Semester 2 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.

This course will introduce students to past cultural expressions in different parts of the world. Following a general introduction to archaeological methods and techniques and the nature of archaeological record, this course will proceed to discuss multiple archaeological cases related to the ways of life of hunter-gatherers and complex societies - chiefdoms and states - as well as the rise and fall of these forms of social and political organization. Past cultural practices and the processes that give rise to cultural change will be examined in different locations around the globe. Prerequisite: None.

This course is a study of the current knowledge and scientific debate regarding the origins and development of the human species. Fossil evidence and evolutionary theory from a historical and modern perspective are emphasized. Not open to first-year students.

The focus of this course is the application of skeletal biology to the medical-legal investigation of deaths, including description and identification, determination of cause and manner of death, and estimation of time of death, and the collection of physical evidence. The course will be taught in a combined lecture/lab format. Prerequisite: ANTH 2443.

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

Directed research and seminar on a topic of current interest.

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 examines mitosis, meiosis, and genetics. Surveys the structure, function, and evolution of the kingdoms of life. Discusses the basics of ecology, culminating in ecological interactions and the impact of humans on the planet.

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.

This course explores a range of social enterprises and their approaches to tackling various contemporary social issues, such as inequality, healthcare, equitable trade, and environmental sustainability. Students explore the underlying nature of these problems, the specific hurdles faced by affected communities, the strategies employed by social enterprises to tackle these challenges, and the degree of success they have achieved. Students develop an understanding of the diverse array of social enterprise initiatives and the social concerns they aim to address.

The success of any social enterprise or nonprofit organization hinges on the pivotal role of marketing. Marketing serves to establish and manage relationships among people and to pool resources for tackling societal and environmental challenges. This course delivers conceptual and practical knowledge of marketing, spanning the domains of visionary thinking, strategic planning, tactical execution, and tool utilization. It explores a range of key topics, including gaining insights into customer behavior, devising innovative products and services, establishing impactful brands, mastering sales techniques, navigating distribution channels, and employing various communication strategies.

The course introduces techniques of personal financial planning, which will be of value for both personal and professional use. Topics include planning strategies, managing credit and debt, time value of money, personal income tax, risk management and insurance, investment basics, retirement planning, and the development personal financial plans.

The course introduces students to the specific issues that arise in managing nonprofit organizations. Topics covered include strategic planning, accountability, board governance, financial planning, fund raising, and human resources.

This course introduces students to the policy making process, how policies are researched, drafted, legislated, and communicated. The course will also explore how non-governmental organizations, citizens groups and corporations influence public policy.

This course introduces students to the policy making process, how policies are researched, drafted, legislated, and communicated. The course will also explore how non-governmental organizations, citizens groups and corporations influence public policy.

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 introduce students to the methods for gathering and analyzing data through interviews, surveys, focus groups, content analysis, and polls and how this information can be applied to public policy initiatives and planning an accompanying communications strategy. Prerequisite: COPP 2013.

This course will explore how public policies are reported in various forms of media and how communications planning can influence the success or failure of these initiatives. The course will examine communications planning and media relations strategies such as proactive and reactive methods of representing an organization in the media. Prerequisites: COPP 2013, COPP 2023, COPP 2033.

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 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 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 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 provide a comprehensive review of the theories and history of corrections together with their implementation in Canada. Particular attention will be devoted to contemporary issues such as the trend from incarceration to community-based treatment, the diversion of young offenders, and electronic surveillance. Prerequisites: CRIM 1013 and 1023.

This course examines how definitions of crime and the criminal have changed over time in Canada, and how the criminal justice system has dealt with crime and criminals. The course will also highlight the role that the State, criminal justice officials, and the media have played in defining crime and the criminal. From arson to zealots, the emphasis is on an examination of class, race, age, and gender as relations of power. Prerequisites: CRIM 1013 and 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 will introduce students to 20th century criminological theories such as the Chicago School, strain theory, differential association theory, labelling theory, and critical criminology. The student's knowledge of classical, positive, and critical criminology will be applied to issues of social control and crime reduction. Prerequisites: CRIM 1013 and 1023.

This course seeks to deepen students' understanding of qualitative research methods, such as research ethics in qualitative research, qualitative research design, interviewing, focus group interviews, participant observation and qualitative content analysis. Prerequisites: CRIM 2103.

