Educational Studies
Counseling Psychology
CNPS 3310 CR-3 (formerly LCOM 3310)
Theories of Counselling
Students will be introduced to major theoretical approaches that underlie the work of counsellors. They will examine psychodynamic, behavioral, cognitive, existential, phenomenological, school-based, post-modern, and family systems theoretical frameworks in their broad sociological, historical, and philosophical contexts, while critically evaluating their own assumptions regarding health, dysfunction, and change.
Note: Students may get credit for only one of CNPS 3310 or LCOM 3310 as these are identical courses.
Prerequisites: 45 credits at 1100-level or higher
Transferable (refer to transfer guide )
CNPS 3320 CR-3 (formerly LCOM 3320)
Career Counselling and Career Education
Students will develop a broad understanding of major theories of career development and related assessments. They will explore historical and cross-cultural perspectives on the meaning of work and considerations for career development, counselling, and education with diverse populations and in diverse settings (i.e., elementary, secondary, post-secondary, and community agencies). Students will also critically examine moral and ethical issues related to this work, and they will apply theoretical concepts to their own process of career development.
,br>Note: Students may get credit for only one of CNPS 3320, EDUC 3320 or LCOM 3320 as these are identical courses.
Prerequisites: At least 45 credits of coursework completed at the 1100 level or higher
Transferable (refer to transfer guide )
CNPS 3330 CR-3 (formerly LCOM 3330)
Cultural Considerations in Counselling
Students will be introduced to issues of diversity as they pertain to the helping professions in contemporary multicultural societies. They will develop an understanding of the situated nature of identity, examine the relationship between cultural assumptions and the counselling process, and explore Western and non-Western conceptions of psychological health and healing. Students will also examine issues of cultural competence and engage in reflection regarding their own assumptions, strengths, and challenges in relation to living and working in a pluralist society.
Note: Students may get credit for only one of CNPS 3330 or LCOM 3330 as these are identical courses.
Corequisites: EDUC 2220
Transferable (refer to transfer guide )
CNPS 4300 CR-3 (formerly LCOM 4300)
Counselling Relationships and Basic Skills
Students will examine how helping relationships are developed and learn basic interviewing skills. They will learn active listening skills and examine the values, knowledge, and abilities necessary for communicating in a professional helping context. Students will participate in role-plays and simulated helping interactions including video recording to receive feedback on their communication skills.
Note: Students may get credit for only one of CNPS 4300 or LCOM 4300 as these are identical courses.
Prerequisites: LCOM 3310 or CNPS 3310
Transferable (refer to transfer guide )
CNPS 4310 CR-3 (formerly LCOM 4310)
The Reflective Practitioner
Students will survey a range of helping services and be introduced to their philosophical underpinnings and practices. They will examine their own expectations, assumptions, and developmental issues in becoming a helping professional through the process of journaling, reflection, and reading. Students will examine both theoretical and pragmatic issues related to reflective practice and ongoing self-supervision. They will consider professional issues in dealing with challenging clients, power struggles, boundaries, and counsellor over-involvement. Students will consider the occupational hazards associated with the helping profession and personal needs for self-care.
Note: Students may get credit for only one of CNPS 4310 or LCOM 4310 as these are identical courses.
Prerequisites: LCOM 3310 or CNPS 3310
Transferable (refer to transfer guide )
CNPS 4330 CR-3 (formerly LCOM 4330)
Group Facilitation
Students will learn a wide spectrum of both theoretical and experiential approaches to group facilitation, with particular emphasis on core facilitation skills. They will examine group dynamics and evolution, interpersonal relationships (e.g., conflicts, alliances and other structures), leadership styles, curriculum development, and the role of health and healing practices. Students will develop effective facilitation strategies through achieving greater self-awareness and active sensing. They will also learn about the emerging models of group work which focus on collaboration, community-building and creativity.
Note 1: This is a seminar course.
Note 2: Students may get credit for only one of CNPS 4330 or LCOM 4330 as these are identical courses.
Prerequisites: 60 credits of 1100-level or higher courses
Transferable (refer to transfer guide )
Educational Studies
EDUC 1100 CR-3 (formerly LCOM 1100)
Introduction to Higher Education
Students will develop an understanding of the purpose of post-secondary education and the ways in which becoming educated can enhance the quality of their lives and their communities. They will explore their place in the university through examining the history and functions of education (e.g., the exclusion of certain groups, the relation of education to living in a democratic society). Students will also begin to develop abilities necessary to maximize their education including the ability to participate in scholarly discourse, recognize connections between disciplines, and understand the world and act within it in new and creative ways through discussions, group work, special events, and service learning projects.
Note: Students may get credit for only one of: UNIV 1100, UNIV 1101, LCOM 1100, LCOM 1101, LCOM 1102, LCOM 1190, EDUC 1100, EDUC 1101, EDUC 1102 or EDUC 1190.
Transferable (refer to transfer guide )
EDUC 1102 CR-3 (formerly LCOM 1102)
Introduction to Higher Education for Aboriginal Students
Aboriginal students will explore the purpose and value of higher education, and the many ways in which becoming educated can not only enhance their own lives, but also the communities to which they belong. They will discuss the relationship between Aboriginal worldviews and traditional academia. Students will develop their abilities to engage in academic discourse through focused discussion of readings of interest to First Nations, Métis, and Inuit peoples. They will examine various academic disciplines and explore the interdisciplinary nature of a polytechnic education. Students will find their academic voices through individual and group work, and they will develop their academic reading and writing abilities with ongoing instructor feedback.
