Semester 1 Course Offerings 2025-2026

This is an introduction to the study of contemporary cultures and languages and to the methods of ethnographic fieldwork.

This is an introduction to the study of contemporary cultures and languages and to the methods of ethnographic fieldwork.

An introduction to the study of humans as a biocultural species. The focus of this course is on human evolution, human variation and genetics, nonhuman primates, and the work of physical anthropologists.

This course overviews cultural diversity throughout the archaeological record, emphasizing cultural change. Topics such as adaptation, the development of complex societies, the rise of the state, and the role of archaeology in human history will be discussed. Basic archaeological methods, theory, and techniques will be presented. Multiple case studies, from different parts of the world, will illustrate how archaeologists recover, describe, and analyze the past.

Ethnographic and ethnological study of the culture of North America. Prerequisite: ANTH 1013.

The course will examine visible human adaptations (e.g. differences in skin pigmentation) and invisible adaptations (e.g. thermal acclimatization, blood groups). An important component of the course will be anthropological demography, i.e. the study of population structure and cultural/historical influences on health and mortality. The format of the course will be a combination of in-class lab work/exercises and lectures. Not open to first-year students.

The focus of this course is the anatomy of the skeletal and skeletal muscular systems of the body. Students will learn the details of both the human and nonhuman skeleton in a concentrated lab format. Not open to first-year students.

This course is an examination of music from different parts of the world with the intent of understanding the significance of music in diverse cultural contexts. The course will take as fundamental the idea that music does not merely express underlying cultural realities, but plays an active role in constructing those cultural realities. More importantly, however, this course analyzes the cultural, political, and economic implications of the process where by a wide range of the world's music have been commodified and sold in the global music marketplace through the mediation of the global music industry. Prerequisite: None.

This course offers a comprehensive introduction to the major theoretical frameworks and methodological approaches used in anthropology. Students will explore the historical development of anthropological theory, from early evolutionism to contemporary critical perspectives, and will engage with key concepts such as cultural relativism, functionalism, structuralism, and postmodernism. The methodological component of the course emphasizes ethnographic research, including participant observation, interviewing techniques, and the ethical dimensions of fieldwork. Students will gain hands-on experience designing research projects and analyzing qualitative data. Through readings, aims to provide students with the tools necessary for conducting independent anthropological research and critically evaluating existing studies. Prerequisite ANTH 1013 Introduction to Cultural Anthropology

This is an advanced course in anthropological theory which focuses on an issue or set of issues that are of particular concern in anthropology today. The course will be oriented around intensive reading and discussion of theoretical materials drawn from anthropology and allied disciplines. Possible issues include the dialectic between structure and agency, the commensurability and translation of cultures, power and knowledge, and the writing of ethnographic texts,among others. Honours students may be required to fulfill separate course requirements from majors. Prerequisite: Prerequisites: ANTH 3806 and ANTH 3913. Anthropology majors must take this course in their final year of study. Register with permission by instructor.

In this course we study some of history's most influential writers. We read literature from a wide range of genres, periods, and national origins, including classical epics, medieval romances, Renaissance plays, and modern novels. Students develop their powers of literary analysis and interpretation, as well as their writing abilities. As a discussion-based class, we consider together how writers use imaginative literature to investigate and explore issues of perennial human concern, such as mortality, love, honour, truth, and beauty.

How do we know if something is true? How do we know that something is real? What is the best life for a human being? The study of philosophy is how thoughtful people have explored these questions for millennia. In this course, we examine some of the most influential philosophers in history. We study different philosophical approaches, schools of thought, literary modes of philosophy, and how they relate to one another. Through discussion-based classes students also develop their capacities for reasoning and argumentation orally and in writing.

In this course students study great works in the history of political thought to explore key questions at the centre of political life. What is justice? What gives a law its legitimacy? What kind of political system is best? We learn how political theorists have affected our political institutions, and how to analyze those institutions using the history of political thought. Through reading, writing, and class discussions, students develop an understanding of the fundamental concepts and essential problems with which politics is concerned.

This course introduces students to the study of life. Topics include the scientific method, biological molecules, cell structure and function, energy flow, respiration, and photosynthesis.

This course provides an interdisciplinary introduction to social enterprise through historical and contemporary perspectives. It delves into the origins, principles, and practices of social enterprises. The course highlights the interconnectedness between social, economic, and environmental factors, and examines the impact of social enterprises on local communities and broader society. By critically examining case studies and engaging with relevant readings, students develop an understanding of the diverse strategies employed by social enterprises to address societal challenges and promote sustainable development.

The course introduces a range of business topics with an emphasis on business practices in the Canadian context. Topics include entrepreneurship, financial process, marketing, socially responsible business, management, human resources, and the role of business in the Canadian economy. In addition, broader issues, such as business ethics and relations between employees and employers will be discussed.

This course provides students with the practical skills for designing a social enterprise of their own in the contemporary political economic context. Students address the challenges of articulating a coherent vision and mission of the social enterprise. This will include designing a strategy, which addresses financial viability, funding, organizational structure, marketing, democratic governance, and conflicts between social mission and business logic.

Social enterprises must raise the financial resources necessary for the fulfillment of their mission. They have to know how to effectively communicate the relevance and urgency of their needs to donors/investors and demonstrate their capacity to deliver their promises. In this course, students learn about the best practices for social enterprise fundraising. Students learn how to design cases for support, assess different information management systems, identify prospective donors, nurture relationships with existing donors/investors, deploy tools for fundraising, and access different kinds of funding. By the end of the course, students will be well prepared to partake in existing fundraising initiatives and/or undertake projects of their own in the social enterprise world.

The Social Enterprise Work-Study Placement offers students an opportunity to bridge classroom learning with real-world experience in the field of social enterprise. This hands-on experiential learning placement provides students with the chance to apply the knowledge gained in their studies to practical scenarios within existing social enterprises. Students collaborate with social enterprises that are addressing complex societal issues, thereby gaining insight into the operational challenges and opportunities that arise in mission-driven cases. Students participate in various aspects of social enterprise operations, such as strategy development, impact measurement, marketing, and financial planning.

An introduction to the Catholic tradition through a consideration of what it means to be Catholic, and how this experience has been expressed historically and culturally in philosophy, theology, prayer, literature, personal and social morality, and art.

This course introduces students to the history and evolution of the communications profession, with particular emphasis on communications in the public policy sphere, from the pioneers who sold ideas on behalf of their clients, to the modern world of two-way communications with the public through the internet and social media tools. The course will explore how this evolution is changing the way governments, politicians, non-governmental organizations, citizens groups and corporations interact with the public.

This course introduces students to the history and evolution of the communications profession, with particular emphasis on communications in the public policy sphere, from the pioneers who sold ideas on behalf of their clients, to the modern world of two-way communications with the public through the internet and social media tools. The course will explore how this evolution is changing the way governments, politicians, non-governmental organizations, citizens groups and corporations interact with the public.

Communicating public policy requires clear and effective writing at every stage in the process. This is a foundational writing course that will help students learn to express themselves in clear, compelling language. Prerequisites: COPP 1013, COPP 1023.

This course will explore how social media and internet tools are transforming the world of communications and public policy. The course will explore cases around the world where social media and the access to information on the internet is influencing public policy and the political process. Prerequisite: COPP 2013.

This course builds on the skills developed in the Fundamentals of Writing course and applies them to rhetoric, speech writing and debating. Students will read ancient and modern speeches, historical writings on rhetoric and explore the influence of persuasive writing on public affairs. Prerequisites: COPP 2013, COPP 2023, COPP 2033.

This course explores the role of communications in business settings, including professional writing, the power of narrative, the influence of social media, and the connection between communications and marketing.

This course examines how governments and citizens communicate about critical scientific issues, spanning health, nutrition and food safety, and climate change. We ask which science communications strategies are effective and why, and we will explore cases around the world where scientific knowledge has been central to crisis management or the development of new policies and standards. As part of these discussions, we touch on topics ranging from risk communication, misinformation, the effects of communications campaigns on changing public attitudes and behaviors the effects of media echo chambers on attitudes to science, populism and science, as well as social movements and 'undone' science. Prerequisites: COPP 1013 and COPP 1023.

The capstone case study course will require students to survey scholarly literature on communications and public policy analysis (regarding policy development, design and implementation) and apply this research as they write two case studies that allows them to synthesize the issues encountered with their studies in Communications and Public Policy. Prerequisites: COPP 3013, COPP 3023, COPP 3033.

Students will complete two supervised professional unpaid internships in a professional communications agency, non-profit organization, or government office and will complete a detailed exit report. Where possible, students will have the opportunity to pursue internships that require them to work in French or in a bilingual office. Prerequisites: COPP 3013, COPP 3023, COPP 3033.

This course is designed to introduce the student to the discipline of criminology: its origins, the nature of disciplinary debates, and a sampling of theoretical and methodological issues. It involves an examination of crime patterns, causes of criminal behaviour and crime prevention strategies. This course also introduces the student to core topics covered in electives in the second year: courts, young offenders, police, corrections, and victimology. This introductory course is a prerequisite for all upper-level courses.

This course is designed to introduce the student to the discipline of criminology: its origins, the nature of disciplinary debates, and a sampling of theoretical and methodological issues. It involves an examination of crime patterns, causes of criminal behaviour and crime prevention strategies. This course also introduces the student to core topics covered in electives in the second year: courts, young offenders, police, corrections, and victimology. This introductory course is a prerequisite for all upper-level courses.

This course is designed to introduce the student to the discipline of criminology: its origins, the nature of disciplinary debates, and a sampling of theoretical and methodological issues. It involves an examination of crime patterns, causes of criminal behaviour and crime prevention strategies. This course also introduces the student to core topics covered in electives in the second year: courts, young offenders, police, corrections, and victimology. This introductory course is a prerequisite for all upper-level courses.

This course is designed to introduce the student to the discipline of criminology: its origins, the nature of disciplinary debates, and a sampling of theoretical and methodological issues. It involves an examination of crime patterns, causes of criminal behaviour and crime prevention strategies. This course also introduces the student to core topics covered in electives in the second year: courts, young offenders, police, corrections, and victimology. This introductory course is a prerequisite for all upper-level courses.

This course is designed to introduce the student to the role criminology plays in both formulating and critiquing criminal justice policy and a sampling of theoretical and methodological issues. It involves a critical look at the nature of the criminal justice system, the role of the state and the creation of policies through the passing of bills, legislation, and statutes pertinent to the interpretation of the Criminal Code. This course also introduces the student to core topics covered in electives in the second year: courts, young offenders, police, corrections, and victimology. This introductory course is a prerequisite for all upperlevel courses.

This course is designed to introduce the student to the role criminology plays in both formulating and critiquing criminal justice policy and a sampling of theoretical and methodological issues. It involves a critical look at the nature of the criminal justice system, the role of the state and the creation of policies through the passing of bills, legislation, and statutes pertinent to the interpretation of the Criminal Code. This course also introduces the student to core topics covered in electives in the second year: courts, young offenders, police, corrections, and victimology. This introductory course is a prerequisite for all upperlevel courses.

This course will be a survey course of classical theories in criminology. Classical theories will include the influences of work by early criminologists such as Bentham, Beccaria, Lombroso, Quetelet, and Durkheim in the development of theory and the history of theories of punishment. This course will build on the historical roots of crime and criminological theory in pre-20th century criminological theory. Prerequisites: CRIM 1013 and 1023.

The purpose of this course is to introduce students to qualitative research methods. Students will learn the theoretical and epistemological foundations of qualitative methods and explore a number of data collection methods inherent to qualitative research, as well as critically evaluate and make appropriate use of secondary information sources. Prerequisites: CRIM 1013 and 1023.

This course is designed to provide students with an introduction to social science research methods and statistics as they apply to criminology and criminal justice issues. It aims to help students understand the fundamentals of the scientific method, including research design, sampling methodologies, measurement strategies, statistics, and data collection techniques, while assisting them in the development of the necessary critical thinking skills to critique and evaluate criminal justice research. Prerequisites: CRIM 1013 and 1023.

This course provides an introduction to criminal law - what it is, how it came into being, and the various elements of offences and forms of defence within Canada's criminal law system. Possible topics include: sources of criminal law in Canada; duty to act; voluntariness; negligent homicide; causation; strict and absolute liability; attempts; and a variety of criminal defences, including mental disorder, mistake of fact, consent, provocation, and necessity. Prerequisites: CRIM 1013 and 1023.

This course will examine theories of juvenile delinquency in historical and contemporary perspectives. A review of Canadian legislation concerning young offenders will be done to illuminate the official response to juvenile delinquency in light of the theories noted above. Special attention will be given to the Young Offenders Act, juvenile justice in Canada, the disposition of young offenders, and the rights of young adults. Prerequisites: CRIM 1013 and 1023.

This course is designed to examine the social and political role of the police and police practices in the contemporary Canadian society. The topics that will be discussed include the functions and objectives of modern policing, police discretion, police powers, and structures of accountability. Particular attention will be given to an examination of the context of police - community relations and crime prevention initiatives. Prerequisites: CRIM 1013 and 1023.

