the following requirements:
EPS 116 |
Communication Skills |
EVHR 200 |
Introduction to Adult Development |
EVHR 201 |
Introduction to Training/Development |
EVHR 210 |
Program Design |
EVHR 211 |
Instructional Technology: Introduction |
EVHR 212 |
Evaluation |
EVHR 333 |
Basic Vocational Practicum |
three 400 EVHR electives | |
Candidates with recognized occupational backgrounds may, upon completion of the certificate program, apply for transfer to the Bachelor of Vocational/Technical Education program. Courses may be drawn from other undergraduate programs in vocational/technical education as well as from other programs offered in the Faculty of Education.
The Bachelor of Vocational/Technical Education
The Bachelor of Vocational/Technical Education degree program is equivalent to four years of full-time studies (or 120 credit hours) and is intended for individuals holding recognized vocational credentials and seeking degree-level preparation as adult vocational educators. The certificate program constitutes a portion of this degree program; in addition, candidates are required to complete advanced-level studies in vocational/technical education as well as studies in faculties other than Education. Requirements for the BV/TEd degree program are as follows:
Occupational background (maximum 48 hours)
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Basic voc/tec education requirements (21 hours)
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Advanced voc/tec education requirements (21 hours)
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Studies in other faculties (30 hours)
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Open electives (0 to 18 hours)
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The After-Degree Program in Vocational/Technical Education
The After-Degree Program in Vocational/Technical Education is equivalent to one-and-a-half years of full-time studies (or 45 credit hours) and is intended for individuals holding approved university degrees in fields such as nursing, administration, and agriculture. Candidates are required to complete basic and advanced studies as outlined in the BV/TEd degree program.
The Human Resource Development undergraduate program
The Human Resource Development undergraduate program is designed for individuals currently working in or aspiring to positions in training and development in private and public sectors and community-based agencies. This program is focused on foundations of adult training and development, organizational development, adult education theory and practice, the design and evaluation of training programs, basic consulting principles, and the use of multimedia in training design and delivery. Emphasis is placed on the human resource development in local settings.
Three undergraduate programs in human resource development are offered:
The Certificate in Human Resource Development
The Certificate in human resource development is equivalent to one year of full-time studies (30 credit hours) and is intended for individuals holding recognized human resource development or university credentials and seeking basic professional preparation for adult development instructor roles. The certificate program includes the following requirements:
EPS 116 |
Communication Skills |
EVHR 200 |
Introduction to Adult Development |
EVHR 201 |
Introduction to Training/Development |
EVHR 210 |
Program Design |
EVHR 211 |
Instructional Technology: Introduction |
EVHR 212 |
Evaluation |
EVHR 213 |
Introduction to Educational Leadership for Training and Development |
EVHR 411 |
Instructional Technology: Advanced |
EVHR 413 |
Educational and Administrative Leadership in Training and Development |
EVHR 442 |
Trends and Issues in Training and Development |
Candidates with recognized occupational backgrounds may, upon completion of the certificate program, apply for transfer to the Bachelor of Human Resource Development program. There are 5 required courses from the Faculty of Administration and other courses may be drawn from other undergraduate programs in human resource development as well as from other programs offered in the Faculty of Education.
The Bachelor of Human Resource Development
The Bachelor of Human Resource Development is equivalent to four years of full-time studies (or 120 credit hours) and is intended for individuals currently working in or aspiring to positions in training and development in private and public sector organizations and community agencies. Applicants must hold occupational certification and have five years of work experience. Following is the program profile for the Bachelor of Human Resource Development.
Occupational background (maximum 48 hours)
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Basic degree requirements (21 hours)
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Advanced degree requirements (21 hours)
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Studies in other Faculties (30 hours - non education courses only)
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Open electives (0-18 hours)
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The After-Degree Program in Human Resource Development
The After-Degree Program In Human Resource Development is equivalent to one-and-a-half years of full-time studies (or 45 credit hours) and is intended for individuals holding appropriate university degrees in fields related to adult education and human resource development. Candidates are required to complete basic and advanced studies as outlined in the BHRD degree program.
For further information and program counselling, contact the Vocational/Technical Education and Human Resource Development office in the Faculty of Education at 585-4502.
Graduate programs in Vocational/Technical Education and Human Resource Development are also available; for further information refer to the Graduate Studies and Research Calendar.
NORTEP, SUNTEP AND YNTEP
These are off-campus semi-independent elementary education programs.
BEd ELEMENTARY AND SECONDARY (NORTEP)
NORTEP, the Northern Teacher Education Program is offered in LaRonge and comprises classes from both the University of Regina and the University of Saskatchewan. The program includes extensive field experience and concentration in Indian/Native Studies and Science. For further information contact the NORTEP Director at the NORTEP Centre in La Ronge, (306) 425-4411.
SUNTEP, the Saskatchewan Urban Native Teacher Education Program offers a University of Regina BEd (Elementary Education) degree through the Gabriel Dumont Institute. Concentrations in reading/language arts and cross cultural education as well as an extended first-year practicum placement are mandatory.
For further information contact the SUNTEP Regina Co-ordinator, 347-4110.
YNTEP, the Yukon Native Teacher Education Program, offers a University of Regina BEd (Elementary Education) in cooperation with Yukon College in Whitehorse. Through YNTEP, students of aboriginal ancestry who live in the Yukon take courses in Northern Studies, Native Language, and Cross-Cultural Education Methods, as well as other Education and Arts courses. In every year of this four-year program students spend time in a school classroom working with an experienced teacher.
For further information about application and selection into the program or qualifying through the University Entrance Program, contact Brian Aubichon, Executive Director, YNTEP, Yukon College, Box 2799, Whitehorse, Yukon Y1A 5K4. Tel. (867) 668-8781. Fax. (867) 668-8828. E-mail: baubicho@yukoncollege.yk .ca
GRADUATE PROGRAMS IN EDUCATION AND RESEARCH
GRADUATE PROGRAMS IN EDUCATION
1. Curriculum and Instruction, Diploma and MEd programs
2. Educational Administration, Diploma and MEd programs
3. School Guidance and Counselling, Diploma and MEd programs
4. Vocational-Technical Education, Diploma, and MV/TEd programs
5. Human Resource Development, MHRD
For further information contact the Director of the MV/TEd and MHRD programs, 585-4502.
6. Certificate of Extended Studies (30 credit hours) for holders of a BEd
For further information contact the Faculty of Education Graduate Studies Program, 585-4502.
For further information regarding program outline, applications and fellowships, consult the calendar of the Faculty of Graduate Studies and Research, University of Regina, or contact the office of the Graduate Programs in the Faculty of Education.
SASKATCHEWAN INSTRUCTIONAL DEVELOPMENT AND RESEARCH UNIT OF THE FACULTY OF EDUCATION
DIRECTOR: D. FRIESEN
ASSOCIATE DIRECTOR: S. ALLAN
ASSISTANT DIRECTOR: D. BEVERIDGE
The unit is an agency for instructional development and research dealing with teaching and its impact on learning. Its mandate includes:
· conducting development activities and research relevant to classroom instruction in Saskatchewan;
· establishing and maintaining effective consultative services for those seeking information about research findings and new developments in instruction and learning theory and their applicability to Saskatchewan;
· disseminating research findings, methodological approaches, and critical analyses to researchers and practitioners through publications, seminars, and other means;
· facilitating co-operation among individuals, groups and organizations in identifying research needs and resources, and undertaking appropriate projects;
· providing research training opportunities for graduate students in education;
· identifying, securing, and distributing research funds.
COURSE DESCRIPTIONS
Cautionary Note
To service the needs of those students seeking certification requirements and to keep staff load at a reasonable limit to provide for optimum efficiency, it may sometimes be necessary to drop an optional course in order to staff those courses required for student certification as professional teachers. Courses additional to those listed may be offered. Information can be obtained from the student program centre, 585-4537.
Experimental Courses
With the exception of courses numbered 498 and 499, which are designed for independent study or special projects, all courses in the __90 range are experimental. When courses have passed the experimental stage, they will appear as regular courses within the appropriate subject area.
Independent study or special project courses
Courses numbered 498 and 499 are reserved as independent study or special project courses in the student's field of special interest in education.
EADM EDUCATIONAL ADMINISTRATION
P. Brooks
P. Clarke
D. Common
R. Dolmage
EADM 310 
Educational Administration: Structure and Process
3:3-0
This course will consist of a study of administration in public education with reference to constitutional, governmental, legal, administrator-teacher, and teacher-student components in the total education structure or system.
EAES AESTHETIC EDUCATION
N. Browne
J. Fries
A. Kipling Brown
L. Lang
N. Yakel
EAES 201
Introduction to Aesthetic Education K-12
3:3-0
This is an introductory course in aesthetic education designed specifically for students preparing to teach in arts education: K-12.
Prerequisites: Semester I courses, arts education program.
Note: Normally offered in winter only.
EAES 203
Arts Education Seminar I
0:0-1
An integrative seminar for arts education students.
Credit/no credit grade.
EAES 204
Arts Education Seminar II
0:0-1
An integrative seminar for arts education students.
Credit/no credit grade.
EAES 215
Introduction to Arts Education
3:3-0
Introduction to the five disciplines of art, dance, drama, music, and literature as required areas of study in the elementary classroom as reflected in aspects of the provincial curriculum.