Note: Students may get credit for only one of: UNIV 1100, UNIV 1101, LCOM 1100, LCOM 1101, LCOM 1102, LCOM 1190, EDUC 1100, EDUC 1101, EDUC 1102 or EDUC 1190.
Transferable (refer to transfer guide )
EDUC 1190 CR-3 (formerly LCOM 1190)
Introduction to Post-Secondary Studies for High School Students
High school students will examine and evaluate the purpose and value of a university education. They will engage in the process of reconceptualizing themselves as university students through reflective and academic writing. Students will explore university culture through writing, reading, and discussion, with a focus on understanding the role of critique and debate. They will examine the value of arts, sciences, and applied disciplines in understanding complex issues. Students will examine their individual roles as global citizens, participate in a service learning project, and begin developing learning portfolios to be used throughout their post secondary experience.
Note: Students may get credit for only one of: UNIV 1100, UNIV 1101, LCOM 1100, LCOM 1101, LCOM 1102, LCOM 1190, EDUC 1100, EDUC 1101, EDUC 1102 or EDUC 1190.
EDUC 2220 CR-3 (formerly LCOM 2220)
Introduction to Educational Psychology
tudents will develop a broad understanding of major theories and research in educational psychology, as well as their application in classroom settings. They will develop an understanding of the history and continually evolving role of psychology in the classroom, and explore theories of cognitive, social/emotional, and moral development as well as their implications for instruction and understanding motivation, learning and problem-solving, abilities and disabilities, and peer interactions in diverse, inclusive educational settings. Students will also learn how educational psychology can be utilized to develop strong student-teacher relationships and create dynamic learning environments.
Note: Students may get credit for only one of EDUC 2220 or LCOM 2220 as these are identical courses.
Prerequisites: 30 credits at 1100 level or higher
Transferable (refer to transfer guide)
EDUC 3210 CR-3 (formerly LCOM 3210)
Classroom Management and Discipline
Students will develop a broad understanding of contemporary approaches to classroom management and discipline and how these approaches translate into specific skills and interventions. They will reflect on how personal beliefs, values and worldviews about what constitutes appropriate behaviour influences, teaching practices, and approaches to discipline.
Prerequisites: LCOM 2220 or EDUC 2220
Transferable (refer to transfer guide)
EDUC 3220 CR-3
Children's Social and Emotional Development at School
Students will be introduced to major theories, research, and practice concerning children’s social and emotional development during the school years. They will gain an understanding of the role of social interactions and relationships in development and the role of schools in promoting positive interactions among students and between students and teachers through film, readings, lectures, on-line discussions, and presentations.
Corequisites: EDUC 2220
Transferable (refer to transfer guide)
EDUC 3320 CR-3 (formerly LCOM 3320)
Career Counselling and Career Education
Students will develop a broad understanding of major theories of career development and related assessments. They will explore historical and cross-cultural perspectives on the meaning of work and considerations for career development, counselling, and education with diverse populations and in diverse settings (i.e., elementary, secondary, post-secondary, and community agencies). Students will also critically examine moral and ethical issues related to this work, and they will apply theoretical concepts to their own process of career development.
Note: Students may get credit for only one of CNPS 3320, EDUC 3320 or LCOM 3320 as these are identical courses.
Prerequisites: At least 45 credits of coursework completed at the 1100 level or higher
Transferable (refer to transfer guide)
EDUC 4000 CR-3
English Language Teaching To Adults - Theory
This program leads to the Certificate in English Language Teaching to Adults (CELTA) from the University of Cambridge Local Examinations Syndicate (UCLES)/Royal Society of Arts (RSA), which is the most widely recognized certification in the world for English language teaching. Theory and methodology applicable to English language instruction are integrated with teaching practice and tutorials to provide students with a practical training that will enable them to teach abroad or in Canada. EDUC 4000 is the methodology/theory component of this program.
Prerequisites: Permission of instructor
Corequisites: EDUC 4001
EDUC 4001 CR-3
English Language Teaching To Adults - Practicum
This program leads to the Certificate in English Language Training to Adults (CELTA) from the University of Cambridge Local Examinations Syndicate (UCLES)/Royal Society of Arts (RSA), which is the most widely recognized certification in the world for English language teaching. Theory and methodology applicable to English language instruction are integrated with teaching practice and tutorials to provide students with a practical training that will enable them to teach abroad or in Canada. EDUC 4001 is the teaching practicum component of this program.
Permission of instructor
Corequisites: EDUC 4000
EDUC 4100 CR-3 (formerly LCOM 4100)
Transitioning to Work, Graduate School, and Post-University Life
Students will develop representational portfolios in the transition from university into work, graduate studies, and post-university life. They will integrate their educational experiences by tracing their intellectual journey through reflective writing and examining artifacts from their undergraduate career. Students will prepare for the job search process through developing resume writing, cover letters, job search strategies as well as simulated employment interviews. They will investigate graduate school admission, international work and educational opportunities as well as cultivating a professional disposition. Students will consider what it means to be educated in the context of leadership roles in their alumni, national, and international communities and will participate in a service-learning project.
Note: Students may get credit for only one of UNIV 4100, LCOM 4100 or EDUC 4100.
Prerequisites: 60 credits of 1100-level or higher courses