This course will provide an analysis of the concept of "at-risk" children and youth from a theoretical and practical application. Considering the question of "risk" from an ecological framework as well as a constructionist perspective, individual and social factors which have an impact on children's and youth ability to cope with threats to their development will be critically evaluated. The literature on resilience in the context of both individual and social justice paradigms will also provide students an opportunity to consider various interventions designed to promote healthy development. Topics may include: youth homelessness, children of incarcerated parents, the impact of poverty on children and families, school drop outs, substance abuse, sport and leisure as crime prevention, bullying. Prerequisites: CRIM 1013 and 1023.

This course critically examines, using a feminist lens, how gender informs women's experiences with crime and the criminal justice system in Canada. Topics to be covered include: intersections of race, class and gender, regulating women, incarceration, dominant ideological constructions of the "female offenders," and recent popular culture representations of women and crime. Prerequisite: CRIM 1013 & CRIM 1023

This course examines the intersection of (in)equality, crime and social (in)justice in Canada through a criminology of difference and diversity. Through theoretical and practical material, the course explores how people experience crime and criminal (in)justice through multiple sites of diversity, such as age, ethnicity, race, sexual orientation, social class, religion, etc. Prerequisite: CRIM 1013 & CRIM 1023

This course will explore, from an historical and contemporary perspective, social protest in Canada. Some of the topics that will be studied in this course include: Strikes and Riots; The Women's Liberation Movement; The Gay Liberation Movement; The Environmental Movement; the Counter-Culture Movement of the 1960s and 1970s and Student Protests; The Civil Rights Movement; Anti-War Demonstrations; and First Nations Protests. It will explain the reasons for and the nature of social protest and discuss how social protest groups have shaped the law, politics and popular culture in Canada. Prerequisites: CRIM 1013 and CRIM 1023.

This course will examine this specialized field of criminology which is related to the study of victims of crime and factors connected to the victim. A historical perspective on the study of victimology, theories related to the explanation of victimization, the modern evolution of victim rights, and the development of victim services will be examined. Specific victim groups, provincial and federal legislation related to victims, the United Nations Charter of Victims Rights will be addressed, as well as the delivery of services to victims involved in the criminal justice system. Prerequisites: CRIM 1013 and 1023.

This course is an in-depth analysis of policy issues related to policing, courts, and corrections. Through an analysis of contemporary issues facing the criminal justice system in Canada, students will examine the links between the police, politics, law, and the administration of justice. Further, students will explore the roles and responsibilities of various government departments and agencies, non-government agencies, and community organizations affiliated directly and indirectly with the criminal justice system to gain a greater understanding of how to access resources and services for persons affected by the criminal justice system. This is a required course for students enrolled in the Bachelor of Applied Arts in Criminal Justice and is open to students in Criminology. Pre-requisities: CRIM 1013 and CRIM 1023.

This course provides an overview of the organizational structure and functions of the court system in Canada. The theory and practice of bail, legal representation, prosecution, the trial, sentencing, and the appeal process will be covered. Prerequisites: CRIM 1013 and 1023.

This course involves the analysis of crime in the media, focusing on such vehicles as television crime shows, newsmagazine documentaries, newspaper reports and the worldwide web. Methodological and theoretical approaches to be used include discourse and content analysis, triangulation, critical criminology, social constructionism, and critical contextual analysis. Topics include terrorism, gendered violence, hate crime, crime waves, serial homicide, police crime, and youth crime. Prerequisites: CRIM 1013 and 1023.

This course will explore popular and primarily American film from a criminological perspective, paying particular attention to how we understand crime through film. Such themes as what is a crime film?, criminology in crime films, police films, court room films, and prison films will be explored. At the conclusion of this course, students should be able to critically evaluate film and the relationships between crime and society portrayed through popular film. Prerequisites: CRIM 1013 and 1023.

This course introduces students to the power and impact of discourse in criminology. The discourses of crime will be critically analyzed through such topics as interviews, interrogations, testimony, written accounts, judicial interpretations, and media accounts. Prerequisite: A minimum of 75 credit hours, which includes CRIM 1013 and 1023, or permission of the instructor.

Wrongful convictions undermine the "legitimacy premise" that accused persons are innocent until proven guilty under the law. This course focuses on reasons and factors contributing to wrongful convictions: eyewitness identification, jailhouse informants; and looks at outcomes and legislations that have been enacted to prevent and remedy these legal/social injustices. This course explores how police, expert witnesses, prosecutors, defence lawyers, juries, trial judges and defendants contribute to wrongful convictions; and how that can be remedied. Prerequisites: CRIM 1013 and 1023.

This course is designed to study harms against the environment writ large, and actions designed to protest and protect against those harms. Topics include environmental pollution in nature, home and workplace; relevant law and policy; corporate crimes against humanity; and, environmental protest and justice movements. Prerequisites: CRIM 1013 and CRIM 1023 or permission of the instructor.

This course will provide an overview and critical analysis of corporate crime and its regulation in Canada. The course will examine: the problems of definition of corporate crime; the images, measurement and victims of such crime; the types of corporate crime; theories and perspectives on the etiology of corporate criminality and corporate crime; the origins of the laws against corporate crime and contemporary legislative lawmaking in this field; the effectiveness of policing and regulation of corporate crime; and various reforms proposed to deal with such crimes in the future. Prerequisites: CRIM 1013 and 1023

This course provides a collaborative work forum for students accepted into the Honours program. The course is comprised of a number of thesis related assignments that will guide students through the process of researching and writing their Honours thesis, including a peer presentation on their Honours research topic. This course will also allow students to explore some of the central themes and concepts in the discipline of criminology. Prerequisite: Formal acceptance into the Honours program.

This course introduces students to the creation of stories using videography, sound recording and platforms to showcase creative artistic works. Students are introduced to the creation opportunities in the campus digital studio and be trained on new technologies and equipment. The course is required for students planning to complete an Interdisciplinary Major in Digital Media and Creative Arts. No prerequisite.

This course explores the use of still photography in digital media production, and how true stories can be told through digital images. It gives students a background in the aesthetics of photography, explores theories of the image, and explores the ethical issues surrounding the manipulation of digital images. The course requires students to produce and edit digital images using a mix of digital photographic equipment and editing software. No prerequisite.

This course explores documentary film as a storytelling medium and how to create and produce documentaries. The course requires students to study influential films and produce and edit original documentary projects. It also introduces students to theories of documentary and the power of non-fiction storytelling. No prerequisite.

This course explores the creative art of podcasting and narrative storytelling with sound. Students will listen to podcasts and develop the technological skills to create and distribute podcasts. The course requires students to produce and edit their own podcasts using a mix of digital equipment and editing software, as well as learning and utilizing recording studio techniques. No prerequisite.

This course examines the behaviour of consumers and producers in a market economy. Among the issues discussed will be environmental protection, wealth and poverty, and the extent of corporate power.

This course examines the behaviour of consumers and producers in a market economy. Among the issues discussed will be environmental protection, wealth and poverty, and the extent of corporate power.

This course analyzes the Canadian economy and how it works. It includes a discussion of output, unemployment, growth, money, international trade, and finance.

A theory course which develops the basic techniques of microeconomic analysis. Topics will include theories of consumer demand, production costs, the behaviour of producers under different market conditions, and the functioning of commodity markets.

An introduction to basic statistical techniques of estimation and inference. The topics covered include: collection, organization and presentation of data, frequency distributions, parameter estimation, probability, probability distributions, tests of hypotheses, confidence intervals, analysis of variance, and index numbers.(This course may not be taken for credit by students who already have received credit for an introductory statistics course in another discipline at St. Thomas University or have received credit for an introductory statistics course taken in any discipline from another university.)

A theory course analyzing economic activities in their political and social context. Topics include: class and economic power, the labour process and the generation of surplus, economic instability, capitalism on a world scale, and the nature and role of government.

This course deals with the strategies of multinational corporations, the scope and impact of international trade, and the structure of international trade agreements.

Starting from the understanding that the economy is a subsystem of the ecological life-support system, the course utilizes a transdisciplinary approach (ecological, social and economic) to examine the problems of scale, equity, and efficiency in contemporary human social formations. The course will also discuss the distinctive policy implications of ecological economics. No prerequisite required.

This course presents theories of second language acquisition, current trends in the field of second language teaching and learning, and their application to the teaching of French in a communicative and interactive approach at the middle and secondary levels. Students will develop lesson units, engage in peer-teaching, and integrate technology into their teaching. Students will participate in discussion, work with case studies, research issues in second language education using current professional journals and resources. Attention will be given to the teaching and assessing of listening, reading, writing, speaking and cultural understanding. This course aims to provide solid advice, information and guidance to French Second Language teachers so that they may help their students recognize that French is not only a means of communication but also a portal to future opportunities. Students are required to have a minimum proficiency of Intermediate Plus on the New Brunswick French Oral Proficiency scale to register for this course.

This course focuses on current research, evidence, theories, and approaches to teaching language arts in elementary classrooms. Teacher candidates will gain a greater understanding of the processes involved in learning to read, the essential elements of reading instruction, and the pedagogical practices that support reading acquisition. In addition, teacher candidates will build competencies in the use of exemplary instructional practices to teach writing. Throughout the course, teacher candidates will design and prepare literacy-based lessons, resources, and materials for use in the teaching of language arts classes and across the curriculum.

This course focuses on current research, evidence, theories, and approaches to teaching language arts in elementary classrooms. Teacher candidates will gain a greater understanding of the processes involved in learning to read, the essential elements of reading instruction, and the pedagogical practices that support reading acquisition. In addition, teacher candidates will build competencies in the use of exemplary instructional practices to teach writing. Throughout the course, teacher candidates will design and prepare literacy-based lessons, resources, and materials for use in the teaching of language arts classes and across the curriculum.

This course supports the development of the pre-service teacher's knowledge of the language arts programme at the middle level. Teacher candidates will gain an understanding of the language arts, study evidence-based practices, and develop practical skills. A range of instructional strategies, methods, and modes for supporting literacy and language arts across the curriculum will be explored. This course provides a framework for beginning teachers to base logical reflective decisions concerning curriculum decisions, learning experiences, and assessment strategies appropriate for the middle level.

This course supports the development of the pre-service teacher's knowledge of the language arts programme at the middle level. Teacher candidates will gain an understanding of the language arts, study evidence-based practices, and develop practical skills. A range of instructional strategies, methods, and modes for supporting literacy and language arts across the curriculum will be explored. This course provides a framework for beginning teachers to base logical reflective decisions concerning curriculum decisions, learning experiences, and assessment strategies appropriate for the middle level.

Methods in elementary mathematics is an introduction to the context and strategies of teaching math at the K-8 level in New Brunswick. Teacher candidates must recognize and employ the basic elements of teaching mathematics in the elementary division as well as understanding the four grade bands in math curricula. The emphasis is on content as well as on 'doing' mathematics. Teacher candidates are involved in problem solving and exploring mathematical concepts by developing ideas from the concrete to the abstract level, and by developing multiple representations of mathematical ideas. Content topics of emphasis include pre-number concepts, numeration and place value, whole numbers-operations, number theory, and geometry.

Methods in elementary mathematics is an introduction to the context and strategies of teaching math at the K-8 level in New Brunswick. Teacher candidates must recognize and employ the basic elements of teaching mathematics in the elementary division as well as understanding the four grade bands in math curricula. The emphasis is on content as well as on 'doing' mathematics. Teacher candidates are involved in problem solving and exploring mathematical concepts by developing ideas from the concrete to the abstract level, and by developing multiple representations of mathematical ideas. Content topics of emphasis include pre-number concepts, numeration and place value, whole numbers-operations, number theory, and geometry.

The nature and purpose of science education are explored. Effective use of minimal time allotted to this discipline at the elementary level is the main focus. One of the primary tasks to be undertaken is the construction of discovery-based learning centres as well as appropriate assessment tools. Students will be given the opportunity to experience the dynamics of constructivist science learning with a special emphasis to cross-curricular extensions. Time will be spent exploring student record keeping strategies which compliment a guided inquiry-based approach.

The nature and purpose of science education are explored. Effective use of minimal time allotted to this discipline at the elementary level is the main focus. One of the primary tasks to be undertaken is the construction of discovery-based learning centres as well as appropriate assessment tools. Students will be given the opportunity to experience the dynamics of constructivist science learning with a special emphasis to cross-curricular extensions. Time will be spent exploring student record keeping strategies which compliment a guided inquiry-based approach.

The course examines how technology is taught at the elementary, middle and secondary levels. At the elementary level technology in integrated into other discipline areas, and at the 6 to 10 grade levels technology is a focus of the MSTE (Middle School Technology Education) and BBT (Broad-Based Technology) courses. A study of technology curriculum, instructional planning, and research in new areas of technology integration will be the focus of the course.