EAES 308
Aesthetic Theory & Instructional Planning: Arts Education in Current Curricula
3:3-0
This course is designed specifically for students preparing to teach in arts education: K-12. It will provide an introduction to aesthetic theory within the context of current curriculum practice.
Prerequisite: EAES 201
EAES 410
Curriculum Development & Implementation in Aesthetic Education
3:3-0
The course will focus on curriculum development and implementation procedures in both school and community arts education programs.
Prerequisites: EAES 201 and/or EAES 308
EAES 411
Issues in Arts Education
3:3-0
This course will focus on current issues in arts education. Students will read widely and formulate positions as they write articles for publication in arts education journals.
Prerequisites: Completion of the fourth year of the arts education degree program, or equivalent. For senior students in the arts education program.
EBUS BUSINESS EDUCATION
C. Kesten
EBUS 250
Orientation to Business and Vocational Education I
3:3-1
Overview of contexts, content, and teaching methods in selected areas of communications and information processing, with emphasis on current business and office processes.
Prerequisites: At least 6 credit hours in acceptable administration or business education courses, or permission of instructor.
EBUS 251
Orientation to Business and Vocational Education II
3:3-0
Overview of contexts, content, and teaching methods in basic business, economics, marketing, law, management, and entrepreneurship.
Prerequisites: At least 6 credit hours in acceptable administration or business education courses, or permission of instructor.
EBUS 270
Fundamentals of Teaching Keyboarding
3:3-2
Principles, processes, methods, and materials for teaching and evaluating keyboarding skills and applications.
Prerequisite: Adequate keyboarding competence as assessed by the subject area, or permission of instructor.
Corequisite: EPS 200
EBUS 285
Methods of Teaching Accounting
3:3-0
Methodologies, evaluation processes and materials for teaching accounting, including use of computers in accounting courses.
Prerequisite: ADMN 285 or equivalent, or permission of instructor.
Corequisite: EPS 200
EBUS 300
Curriculum Content in Business Education
3:3-0
Study of elements of curriculum design and conceptual frameworks for business education curricula. Analysis of business education curricula in several educational jurisdictions and development of original business education curricula.
Prerequisite: Minimum of 21 credit hours in business education and business administration or approval of subject area.
EBUS 310
Information Processing in Business Education
3:3-0
Overview of modern information processing concepts, skills, and office systems. Includes hands-on applications on selected computer hardware and software, as well as strategies for teaching and learning information processing.
Prerequisite: Touch keyboarding competence, EBUS 270, CS 100, or permission of instructor.
EBUS 311
Economic, Consumer, and Entrepreneurship Education
3:3-0
Approaches, methods, and resources for teaching the economic system, with particular attention to the points of view of consumer and entrepreneur.
Prerequisites: ECON 101 or 102, ADMN 206, third-year standing in Faculty of Education, or permission of instructor.
EBUS 350
Instruction and Evaluation in Information Processing Components of Business Education
3:3-1
Integrated study of instruction and evaluation theories and practices applicable to information processing aspects of business education.
Prerequisite: EBUS 300
EBUS 351
Instruction and Evaluation in Basic Business Education
3:3-1
Planning and implementing instruction and evaluation of secondary school basic business education subjects such as economics, law, consumer education, general business, and entrepreneurship.
Prerequisites: EBUS 300 and 350
ECCU 200
Introduction to Cross-Cultural Education
3:3-0
An examination of concepts common to cross-cultural education and cross-cultural interaction. Implications for schooling, cultural and economic factors, and current issues and trends in the education of racial and cultural minorities.
ECCU 300
Cross-Cultural Teaching Strategies
3:3-1
An examination of teaching strategies, methods, and planning procedures which can facilitate learning and recognize cultural diversity in cross-cultural settings.
Prerequisite: ECCU 200
ECE EARLY CHILDHOOD EDUCATION
C. Krentz
K. McNaughton
B. Warkentin
ECE 205
Orientation to Teaching Children in the Early School Years (K-5)
3:3-0
Foundations of experiential learning programs in kindergarten and the early school years; understanding children within social & cultural contexts; dimensions and elements of good quality programs for young children.
Prerequisite: Selection into elementary education program.
Note: Normally offered in fall only.
ECE 325
Experiential Learning for Young Children
3:3-0
Planning organizing and evaluating learner-centred curriculum and environments for young children. Multiple modes of learning and forms of representing learning. Applying principles of developmentally and culturally appropriate practice to classroom environments.
Prerequisites: ECE 205 & pre-internship
Note: Normally offered in winter only.
ECE 425
Contemporary Trends in Early Childhood Education
3:3-0
An examination of current trends and concerns in early childhood education. Participants will explore relevant problems and their contexts and develop practical action plans which support developmentally and culturally appropriate programs for young children.
Prerequisites: ECE 325 and internship
ECE 435
Curricular Implications of Play
3:3-0
Play and its contribution to development and learning; practical application of play theory in experiential learning situations.
Prerequisites: ECE 325 and pre-internship
ED EDUCATION
ED 215
Integrative Experiences in Elementary Education: Part I
2:1.5-8
This course provides information and skills related to pertinent issues in field experiences, and guided reflection intended to help students see these experiences in social and cultural context.
Prerequisite: Admission to elementary pre-internship
Corequisites: EPS 215 and field experience
Pass/fail grade
Note: Normally offered in winter only.
ED 225
Integrative Experiences in Elementary Education: Part II
2:1.5-8
This course follows and builds upon the experiences of ED 215, continuing to provide information and skills related to field experience; and providing more seminar time for guided reflection. The course will allow students to situate critical incidents within their field experiences within a cultural context.
Prerequisite: Continuing status in elementary pre-internship
Corequisites: EPS 225 and field experience
Pass/fail grade
Note: Normally offered in fall only.
ED 350
Integrative Experiences in Secondary Education
3:3-5
This course provides experiences that allow the pre-Intern to integrate theories and approaches to teaching in the secondary school through practical experiences.
Prerequisite: Admission to secondary pre-internship
Corequisite: EPS 350
Pass/fail grade
Note: Normally offered in winter only.
EDAN DANCE EDUCATION
A. Kipling Brown
EDAN 101
Introduction to Dance Education, K-12, Part I
3:3-0
Knowledge and experience of theory and content of dance through both theoretical and practical study. Emphasis on understanding of creative/modern/ethnic dance and its particular relevance in dance education.
Prerequisite: PAS 152 or 3 hours in PAS dance courses
Note: Normally offered in fall only.
EDAN 202
Introduction to Dance Education, K-12, Part II
3:3-0
This course is designed for arts education students in their second semester. Theory, content and practice related to dance education will be examined.
Prerequisite: EDAN 101
Note: Normally offered in winter only.
EDAN 301
Curriculum for Dance Education
3:3-0
Selection and organization of contemporary dance experiences for pupils, K-12. The students will examine dance forms relevant to K-12 age groups and address dance curriculum design.
Prerequisites: EDAN 101 and 202
Note: Normally offered in fall only.
EDAN 302
Dance in Cultural Contexts
3:3-0
Planning of experiences which explore dance in cultural contexts for pupils, K-12. The students will be involved in the study of resources, in interviews, observation and analysis of dance milieux.
Prerequisites: EDAN 101 and 202
Note: Normally offered in winter only.
EDAN 303
Dance Composition
3:3-0
An introductory course in the basic principles of dance composition. Both practical and critical work will be applied to explore the creative process and to develop the skills of choreography.
Prerequisites: EDAN 101 and 202 or permission of instructor.
Note: Normally offered in fall only.
EDAN 401
Movement Notation
3:3-0
This course is an introduction to the theory and practice of movement notation. Emphasis on developing reading skills through the study of scores.
Prerequisites: EDAN 101 and 202 or permission of instructor.
EDAN 402
History of Dance Education
3:3-0
An introduction to the themes and issues in dance education, emphasizing major developments of dance teaching in theatrical dance, elementary and secondary education, community settings and university training.
Prerequisites: EDAN 101 and 202 or permission of instructor.
EDRA 101
Introduction to Drama Education
3:3-0
This course is an introduction to the theory and practice of group/contextual drama in the K-12 classroom.
Prerequisite: THEA 100
Note: Normally offered in fall only.
EDRA 202
Introduction to Drama Education Part II
3:3-0
This course involves students in the exploration of collective creation as both process and product.
Prerequisite: EDRA 101
Note: Normally offered in winter only.
EDRA 203
Drama in the Curriculum: I
3:3-0
Curriculum in drama education for prospective teachers. The course will survey existing drama curricula and provide beginning experiences in drama curriculum development for elementary and high schools.
Prerequisite: EDRA 202
Note: Normally offered in fall only.
EDRA 204
Drama in the Curriculum: II
3:3-0
This course examines the possibility of drama in other curriculum areas with special emphasis on English Language Arts.
Prerequisites: EDRA 101 and 203, or permission of the instructor.
Note: Normally offered in winter only.
EFDN EDUCATIONAL FOUNDATIONS
P. Douaud
J.D. Stewart
M. Tymchak
EFDN 300
History of Ideas in Education
3:3-0
A study of educational thought in Western civilization from its origins to the nineteenth century, with emphasis on religious and cultural beliefs as expressed in the writings of important thinkers.
Prerequisite: Third or fourth-year standing or permission of the Subject Area.
EFDN 301
Philosophical Analysis of Education
3:3-0
Use of philosophical analysis to clarify education, schooling, teaching, knowledge, curriculum, discipline, authority; and basic principles of reasoning to justify aims, content, values.
