Program Requirements
Completion of this Minor concentration DOES NOT qualify a student to enter the teaching profession. Students interested in a teaching career should consult the Faculty of Education section of this eCalendar for information about Bachelor of Education programs that lead to teacher certification.聽See Faculty of Education programs offered by the Department of Integrated Studies in Education.聽
Respecting Faculty of Arts Multi-track System regulations, students registering for the Major Concentration Psychology and the Minor Concentration Educational Psychology must complete an additional minor concentration in Arts in a unit other than Psychology.
Students should consult the Faculty of Arts sections on "Faculty Degree Requirements," "Program Requirements," and "Departmental Programs" for information on the "Multi-track System" and "Course Requirements" for information on "Courses Outside the Faculties of Arts and of Science" and other topics such as course restrictions, credit counting, etc.
Required Course (3 credits)
This required course has a prerequisite of an introductory course in psychology taken at either CEGEP or university level (e.g., PSYC 100 or EDPE 300). Students who do not have this prerequisite prior to entry into the program may take either PSYC 100 or EDPE 300. EDPE 300 may count as one of the complementary courses for the Minor concentration.
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EDPE 335 Instructional Psychology (3 credits)
Overview
Ed Psych & Couns (Psychology) : Psychological processes in instruction and learning, assessment, and curriculum design, based on theories of cognition, motivation, and the social context of instruction.
Terms: Winter 2025
Instructors: Erten, Ozlem (Winter)
Prerequisites: An introductory course in psychology or EDPE 300
Complementary Courses (15 credits)
15 credits to be selected as follows:
3 credits to be taken near the end of program completion, one of:
Note: Students with a background in psychology should normally select EDPE 355. EDPE 355 has a prerequisite, either PSYC 213 or permission of the instructor.
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EDPE 355 Cognition and Education (3 credits)
Overview
Ed Psych & Couns (Psychology) : Cognition and learning in educational domains and contexts. Contributions of cognitive science to issues in education including domain-specific and general knowledge and expertise, situated cognition and learning, cognitive apprenticeship, and uses of computers and networks as cognitive tools in educational settings.
Terms: Fall 2024
Instructors: Erten, Ozlem (Fall)
Prerequisites: PSYC 213 or permission of the instructor
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EDPE 555 Socio-Cultural Foundations of Learning Sciences (3 credits)
Overview
Ed Psych & Couns (Psychology) : Examination of foundational theories of the Learning Sciences including contributions by social constructivist theories. Implications of theory on methodologies for the Learning Sciences in general, and for educational and instructional contexts in particular.
Terms: Fall 2024
Instructors: Leung, Enoch (Fall)
12 credits selected from the following list:
* Note: Students may not receive credit for both EDPE 208 and PSYC 304. EDPE 208 is not open to students registered in a major or minor concentration in Psychology.
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EDPE 208 Personality and Social Development (3 credits) *
Overview
Ed Psych & Couns (Psychology) : Personality, social behavior, and moral development from nursery school up to, but not including, adolescence. Emphasis on aspects of personality and social development that are related to the process of schooling.
Terms: Winter 2025
Instructors: Isik, Ipek (Winter)
Restriction: Not available for Psychology Major students or any student who has taken or is required to take PSYC 304 in the Psychology Department
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EDPE 304 Measurement and Evaluation (3 credits)
Overview
Ed Psych & Couns (Psychology) : The purposes of examinations. Causes of complaints about examinations. Equalizing means and dispersions in distribution of marks. Standardized scores. The percentile system. Essay and objective-type examinations. Taxonomies of educational objectives. Validity and reliability: item analysis.
Terms: Fall 2024, Winter 2025
Instructors: Jazvac-Martek, Marian (Fall) Jazvac-Martek, Marian (Winter)
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EDPE 355 Cognition and Education (3 credits)
Overview
Ed Psych & Couns (Psychology) : Cognition and learning in educational domains and contexts. Contributions of cognitive science to issues in education including domain-specific and general knowledge and expertise, situated cognition and learning, cognitive apprenticeship, and uses of computers and networks as cognitive tools in educational settings.
Terms: Fall 2024
Instructors: Erten, Ozlem (Fall)
Prerequisites: PSYC 213 or permission of the instructor
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EDPE 377 Adolescence and Education (3 credits)
Overview
Ed Psych & Couns (Psychology) : Development of personality and social behaviour in adolescence. Problems relating to self-concept, academic achievement, relationships with others, and development of values in a changing culture. Some attention to current criticisms of the school as an agency involved in adolescent development.
Terms: Winter 2025
Instructors: Ruglis, Jessica (Winter)
Offered through Continuing Education or Summer Studies
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EDPE 515 Gender Identity Development (3 credits)
Overview
Ed Psych & Couns (Psychology) : Theoretical models and empirical findings relevant to the development of gender identity. Special attention is given to the influence of peers in school settings. Psychological, physiological, parental, peer and cultural influences on gender identity.
Terms: Fall 2024
Instructors: Ruglis, Jessica (Fall)
Offered through Continuing Education.
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EDPE 535 Instructional Design (3 credits)
Overview
Ed Psych & Couns (Psychology) : This course draws on the fields of learning theory, developmental psychology, and measurement to focus on the tasks of constructing instructional materials. Areas to be considered include behaviour analysis, concept formation, and test construction.
Terms: Winter 2025
Instructors: Bruzzese, Sam (Winter)
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EDPE 555 Socio-Cultural Foundations of Learning Sciences (3 credits)
Overview
Ed Psych & Couns (Psychology) : Examination of foundational theories of the Learning Sciences including contributions by social constructivist theories. Implications of theory on methodologies for the Learning Sciences in general, and for educational and instructional contexts in particular.
Terms: Fall 2024
Instructors: Leung, Enoch (Fall)
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EDPI 341 Instruction in Inclusive Schools (3 credits)
Overview
Ed Psych & Couns (Inclusive) : Developing, planning, implementing and evaluating effective learning programs for diverse learners, and consideration of their more general applicability. Adapting curriculum and instruction for learners with varying abilities, learning styles, and needs. Collaboration with students, families, and other educators (or stakeholders) in the instructional process. Application of adaptations at the classroom and school level for all students in inclusive schools.
Terms: Fall 2024
Instructors: Temcheff, Caroline; Appignanesi, Gus (Fall)
Restriction: Open to B.Ed. students only
Also offered through Continuing Education.
Prerequisite: EDPE 300.
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EDPI 526 Supporting Students' Strengths and Talents (3 credits)
Overview
Ed Psych & Couns (Inclusive) : The psychology and practice of supporting the strengths and talents of all students across educational and community settings . Strength and talent-based programs and activities, assessments to discover student strengths and talents, classroom adaptations, application of strength and talent-based approaches to curriculum design.
Terms: Winter 2025
Instructors: Birlean, Camelia (Winter)
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EDPI 527 Creativity and its Cultivation (3 credits)
Overview
Ed Psych & Couns (Inclusive) : Recent research, theory, and educational practice concerning creativity, with special attention to creativity in students and educational settings.
Terms: Fall 2024
Instructors: Hoida, David (Fall)
Offered through Continuing Education.
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EDPI 543 Family, School and Community (3 credits)
Overview
Ed Psych & Couns (Inclusive) : Focus on the examination of three important systems in a child鈥檚 life; namely family, school and community, as well as societal influences on student growth, development, and adjustment. Emphasis will be on evidence-based practices in collaborating with families and community organizations to form partnerships, classroom interventions and school-based initiatives to enhance well-being.
Terms: Fall 2024
Instructors: Ruglis, Jessica; Smith, Michelle (Fall)