This course provides teacher candidates with pedagogical strategies and planning tools for effective instruction in Grades 6-8 mathematics and science. Emphasizing curriculum-based, student-centered, and inquiry-driven approaches, the course models best practices in interdisciplinary teaching while also supporting discipline-specific instructional methods. Teacher candidates will explore visual and kinesthetic learning tools, engage in collaborative lesson design and reflect on practice through structured assignments aligned with the New Brunswick Mathematics and Science Curricula.

This course is an introduction to instructional strategies and methods for teaching social studies. The course intends to help pre-service teachers integrate their knowledge of social studies with educational best practices. The areas of social studies focus are geography, history, political science, and economics.

Research has shown that classroom management strategies have a dramatic impact on the learning environment. Several very different schools of thought regarding classroom management are discussed. Emphasis is placed on course participants developing a personal proactive approach by extracting and merging effective strategies from many sources.

Research has shown that classroom management strategies have a dramatic impact on the learning environment. Several very different schools of thought regarding classroom management are discussed. Emphasis is placed on course participants developing a personal proactive approach by extracting and merging effective strategies from many sources.

Research has shown that classroom management strategies have a dramatic impact on the learning environment. Several very different schools of thought regarding classroom management are discussed. Emphasis is placed on course participants developing a personal proactive approach by extracting and merging effective strategies from many sources.

This course explores the major theoretical principles upon which education for children and adults may be based. It also examines the notion of 'normative' characteristics of learners as well as current trends in the application of theory to classroom situations.

The course provides an overview of issues, principles, and theories associated with inclusion and inclusionary practices in school contexts with respect to specific student groups. These include, but are not limited to, students with different exceptionalities and academic abilities, students who are gifted, language learners, and newcomers. Teacher candidates will gain a deeper understanding of school based structures and classroom-based practices that support the learning needs of a diverse student population. Opportunities to explore and create curriculum-based instructional supports and strategies for teaching all students will be provided.

The course provides an overview of issues, principles, and theories associated with inclusion and inclusionary practices in school contexts with respect to specific student groups. These include, but are not limited to, students with different exceptionalities and academic abilities, students who are gifted, language learners, and newcomers. Teacher candidates will gain a deeper understanding of school based structures and classroom-based practices that support the learning needs of a diverse student population. Opportunities to explore and create curriculum-based instructional supports and strategies for teaching all students will be provided.

The course provides an overview of issues, principles, and theories associated with inclusion and inclusionary practices in school contexts with respect to specific student groups. These include, but are not limited to, students with different exceptionalities and academic abilities, students who are gifted, language learners, and newcomers. Teacher candidates will gain a deeper understanding of school based structures and classroom-based practices that support the learning needs of a diverse student population. Opportunities to explore and create curriculum-based instructional supports and strategies for teaching all students will be provided.

An introduction to literatures in English including, but not restricted to, the British literary canon. It teaches students to read and write effectively, and to locate texts in history and culture. The course includes a chronological introduction sensitive to the structures and intersections of literary periods. NOTe: students will not receive credit for both ENGL 1023 and ENGL 1016.

An introduction to literatures in English including, but not restricted to, the British literary canon. It teaches students to read and write effectively, and to locate texts in history and culture. The course includes a chronological introduction sensitive to the structures and intersections of literary periods. NOTe: students will not receive credit for both ENGL 1023 and ENGL 1016.

An introduction to literatures in English including, but not restricted to, the British literary canon. It teaches students to read and write effectively, and to locate texts in history and culture. The course includes a chronological introduction sensitive to the structures and intersections of literary periods. NOTe: students will not receive credit for both ENGL 1023 and ENGL 1016.

This course introduces students to the conventions of literary study. It offers reading strategies and techniques that permit the student to make sense of difficult or alien readings. At the same time, the ability to communicate understanding of literary texts through the conventions of scholarly essay writing is emphasized. Students will not only become effective readers and communicators in this course-they will come to appreciate some of the most important literary texts that the English language has produced. Note: students will not receive credit for both ENGL 1023 and ENGL 1016.

This course aims to familiarize students with the terminology and key concepts of Film Studies as an academic discipline. Through a survey of various styles and narrative traditions, students are introduced to the main critical approaches used to understand cinema, including genre studies and Auteur theory. The course also focuses on the interpretation of films as the expression of a national ethos, and as a representation of gender and class, as well as racial, ethnic and cultural identities. While there is a historical dimension to the course, it does not follow a strictly historical chronology in the presentation of films or issues. The course includes lectures, discussions and film screenings.

Students will learn, use, and critique digital productivity tools, multimedia and website development tools, and Web 2.0 tools, while they apply literary methodologies to broader issues and debates like cyber safety, digital privacy laws and ethics, the economic and social engineering implications of user-data, as well as modes of digital communication and collaboration. Familiarity with critical theories and historical trends will help students understand how social and political movements develop the form, genre, and style of digital platforms.

This introduction to the discipline and practice of English teaches the student to prepare a research paper, practice close reading, and develop a grammatically correct, clear writing style. Students will learn to use literary databases and library resources; they will undertake a research project that helps provide a solid grounding in the methods and conventions of the discipline of English Literature. Prerequisite: ENGL 1016.

This introduction to the discipline and practice of English teaches the student to prepare a research paper, practice close reading, and develop a grammatically correct, clear writing style. Students will learn to use literary databases and library resources; they will undertake a research project that helps provide a solid grounding in the methods and conventions of the discipline of English Literature. Prerequisite: ENGL 1016.

This course focuses on how different forms of neurodivergence (such as autism, ADHD, OCD, etc.) are portrayed narratively and visually in children's picture books, novels, and resource texts. It examines different understandings of neurodivergence, such as the medical model and the neurodiversity paradigm, in relation to disability studies. It asks central questions about agency, power, and knowledge. Who gets to shape epistemological discourse about neurodivergence within children's literature? Equally importantly, it contemplates the narrative and rhetorical strategies neurodivergent writers and characters employ both to exert their own agency and to challenge literary form itself.

A course for students interested in writing poetry, prose, and/or scripts. Along with writing assignments and workshopping (critiquing each others' work), students give presentations or blog on topics that will help them develop writing skills. This course is also open to first-year students. Prerequisite: 5-10 page sample of work submitted to the instructor at least a week before registration, or ENGL 2123.

Students will engage with texts by Indigenous writers such as Thomas King, Richard Wagamese and Rita Joe, by writing both creative and analytical responses, which will be read and discussed in class. (Post-1800; Canadian/American) NB: Students who have received credit for ENGL 1903 may not also take ENGL 2403 for credit.

A survey of the short story genre from its beginnings in the 19th century to its predominance as the traditional narrative literary form of the 20th century. (Post-1800.)

An introduction to the development of this genre from Shelley's Frankenstein through the Golden Age of the 1950s. Attention is paid to the related genres which contributed to the development of this genre. (Post-1800.)

An exploration from Greek theatre to contemporary works of the theatrical conventions, significant trends, playwrights and performers that inform and construct the social practice of theatre. Emphasis is placed both on close textual study of the works and the realities of staging productions.

An exploration of the development and practice of the literary nonfiction of the twentieth and twenty-first centuries, with attention to the work of such journalists as James Agee, George Orwell, John McPhee, Joan Didion, Tracy Kidder, Lillian Ross, Hunter Thompson, Peter Gzowski, Truman Capote and others. Attention will be paid to the contexts in which literary journalists practice their craft and the extent to which it is a consciously practiced genre. (Post-1800.)

The primary concern of this course is to familiarize students with the social, political, cultural, and philosophical presuppositions of theoretical inquiry into literary texts. We shall begin by focusing on introductory commentaries and shall proceed from there to examine certain primary theoretical texts in their specific relation to literary examples. (Post-1800; Language.)

This course traces the English language from its Indo-European and Germanic origins to its current world language status. Students will explore contacts with other languages, and the social forces behind those contacts. We will also address the question of whether English constitutes one language or many. (Language) (Pre-1800)

An introduction to the development, influence and major trends of art cinema in the 20th century. Prerequisite: ENGL 2013 and ENGL 2723. (Post-1800.)

A study of plays of Shakespeare, his predecessors, and contemporaries such as Marlowe and Jonson. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Pre-1800.)

A survey of the impact of the electronic age on the novel and short fiction, the birth of metafiction and the anti-novel, the feminist movement, the advent of the post-colonial, and the post-modern response. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Post-1800.)

An exploration of the extensive traditions surrounding King Arthur and his Knights of the Round Table. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL.(Pre-1800.)

A study of the writings of William Blake, Percy and Mary Shelley, and their contemporaries. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Post-1800.)

A tracing of the development of a uniquely Canadian poetic voice from the eighteenth century beginnings of Canadian poetry, through the Confederation and early modernist periods, to its flowering in Montreal in the 1950s and the west coast in the 1960s. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Post-1800; Canadian.)

A study of native Irish culture and the culture of the Irish diaspora. Students view films of high realist auteurs as well as adaptations of novels, short stories, and plays to the big screen. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Post-1800.)

Primary sources are at the root of scholarly research, including Literature and Theatre Studies. This course introduces students to archive-based research methods and theatre-related archival material. Students explore physical and digital collections (both regional and national), learn select archival practices, analyze extant archive-based scholarship, and apply these to their own research assignments in the course. In doing so, students learn to generate narratives and critical perspectives and gain valuable skills ahead of pursuing graduate work or any career involving self-directed research. Archival material encountered may include playscripts, design maquettes (models), production photographs, theatre posters, personal scrapbooks, journals, newspaper reviews, and older editions of published dramatic literature. (Post-1800). Prerequisite: ENGL 2013: Research Methods in English. Majors with a GPA of 3.4 or higher may apply to enrol in an Honours Seminar, space permitting.

This course looks at the many ways that women in the eighteenth-century used the emerging form of the novel to record their experiences and resist dominant narratives regarding expected patterns of female life.

This course helps students whose first language is not English develop the reading and writing skills required in university studies. The reading techniques to be taught will include skimming, previewing, predicting and in-depth analyzing. The types of writing practiced will be summaries, paraphrases and essays (expository, and comparison and contrast). Vocabulary-building and grammar will also be important components of the course. Co-requisite: ESL 1033.

This course will help students whose first language is not English further develop academic reading and writing skills. The reading techniques to be improved will include skimming, previewing, predicting and in-depth analyzing. The types of writing practiced will be summaries, paraphrases and essays (cause and effect, and persuasive). Vocabulary-building and grammar will also be important components of the course. Students will also develop their ability to conduct library-based research and to synthesize information for writing assignments. Prerequisite: ESL 1013 or Director's permission. Co-requisite: ESL 1043.

This course helps students whose first language is not English to develop the speaking and listening skills required in university studies. The basic elements of oral expression and comprehension will be studied: sounds, word and sentence stress, rhythm, intonation, comprehension of weak forms, and connected speech. Listening skills will include intensive, selective and interactive tasks, such as note-taking. Speaking functions will include presenting information, asking questions, debating. 6 hours per week. Co-requisite: ESL 1013.

This course helps students whose first language is not English to develop the speaking and listening skills required in university studies. The basic elements of oral expression and comprehension will be studied: sounds, word and sentence stress, rhythm, intonation, comprehension of weak forms, and connected speech. Listening skills will include intensive, selective and interactive tasks, such as note-taking. Speaking functions will include presenting information, asking questions and debating. 6 hours per week. Prerequisite: ESL 1033 or Director's permission. Co-requisite: ESL 1023.

This course is designed to assist ESL students in meeting the language-related expectations of university courses. The primary focus will be on academic writing skills. Attention will also be devoted to listening, speaking, reading, grammar, and vocabulary acquisition. Language skills will be linked to academic content from a number of disciplines. The course is intended for students whose first language is not English and whose TOEFL scores are between 550 and 599 (or a recognized equivalent). Prerequisite: ESL 1023 or Director's permission.

The course examines the basic elements of music (notation, intervals, keys, scales, chords, meter) from a practical, hands-on perspective and introduces music theory and performance. Assignments include recognizing notes and rhythms on the staff, singing, and playing instruments. Please note that previous music experience is welcome but not required for this course. Note: Students who take FNAR 1023 cannot receive credit for FNAR 1743.

This course is an in-depth exploration of voice technique. During the course, students will do exercises to develop their breathing, phonation, resonance, and articulation skills. Students will also examine the physiology of the voice and expand their awareness of how the voice works, vocal problems, and vocal care and health. In addition, students will perform songs from popular music styles such as musical theatre, rock, pop, and gospel for a public audience. All levels welcome. Prerequisites: FNAR 1023 or FNAR 1743.

This course is a practical introduction to concepts, basic materials, processes and the vocabulary of art and design delivered through slide lectures, readings and assigned projects. The concepts introduced in this course are applicable to a wide range of art and design practices. There are special presentations including visiting artist presentations, film screenings and trips to art galleries.