Prerequisite: Third or fourth-year standing or permission of the Subject Area. (LGC 100 or PHIL 100 recommended.)
EFDN 303
Moral Education
3:3-0
Brief exploration of the moral domain: nature of moral values, judgement, and reasoning. A critical examination of theory and practice in contemporary models of moral education.
Prerequisite: Third or fourth year standing or permission of the Subject Area.
EFDN 307
Education and the Multicultural Society
3:3-0
This course will examine multicultural education in the context of social interaction and change. The implications for school policies and practices at national and provincial levels will be considered.
Prerequisite: Third or fourth year standing or permission of the Subject Area. This course remains an option for Semester 3 Elementary Program students to meet the cross-cultural requirement.
EFDN 308
Women and Education
3:3-0
This course examines women and education from historical, philosophical and sociological perspectives. Topics include womens' experiences as teachers, issues of access and equity, feminist views on educational goals, curriculum, pedagogy and schools, and the politics of teaching.
Prerequisite: Third or fourth year standing or permission of the Subject Area.
EFDN 309
Sociology of Education
3:3-0
(Cross-listed for 200-level credit in sociology)
Study of classroom, school, and schooling as social systems; the cultural function of educational institutions. Concepts such as social organization, stratification, mobility, role, and values are applied.
Prerequisite: Third or fourth year standing or permission of the Subject Area (SOC 100 recommended).
EFDN 311
Philosophical Ideas in Education
3:3-0
Comparative and critical study of selected 20th-century schools of educational philosophy (e.g., realism, pragmatism, behaviourism, existentialism) and their representative thinkers.
Prerequisite: Third or fourth year standing or permission of the Subject Area.
EFDN 314
The Curriculum: Its Foundations and Development
3:3-0
Study of historical, philosophical, social, and psychological factors influencing curriculum formation; objectives and procedures for content selection including the features of Sask. Core Curriculum.
Prerequisite: Third or fourth year standing or permission of the Subject Area.
EFDN 406
Comparative Education
3:3-0
This course is a study of education in several countries. Comparisons will be made of national traditions, organization of education, accessibility to education, and education of cultural and religious minorities.
Prerequisite: Third or fourth year standing or permission of the Subject Area.
EREL 300
Introduction to Religious Education
3:3-0
A foundational course on the theory and methodology of religious education in the elementary and secondary school.
Prerequisites: At least second year standing and RLST 100, or permission of the subject area.
Note: Normally offered in fall only.
EFIL FRENCH (AND OTHER INTERNATIONAL LANGUAGES) EDUCATION
H. Christiansen
P. Marisi
EFIL 150
Introduction to Teaching French and Other International Languages
3:3-0
This course presents an overview of beginner, intermediate and advanced language curricula in French and in "heritage" language classrooms. It examines current phenomena in Canadian language education and their implications for the teacher.
Note: Offered in fall semester only.
EFIL 350
Teaching for Proficiency
3:3-0
This course is based on proficiency as the organizing principle in the second language course. It prepares the future second language teacher for teaching and testing for proficiency.
Prerequisite: Enrolment in CTSL
EFIL 351
Principles of Language Learning and Teaching
3:3-0
This course examines various principles and theories of second language learning and teaching.
Prerequisite: Enrolment in CTSL
EFLD 050
OCRE (Off-Campus Residential Experience)
0:0-0
An off-campus residential experience.
Pass/Fail grade
Accommodation Fee: $60.00
EFLD 051
OCRE (Off-Campus Residential Experience)
0:0-0
An off-campus residential experience.
Pass/Fail grade
Accommodation Fee: $60.00
EFLD 400
Secondary Internship
15:0-15
Required of all secondary students in all programs leading to a BEd. Offered normally in the Fall semester, for a minimum of 16 weeks. Visiting or special students not normally accepted.
Prerequisite: Completion of pre-internship semester
Pass/fail grade
EFLD 401
Secondary Practicum
Variable Credit: 1-14 hours
An alternate field experience for students in programs leading to a BEd or certificate. This provides opportunity for a variety of experiences, in length and in kind, for individuals whose present goals require a unique form of practicum. Open to students on the advice of the counsellor and with the consent of the co-ordinator of professional development.
Pass/fail grade.
EFLD 405
Elementary Internship
15:0-15
Required of all elementary students in all programs leading to a BEd (English or French). Offered normally in the Fall semester, for a minimum of 16 weeks. Visiting or special students not normally accepted.
Prerequisite: Completion of pre-internship year
Pass/fail grade
EFLD 406
Elementary Practicum
Variable Credit: 1-14 hours
An alternate field experience for students in programs leading to a BEd or certificate. This provides opportunity for a variety of experiences in length and in kind, for individuals whose present goals require a unique form of practicum. Open to students on the advice of the counsellor and with the consent of the co-ordinator of professional development.
Pass/fail grade
EFRN FRENCH EDUCATION
H. Christiansen
N. Fraser Child
P. Marisi
EFRN 300
Core French Education-Grades 7 to 12
3:3-0
This course examines various FSL programs, the Saskatchewan Curriculum guide and the application of curriculum principles to the teaching of Secondary Core French.
Prerequisite: FR 201
Note: This course is taught in French.
Note: Normally offered in fall only.
EHE, EOE, EPE HEALTH, OUTDOOR AND PHYSICAL EDUCATION
M. Bluechardt
N. Forsberg
G. Pickard
T. Salm
D. Solie
EHE 215
Elementary School Health Education: Methods, Content and Materials
3:3-0
The purpose of this course is to acquaint the students with the health programs, methods, content, and materials in both the elementary and middle years school levels.
Prerequisite: Selection into elementary program
EHE 258
Personal and Community Health
3:3-0
The course focuses on basic background and content in health education, covering such major areas as environment, drugs, sex, consumer health, safety, mental health, nutrition, fitness, and aging.
Note: Normally offered in winter only.
EHE 300
Curriculum Construction in Health Education
3:3-0
An advanced course in the development of a health curriculum.
Prerequisite: Minimum of 9-12 hours in health education courses, EPS 100, EPS 200, acceptance into pre-internship year, or permission of the health and physical education subject area. Exceptions will be made for elementary education students.
EHE 350
School Health Education
3:3-3
An advanced course on methods and materials designed to meet the needs of the health, physical education, or classroom teacher.
Prerequisites: EHE 258 or permission of health and physical education subject area.
EHE 385
Introduction to Drug Education
3:3-0
The physical, social, and psychological aspects of drug use, misuse and abuse, including pharmacological and rehabilitation problems. Particular emphasis is given to the methods of teaching.
Prerequisite: EHE 258 or 215
Note: Normally offered in fall only.
EHE 487
Curriculum Content and Theories of Instruction in Family Life Education
3:3-0
Focus on the scope and purpose of family life and sex education. Emphasis will be on content, methods, and materials from grades K-12.
Prerequisite: EHE 258 or permission of the health and physical education subject area.
EOE 224
Introduction to Outdoor Education
3:3-0
A foundational course utilizing an interdisciplinary approach to the study of the nature and scope of outdoor education, its potential in the education process; techniques of conducting outdoor learning experiences.
Prerequisite: Second-year standing in Faculty of Education.
Note: Normally offered in fall only.
EOE 338
Utilization of the Winter Environment for Outdoor Education
3:3-3
A developmental course in outdoor education using an interdisciplinary approach to the acquisition of personal skills, knowledge, and attitudes related to the winter outdoor environment.
Prerequisite: EOE 224 or permission of health and physical education subject area.
Note: Normally offered in winter only.
EOE 339
Utilization of the Summer Environment for Outdoor Education
3:3-3
A developmental course in outdoor education, using an interdisciplinary approach to the acquisition of personal skills, knowledge, and attitudes related to the summer outdoor environment.
Prerequisite: EOE 224
Accommodation Fee: $125.00
EOE 414
Implementation of Outdoor Education Programs
3:3-0
A study of the ecological, historical, recreational, and aesthetic features of the year-round environment as a basis for designing a K-12 curriculum linked to outdoor education philosophy.
Prerequisite: EOE 224 and 6 credit hours of study in areas related to outdoor education.
Note: Normally offered in winter only.
EPE 100
Introduction to Teaching Physical Education
3:3-0
Designed specifically for students preparing to teach physical education at the middle and high school levels. Objectives, instructional procedures, and curriculum are considered for elementary school physical education.
Note: Normally offered in fall only.
EPE 215
Physical Education in the Elementary School
3:3-0
An overview of teaching methods, curriculum content and materials, and their application in elementary physical education. Appropriate use of supplies and equipment.
EPE 265
Physical Education for Elementary School Teachers
3:3-1.5
A workshop approach in methods and materials.
Prerequisite: Permission of the health and physical education subject area.
EPE 300
Curriculum Content and Instruction for Elementary and Secondary School Physical Education
3:3-0
A study of the nature and scope of the school physical education program, analysis of selected curricula, development of curriculum support materials, study of program components, facilities, and equipment.
Prerequisite: Minimum of 21 credit hours in approved physical education courses.
Note: Normally offered in fall only.
EPE 350
Theories of Instruction in Secondary School Physical Education
3:3-1.5
A study of current trends in teaching physical education, analysis of teaching methods, course organization and management, utilization of teaching aids, and evaluation procedures.