A practical course in the fundamentals of two-dimensional art practice with an emphasis on outdoor drawing and sketching. Students are introduced to a variety of drawing media including the use of pencil, charcoal, and ink. Landscape, figure and non-representational drawing practice are addressed. No prior experience is necessary. Prerequisite: FNAR 1113.

Music Literacy for Actors and Dancers is a course for the performer who has not yet developed a connection between his or her musical experience and standard aspects of musical performance, with a special focus on the acquisition of fluency reading the notated score and the development of effective study and practice habits. Music materials used in class or assigned for homework will be spoken, clapped, sung, and played. Co-requisite: FNAR 1733 Intro to Musical Theatre. Note: Students who take FNAR 1743 cannot receive credit for FNAR 1023.

Tonal Music I is a hands-on study of the grammar of tonal music, with a particular focus on harmony and counterpoint. Assignments include harmonic exercises in choral and keyboard styles, species counterpoint, and frequent analyses of works from the music literature. Students are required to sing and/or play their assignments in class. Prerequisites: FNAR 1023, FNAR 1743, or permission by the instructor.

This course is an in-depth exploration of voice technique. During the course, students will do exercises to develop their breathing, phonation, resonance, and articulation skills. Students will also examine the physiology of the voice and expand their awareness of how the voice works, vocal problems, and vocal care and health. In addition, students will perform songs from popular music styles such as musical theatre, rock, pop, and gospel for a public audience. Prerequisites: FNAR 1061.

In this course, students research, rehearse and perform a musical. To this end, students will learn how to prepare for a role; engage in a rehearsal process; implement acting, singing, and dancing techniques in performance; assist with technical elements; and demonstrate professionalism in their work. The course culminates in a fully-staged production of a musical for a public audience. Musical Theatre I is a year-ong course to be taken with Acting, Singing, Dancing I. First-year students welcome. Prerequisites: Instructor's consent. Co-requisites: FNAR 2153 (Acting, Singing, Dancing I).

This course is an introduction to the concept of experimental molded sculpture. It is for students who want the freedom to experiment with various concepts of cast sculpture as an introduction to the specific focus of The Portrait Bust course. The class consists of a series of assigned individual projects that will introduce the student to the basic concepts, materials and processes involved in modeling, mold making and the casting of small-scale sculpture. Prerequisite: FNAR 1113.

Students with a creative or scholarly interest in a particular area of Fine Arts may pursue a 3-credit hour independent Special Projects course. Such a course may be focused on music performance, composition, or theory; or photography, drawing, painting, or mixed media. Permission of the instructor is required.

Performance Foundations provides students with an academic and practical exploration of the fundamental theories, practices and elements of performance viewed through the lens of the mind, the body and the breath. Students will explore these fundamentals through the study and practical examination of current performance practices, analysis of text and the presentation of a performance.

This class, which can be taken sequentially for up to six semesters, is an in-depth exploration of chamber music. Students perform, arrange, and/or compose music, and develop an intimate analytical and stylistic knowledge of the repertoire. The music is selected from different time periods and musical styles, or composed and adapted to the skills of the individual students. Assignments include reading and rehearsing scores, creating ad-hoc arrangements to adapt the music to the available instruments, composing new pieces, and researching analytical and historical aspects of the music and composers studied. The course concludes with a public concert of chamber music. Prerequisites: FNAR-1023 OR FNAR-1743 or permission from the instructor.

This class, which can be taken sequentially for up to six semesters, is an in-depth exploration of chamber music. Students perform, arrange, and/or compose music, and develop an intimate analytical and stylistic knowledge of the repertoire. The music is selected from different time periods and musical styles, or composed and adapted to the skills of the individual students. Assignments include reading and rehearsing scores, creating ad-hoc arrangements to adapt the music to the available instruments, composing new pieces, and researching analytical and historical aspects of the music and composers studied. The course concludes with a public concert of chamber music. Prerequisites: FNAR-1023 or FNAR-1743 or permission from the instructor.

This course teaches students the basics of acting for film and TV. Topics will include adjusting acting for shot size, hitting marks, matching eyelines, and maintaining continuity. Students will also practice the core concepts of scene study, including breaking a scene into beats, pursuing objectives, playing actions, and working to overcome obstacles. The course culminates in a screening of scenes for a public audience.

This course is an in-depth exploration of voice technique. During the course, students will do exercises to develop their breathing, phonation, resonance, and articulation skills. Students will also examine the physiology of the voice and expand their awareness of how the voice works, vocal problems, and vocal care and health. In addition, students will perform songs from popular music styles such as musical theatre, rock, pop, and gospel for a public audience. Prerequisites: FNAR 2061.

Students with a creative or scholarly interest in a particular area of Fine Arts may pursue a 3-credit hour independent Special Projects course. Such a course may be focused on music performance, composition, or theory; or photography, drawing, painting, or mixed media. Permission of the instructor is required.

This class, which can be taken sequentially for up to six semesters, is an in-depth exploration of chamber music. Students perform, arrange, and/or compose music, and develop an intimate analytical and stylistic knowledge of the repertoire. The music is selected from different time periods and musical styles, or composed and adapted to the skills of the individual students. Assignments include reading and rehearsing scores, creating ad-hoc arrangements to adapt the music to the available instruments, composing new pieces, and researching analytical and historical aspects of the music and composers studied. The course concludes with a public concert of chamber music. Prerequisites: FNAR-1051 and FNAR-1023, or permission from the instructor.

This class, which can be taken sequentially for up to six semesters, is an in-depth exploration of chamber music. Students perform, arrange, and/or compose music, and develop an intimate analytical and stylistic knowledge of the repertoire. The music is selected from different time periods and musical styles, or composed and adapted to the skills of the individual students. Assignments include reading and rehearsing scores, creating ad-hoc arrangements to adapt the music to the available instruments, composing new pieces, and researching analytical and historical aspects of the music and composers studied. The course concludes with a public concert of chamber music. Prerequisites: FNAR-1051 and FNAR-1023, or permission from the instructor.

Students with a creative or scholarly interest in a particular area of Fine Arts may pursue a 3-credit hour independent Special Projects course. Such a course may be focused on music performance, composition, or theory; or photography, drawing, painting, or mixed media. Permission of the instructor is required.

This class, which can be taken sequentially for up to six semesters, is an in-depth exploration of chamber music. Students perform, arrange, and/or compose music, and develop an intimate analytical and stylistic knowledge of the repertoire. The music is selected from different time periods and musical styles, or composed and adapted to the skills of the individual students. Assignments include reading and rehearsing scores, creating ad-hoc arrangements to adapt the music to the available instruments, composing new pieces, and researching analytical and historical aspects of the music and composers studied. The course concludes with a public concert of chamber music. Prerequisites: FNAR-1051 and FNAR-1023, or permission from the instructor.

This class, which can be taken sequentially for up to six semesters, is an in-depth exploration of chamber music. Students perform, arrange, and/or compose music, and develop an intimate analytical and stylistic knowledge of the repertoire. The music is selected from different time periods and musical styles, or composed and adapted to the skills of the individual students. Assignments include reading and rehearsing scores, creating ad-hoc arrangements to adapt the music to the available instruments, composing new pieces, and researching analytical and historical aspects of the music and composers studied. The course concludes with a public concert of chamber music. Prerequisites: FNAR-1051 and FNAR-1023, or permission from the instructor.

Langue française 1 This course is designed for students entering university who achieved a score of Basic or Basic+ or Intermediate in French in high school. The aims of this course are listening comprehension, basic oral expression, elementary reading, writing and grammar. A student who has successfully completed FREN 1026 may not subsequently enroll in FREN 1016 for credit.

Langue française 1 This course is designed for students entering university who achieved a score of Basic or Basic+ or Intermediate in French in high school. The aims of this course are listening comprehension, basic oral expression, elementary reading, writing and grammar. A student who has successfully completed FREN 1026 may not subsequently enroll in FREN 1016 for credit.

Langue française 2 This course is designed for students entering university who achieved a score of Intermediate+ or Advanced in French in high school. The course has a strong reading component with material drawn from a variety of sources in the Francophone world. It emphasizes the four skills: oral practice, reading, writing and listening comprehension. This course is not open to students who have graduated from a French or Francophone school. The department invites these students to register into a 2000-level French course. A student who has successfully completed FREN 1026 may not subsequently enroll in FREN 1016 for credit.

Langue française 2 This course is designed for students entering university who achieved a score of Intermediate+ or Advanced in French in high school. The course has a strong reading component with material drawn from a variety of sources in the Francophone world. It emphasizes the four skills: oral practice, reading, writing and listening comprehension. This course is not open to students who have graduated from a French or Francophone school. The department invites these students to register into a 2000-level French course. A student who has successfully completed FREN 1026 may not subsequently enroll in FREN 1016 for credit.

Ce cours cherche à approfondir et à étendre les connaissances de base acquises. Par un choix de lectures variées, le cours vise à améliorer la compréhension de textes écrits, à faciliter l'apprentissage du vocabulaire, et à familiariser les étudiants avec le monde et les cultures de la Francophonie. Préalable : FREN 1026 ou la permission du professeur.

Révision et approfondissement des règles de base de la grammaire française: la conjugaison du verbe, les modes et temps du verbe, les accords, les compléments, les pronoms personnels et relatifs. Étude de la forme de la phrase, de la syntaxe et de la fonction des mots. Préalable: FREN 1016 et/ou FREN 1026 ou la permission du professeur.

Destiné aux étudiants ayant une bonne connaissance des rudiments de la grammaire française, ce cours vise à développer des compétences dans le domaine de la rédaction et de la révision de textes et de travaux écrits. L'étudiant apprendra à structurer et à nuancer sa pensée à l'aide de modalités rhétoriques et de stratégies argumentatives mises en application. Seront privilégiées les pratiques discursives suivantes: le portrait, la description, la narration, l'essai, l'article journalistique, la dissertation classique, l'explication de texte, le compte rendu et la correspondance. Il est fortement recommandé aux étudiants de suivre en même temps le cours FREN 2316. Cours préalable : FREN 1016 ou FREN 1026.

This course is designed for students who wish to improve their abilities in spoken French and listening comprehension. It will focus on developing skills and lexical flexibility for participating actively in a normal converstion with native interlocutors, on presenting and defending opinions on a variety of subjects in social and professional situations. Prerequisite: FREN 2333 is open to students with Intermediate+, or Advanced level of oral proficiency.

Révision et approfondissement des règles de base de la grammaire française : le nom, les déterminants, l'adjectif, les pronoms possessifs et démonstratifs, l'adverbe, les comparatifs et les superlatifs, les prépositions, les conjonctions, les mots indéfinis, la négation, l'interrogation, la voix passive, le discours indirect. Étude de la forme de la phrase, de la syntaxe et de la fonction des mots. Cours préalable : FREN 2316 ou l'approbation du professeur.

Ce cours se propose de mieux faire connaître la production culturelle des pays européens francophones, notamment la France, la Suisse et la Belgique. A travers le roman, le film, la nouvelle, la poésie et la chanson nous explorerons divers grands thèmes tels que la mort, l'exil, l'aliénation, l'amour et la réconciliation. Cours préalable: 6 crédits obtenus au niveau 2000 ou la permission du professeur.

Ce cours a pour objet l'étude des cultures francophones subsaharienne et caribéenne, fruits de plusieurs siècles de contacts et d'échanges entre les Africains et les Européens. Cette étude se fera à travers la foisonnante et dynamique production écrite (roman, nouvelle, poésie, etc.) et cinématographique issue des Caräibes et de l'Afrique francophone. Des thèmes tels que la Négritude, la créolité, le colonialisme, la tradition, le concept de la famille, les modes de vie et les croyances seront étudiés. Cours préalable: 6 crédits obtenus au niveau 2000 ou la permission du professeur.

This course introduces students to the field of Gerontology. Taking a multidisciplinary approach, the course examines the study of aging from a social, psychological, and physical perspective. Topics to be studied include ageism, population aging, physical and psychological aspects of aging and gerontological theory.

This course introduces students to the field of Gerontology. Taking a multidisciplinary approach, the course examines the study of aging from a social, psychological, and physical perspective. Topics to be studied include ageism, population aging, physical and psychological aspects of aging and gerontological theory.

This course examines the experiences of growing older in Canada. This includes a review of Canada's healthcare, pension systems and other social structures and policies which directly impact older adults in Canadian society.

This course explores cultural and social-structural determinants ofaging through sociological theory. Students critically examine the social construction of "old age" as a social status through perceptions, descriptions, discussions and interactions with others, and how these relations are 'negotiated' by the older people themselves. Other topics include ageism and how various social institutions influence the experience of aging. Prerequisite: GERO 1013 OR GERO 1023, OR permission from the instructor.

In this course we will learn from rich traditions of feminist scholarship about what care is and how we can better provide it to support people as they age (e.g. these traditions may include feminist political economy, care ethics, and the logic of care). This course will be delivered in both a lecture format addressing key perspectives on care as well as in a seminar style allowing for discussions about the material which may include readings, podcasts, webinars and videos. Students will learn to apply their new understandings to real world situations (e.g., through the evaluation of policy reviews and reports).