Prerequisites: Minimum of 18 credit hours in approved physical education courses and EPE 100.
EPE 445
Curriculum and Instruction in Physical Education in the Elementary School
3:3-0
An analysis of the physical education curriculum for the elementary school, study of the program components, organization and administration of the program, teaching techniques, and evaluation procedures.
Prerequisites: Minimum of 9 credit hours in approved physical education courses and completion of internship.
EPE 489
Post-Internship Seminar in Physical Education
3:3-0
A clinical and problem-solving approach to the teaching of physical education in the secondary school. Opportunity will be provided for students to undertake individual studies of specified pedagogical problems.
Prerequisites: Minimum of 21 credit hours in physical education or permission of subject area, and successful completion of internship.
Note: Normally offered in winter only.
ELIB EDUCATION FOR SCHOOL LIBRARIANSHIP
ELIB 216
Children's Literature and the Elementary School Program
3:3-0
The selection, evaluation, and use of children's literature for elementary classrooms and school libraries.
ELIB 236
The Planning and Development of School Library Services and Programs
3:3-0
Analysis of the role and function of school libraries and the role of the teacher-librarian. The focus of the course is on the development of effective resource-based programs and services.
ELIB 326
Young Adult Literature and the High School Curriculum
3:3-0
The selection, evaluation, and use of young adult literature for high school classrooms.
Note: Normally offered in winter only.
ELIB 446
Resource Management and Organization
3:3-0
The development of policies and procedures that ensure the effective utilization of school library collections and services.
ELIT LITERATURE EDUCATION
S. Blenkinsop
M. Cherland
ELIT 101
Introduction to Literature Education, Kindergarten through Grade 6
3:3-0
This course is designed for students in the arts education program. Instructional methods for teaching literature and writing from kindergarten through grade 6.
Prerequisite: ENGL 100
Note: Normally offered in fall only.
ELIT 202
Introduction to Literature Education, Grades 7 Through 12
3:3-0
This course is designed for students in the arts education program. Its content concerns instructional methods for teaching literature and writing in grades 7 through 12.
Prerequisite: ELIT 101
Note: Normally offered in winter only.
ELNG LANGUAGE ARTS EDUCATION
S. Blenkinsop
M. Cherland
M. Cronin
B. Gregory
L. Kozey
L. Lang
V. Mulholland
S. Shrofel
ELNG 205
Language and Literacy Development
3:3-0
This course will prepare teachers to foster language development in the classroom by providing an overview of recent theory, research, and practice in language and literacy acquisition.
Note: Normally offered in fall only.
ELNG 300
Curriculum in Secondary School English
3:3-0
A study of the structure, articulation, implementation, and theoretical frameworks of typical high school English curricula with reference to and examination of alternative and special needs curricula.
Prerequisite: Minimum of 21 credit hours in English or ELNG courses or permission of the subject area.
Note: Normally offered in fall only.
ELNG 316
Language Awareness
3:3-0
An introduction to educational linguistics for teachers of all levels. The theoretical subtopics of phonetics, phonology, morphology, syntax, semantics, discourse structure, language acquisition and sociolinguistics are taught.
Note: Recommended for those intending to apply for the Secondary Program (English major or minor).
Permission required for those not in an Education program.
Normally offered in fall only.
ELNG 325
The Teaching of Writing
3:3-0
Classroom applications of recent theory, research and practice in the teaching of writing for elementary pre-service teachers. Study of writers' processes and strategies through participation in a writing workshop.
Prerequisite: ELNG 205
ELNG 326
Teaching English as a Second Language
3:3-0
Principles of ESL teaching, methodology of teaching, lesson and unit planning, and examination and preparation of teaching and testing materials at the elementary, secondary, and adult levels.
Prerequisite: EPS 100, relevant teaching experience, or permission of subject area.
ELNG 329
Linguistics for English as a Second Language (ESL) Teachers
3:3-0
The course will provide a linguistic foundation for ESL teachers. It will concentrate on English phonology, morphology, syntax, and language acquisition within a framework of current linguistic theory.
Prerequisite: Permission of the subject area.
ELNG 350
Secondary English Methodology Literature
3:3-1
This course presents methods for teaching literature, drama, and film at the high school level. It emphasizes the translation of theory and content into classroom practice.
Prerequisite: ELNG 300 for English Education majors; permission of the subject area for others.
Note: Normally offered in winter only.
ELNG 351
Secondary English Methodology: Composition, Language and Media
3:3-1
This course presents methods for teaching English composition, language, and media. It emphasizes the translation of theory and content into classroom practice.
Prerequisite: ELNG 300 and ELNG 316 for English Education majors; permission of the subject area for others.
Note: Normally offered in winter only.
ELNG 450
Issues in Secondary English Education
3:3-0
In-depth consideration of issues in English Language Arts Education chosen from: censorship, gender, language and curriculum, culture and curriculum, response to literature, curriculum reform, linguistic diversity, evaluation, reporting, and others.
Prerequisite: Completed Internship
EMTH AND ECMP MATHEMATICS EDUCATION AND COMPUTER EDUCATION
A. Couros
M. Maeers
R. Seaman
ECMP 355
Introduction to Computers in the Classroom
3:3-1
Introduction to the use of computer technology as a medium of instruction and learning in K-12 classrooms.
Prerequisite: EPS 100
EMTH 200 (formerly EMTH 290)
Implementation and Assessment of Problem Solving in Mathematics
3:3-0
An exploration into teaching mathematics from a problem solving perspective. Classification, representation and retrieval strategies, and their implications for middle years and secondary students' mathematical thinking and classroom teaching are examined.
Prerequisite: Two university math courses, or permission of the subject area.
EMTH 215
Theory and Practice in Teaching Mathematics in the Elementary School
3:3-0
This course examines the structure of mathematics and methodology related to major curriculum topics, including problem solving, rational numbers, and geometry. A critical resource-based approach will be used to enable students to become familiar with, and make wise choices about, a variety of teaching strategies and curriculum materials.
Prerequisite: For elementary pre-internship students only.
EMTH 300
Curriculum Content in Secondary Mathematics I
3:3-3
This course explores four kinds of knowledge (curricular, pedagogical, content, and pedagogical content knowledge), and the relationship of each to the teaching of mathematics.
Prerequisite: 12 credit hours of mathematics that are part of the major or minor, or permission of the subject area.
Note: Normally offered in fall only.
EMTH 325
Mathematics for the Elementary School Teacher
3:3-0
A resource-based, multi-media, experiential approach will be used to involve students in curriculum related mathematical experiences.
Prerequisite: EMTH 215 or equivalent, or permission of mathematics education subject area.
Note: Normally offered in winter only.
EMTH 335
Curriculum and Instruction: Mathematics in the Elementary School
3:3-0
New approaches to structuring content and establishing strategies of teaching. Diagnosis and remediation, individualizing mathematics are included. Laboratory procedures mandatory.
Prerequisite: 6 credit hours in mathematics and mathematics education courses or permission of mathematics education subject area.
EMTH 350
Curriculum Content in Secondary Mathematics II
3:3-1.5
A follow-up to EMTH 300 dealing with more advanced secondary mathematics topics, assessment, and evaluation.
Prerequisites: EMTH 300, MATH 223, and at least 9 additional credit hours in mathematics
Note: Normally offered in winter only.
EMTH 351
Theories of Instruction in the Teaching of Secondary School Mathematics
3:3-1.5
Techniques of secondary mathematics instruction. Discussion of expository, discovery, enquiry, and other approaches to mathematics teaching. Pre-internship school experiences and microteaching.
Prerequisite: Minimum of 18 credit hours in mathematics or permission of the Mathematics Education subject area.
Note: Normally offered in winter only.
EMTH 450
Education Clinic for Secondary Mathematics
3:3-0
Objectives of mathematics instruction for middle years and secondary schools. Further development of skills in fundamental aspects of instruction: planning, teaching, and evaluation. Special topics for effective teaching.
Prerequisites: Internship or approved teaching experience; EMTH 351 and MATH 223
Note: This is a required course for Mathematics Education majors.
EMUS MUSIC EDUCATION
N. Browne
J. Fries
M. Taylor
EMUS 101
Introduction to Music Education: Part I
3:3-0
Introduction to music education within the context of arts education. Topics include properties of musical sound, an overview of music curricula and use of other art forms in music education.
Prerequisite: MU 100
EMUS 202
Introduction to Music Education: Part II
3:3-0
This course is designed for students in the arts education program. It examines teaching strategies for the current curriculum with emphasis on music in terms of artistic correspondence.
Prerequisite: EMUS 101
EMUS 300
Curriculum in Secondary School Music
3:3-0
An examination of the theoretical premises, design, and organization of the secondary music curricula. A comparative approach explores alternative means of elaborating and adapting the curriculum for classroom use.
Prerequisite: Permission of music education subject area.
Note: Normally offered in fall only.
EMUS 315
The Kodaly Approach to Music Education
3:3-0
This course is designed to introduce and to develop comprehensive pedagogic skills based on an approach developed in Hungary by Zoltan Kodaly.
Prerequisite: EAES 215 or equivalent
EMUS 320
Orff-Schulwerk Pedagogy
3:3-2
Orff-Schulwerk process is introduced through speech, singing, playing classroom instruments, movement.
Prerequisites: EAES 215 or any EMUS course
EMUS 325
Music Education in Early Childhood
3:3-0
The course is designed to assist classroom teachers in providing a variety of musical experiences in the early childhood years. Current trends integrating music education into individualized instruction are included.
Prerequisites: EAES 215 and one early childhood education course, or teaching experience at primary level.
EMUS 330
Elementary School Music Methods
3:3-0
Methods and materials for school music at elementary and middle school levels. Structured to introduce pedagogy and to extend students' understanding of the components of music education.
EMUS 334
Teaching Music Appreciation in Middle Years and Secondary Schools
3:3-0
This course uses a response-based model for teaching listening to music with an emphasis on developing creative activities.
Prerequisites: EMUS 101/202 or EMUS 330 or permission of the subject area.
EMUS 340
General Music for Middle Years and Secondary Teachers
3:3-0
Methods and materials for teaching general music at the middle and high school levels: listening, composing, singing, playing classroom instruments. Much of this class will be devoted to developing abilities on classroom instruments: recorder, guitar, voice.
Prerequisite: EMUS 300 or EMUS 330 or permission of the subject area.
EMUS 350
Music Instruction in Secondary Schools
3:3-0
Methods of teaching instrumental, choral and general music at the high school level, with emphasis on translating theory and research into practice.
Prerequisite: Permission of subject area.
Note: Normally offered in winter only.
EMUS 366
Methods and Materials for Class Choral Instruction
3:3-0
A course designed to survey current materials and practices with an emphasis on developing choral techniques required for a comprehensive choral program in the elementary, middle years, and secondary schools.
Prerequisite: Permission of music education subject area.
EMUS 377
Methods and Materials for Class Instrumental Instruction
3:3-0
Designed to cover current materials and practices suitable to the comprehensive instrumental music program in elementary and secondary schools.
Prerequisites: MU 185, 186 & 187, or permission of subject area.
EMUS 400
Teaching Music to Exceptional Children
3:3-0
Music materials and methods suited to the abilities of exceptional children. Topics include: adapting songs and activities, adapting instruments, positioning children with physical disabilities, and establishing musical goals for exceptional children.
Prerequisites: EAES 215 and EPSY 322 or permission of the instructor.
EMY 205
Orientation to Teaching the Middle Years Child (5-9) 3:3-0
Sociological and psychological perspectives on the older child and early adolescent; approaches to schooling, to teaching, and to curriculum for the middle years child.
Prerequisite: Selection into Elementary Teacher Education Program
Note: Normally offered in fall only.
EPS PROFESSIONAL STUDIES IN EDUCATION
S. Badali
L. Benko
E. Cooper
D. Evans
D. Friesen
C. Fulton
B. Gregory
M. Taylor
B. Warkentin
EPS 100
Introduction to Education: Its Principles and Practices
3:3-5
The role of schooling and the teacher; the nature of teaching as a career. In-school and on-campus labs. This course should be taken in the first year of program.
Note: Normally Education students only. Space permitting, others may be admitted with special permission.
EPS 116
Communication Skills
3:3-0
To assist education students in improving their communication skills for better teaching.
Prerequisite: Restricted to education students
EPS 200
Principles and Practices of Secondary Teaching: I
3:3-7
Focus is on the purposes and tasks of the teacher as decision-maker. Content (declarative, procedural and attitudinal) consists of the fundamental processes and procedures of teaching.
Prerequisites: EPS 100, a minimum of 6 Arts/Science/Other courses; acceptance into the secondary program; and recommendation from the EPS 100 team and the major subject area. While it is desirable for BEAD students to have taken EPS 100, they may be permitted to take EPS 100 and EPS 200 concurrently.
Pass/fail grade
EPS 215
Principles and Practices of Elementary Teaching: I
3:3-10
This course provides instruction on, and practice in, basic instructional approaches. Students will develop further ability in, and understanding of, the roles of teachers in schools.
Prerequisite: EPS 100
Pass/fail grade
EPS 225
Principles and Practices of Elementary Teaching: II
3:3-10
Building on EPS 215, the course focuses on integrated and learner-centered instruction and the facilitation of learning.
Prerequisite: EPS 215
Pass/fail grade
EPS 350
Principles and Practices of Secondary Teaching: II
3:3-3
Making instructional choices: a holistic view to teaching processes and procedures for the secondary school teacher is fostered. Students study, practise and reflect in classes, labs, and high schools.
Prerequisites: EPS 100; EPS 200; developed major; developed minor; recommendations of the EPS 200 instructor, EPS 200 co-operating teacher and the major subject area.
Corequisite: EPSY 350; subject area instruction courses.
Pass/fail grade
EPSY EDUCATIONAL PSYCHOLOGY
S. Dwyer
P. Hemingway
N. Kuhns
D. Patterson
EPSY 205
Understanding and Enhancing Student Development
3:3-0
A study of children through the preschool, elementary, and middle school years. The focus is on how students develop and learn. Emphasis is on developing observation, interaction, and mediation skills.
Prerequisite: Admission to second year of elementary education program.
EPSY 225
Student Learning and Achievement
3:3-0
An introduction to the psychology of learning in an educational setting and to some basic principles and practices in assessing student achievement.
Note: Normally offered in fall only.
EPSY 280
Introduction to Guidance
3:3-0
A course designed to acquaint the student with the field of guidance. Classroom teachers, as well as those aspiring to be guidance specialists, will find this course relevant.
Prerequisite: Permission of subject area.
EPSY 322
Students with Special Needs
3:3-0
An overview of working with students with special needs. Attention is paid to both the characteristics of these students and the implications of these characteristics for classroom practice.
Prerequisites: For elementary students, completion of pre-Internship. For secondary minor students, Psychology 210.
Note: EPSY 322 is normally a prerequisite for the remainder of the Special Education sequence. However, in special cases, for experienced teachers, with permission, EPSY 322 may be a corequisite for EPSY 323, 324, 326, 328, and 329.
EPSY 323
Designing Learning Environments for Students with Special Needs
3:3-0
A dynamic noncategorical approach to assessment, instruction and evaluation of students with special needs within the regular classroom.
Prerequisite: EPSY 322
EPSY 324
Individual Assessment and Instructional Adaptation for Students with Special Needs
3:3-0
A case study approach to assessment, instruction and evaluation of individual students with special needs. The emphasis is effective collaborative case management.
Prerequisite: EPSY 322
EPSY 325
The Psychology of Adjustment and Mental Health
3:3-0
To assist teachers and mental health workers in understanding mental health concepts as they relate to classroom experiences from kindergarten through grade 12.
EPSY 326
Change, Collaboration and Consulting: Students with Special Needs
3:3-0
The course explores managing educational change systematically through consulting, collaborating, and conferencing. Current research and effective practice will be presented in a balanced integration of theory and practice.
Prerequisite: EPSY 322
EPSY 328
Communication Disorders and Students with Special Needs
3:3-0
This course focuses on a range of communication disorders (including identifying characteristics). Educational implications are discussed and practical classroom management strategies presented.
Prerequisites: EPSY 322
EPSY 329
Enhancing Classroom Management: Students with Special Needs
3:3-0
A dynamic, systemic approach to the development of a positive classroom environment. The course will address the growing number of students and teachers in conflict over behavioral expectations. Current research and effective practice will be examined in an effort to find workable, manageable strategies to prevent and resolve such conflict.
Prerequisite: EPSY 322 or permission of the subject area.
EPSY 343
Introduction to Education for the Gifted
3:3-0
This introductory course is designed to provide elementary and secondary teachers with theoretical and practical background that will enable them to identify gifted learners and modify classroom practices to facilitate development of exceptional abilities.
Prerequisite: Introductory educational psychology course; usually taken after internship.
EPSY 350
The Psychology of Learning and Adolescent Development
3:3-0
Introduction of selected principles of human learning and development as they apply to teaching in secondary schools. Topics include motivation and behaviour management, cognitive and behaviouristic learning theory, and cognitive, social, and personal development in adolescents.
Note: Normally offered in winter only.
EPSY 381
Vocational Occupational Information
3:3-0
This course is designed to provide skills and knowledge which will enable counsellors to assist students, parents, instructional and administrative staff in developing healthy attitudes toward the world of work, and to provide career counselling skills.
Prerequisite: Permission of the subject area.
Note: Normally offered in fall only.
EPSY 382
Introduction to Counselling
3:3-0
This course is designed to enable paraprofessional counsellors develop strategies which enable them to provide assistance related to educational, vocational, and personal needs and concerns of students.
Prerequisites: EPSY 280 and permission of subject area.
Note: Normally offered in winter only.
EPSY 383
Educational and Psychological Measurement
3:3-0
An introduction to test theory and standardized testing, including a study of the construction and use of standardized tests, scales, and inventories.
Prerequisite: EPSY 320 or permission of subject area.
Note: Normally offered in winter only.
EPSY 384
Development and Maintenance of Self-Help Groups
3:3-0
The purpose of this course is to enable the students to develop and effectively maintain a self-help group.
Prerequisite: Permission of subject area.
EPSY 427
Alcoholism Counselling
3:3-0
This course deals with causes of alcoholism, and suggests some intervention activities. This course has a basic how-to approach that does not require sophisticated knowledge of psychological theory.
Prerequisite: Permission of the subject area.
EPSY 433
Teaching Strategies for Use with Learning Disabled Students
3:3-1
This course provides experienced teachers with theory, skills and strategies for use with learning disabled students. The practicum offers an opportunity to apply the strategies learned.