This course explores the dynamics of social isolation, loneliness, and social connection across the lifespan, with a particular focus on older adults. It examines the unique challenges they face in maintaining social ties, the psychological, emotional and health consequences of isolation and the benefits of connection. Additionally, recognizing that social isolation and connection are shaped by various factors, the course analyzes the influences of culture, technology, the built environment, economics, and social policy. Using an interdisciplinary approach, students will engage with contemporary research, assess intervention strategies, and develop practical solutions for fostering meaningful social connections.

This seminar course consists of an in-depth analysis of a specific problem or issue in the field of aging. Students have their chosen topic area approved and supervised by the course instructor. The purpose of this course is to integrate a student's theoretical and practical understanding of a specific area by way of a combination of a major paper, presentations, and/or other research. Prerequisites: GERO 1013 + 1023.

This course explores how great books address perennial human questions about knowledge, nature, love, justice, and freedom. The course is team-taught by two faculty members and prioritizes conversation over lecture. Together we read a range of great books from the ancient world up to the present day, such as novels by writers like Jane Austen and Toni Morrison, classical works by Homer, Plato and Augustine, and influential works of political thought by Aristotle, Nietzsche and Hannah Arendt.

What does it mean to live a good human life? What are the conditions for human happiness? Does human life have meaning? In this course we will study great books by writers like Homer, Augustine, and Virginia Woolf. With these texts as our guides, we will discuss fundamental human questions about love, family, fate, divinity, and self- knowledge. Our goal is both clear and elusive: we want to know how best to live.

What is humanity's relationship to nature? Are humans natural beings, or uniquely free? How does the scientific revolution change humanity's relationship to nature? Modern science and technology have undoubtedly made life easier, but have there been costs? By studying works of natural science-ancient and modern-philosophy, literature, and theology we will explore various historical perspectives on "nature" and consider the consequences - both good and bad - of our technologically mediated lives. Fulfills Group C Requirement.(SEST)

In this course we examine philosophy and art, truth and beauty. Are some works of art - poems or films - actually works of philosophy? Must philosophy use poetry or images to communicate truth? To answer these and other questions, we will study works by great thinkers like Nietzsche and Plato alongside works of fine art, music, and poetry. Students will be given the chance to reflect on the works studied with a creative project. Fulfills Group D requirement.

Precolonial Africa explores the history of Africa up to the nineteenth century. Topics covered include Africa's place in hominid evolution, Africa's contribution to the Neolithic revolution, rise of the states versus stateless societies, traditional religion versus world religions, coastal societies versus inland societies, long-distance trade and the rise of empires, and domestic slavery versus transoceanic slavery and their effects on development. The objective is to challenge stereotypic notions about precolonial African societies, to contribute to students' understanding of Africa's place in early world history, and to introduce students to some of the key historiographical debates on precolonial African history. (formerly HIST 2133). Students who have taken HIST 2133 cannot take this course for credit.

This discussion-based course explores the global impact of modern sport from c. 1850 to the present. It focuses upon the global spread of sports such as track and field, soccer, cricket, hockey, and baseball and the manner in which such sports were resisted or appropriated by communities throughout the world. Course content examines the political, social, and cultural significance of modern sport rather than the intricate details of individual athletes or teams. (formerly HIST 3763). Students who have taken HIST 3763 cannot take this course for credit.

This mandatory course for History Majors and Honours students provides an introduction to the discipline of History. The course examines a variety of historiographical and method- ological approaches to History, as well as the history of History. It encourages students to re-examine their assumptions about History, but it will also help students develop their basic historical research and writing skills. Exploring History provides a foundation for upper-year History courses and students are strongly encouraged to take it before their third year. Prerequisite: At least 6 credit hours in History courses at St. Thomas University.

This 3-credit course is half of the world history survey. It gives an overview of world history events, issues, themes, and approaches until about 1400 of the Common Era (CE). It covers topics such as the origins of the universe (the Big Bang & Cosmic History), Paleolithic societies, the transition to agricultural societies, the rise of major states, empires and cultural traditions, the Silk Roads, and networks of cross-cultural interaction. NOTE: Students who have taken HIST 1013 or HIST 1006 cannot take this course for credit.

This course examines themes in world history through the use and study of material objects. Histories of everyday materials and objects allow us to examine diverse issues such as the environment, history, technology, and culture. In general, historians have relied primarily on text-based sources and this course will explore the role and use of material objects in doing history. We will examine theoretical approaches to material history as well as survey the historical literature of this branch of study.

This is a course on the history of Northeastern Africa, with a focus on Ethiopia, the most populous country in the region. Northeastern Africa, commonly known as the Horn of Africa, consists of Somalia, Djibouti, Eritrea, Ethiopia, and Sudan. Designed with history and non- history Majors in mind, the course will explore major landmark events in the history of this region from antiquity to the present.

A survey of the imagined historical period between the fall of the classical Roman and Persian Empires and the emergence of an early modern state system. This course will range widely in its coverage, including glimpses of experience in parts of Africa and Asia as well as Europe. Special emphasis will be placed on social history and the use of primary sources to probe beyond simplified political narratives.

This course examines the historical evolution of North America from the 16th to the 20th centuries. Selected themes include connections and comparisons between Canada and the United States, issues of national identity formation, the evolving relationship between the two countries, as well as the significance of borderlands studies.

This course presents the Atlantic Ocean as a conduit facilitating the movement of people, goods, and ideas from approximately 1500-1800. Themes include the transatlantic slave trade, experiences of Indigenous travelers, indentured servants, and British colonists, as well as transatlantic fraternal orders.

Focusing primarily upon Disney's theme parks and films, this course explores issues of representation, selectivity, and appropriation, and a wide range of topics including colonialism, gender, race, class, urban utopias, educational initiatives, and Orientalism. The course examines one of the world's most powerful entertainment companies and - more generally - the complex, controversial, and contested relationship between history and entertainment.

This discussion-based course examines gender and women's history in Canada from c. 1850 to c. 1980. It addresses traditional historical topics in the field (industrialization, the Great Depression, World War Two, etc.) as well as emerging topics such as sport, consumerism, and student culture. Our approach will be both chronological and thematic.

This research seminar course examines the practices and products of doing history through things in a comparative and global perspective. Until recently, historians have relied heavily on written documents for evidence, and this course challenges that approach. This course will consider some of the methods used to write history using physical things, as well as the varied literature produced by the study of material culture. Participants will produce a historical research paper based on significant use of material objects.

This course will introduce students to the study of human rights by investigating the question "What are human rights?" The course will proceed primarily through a number of examples and case studies. Students will also be given an overview of the basic instruments, institutions, and ideas relevant to human rights.

This course will introduce students to the study of human rights by investigating the question "What are human rights?" The course will proceed primarily through a number of examples and case studies. Students will also be given an overview of the basic instruments, institutions, and ideas relevant to human rights.

This course will introduce students to the study of human rights by investigating the question "What are human rights?" The course will proceed primarily through a number of examples and case studies. Students will also be given an overview of the basic instruments, institutions, and ideas relevant to human rights.

This course is an introduction to disability studies using a human rights framework, but also examining the issues from a multidisciplinary approach. The course starts by examining the history of disability and societal constructions of disability, including in media, workplaces, family, and environmental barriers. We will examine ableism and ageism in society and how invisible and physical disabilities, including mental health and neurodiversity intersect with our culture and institutions. Ultimately, this course will challenge cultural representations of disability in society by reframing disability as an issue of oppression, access, inclusion, and equality. Prerequisite: HMRT 1003.

This course will examine strategies to prevent, investigate and punish genocide, war crimes and crimes against humanity. Students will explore the protection of victims and their fundamental rights in emergency situations, the rights and duties of relevant stakeholders, and the role of international law in addressing grievous human rights violations. Prerequisite: HMRT 1003: Introduction to Human Rights.

This course introduces students to the theory and practice of non-courtroom-based human rights advocacy and activism. As such it complements other practitioner-oriented offerings in the program, helping to prepare students for careers in human rights by providing practical tools for application in a variety of contexts - as individual advocates/activists, working in a particular human rights agency, NGO or community-based non-profit, or for broader human rights/social movement building. Recommended preparation: HMRT 1003: Introduction to Human Rights

This course explores how the rise of social media has both advanced and hindered the protection of human rights by examining how social media provides a platform for instantaneous global information-sharing, rendering it increasingly difficult for state or business interests to shield human rights abuses from public scrutiny. Topics will be examined through several case studies. Prerequisites: HMRT 1003 - Introduction to Human Rights.

Moot court cultivates advanced analytical skills while developing leadership qualities in students with an interest in human rights. Students learn how to develop and deliver oral legal arguments by competing in a Supreme Court simulation where they answer questions from a panel of judges. Students focus on Supreme Court precedent surrounding two different issues each year. Students are required to have permission of instructor to register for the course. No other prerequisites are required.

Moot court cultivates advanced analytical skills while developing leadership qualities in students with an interest in human rights. Students learn how to develop and deliver oral legal arguments by competing in a Supreme Court simulation where they answer questions from a panel of judges. Students focus on Supreme Court precedent surrounding two different issues each year. Students are required to have permission of instructor to register for the course. No other prerequisites are required.

Moot court cultivates advanced analytical skills while developing leadership qualities in students with an interest in human rights. Students learn how to develop and deliver oral legal arguments by competing in a Supreme Court simulation where they answer questions from a panel of judges. Students focus on Supreme Court precedent surrounding two different issues each year. Students are required to have permission of instructor to register for the course. No other prerequisites are required.

The purpose of this course is to guide students interested in writing an honours thesis through their initial research process. Students will develop a research question and/or hypothesis, examine their methodology, conduct a literature review and prepare a substantial annotated bibliography. Classes are held throughout the term to assess progress towards the completion of the final proposal. A completed thesis proposal is required to move on in the honours program.

This is a 3 credit-hour elective course open only to students in their first year. The goals of the course are to educate first-year students about the nature and value of liberal education; to provide students with a firmer foundation in the academic skills necessary for success in university studies; to help students make the transition to university life; and to involve students in the broader university community. The focus of the course will be the careful study of a challenging book. The course will integrate this study with the development of the following academic skills: critical reading, note taking, outlining and précis writing, grammar and writing skills, logic and analytical thinking, time management, reference and research skills, essay planning and organizing, oral presentation, effective studying, and preparing for and writing exams.

This is a 3 credit-hour elective course open only to students in their first year. The goals of the course are to educate first-year students about the nature and value of liberal education; to provide students with a firmer foundation in the academic skills necessary for success in university studies; to help students make the transition to university life; and to involve students in the broader university community. The focus of the course will be the careful study of a challenging book. The course will integrate this study with the development of the following academic skills: critical reading, note taking, outlining and précis writing, grammar and writing skills, logic and analytical thinking, time management, reference and research skills, essay planning and organizing, oral presentation, effective studying, and preparing for and writing exams.

The goal of this course is to prepare students for upper-level study in humanities disciplines. It provides a survey of research methods common to the humanities with a view to identifying areas of interest from which students may choose a topic for their research project. Students will be introduced to a blend of both "extrinsic" methods (e.g. historical, material, social, identitarian, genre criticism) and "intrinsic" methods (e.g. logical, linguistic, close-reading, history of ideas, formal, phenomenological, hermeneutics). Students will also gain experience communicating their research findings in clear academic prose. Students will design and conduct their own research projects, culminating in the presentation of their findings and a final paper.

Students will study the Irish Language, learning through exercises the four language learning skills: speaking, reading, writing and listening. There will an emphasis on the Irish spoken currently in Ireland today, supplemented by insights into modern Irish society and culture. Students will also learn about the linguistic composition of Ireland as a bilingual nation and how the Irish-speaking community has survived and continues to survive amidst a large dominant Irish Anglophone majority. No previous knowledge of Irish is required.

Introduction to the Italian Language. Phonetics, oral training, and conversation. Basic grammar with oral and written exercises. Basic reading and composition. Introduction to Italian civilization with the aid of audio-visual techniques.

This course proceeds to further develop the acquisition of grammar, vocabulary, and language skills. The practice of listening, speaking, reading, and writing will give students the opportunity to improve their use of the language. Aspects of Italian culture are presented through audio-visual aids in order to enhance the connection to the learning language process.

Vigorous and clear writing is the foundation for all forms of digital journalism and new media production. This writing intensive course develops fundamental skills for effective writing and storytelling. This is a required course for all students pursuing a major in Digital Journalism and New Media.

Vigorous and clear writing is the foundation for all forms of digital journalism and new media production. This writing intensive course develops fundamental skills for effective writing and storytelling. This is a required course for all students pursuing a major in Digital Journalism and New Media.

This course will introduce students to multi-media storytelling and the collection of video, still photographs and sound, and how all these elements can be used in storytelling. The course will introduce students to the technology used in the collection of material and editing software used to create stories. Enrolment is normally restricted to students admitted to the Major in Journalism.

This course explores developments in digital journalism that have fundamentally changed the nature of publishing and journalism, and the role of journalism in the new media landscape. Prerequisite: JOUR 2123 or permission of professor.

Journalism and Stories that Change the World: This course explores how the new media and social media are contributing to political and social change around the world.

This course explores journalism that relates to the natural world. Students study and respond to works of journalism about nature, environmental issues, climate disruption, and the relationship between science and traditional knowledge. Students will also complete an original work of journalism. (No Prerequisite)

Students in this course will explore theoretical issues in journalistic commentary and learn fundamental skills related to the writing or production of print and spoken word editorials. In the process, the course will focus on examples of journalistic commentaries of the past century that have shaped and directed public opinion, the power that drives political, social, and cultural change. Classes will include lectures, group projects, and one-on-one skills development with the professor. Prerequisites: JOUR 1113 OR COPP 2013, or by permission of instructor.

Students will produce community-based digital journalism projects supervised by faculty and explore the ethics of producing journalism in the public interest.

A review of analytic geometry and functions; derivatives of algebraic functions; mean value theorem; fundamental theorem of calculus; applications of differentiation, including extreme values and related rates; integration; differentials. Three hours of lecture and one tutorial per week. Prerequisite: grade 12 mathematics or equivalent.

A lecture course in which students learn how to identify and evaluate arguments drawn from a wide variety of sources. It will develop informal methods such as the identification of argument structure and informal fallacies. It will also develop formal methods that involve taking arguments in English, symbolizing them in a formal language, and evaluating strengths and weaknesses of the argument forms. Also covered are basic probability theory, inductive logic, and statistical reasoning.

A survey course that introduces students to the discipline of Native Studies. Its purpose is to increase the student's understanding and sensitivity towards the past and present experience of Native peoples. The course will examine precontact history; the influences of colonialism and "primitive accumulation"/capitalism in the postcontact era; and contemporary issues - while emphasizing a historical and materialist perspective.

A survey course that introduces students to the discipline of Native Studies. Its purpose is to increase the student's understanding and sensitivity towards the past and present experience of Native peoples. The course will examine precontact history; the influences of colonialism and "primitive accumulation"/capitalism in the postcontact era; and contemporary issues - while emphasizing a historical and materialist perspective.

A survey course that introduces students to the discipline of Native Studies. Its purpose is to increase the student's understanding and sensitivity towards the past and present experience of Native peoples. The course will examine precontact history; the influences of colonialism and "primitive accumulation"/capitalism in the postcontact era; and contemporary issues - while emphasizing a historical and materialist perspective.

This course is designed for students with little or no knowledge of the language. The aims are listening comprehension and basic oral expression.

This course looks at the traditional role of Native women within Native societies, and how that role has changed over time. It will examine the oppression that Native women have experienced, their responses to it, and the political, economic, social, and spiritual roles they have played both in their own struggles for liberation and in the struggles of their people. Will also look at the lives and voices of prominent Native women, and consider the development of Native women's organizations and the influences of feminism.

This course takes an analytical look at the invention of pseudo-traditions with a focus on indigenous nations in the context of a worldwide historical problem. Colonial and invader/settler powers destroy, romanticize, omit, distort, and replace indigenous traditions with hoaxes catering to the agendas of colonial/capitalist development. Often, these invented traditions destroy communal spirituality, beliefs, and lifeways, and replace them with "new age" individualist metaphysical beliefs. Case studies include the Scottish kilt, the "medicine wheel" originally based on the eugenic "colours of man," animism, invented oral traditions, bloodlines, "Chief and Council," and cuisine that is installed as a "cultural trait." The course explores the problems of "pan-Indianism," where traditions and ceremony from a specific indigenous nation is expanded into the traditional custom of all indigenous nations, including passing off another indigenous nation's lifeways as a the "traditional government" of another indigenous nation.

This course emphasizes fluency using all forms taught in Intermediate Mi'kmaq. Class will be conducted as an immersion class, and oral traditions of storytelling and public speaking will be featured. Prerequisite: NATI 2103 Intermediate Mi'kmaq or basic fluency in Mi'kmaq.

An analytical look at indigenous geographies / cartographies and European colonial cartography of the Americas and the world. Thematic topics include mapping techniques, materialist rationale behind the mapping of the world, and the abstract changes to the indigenous landscapes by European settler cartographers with the physical consequences of those changes. The course will conclude with an analysis of academic cartography and how scholars generalize / conceptualize indigenous geographies.

Focuses on the many historical and contemporary forms of Native resistance to colonization, including violent and non-violent resistance, revitalization movements, and self-determination. Explores liberation theory and its roots in colonial oppression. Analyzes historical and contemporary resistance movements such as the Ghost Dance Movement, the Riel Rebellion, the fish-ins, the confrontations at Wounded Knee and Oka, and the movement for decolonization through self-determination. Prerequisite: NATI 3603 or by special permission of the instructor.

The indigenous peoples of Canada are often included as an afterthought in academic works on racism, which tend to focus on Black-White relations. However, rather than being marginal to understanding the issues of race and racism, the early encounters between European and Native Americans are central to its proper understanding. The issues which arose from Columbus' explorations remain as central to understanding modern racism as they were to the creation of racist ideology in the first place, and the treatment of indigenous peoples in Canada today is shown to be a direct intellectual descendent of the material need to deny the humanity of other human beings.

This course is designed to introduce teachers to methods for teaching non-fluent preschoolers in the medium of the target language. Using an activity centered orientation it focuses on fluency for children ages one to five in a progression based on the centrality of verbs in First Nations languages. Students will also learn how to incorporate fun and play into all aspects of their teaching. Prerequisite: Conversational Mi'kmaq, NATI 3123 or Conversational Maliseet/ Passamaquoddy, NATI 3103, or the equivalent, or fluency in the target language.

To do philosophy is to reflect critically on our underlying beliefs (e.g., about reality, knowledge, freedom, responsibility) and to modify whatever doesn't stand up to scrutiny.  Whether we realize it or not, the very way we think is shaped by past thinkers -- which is why studying philosophy's history is a crucial part of doing philosophy.  In this course, we will focus on Ancient and Medieval thinkers as we strive to evaluate our views critically. This course has no prerequisite.

To do philosophy is to reflect critically on our underlying beliefs (e.g., about reality, knowledge, freedom, responsibility) and to modify whatever doesn't stand up to scrutiny.  Whether we realize it or not, the very way we think is shaped by past thinkers -- which is why studying philosophy's history is a crucial part of doing philosophy.  In this course, we will focus on Ancient and Medieval thinkers as we strive to evaluate our views critically. This course has no prerequisite.

Should we have sex with robots? Is it okay to use a robot prostitute? Can we force them to serve us or use them in warfare? And what about animals-do they have rights? Should we eat them, experiment on them or stick them in zoos? These are some of the fascinating and strangely important questions to be addressed in this course. We will learn how to do philosophy by thinking about the social, psychological and ethical implications of our relationships with these two very different kinds of creatures.

A lecture course covering Medieval philosophy from its earliest origins, culminating in the Platonism of Augustine, Boethius, John Scotus Eriugena and Anselm. Prerequisites:PHIL 1013 or 1023 or 1053 or 2263 or permission of the instructor.

Can Greek philosophers help us live a fulfilling life? This course examines a rich tradition known as "therapy for the mind," that developed from Socrates to Hellenistic Philosophy. These thinkers argue that philosophy improves many facets of our lives and can help us become happy. What do they have to say about happiness, emotions, desires, love, and death? Can this advice be useful for us today? The course presupposes no background in philosophy. Prerequisites: none.

A lecture course in which students learn how to identify and evaluate arguments drawn from a wide variety of sources. It will develop informal methods such as the identification of argument structure and informal fallacies. It will also develop formal methods that involve taking arguments in English, symbolizing them in a formal language, and evaluating strengths and weaknesses of the argument forms. Also covered are basic probability theory, inductive logic, and statistical reasoning.

In this course, we investigate and critically assess some of the most influential attempts in the history of philosophy to respond to art and artistic expression. Readings include selections from a variety of philosophers such as Plato, Aristotle, Kant, Hegel, Heidegger, and Benjamin. Prerequisites: None.

This seminar brings together two questions central to the study of Plato: What is philosophy? and what can it achieve? Through an analysis of primary sources and secondary literature, the seminar assesses various answers provided by Plato. Texts covered may include selections from the dialogues of definition (Apology, Euthyphro, Gorgias), from the metaphysical dialogues (Phaedo, Republic), and from the dialogues on language (Theaetetus, Parmenides, Sophist). Prerequisites: Any six (6) credit hours in the History of Philosophy (PHIL 2113, 2123, 2133, 2143, 2153, and 2163), or permission of the instructor.

A study of existential thinking, its fundamental structure, and its importance for a contemporary understanding of the human situation. Prerequisites:Take any 1000-level PHIL course or permission of instructor

This course is devoted to a topic of current interest in contemporary epistemology. The topic for any particular year may be selected from: skepticism, a priori justification, internalism and externalism, epistemic duty, epistemic justification, the definition and conditions of knowledge, sources of knowledge, explanation, knowledge and natural science, naturalized epistemology, analyticity. The text for the course will be either a recent monograph or a collection of articles. Prerequisites:Take any 1000-level PHIL course or permission of instructor

This course is an introduction to the study of politics. It has two objectives. The first is to give students a sense of the meaning and importance of politics. The second is to study a number of the concepts essential to the study of contemporary politics: the state, sovereignty, legitimacy and authority, law, power, equality, democracy, nationality, freedom and citizenship are typically covered. The specific content and readings used vary from section to section.

This course is an introduction to the study of politics. It has two objectives. The first is to give students a sense of the meaning and importance of politics. The second is to study a number of the concepts essential to the study of contemporary politics: the state, sovereignty, legitimacy and authority, law, power, equality, democracy, nationality, freedom and citizenship are typically covered. The specific content and readings used vary from section to section.

This course provides an introduction to the concepts of the regime, authority, the rule of law, citizenship, and political obligation. It does so through a consideration of the institutions of Canadian government and covers the following topics: the framing of the constitution, federalism, parliamentary government, the Charter of Rights, the judiciary, political parties, public opinion, interest groups, and constitutional reform.

This course will examine fundamental disagreements at the core of the Canadian polity that have plagued constitutional debate since its creation. Special attention is paid to the constitutional implications of conflicting conceptions of individual, provincial, ethno-linguistic, and multi-national equality.

This course introduces students to the comparative study of governments in the industrial and post-industrial societies. It examines the question of how various political systems are classified, dealing with such issues as organization of the state, governance and policy-making, representation, and political legitimacy. Prerequisite: 3 credits in Political Science.

This course introduces students to International Relations theory, with a focus on the mainstream theories in the field, namely realism and its variants, liberalism and constructivism. These theories are illustrated and developed through the use of case studies and examinations of the institutions and structures of the international system. Prerequisite: POLS 1013, POLS 1603, or permission of the instructor.

This course will introduce students to seminal texts in political philosophy focussing on the ancient and early medieval period. Texts may include: Plato's Apology, Plato's Republic, Aristotle's Nichomachean Ethics, Aristotle's Politics, Bible, and St. Augustine's City of God.

This course will focus on the impact our constitution has had on civil liberties in Canada. The course will proceed primarily by means of class discussion of leading constitutional decision and student presentations.

This course examines the foreign policy of the United States of America. It examines the roles of the Presidency, bureaucracy, and Congress in the making of foreign policy. The history of American foreign policy will be studied to contextualize present foreign policy and likely future scenarios. The impact of U.S. economic policy in an era of globalization will be explored. Central to the course will be an investigation of the relationship of the U.S. to other major powers and to international institutions.

This course examines the formation and present politics of the European Union (EU), a unique community of democratic countries that agreed to delegate some of their sovereignty to common institutions. The course will look at the history of European integration, the key institutions and policies of the EU, and ongoing debates about European identity, EU enlargement, and economic developments in the Euro zone.

The focus of this course is on the problems modern political philosophy has confronted in attempting to show how nature can be used as a standard for judging the best life and the just political order. The writings of one or two of the following authors will be considered: Machiavelli, Hobbes, Montesquieu, Rousseau, Burke, Jefferson, Nietzsche, and Heidegger. Prerequisite: POLS 2803 and 2813 (or 2806) or permission of the instructor.

An introduction to quantitative research methods and descriptive statistics as applied to the study of political phenomena. In addition to covering basic statistical principles, the course focuses on key issues related to research design, sampling and case selection, measurement and operationalization, data collection and analysis, and the communication and interpretation of results. Pre-requisites: At least 9 credit hours in Political Science or permission of the instructor.

This course is intended to serve as a capstone seminar for majors and Honours students in Political Science. The course is an investigation of the perennial issues involved in the study of politics. We shall examine critically the dominant approaches in Political Science with the aim of understanding how the method utilized affects the substance of any account of political phenomena.