Prerequisite: EPSY 322, or an introductory course in learning disabilities, or permission of the instructor.
EPSY 443
Teaching Strategies for Use with Gifted Learners
3:3-1
This course provides experienced teachers with theory, skills, and strategies to use with gifted learners. The practicum offers an opportunity to apply the strategies learned.
Prerequisite: EPSY 322, or EPSY 343, or permission of the instructor.
ERDG READING EDUCATION
S.J. Blenkinsop
M. Cronin
L. Kozey
ERDG 215
The Teaching of Reading
3:3-0
This course prepares students to teach reading in the elementary school by developing an understanding of reading processes and current pedagogical approaches.
Prerequisites: ELNG 205. EPS 215 may be a pre- or co-requisite.
ERDG 332
Reading in the Secondary School
3:3-0
Introduction to the teaching of reading in secondary subject areas for secondary English teachers and others. Content includes the nature of reading processes and teaching strategies that address individual differences.
Prerequisite: EPS 100
Note: Normally offered in fall only.
ERDG 425
Assessment and Treatment of Reading Difficulties
3:3- 1
This course provides teachers with information about the assessment and treatment of reading difficulties. It also provides experience working with children who have reading problems.
Prerequisite: ELNG 205, ERDG 215 and ELNG 325.
ESCI SCIENCE EDUCATION
L. Benko
D. Beveridge
P. Hart
B. Laplante
W. Wessel
ESCI 215
Introduction to Teaching of Elementary School Science
3:3-3
Philosophy, objectives, curriculum materials, structure, and teaching of elementary school science. Enquiry approach to science education.
Prerequisite: Completion of first year in elementary program.
ESCI 300
Curriculum and Instruction in Science (Grades 7-10)
3:3-3
Designed to familiarize prospective and practising teachers with curriculum and instructional strategies in grades 7-10 science. This course is required of all secondary science students.
Prerequisites: At least one course in each of biology, chemistry, and physics, or permission of the subject area.
Note: Normally offered in fall only.
ESCI 302
Environmental Education
3:3-3
Theory and practice in environmental education, including the history and philosophy of environmental education, course design (K-12), and issues investigation.
Prerequisite: ESCI 300 or permission of the subject area.
ESCI 305
Critical Analysis of Elementary School Science Curricula
3:3-3
Critical appraisal of Saskatchewan science curricula for the elementary school. Area of emphasis determined by student needs.
Prerequisite: ESCI 215 or permission of the subject area.
Note: Normally offered in winter only.
ESCI 350
Curriculum & Instruction in Secondary School Science
3:3-3
The critical appraisal of secondary school science curricula through investigation of the nature, purposes, and trends in secondary school science and the construction of personal practical theory (framework) for instruction.
Prerequisite: ESCI 300 or permission of the subject area.
Note: Normally offered in winter only.
ESCI 351
Special Topics in Secondary School Science Education
3:3-3
Special topics in curriculum and instruction in the secondary school sciences (biology, chemistry, and physics). Area of emphasis determined by student needs.
Prerequisite: ESCI 300 and/or ESCI 350 and at least 15 credit hours in science.
Note: Normally offered in winter only.
ESCI 401
Participatory Research in Science Education
3:3-0
A post-internship seminar course to examine specific aspects of the internship experience through reflection and research.
Prerequisite: Internship
Note: Normally offered in winter only.
ESST SOCIAL STUDIES EDUCATION
W. Hurren
K. McNaughton
C. Schick
ESST 215
Social Studies for Elementary School Teachers
3:3-0
Objectives, methods of teaching, curricular models, and materials in elementary school social studies. Philosophies of social studies are explored.
Prerequisite: Admission to pre-internship.
ESST 300
Curriculum Content in Secondary School Social Studies
3:3-0
Investigation into the nature, purposes, and trends of secondary social studies programs; analysis of curricula, unit planning, and resources.
Prerequisite: 3rd-year standing in secondary education.
Note: Normally offered in fall only.
ESST 315
Curriculum and Instruction: Social Studies in the Elementary School
3:3-0
Development of curriculum, instructional materials, and methodology in elementary school social studies.
Prerequisite: 3rd-year standing in elementary education.
Note: Normally offered in winter only.
ESST 350
Theories of Instruction in the Teaching of Secondary Social Studies
3:3-3
A study of contemporary trends in teaching social studies, analysis of teaching strategies, course organization. This course will involve a lab experience.
Prerequisites: 3rd-year standing in secondary education and 36 credit hours of social science requirements.
Note: Normally offered in winter only.
ESST 351
Evaluation in Social Studies
3:3-3
Theoretical and practical consideration of ways of evaluating student achievement in a variety of learning objectives: understanding, enquiry skills, critical thinking, and valuing. This course will involve a lab experience.
Prerequisites: 3rd-year standing in secondary education and 36 credit hours of social science requirements.
Note: Normally offered in winter only.
ESST 369
Analysis of Current Controversial Issues in the Classroom
3:3-0
Curriculum development and design of teaching strategies in areas of current controversy. A workshop approach with practical involvement in a wide range of topics.
Prerequisite: Internship and/or teaching experience.
Note: Normally offered in winter only
EVHR VOCATIONAL TECHNICAL EDUCATION AND HUMAN RESOURCE DEVELOPMENT
A. Bockarie
K. Quinlan, Director
EVHR 200
Introduction to Adult Development
3:3-0
An introduction to training and adult education including theories of adult learning and development, functions of training and education and an analysis of the processes and structures relevant to lifelong learning opportunities.
EVHR 201
Introduction to Training and Development
3:3-0
An introduction to the fields of training and vocational education with an examination of major traditions and expectations which influence their development as distinct branches of education.
EVHR 210
Program Design
3:3-0
An introduction to program design for training and adult education environments, curriculum orientations, design processes and development.
EVHR 211
Instructional Technology: Introduction
3:3-0
An introduction to the planning and implementation of instructional technology in training and adult education environments. Primary focus is given to the development of instructional strategies and techniques appropriate to training organizations. This course includes opportunities for developing, applying, assessing, and refining instructional design.
EVHR 212
Evaluation Introduction
3:3-0
An introduction to evaluation and assessment in training organizations and adult education environments. The focus of this course is toward an analysis and construction of learner assessment instruments, course and program evaluation tools, and follow-up documentation.
Prerequisite: EVHR 210
EVHR 213
Introduction to Educational Leadership for Training and Development
3:3-0
This course will serve as an introduction to the theory and practice of educational and administrative leadership. The course will focus on theories of leadership and their application in education and training communities of practice.
EVHR 333 (formerly EVT 333)
Basic Level Practicum in Vocational Education
3:3-0
A clinical or field-based opportunity for participants to refine, integrate, and enhance capabilities developed in basic-level EVHR courses.
Prerequisites: EVHR 200, 210, 211 and 212
Pass/fail grade
EVHR 410 (formerly EVT 410)
Program Planning and Evaluation
3:3-0
A study of planning and evaluation models relevant to adult vocational education. Includes labour market analysis, needs assessment, program design, and program evaluation.
Prerequisite: EVHR 210 and at least two other basic EVHR courses, or permission of the instructor.
EVHR 411
Instructional Technology: Advanced
3:3-0
An examination and application of multimedia technology in the training and education environments. Current theory will be linked to practice in exploring the uses of multimedia hardware and software across post-secondary, business and industry sectors.
Prerequisite: EVHR 211
EVHR 412 (formerly EVT 412)
Social Theory and Vocational Instruction
3:3-0
Relevance of research in cultural psychology and critical sociology for instruction in adult vocational education is pursued with particular emphasis given to narrative, analytic, linguistic and somatic modes of thought and action.
Prerequisite: EVHR 200, 210 and 211
EVHR 413
Educational and Administrative Leadership in Training and Development
3:3-0
This course will study educational and administrative leadership in the field of human resource development. The course will focus on models of organization and the administrative and leadership practices that support them. There will be an emphasis on how various models and their supporting practices serve to shape the human resource development mandate in education and training communities of practice.
Prerequisite: EVHR 213
EVHR 414 (formerly EVT 411)
Competency-Based Education
3:3-0
A study of the nature and rationale of competency-based education in adult vocational education. Participants will gain practice in designing, constructing, and managing competency-based programs.
Prerequisite: EVHR 210 and at least two other basic EVHR courses, or permission of the instructor.
Pass/fail grade
EVHR 430 (formerly EVT 430)
Career Planning and Development
3:3-0
A study of career development as a lifelong process. An introduction to vocational counselling models and their relevance to vocational education and the workplace.
Prerequisite: At least 3 basic EVHR courses, or permission of the instructor.
EVHR 432 (formerly EVT 432)
Special Accommodations in Adult Vocational Education
3:3-0
A study of issues concerning accessibility to vocational education for adults with special needs. An examination of approaches to modifying vocational education situations to accommodate adults with diverse needs.
Prerequisite: At least 3 basic EVHR courses, or permission of the instructor.
EVHR 440 (formerly EVT 440)
Critical Vocational/Technical Education
3:3-0
Relationships between dialectics, critical theory, and critical social science are examined as a basis for a critical, adult vocational curriculum. Various critical approaches to training and development are considered.
Prerequisite: EVHR 200 or permission of the instructor.
EVHR 441 (formerly EVT 441)
Work, Training and Society
3:3-0
A study of the changing relationships among human work, workplace practices, vocational development, and social change as a context for reconceptualizing adult vocational education.
Prerequisite: At least 3 basic EVHR courses, or permission of the instructor.
EVHR 442
Trends and Issues in Training and Development
3:3-0
An exploration of contemporary trends and issues shaping the fields of training and development and adult education environments. Among others, topics include workplace, societal, economic, political and global trends, the change role of trainers and educators as consultants and career counsellors, and gender, cultural and ethnic diversity and equity.
EVHR 444
Practicum
3:3-0
A clinical or field-based opportunity for participants to refine, integrate, and enhance capabilities developed in undergraduate EVHR courses.
Prerequisites: EVHR 200, 210, 211, 212 and 411
Pass/fail grade
EVIS VISUAL EDUCATION
N. Yakel
EVIS 101
Introduction to Visual Education
3:3-0
This course is designed specifically for students preparing for arts education, kindergarten through grade 12. Theory, content, and practice related to visual education will be presented.
Prerequisite: ART 100 or ARTH 100
EVIS 202
Approaches to Teaching Visual Education
3:3-0
This course is designed for students in the arts education program. Emphasis will be on approaches to teaching visual education, kindergarten through grade 12.
Prerequisite: EVIS 101
EVIS 326
Domains and Theories of Instruction: Visual Education
3:3-0
Critical analysis of curriculum theory and development in visual education; students will develop curriculum based on personal development, artistic heritage, art in society, and critical analysis.
Prerequisites: EVIS 101, and 202 or permission.
EVIS 328
Appreciation of the Visual Arts: Methods of Teaching
3:3-0
A developmental approach to nurturing understanding and appreciation of a variety of visual images; the fine arts and vernacular arts. Curriculum development and practical application.
Prerequisites: EVIS 101, 202, 326, or permission
SIFC COURSES
Students should contact the SIFC for information regarding these course offerings.
EIAD 355
Educational Administration: Indian Education Structure and Process
3:3-0
An overview of administration in federal, provincial, and band-controlled schools with reference to constitutional, legal, and economic components.
Prerequisite: EPS 225
EIHE 215
Introduction to Indian Health Education in Elementary School
3:3-0
Introduction to methods and materials for effective health education, particularly for Indian pupils. Basic health concepts are studied within the framework of the traditional Indian philosophy of health and wellness.
Prerequisite: EPS 100 or permission from SIFC Indian Education department head.
EINE 205
Introduction to Indian Education
3:3-0
The implications of culture and cultural change for education are examined using examples from Indian cultures. Ways of integrating Indian culture into classroom practice are examined.
Prerequisite: Completion of EPS 116 or permission from the department head.
EINE 305
Curriculum and Instruction Adaptation for Indian Education
3:3-0
Culturally relevant teaching methodologies for Indian pupils are examined. Planning skills are developed for integration of Indian content across the curriculum.
Prerequisite: EINE 205
EINL 225
Indian Language Arts: Oral and Written Communications
3:3-0
Students will learn the methodologies of teaching children to increase verbal and written skills in Indian languages. Language development and curriculum development in the context of Indian societies are stressed.
Prerequisite: 102-level Indian language or ELNG 205 or permission from SIFC Indian Education's department head.
EINL 325
Bilingual/Bicultural Language Learning Processes
3:3-0
The cognitive and social aspects of second language learning, and the processes of bilingual/bicultural development. Students explore the strategies bilingual teachers can use in the classroom to enhance language learning.
Prerequisite: An introductory course in the principles of teaching English as a second language or EINL 225.
EINL 450
Indian Language Immersion
3:3-0
This course is intended to provide students with increased fluency in an Indian language; to review First Nations languages immersion programs presently in use; and to help students design, implement and evaluate Indian language immersion programs.
Prerequisite: Fluency in a First Nations language, or Indian language 104, or EINL 325 or permission of the Department of Extension and Northern Operations at SIFC.
Accommodation Fee: $125.00
EIOE 215
First Nations' Outdoor Education: Part I
1.5:2-0
The course will focus on outdoor education theory, and how to use it to enhance classroom teaching and to foster a healing environment. Students will learn activities and methods for teaching Aboriginal cultural customs and environmental studies for academic, personal, social and cultural growth.
EIOE 225
First Nations' Outdoor Education: Part II
1.5:2-0
The course will continue the focus on outdoor education theory, and how to use it to enhance classroom teaching and to foster a healing environment. Students will learn activities and methods for teaching Aboriginal cultural customs and environmental studies for academic, personal, social and cultural growth.
EISL 225
The Acquisition of English as Second Language/Dialect by Indian Students and its Evaluation
3:3-0
The study of the acquisition of English as a second language/dialect by Indian students; the assessment, diagnosis, and study of teaching methods and strategies.
Prerequisite: An introductory course in reading or language or teaching of English as a second language.
EISL 325
Curriculum Development in English as a Second Language/Dialect for Indian Students
3:3-0
Curriculum development in English as a second language/dialect for Indian students. Use of English across the curriculum and consideration of culture.
Prerequisite: An introductory course in teaching English as a second language or EISL 225, successful completion of pre-internship, or permission from department head, Indian Education.
ECCU 200
Introduction to Cross-Cultural Education
3:3-0
An examination of concepts common to cross-cultural education and cross-cultural interaction. Implications for schooling, cultural and economic factors, and current issues and trends in the education of racial and cultural minorities.
ECCU 300
Cross-Cultural Teaching Strategies
3:3-1
An examination of teaching strategies, methods and planning procedures which can facilitate learning and recognize cultural diversity in cross-cultural settings.
Prerequisite: ECCU 200
BACCALAURÉAT EN ÉDUCATION
L. Brogden
L. Carlson Berg
H. Christiansen
J. Devitt
N. Fraser Child, Director
B. Laplante
DART 215
Didactique des arts à l'élémentaire
3:3-0
Introduction à la didactique de l'éducation artistique au niveau élémentaire. Ce cours vise à intégrer les 5 disciplines (arts visuels, danse, expression dramatique, musique, et littérature) du programme du tronc commun de la Saskatchewan.
DEJE 215
Séminaire: Education des jeunes enfants I
0:0-1.5
Un séminaire d'intégration pour les préinternes.
Évaluation: Crédit/pas de crédit.
DEJE 225
Séminaire: Education des jeunes enfants II
0:0-1.5
Un séminaire d'intégration pour les préinternes.
Évaluation: Crédit/pas de crédit.
DEJE 325
Education des jeunes enfants
3:3-0
Principes du développement et de l'apprentissage des jeunes enfants. Applications à un environnement scolaire centré sur l'apprenant dans les écoles francophones et les programmes d'immersion.
Préalable: Au moins un cours en prime enfance.
DEPH 215
La didactique de l'éducation physique et de l'hygiène à l'élémentaire
3:3-0
Ce cours vise à familiariser l'étudiant.e aux méthodes, contenu et ressources se rapportant à l'enseignement de l'hygiène et de l'éducation physique au niveau élémentaire.
Préalable: Accepter au programme du Bac.
DESO 215
Analyse des programmes d'enseignement des sciences humaines à l'élémentaire
3:3-0
Le cours vise à approfondir la nature, les buts et les tendances qui caractérisent l'enseignement des sciences humaines à l'élémentaire. Une analyse des programmes d'étude sera complétée par le développement de la planification d'unité et des ressources.
Préalable: Etre dans sa 3e année de programme du Bac élémentaire.
DESO 300
Theories de l'enseignement des sciences humaines au secondaire
3:3-0
Ce cours vise à familiariser l'étudiant.e avec les tendances actuelles dans l'enseignement des sciences humaines. On y met également l'accent sur les stratégies et la planification d'enseignement.
Préalable: Etre dans sa 3e année du programme de Bac secondaire.
DFRN 250
Perfectionnement de la communication orale et écrite
3:3-0
Pratique des techniques d'expression écrite et orale de type narratif, descriptif et argumentatif. Enrichissement du lexique et perfectionnement du style.
Préalable: Etre admis dans le programme du Bac et ayant été accepté par le département de Français au niveau FR 203.
DFRN 335
La méthodologie de l'enseignement dans une école fransaskoise ou française
3:3-0
Ce cours vise à préparer l'étudiant à enseigner dans une école fransaskoise ou française. Il étudiera la philosophie, les objectifs et les attentes de cette école.
Préalable: Internat ou permission de la direction du Bac.
DFRN 350
Enseignement pour développer la compétence
3:3-0
Ce cours se fonde sur la compétence langagière comme principe organisateur du cours de langue seconde. Il prépare les future.e.s enseignant.e.s du secondaire à enseigner et à évaluer la compétence.
Préalable: Avoir terminé la deuxième du Bac niveau secondaire ou équivalent.
DFRN 351
Principes de l'apprentissage et de l'enseignement de la langue seconde
3:3-0
Ce cours étudie les principes et théories de l'apprentissage et de l'enseignement d'une langue seconde. Il prépare l'étudiant.e à établir des liens entre recherche, théorie et pratique pédagogique en français de base au niveau secondaire.
Préalable: Avoir terminé la deuxième du Bac niveau secondaire ou équivalent.
DLC 250
Développement linguistique I
2:2-0
Acquisition d'une méthode personnelle d'expression écrite et orale par la pratique et l'approfondissement des notions acquises tant dans les autres cours qu'enseignées en classe. Le but de ce cours est d'amener l'étudiante et l'étudiant à perfectionner son discours oral et écrit.