This course will introduce a variety of topics within psychology. Topics to be covered include research methods, history of psychology, brain and behaviour, sensation and perception, learning, memory, and cognition.

This course will introduce a variety of topics within psychology. Topics to be covered include research methods, history of psychology, brain and behaviour, sensation and perception, learning, memory, and cognition.

This course will introduce a variety of topics within psychology. Topics to be covered include research methods, history of psychology, brain and behaviour, sensation and perception, learning, memory, and cognition.

This course will introduce a variety of topics within psychology. Topics to be covered include research methods, history of psychology, brain and behaviour, sensation and perception, learning, memory, and cognition.

This course will introduce a variety of topics within psychology. Topics to be covered include research methods, history of psychology, brain and behaviour, sensation and perception, learning, memory, and cognition.

This course will introduce a variety of topics within psychology. Topics to be covered include research methods, history of psychology, brain and behaviour, sensation and perception, learning, memory, and cognition.

This course will introduce a variety of topics within psychology. Topics to be covered include research methods, developmental psychology, intelligence and creativity, personality, abnormal behaviour and therapy, social psychology, and applied topics.

This course will introduce a variety of topics within psychology. Topics to be covered include research methods, developmental psychology, intelligence and creativity, personality, abnormal behaviour and therapy, social psychology, and applied topics.

This course focuses on statistics used by psychologists to describe and analyze research data. Course content will include a comprehensive coverage of descriptive statistics and an introduction to inferential statistics and hypothesis testing procedures. Students must take 2013 in their second year.

This course focuses on statistics used by psychologists to describe and analyze research data. Course content will include a comprehensive coverage of descriptive statistics and an introduction to inferential statistics and hypothesis testing procedures. Students must take 2013 in their second year.

This course focuses on methods used by psychologists to conduct research. Course content will include comprehensive coverage of the scientific method, the logic of experimental design, ethics, and report writing. In addition, students will be required to write research papers and may be asked to design and/or conduct their own research projects. Students must take 2023 in their second year.

This course focuses on methods used by psychologists to conduct research. Course content will include comprehensive coverage of the scientific method, the logic of experimental design, ethics, and report writing. In addition, students will be required to write research papers and may be asked to design and/or conduct their own research projects. Students must take 2023 in their second year.

An introduction to the study of sensation. The emphasis will be on vision and hearing. The course will begin with an examination of the stimuli and the structure and function of the receptors. Other topics will include the psychophysical methods, sensory scaling, and a survey of data on several senses. These topics can be varied to suit the interests of the students.

This course provides a general introduction to the biology of the nervous system, and to the relationship between the nervous system and behaviour. Topics covered may include basic neuroscience, disorders of the nervous system, and selected core topics from biological psychology, such as sleep, memory, autonomic function, sensory systems, consciousness, and motor function.

This course introduces students to the exciting field of cognitive neuroscience, the study of the relationship between the brain and cognitive processes. Topics covered will include the basics of brain function and neuroimaging, and a variety of topics such as the neural bases of memory, decision-making, attention, language, executive function, consciousness, and disorders of those processes. Prerequisites: PSYC 1013 and 1023.

An introduction to the principles of respondent and operant conditioning. In addition to the basic learning paradigms, various conditioning phenomena such as reinforcement schedules, generalization, discrimination, stimulus control, positive reinforcement, and aversive control will be studied with reference to human and animal research.

This course will introduce students to current theories of human mental processes and the methods used to study them. Topics may include attention, memory, language comprehension and production, concepts, imagery, judgment, decision-making, and problem solving.

Introduction to the nature, study, and conceptualization of personality. Historical and contemporary theoretical perspectives of personality will be critically examined, and applications will be discussed.

This course will review a variety of topics within social psychology including social cognition and social perception, attitudes and attitude change, understanding the self, interpersonal attraction, persuasion, conformity, prejudice, aggression, and altruism.

This course will cover various aspects of development including prenatal development, physical development from birth through puberty, motor development, emotional development, and the development of a sense of self and identity.

This course will cover age-related changes in language and cognition as well as the development of gender roles and schemas, moral development, peer relations, and the influence of such factors as families and the media.

This course examines issues in the diagnosis and treatment of the most common psychological disorders in adulthood. Students are introduced to the history of psychopathology, from primitive to modern times, which traces the development of biological, psychodynamic, behavioural, cognitive, and sociocultural models of abnormality. Possible topics include: anxiety disorders, mood disorders, schizophrenia, and personality disorders.

This course examines issues in the diagnosis and treatment of the most common psychological disorders in adulthood. Students are introduced to the history of psychopathology, from primitive to modern times, which traces the development of biological, psychodynamic, behavioural, cognitive, and sociocultural models of abnormality. Possible topics include: anxiety disorders, mood disorders, schizophrenia, and personality disorders.

This course will review a variety of topics within health psychology, including stress, coping and health, positive psychology, pain, chronic illness, the physician-patient relationship, public health, epidemiology, and health care, as well as the impact of various behaviours such as smoking, drinking, sleep, and exercise on health status.

This course provides exposure to major current issues in the study of social behaviour. Prerequisite: PSYC 2413.

This course focuses on examining human connection to nature. The course includes in-class and outdoor experiential learning components. Topics may include: the role of nature in relation to health and psychological well-being, social and community aspects of human-nature interaction, and a critical examination of natureoriented therapeutic approaches. Pre-requisites: PSYC 2023 (Intro to Research Methods)

A survey of the principles and theories of counselling and psychotherapy, especially as methods of facilitating individual change. Major attention will be given to the various theories and the theoretical behaviour systems on which they are based. Attention will also be given to the goals, techniques, and the philosophy and concepts of each theory. Prerequisite: PSYC 2643.

This course focuses on advanced statistical procedures for analyzing psychological data. Topics covered include analysis of variance, post hoc multiple comparisons, correlation, and regression. Prerequisite: PSYC 2013 and 2023.

This course is a general introduction to the history of psychology. We will explore some of the intellectual, social, and institutional reasons that psychology emerged when and where it did. Areas to be investigated include Wundt's contributions, functionalism, and behaviourism. Special attention will be given to the late 19th and early 20th centuries, because decisions were made then that affect us even today. Prerequisites: PSYC 2013 and 2023 or permission of the instructor.

Exploration of theoretical and empirical work in one or more areas of social psychology. Prerequisites: PSYC 2013, 2023, 2413 or permission of the instructor.

This seminar focuses on an advanced understanding of stress and health. Students will be exposed to the theories, research methods, and findings related to stress, as well as the relationship of stress to health and health behaviour, coping, and resilience. Topics may include the measurement of stress and health, as well as academic, workplace, and relationship stress. Other topics may be explored. This course will focus on the biopsychosocial aspects of stress, health, and resilience. Prerequisites: Psychology 2013, 2023, or permission of the instructor.

The student will conduct an individual research project with guidance from the Department. Some classes will be held to acquaint Honours candidates with problems in research design. PSYC 2013, 2023, 3933 and 3943 are prerequisites. A minimum grade of B is required in each of these courses.

A thematic, issues-oriented introduction to the study of religions. Some of the themes and issues explored may include social crisis and renewal, authority and power, sexual diversity, conflict and peace, evil and suffering, death and after death, food and music, among others. By means of these themes, students develop an active appreciation of diverse religious traditions and gain the tools to think critically about them.

Medieval Philosophy I (PHIL) A lecture course covering Medieval philosophy from its earliest origins, culminating in the Platonism of Augustine, Boethius, John Scotus Eriugena and Anselm. Prerequisites: PHIL 1013 and PHIL 1023, or permission of the instructor.

This course will explore the interaction between text and context of several writings deemed to be sacred, whether traditional or not, from a variety of religious traditions. Attention will also be paid to the particular situations and conditions in which these texts are created and received.

This course explores a wide range of topics in the area of death and dying. As a fundamental issue for human beings, these phenomena require investigation from a variety of perspectives. The course considers aspects of death and dying that are religious, philosophical, psychological, and sociological in nature. Further, the course is concerned with both practical and theoretical issues that arise from the relationship between aging, and death and dying.

An examination of the theoretical base and the significance of Christian ethics with an analysis of some of its central aspects such as the foundational role of love, critical thought and engagement, conscience and responsibility, and understanding contemporary dilemmas.

An examination of the history, philosophy, and development of social welfare as a social institution in New Brunswick and elsewhere. Analysis of the institution and its relationship to the history, philosophy, and values of the profession of social work.

An examination of the history, philosophy, and development of social welfare as a social institution in New Brunswick and elsewhere. Analysis of the institution and its relationship to the history, philosophy, and values of the profession of social work.

Using critical, anti-oppressive, decolonizing, and Indigenous frameworks, this course analyzes structural social work practice in the context of diversity, recognizing social justice as being inextricably linked to social work. (3 credit hours)

The purpose of this course is the development of personal and professional skills that prepare students for professional social work practice. This includes a focus in increasing self-awareness and mindfulnessas important knowledge for practice; an emphasis on developing skills for experiential learning; an orientation to the values and characteristics of a competent social work professional and social work practice; and the development of a beginning competency in generic crisis intervention theory and skills. (3 credit hours)

Research methods as explored in this course are an invaluable means to social transformation and, therefore, the imperative of working alongside oppressed groups and social movements as members or allies is stressed. (3 credit hours)

A central assumption of this course is that social work as a profession needs to be self-critical in order to guard against continuing and increasing oppression experienced by members of various groups as they access social welfare programs and social work intervention. Therefore,a critical analysis of social welfare, social services and social work practice (primarily in the Canadian context) will be the central focus in the course.

Students will use a structural focus to critically examine the ethical issues and dilemmas across population groups of the social work profession as they relate to the development of a distinct theoretical knowledge-base, set of values, code of ethics, and approaches practice. The goals of this course involve students developing and demonstrating a critical understanding of ethics theory situated within a sociopolitical and cultural context; knowledge of common ethical issues in social work practice and ethical guidelines impacting on practice; application of this knowledge through assessment and ethical decision making skills; and self-awareness in relation to these issues.

This is a laboratory course in which students will develop skills in group membership, leadership, and programme design. Practical group experiences and reflection activities are utilized to demonstrate theories of group dynamics and development, and to enhance group assessment and intervention skills. This course is only available to 4th year BSW students and is scheduled for the first full week (5 days) of the spring semester.

This course provides an important opportunity for students to explore contemporary eco- realities in the context of social work and identify how ecosocial considerations can be incorporated into social work practice. Students are exposed to a variety of ecosocial work, Indigenous, anti-oppressive, structural, and other critical perspectives and the potential role these can play in social work with individuals, families, and groups, community engagement, policy development, and social change.

This course is an introduction to the application of skills of helping individuals and families. The course will focus on understanding the stages of the professional helping process, practice ethics, and the acquisition of specific anti-oppressive clinical skills in communicating, assessing problems, planning, contracting, implementing change, and terminating the process. Also, the course will include skills for approaching practice situations that commonly arise in a variety of social work contexts. The course emphasizes the skills of writing social work records.

This course is designed to introduce students to the child welfare system in New Brunswick and Canada, and to examine the policies, procedures, and practices which have been developed to respond to the needs of children and adolescents. As such, another purpose of the course is to critique existing policies, procedures, and practices and to discuss ways in which the child welfare delivery system could be more responsive to the needs of children and their families. Alternative responses and innovative programmes will be examined and students will be challenged to be creative in developing ideas which would lead to evolving the child welfare system in the direction of better meeting children's needs.

This is a mandatory course for all post-degree BSW students. The course provides a base for professional practice by introducing the values and ethics of the profession, and theories relevant to social work practice with individuals, groups, and communities. Knowledge from the social sciences and other disciplines will be integrated with methods of intervention. Prerequisite: Theory for Social Work Practice I.

This is a mandatory course for all post-degree BSW students. A central assumption of this course is that social work as a profession needs to be self-critical in order to guard against continuing and increasing oppression experienced by members of various groups as they access social welfare programmes and social work intervention. Therefore a critical analysis of social welfare, social services and social work practice (primarily in the Canadian context) will be a central focus in the course.

This course is an introduction to the theory and skills of helping individuals and families. The course will focus on understanding the stages of the helping process, ethics, and the acquisition of specific skills in communicating, assessing problems, planning, contracting, implementing change, and terminating the process. In addition, the course will include theory and skills related to practice situations that arise in almost all social work contexts - family interviews, grief work, crisis intervention, and work with people from cultures, religions and orientation other than one's own. The skills of writing social work records will be emphasized.

This course is an advanced theory and practice course for students enrolled in the MSW degree program. It critically analyzes social work practice including discourse, anti-oppressive and structural practice theories, and the nature of practice knowledge. The course also emphasizes the integration of theory and practice and an understanding of the structural contexts in which social work operates.