Préalable: Première année du Bac et au niveau de Fr 203.
DLC 251
Développement linguistique II
2:2-0
Continuation de l'acquisition d'une méthode personnelle d'expression écrite et orale par la pratique et l'approfondissement des notions acquises tant dans les autres cours qu'enseignées en classe. Le but de ce cours est d'amener l'étudiante et l'étudiant à perfectionner son discours oral et écrit.
Préalable: Première année du Bac et DLC 250 ou la permission de la direction du Bac.
DLEC 215
Introduction à l'enseignement de la lecture à l'élémentaire
3:3-0
Ce cours vise à préparer les futurs enseignants à l'enseignement de la lecture à l'élémentaire en milieu francophone et immersion.
Préalable: EPS 215, EPSY 205
DLEC 332
L'enseignement de la lecture au secondaire
3:3-0
L'introduction à l'enseignement de la lecture dans les autres matières du secondaire en milieu francophone et immersion.
Préalable: DLNG 300
DLNG 300
Didactique en langue et littérature
3:3-0
Les étudiants se familiariseront avec les techniques d'enseignement de la langue et de la littérature françaises en milieu francophone et immersion. Il y aura des applications pratiques.
Préalable: Etre admis à l'année du préinternat.
DLNG 325
Enseignement de l'écriture
3:3-0
Théorie et pratique de l'enseignement de l'écriture à l'élémentaire. L'étude du processus et des stratégies de l'écriture en situation d'immersion ou francophone par le biais de l'atelier d'écriture.
Préalable: Admis à la deuxième année du Bac.
DLNG 335
Enseignement et apprentissage en deux langues
3:3-0
Ce cours examine l'acquisition de la première et deuxième langue; l'analyse du discours; le bilinguisme; l'interférence langagière et ses implications pédagogiques.
Préalable: Avoir complété l'intérnat.
DMTH 215
L'enseignement de la mathématique à l'élémentaire
3:3-0
Les nouvelles orientations en mathématique sont analysées par rapport aux buts et aux principes d'apprentissage de cette discipline. Etude des concepts enseignés au niveau élémentaire et préparation du matériel didactique.
Préalable: Etre admis à l'année du préinternat.
DSCI 215
L'enseignement de la science à l'élémentaire
3:3-0
La philosophie, le but, la structure et l'enseignement de la science au niveau élémentaire. Les caractéristiques des méthodes d'enseignement en science, avec emphase sur les activités.
Préalable: Etre admis à l'année du préinternat.
EADM 310
Administration éducationnelle: Structure et processus
3:3-0
Ce cours comprend l'étude de l'administration de l'éducation publique par rapport à des considérations constitutionnelles, légales et économiques ainsi que les rapports étudiants/enseignants à l'intérieur de la structure du système scolaire.
ED 350
Expériences intégrantes à l'éducation secondaire
3:3-5
Ce cours permet au pré-interne d'intégrer des théories et des approches à l'enseignement au niveau secondaire par moyen d'expériences pratiques.
Évaluation: Réussite/échec
EFDN 300
Histoire des idées en éducation
3:3-0
Genèse des faits éducatifs en Occident des origines judaïques et gréco-romaines jusqu'au dix-neuvième siècle. L'emphase est mise sur les dimensions religieuses et culturelles exprimées par les grands penseurs.
Préalable: 3e ou 4e année.
EFDN 307
Le multiculturalisme en éducation
3:3-0
Ce cours vise à une ouverture d'esprit sur les phénomènes culturels et les changements qui affectent la société canadienne contemporaine; son but principal est de permettre aux futurs enseignants d'identifier la diversité culturelle dans les écoles et de s'y adapter. On se penche à la fois sur les différences et les similarités qui s'expriment à l'intérieur du système scolaire, et on met on relief les processus d'analyse et de réflection.
EFDN 314
Les fondements et l'évolution du curriculum
3:3-0
Une étude des facteurs historiques, philosophiques, sociaux et psychologiques qui influencent la formation du curriculum; objectifs et procédures pour le choix des contenus y compris les décisions touchant le curriculum du tronc commun de la Saskatchewan.
Préalable: 3ème ou 4ème année.
EFLD 050
ERHC Expérience résidentielle hors-campus
0:0-0
Avoir une brève expérience de vivre hors-campus.
Évaluation: Réussite/èchouè
Frais d'hébergement: 60,00$
EFLD 051
ERHC Expérience résidentielle hors-campus
0:0-0
Avoir une brève expérience de vivre hors-campus.
Évaluation: Réussite/échec
Frais d'hébergement: 60,00$
EFLD 400
Internat secondaire
15:0-15
Ceci est requis des étudiants de tous les programmes secondaires menant à un diplôme de BEd. Cet internat est offert au semestre d'automne pour une durée de 16 semaines au minimum. Des étudiants qui ne sont pas inscrits au Bac ne sont pas admis.
Préalable: Avoir complété le semestre du pré-internat.
Évaluation: Réussite/échec
EFLD 401
Stage secondaire
Crédit variable: 1-14 heures
Ceci constitue un alternatif à l'internat du secondaire menant à un diplôme de BEd ou un certificate. Ce stage procure une variété d'expériences à ceux qui visent une pratique unique en son genre. Accessible aux étudiants sur l'avis du conseiller et l'approbation de co-ordonnateur de développement professionnel.
Évaluation: Réussite/échec
EFLD 405
Internat élémentaire
15:0-15
Ceci est requis de tous les programmes menant au diplôme de BEd (anglais ou français). Normalement il est offert au semestre d'automne pour une durée minimum de 16 semaines. Ceux qui ne sont pas inscrits au Bac ne sont pas acceptés.
Préalable: Avoir complété le semestre du pré-internat.
Évaluation: Réussite/échec
EFLD 406
Stage élémentaire
Crédit variable: 1-14 heures
Ceci constitue un alternatif à l'internat de l'élémentaire menant à un diplôme de BEd ou un certificate. Ce stage offre une variété d'expériences à ceux qui visent une pratique unique en son genre. Accessible aux étudiants sur l'avis du conseiller et l'approbation du co-ordonateur du développement professionnel.
Évaluation: Réussite/échec
EPS 100
Une introduction à l'éducation: principes and pratiques
3:3-5
Etudier le rôle de l'école et de l'enseignement comme carrière. Bref stage à l'école. Labos à l'université. Ce cours doit être pris durant la première année.
EPS 200
Théories et pratique de l'enseignement au secondaire, I
3:3-7
Les buts et les responsabilités de l'enseignant(e) au secondaire sont ici considérés par rapport au processus de prise de décision. Le contenu du cours englobe la démarche et le processus de l'enseignement.
Préalable: EPS 100, minimum de 6 cours en Arts/Sciences/Autres: admission au programme secondaire et recommandation de l'équipe de EPS 100 et de l'équipe de la première concentration. Les étudiants de BEAD ont la permission de suivre EPS 100 et EPS 200 en même temps.
Évaluation: Réussite/échec
EPS 215
Théories et pratique de l'enseignement à l'élémentaire, I
3:3-10
Ce cours aborde les connaissances fondamentales et la pratique des stratégies pédagogiques à l'élémentaire. Il vise à rendre les étudiants capables de mieux comprendre et de s'approprier le rôle de l'enseignant.
Préalable: EPS 100
Évaluation: Réussite/échec
EPS 225
Théories et pratique de l'enseignement à l'élémentaire, II
3:3-10
Faisant suite au cours EPS 215, ce cours mettra l'accent sur l'intervention pédagogique centrée sur et subordonnée aux processus d'apprentissage de l'apprenant.
Préalable: EPS 215
Évaluation: Réussite/échec
EPS 350
Théories et pratique de l'enseignement au secondaire, II
3:3-3
Une approche globale du processus d'apprentissage-enseignement au secondaire à travers l'étude, la pratique et la réflexion.
Préalable: EPS 100, la première concentration achevée ainsi que la deuxième. La recommandation du professeur d'EPS 200, de l'enseignant-coopérant de EPS 200 ainsi que celle de l'équipe d'EPS
Évaluation: Réussite/échec
EPSY 205
Psychopédagogie de l'enfant d'âge scolaire
3:3-0
L'étude de l'impact du développement physique, émotif, social, moral et intellectuel sur l'expérience d'apprentissage en milieu scolaire. L'emphase sera mise sur l'âge scolaire y compris les premières années du développement.
Préalable: Avoir complété la deuxième année du programme Bac élémentaire.
EPSY 225
La mesure et l'évaluation du rendement scolaire
3:3-0
Une introduction aux principes de base d'apprentissage en contexte scolaire de même qu'aux approches et méthodes d'évaluation des étudiants/es.
EPSY 322
L'apprenant avec des besoins particuliers
3:3-0
Ce cours vise à familiariser les futurs enseignants avec l'intervention auprès de l'apprenant exceptionnel. Le contenu aborde les caractéristiques particulières de cette clientèle et traite des implications pédagogiques.
Préalable: Deux semestres de pré-internat.
EPSY 350
Psychologie de l'apprentissage et développement de l'adolescent.e
3:3-0
Ce cours vise à familiariser l'étudiant.e avec les principes généraux d'apprentissage et de développement tels qu'ils s'appliquent à l'enseignement au secondaire: motivation, gestion de cours, théorie de l'apprentissage, théorie du développement au niveau psychosocial et individuel.
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