This course is designed to provide an in-depth and advanced understanding of Canadian social policy including: ideological and economics factors influencing policy; key structures, policies and issues in Canadian social policy; and how social workers can effect policy change. We will examine various paradigms in social policy analysis, introduce basic concepts and theories, explore specific areas of contemporary policy and "real world" aspects of policy analysis and development as well as critically examine the structural intersectionality of social policy issues.

This course prepares students to understand and critically use research in evaluating social work direct and indirect practice. In addition to critically reviewing the theoretical underpinnings of social work practice, there will be an emphasis on the integration of research and practice. Relevant qualitative methods for social work practice will be explored.

This course introduces the multiple roles social workers play in health care delivery, and explores challenges faced by social workers in these settings. The course highlights a multidimensional approach to health, and describes the social determinants of health framework to link critical social work to health care. Legal and clinical issues social workers encounter within a complex and rapidly changing health care system will be explored. Students will have an opportunity to explore health care policies, as well as foundational clinical skills commonly used in hospitals, rehabilitation, family practice and long-term care.

This course prepares students for undertaking a thesis. It is a student-led seminar series, providing students the opportunity to share ideas and support each other through the research process. The seminars will cover: Planning and writing your thesis; Research ideas and design; Literature searching and review; Choosing methods appropriate to your study; Applying for ethics approval; Knowledge transfer.

This course introduces students to key elements of narrative theory and how these might be applied to both social work as a discipline and in social work practice. In three parts, the course covers narrative theory; the basics of narrative therapy; and, narrative in social work organizations and professional development. The course will build on students' experience of working in social work agencies through lectures, case studies, reflection, experiential exercises, and group work.

Earth systems science reveals that the environmental conditions that supported the development of human civilization over the past 10,000 years are becoming increasingly destabilized. This course introduces students to the Earth's regulatory systems such as climate, nitrogen and phosphorus flows, forests, oceans and biodiversity, and the social structures and processes that are interfering with them. Students will come to understand that environmental problems cannot be solved by individual behavioural changes; solutions will require collective action to achieve systemic change.

Earth systems science reveals that the environmental conditions that supported the development of human civilization over the past 10,000 years are becoming increasingly destabilized. This course introduces students to the Earth's regulatory systems such as climate, nitrogen and phosphorus flows, forests, oceans and biodiversity, and the social structures and processes that are interfering with them. Students will come to understand that environmental problems cannot be solved by individual behavioural changes; solutions will require collective action to achieve systemic change.

This course introduces students to key ecological concepts through the study of the Grand Lake Lowlands ecoregion where Fredericton is located, including its biodiversity and ecosystems, the flow of materials, energy and waste from the ecosystem through human systems and back again, and the implications of these flows for sustainability. As they become acquainted with the local ecoregion, students will also explore the literary tradition of nature writing in which writers infuse their intense observations of local natural history with ethical reflections on being an inhabitant, rather than simply a resident, of a place.

Everyone eats, and by eating we are all connected to a global system of industrialized food production and local networks of distribution and waste management. The system outputs include ecological devastation, food insecurity, poor health, and precarious rural economies. As individuals, we are embedded in various food cultures that either bolster the system or are threatened by it. Drawing from political ecology, political economy, sociocultural and health perspectives, this course takes a critical look at food systems and our relationship to them, including Indigenous and Global South perspectives, and practices of and movements for food sustainability, security, and sovereignty. Prerequisite: Must have completed 27 credit hours of coursework.

This survey course introduces the concept of sustainability as encompassing three dimensions - ecological, socio-economic, and personal - and explores the societal changes necessary to achieve sustainability. Prerequisite: ENVS/SEST 1013.

This course examines energy systems (oil, gas, coal, hydroelectric, nuclear, and renewable) both historically and in the contemporary world, in terms of environmental and economic impacts, theories of technological change in their creation, deployment, and decommissioning, as well as public policy issues.

This course will introduce liberal arts students to the scientific basis of the problem of climate change, the social systems and dynamics at the root of the problem, and the measures necessary to avoid climate breakdown. There is no prerequisite for this course.

To a great extent, the state of the natural environment in Canada depends on laws and policies adopted by municipal, provincial and federal governments. This course introduces students to these systems of government, the processes by which environmental laws and policies are developed, and the power relations that shape the outcomes. Topics include endangered species, toxic chemicals, plastics and global warming. Prerequisite: students must have completed 27 credit hours of courses before enrolling in this course.

This course refers to standards and methods for analyzing and reporting on the ecological and social sustainability of an organization or business. This course examines principles and design of various auditing and reporting frameworks, theories of sustainability reporting and behaviour change, and design and implementation of action plans. Student projects will involve hands-on experience with an audit or action plan as appropriate.

A survey course that introduces students to the discipline of sociology with particular reference to Canadian Society. This course examines theories and research concerning the nature of social order and conflict in industrial society; the relations between important structures or elements of society, including the economy, family, education, religion, complex organizations, racial and ethnic groups, and the dynamics of social change. Several major theoretical approaches in sociology are compared throughout the course.

A survey course that introduces students to the discipline of sociology with particular reference to Canadian Society. This course examines theories and research concerning the nature of social order and conflict in industrial society; the relations between important structures or elements of society, including the economy, family, education, religion, complex organizations, racial and ethnic groups, and the dynamics of social change. Several major theoretical approaches in sociology are compared throughout the course.

A survey course that introduces students to the discipline of sociology with particular reference to Canadian Society. This course examines theories and research concerning the nature of social order and conflict in industrial society; the relations between important structures or elements of society, including the economy, family, education, religion, complex organizations, racial and ethnic groups, and the dynamics of social change. Several major theoretical approaches in sociology are compared throughout the course.

A survey course that introduces students to the discipline of sociology with particular reference to Canadian Society. This course examines theories and research concerning the nature of social order and conflict in industrial society; the relations between important structures or elements of society, including the economy, family, education, religion, complex organizations, racial and ethnic groups, and the dynamics of social change. Several major theoretical approaches in sociology are compared throughout the course.

A survey course that introduces students to the discipline of sociology with particular reference to Canadian Society. This course examines theories and research concerning the nature of social order and conflict in industrial society; the relations between important structures or elements of society, including the economy, family, education, religion, complex organizations, racial and ethnic groups, and the dynamics of social change. Several major theoretical approaches in sociology are compared throughout the course.

An introduction to the main research approaches used in sociology. The course includes practical experience in developing a research program by considering research question development, research design, methods of data collection, research ethics and data analysis. Of particular interest are the strengths and weaknesses of different approaches.

A study of the classical tradition in sociological thought focusing on those theorists whose ideas constitute the foundation of contemporary sociological analysis. This will include a consideration of the work of Marx, Weber, Durkheim, among others.

Introduction to Sociology of Globalization explores social conditions characterized by global economic, political, cultural, and environmental interconnections and flows that cross existing political borders. Therefore, it challenges our existing conceptualization of an international world of borders and nation states. The course explores the concept of globalization and its relevance to our lives. Types of empirical topics covered include contemporary global inequalities; environmental problems; transnational communities and families; transnational migration; the effect of globalization on gender, race, ethnicity, and religion; transnational social movements; and the women's movement.

This course reviews theory and research with a focus on the social basis of deviance, deviance construction, and the consequences of social reactions to selected forms of deviance.

The various perspectives used by sociologists to examine social problems will be described and evaluated. Concrete social problems will be used as examples of these perspectives.

This course will explore the comparative situation of older women and men in different cultures and different historical periods within western societies. The cultural and social-structural determinants of their changing status will be examined through alternative theoretical perspectives within sociology. The social construction of 'elderly' as a status will be explored through how older people are perceived,described, talked about, and interacted with, in everyday behaviour and how these relations may be 'negotiated' by the elderly themselves. The political economy of aging focuses upon disparities of income, and the determinants and effects of poverty on the lives of older people.

This course unpacks issues associated with sport in North America. Students are asked to critically engage with sport practices as they intersect various social phenomena including identity, nationalism, the body, colonialism, and the family. Students examine how power operates through the practices associated with sport and consider the potential, and consequences, of using sport for social change.

This course focuses on particular aspects of the social processes that shape, and are shaped by female and male social roles such as gender and power, gender and social structures of work, and feminist social movements.

A critical analysis of various conceptual frameworks in family research, and a cross-cultural analysis of marriage and the family, both past and present is pursued. Particular attention is paid to the current developments in marriage arrangements, changes in the meaning of marriage and the family, as well as the future of the family.

This course explores health from a sociological perspective. The course focuses on the social determinants of health, inequalities in health and illness, health care provision, and the social construction of health and health practices.

The focus of this course is on the type of political system known as liberal democracy. Particular emphasis is placed on the historical genesis of liberal democracy, on its structural dynamics, and on the role of the working class within the system. The examination includes an analysis of the sources of stability and cleavage governing the development of liberal democracies. Finally, the functioning of liberal democracies is contrasted with that of communist political systems.

The senior seminar is a one-semester course, required for a Major degree in sociology, which is to be taken in the final year of study. The course is organized around substantive issues, with different sections devoted to different topics. The issues are addressed as puzzles or lines of inquiry that explore current concerns. Students are expected to bring the knowledge they have acquired of the competing traditions of sociological inquiry to bear on the theme. This course will be conducted as a seminar, with students taking responsibility for researching, presenting, and discussing material. Regular attendance and active participation will be emphasized. Enrolment limited to approximately 15 students in each section.

The beginner's course is designed for students with no previous knowledge of the language. It represents the basic level in the learning of Spanish. Teaching methods and texts will vary from year to year and from instructor to instructor. The aims of the course are the acquisition of (1) listening comprehension, (2) basic vocabulary suitable for everyday conversations, (3) simple grammatical structures, and (4) a knowledge of reading and writing techniques. The basic skills (listening, speaking, reading, writing) are emphasized. In addition, each instructor will introduce the students to selected elements of Hispanic Culture. In addition, students are required to attend a one-hour compulsory monitor session per week.

The beginner's course is designed for students with no previous knowledge of the language. It represents the basic level in the learning of Spanish. Teaching methods and texts will vary from year to year and from instructor to instructor. The aims of the course are the acquisition of (1) listening comprehension, (2) basic vocabulary suitable for everyday conversations, (3) simple grammatical structures, and (4) a knowledge of reading and writing techniques. The basic skills (listening, speaking, reading, writing) are emphasized. In addition, each instructor will introduce the students to selected elements of Hispanic Culture. In addition, students are required to attend a one-hour compulsory monitor session per week.

The beginner's course is designed for students with no previous knowledge of the language. It represents the basic level in the learning of Spanish. Teaching methods and texts will vary from year to year and from instructor to instructor. The aims of the course are the acquisition of (1) listening comprehension, (2) basic vocabulary suitable for everyday conversations, (3) simple grammatical structures, and (4) a knowledge of reading and writing techniques. The basic skills (listening, speaking, reading, writing) are emphasized. In addition, each instructor will introduce the students to selected elements of Hispanic Culture. In addition, students are required to attend a one-hour compulsory monitor session per week.

This course begins with a review of the first-year course and proceeds to include, in a progressive way, the new components of intermediate grammar. Conversation will be an essential part of the course. Vocabulary expansion will be developed through short readings. The practice of listening, speaking, writing, and reading will give students the opportunity to improve their use of the language. Audio-visual materials will reinforce the student's understanding of Hispanic Culture.

This innovative course will provide intense oral practice in Spanish. In addition to traditional oral practices (film, radio, video, discussions, oral presentations, debates), there will be small discussion groups and regular access to sound and video files on the WWW. News items, current newspapers, radio and television news will be accessed regularly on the WWW and specific news items will be followed in some detail. Prerequisite: At least 12 credit hours in Spanish or the equivalent. 6 hours class per week. In addition, students are required to attend a three-hour compulsory monitor session per week.

Students will develop their reading and analyses skills by an in-depth reading of selected Peninsular Spanish texts and in addition, they will improve their oral fluency studying the rhythms of Peninsular Spanish poetry. Oral and written expositions on specific topics which arise from their textual analyses will reinforce the accuracy of the use of Spanish language in all its forms.

This course aims to build on the knowledge and communicative skills that students have previously acquired, in a limited form, with regards to the subjunctive tense. During the course of the semester, in-class activities will emphasize the practice of the present subjunctive tense. Some structural exercises and reading activities will be used; however, the course is based on communicative activities and projects that will reinforce grammar acquisition.

This course will examine the evolution of Spanish Culture and Texts in five stages: (1) the generation of 1898; (2) The Generation of 1927; (3) the Spanish Civil War (1936-1939); (4) the dictatorship (1939-1975); and (5) the makings of modern Spain (1975-date). The course will contain a research component and students will be expected to select and research specific topics.

This is the introductory course to the interdisciplinary field of Women's Studies and Gender Studies. The basis of femininity, masculinity and women's inequality are examined in the context of wider social relations, including the historical subject, literary voice and the women's movement.

This is the introductory course to the interdisciplinary field of Women's Studies and Gender Studies. The basis of femininity, masculinity and women's inequality are examined in the context of wider social relations, including the historical subject, literary voice and the women's movement.