This course is designed to provide an overview and analysis of contemporary controversies and issues pertinent to the criminal justice system and Canadian crime policy. Specific emphasis will be given to an examination of the influence that changes in social policy and shifting public sentiments about crime control have on both the structure and operation of various components of the criminal justice system. Prerequisites: CRIM 1013 and 1023.

This course is an advanced look at the Canadian Charter of Rights and Freedoms. Particular attention will be devoted to the effects of the Charter on criminal law making and its enforcement with reference to specific examples such as abortion, obscenity, pornography, capital punishment, unreasonable search and seizure, and pre-trial and detention rights. Prerequisites: CRIM 1013 and 1023.

This course investigates and theorizes issues relating to missing and murdered persons. Drawing from diverse fields including criminal justice, feminist/ criminology, sociology, forensic anthropology, critical victimology, and Indigenous studies, the course evaluates established and emerging policies and practices regarding documentation, investigation, prosecution, prevention, and commemoration of missing persons cases. The course critically analyzes colonialism, gender and violence as factors that place particular communities at risk.

The goal of this course is the completion of an Honours thesis proposal to be included as part of the Honours application. Topics to be covered include: writing a research question, research methodology and measurement, selecting and using an adequate theory, and writing and submitting a proposal. Completion of this course does not ensure admission into the Honours program. Students are expected to have completed (or be enrolled) in the prerequisite courses for the Honours program prior to taking the Pre-Honours Workshop. Entrance to the course is by permission of the instructor.

This course will explore three approaches to crime prevention - primary, secondary and tertiary, that reduce the likelihood of crime and/or fear of crime in society. Using both academic and policy documents to explore ways in which agents of the criminal justice system and the community embark on strategies to reduce crime, students will evaluate the effectiveness of such strategies as crime prevention through environmental design, crime mapping, target hardening, deterrence, crime prevention through social development and public education. Topics may include: identity theft, cyberbullying, bioviolence. Prerequisites: CRIM 1013 and 1023.

This course provides a survey of issues related to terrorism and global conflict wherein students will be able to discuss social, political, economic and cultural roots of terrorism. In particular, this course will develop an appreciation of the complex motivations producing terrorism, as well as the unusual character and significant trade-offs that are induced by governments to minimize the impact of terrorism. Prerequisites: CRIM 1013 and 1023.

This interdisciplinary course focuses on the implementation of articles of the UN Convention on the Rights of the Child, specifically provision rights (e.g., health care, education), protection rights (e.g., from abuse, neglect, exploitation), and participation rights (e.g., in families, schools) with a particular emphasis on the implementation of these articles in Canada. Prerequisites: CRIM 1013 and CRIM 1023

This issue-based course investigates various crises affecting crime and justice in late modern capitalism, including climate change and the anthropocene, racism and environmental pollution, terrorism and the surveillance state, globalization and mass migration, the greed of the plutocratic and the growth of the precariat. These, and other concerns, are fostering global crisis and discontent with profound implications for both the practice and the study of deviance, crime and criminal justice. Pre-requisites: CRIM 1013, 1023, 2253, 3013.

This course is designed to provide students with an advanced look at applied social science research methods and statistics in criminology and criminal justice using SPSS. The course aims to help students develop practical skills in the design and execution of criminal justice research and to strengthen essential statistical understanding and data analysis skills. Prerequisite: A minimum of 75 credit hours, which includes CRIM 1013 and 1023, CRIM 2113, or permission of the instructor.

This course will encourage students to critically evaluate social and legal positions and theories about hate crime, including research on victimization and offences. Possible topics include how hate crime is conceptualized, the organization and impact of hate movements, victim resistance, and social activism. Prerequisite: A minimum of 75 credit hours, which includes CRIM 1013 and 1023, or permission of the instructor.

This seminar course will examine classical and contemporary ethnographic work in criminology and criminal justice. It will address qualitative research in general and how ethnographic research challenges common perceptions of crime, criminals and criminal behaviour. Prerequisite: A minimum of 75 credit hours, which includes CRIM 1013 and 1023, or permission of the instructor.

This course introduces students to producing and editing video and audio stories. It follows the Digital Creation course, shifting from creation to production. The course introduces students to the integration of social media in digital production. This is a required course for students planning to complete an Interdisciplinary Major in Digital Media and Creative Arts. Prerequisite DIGM 2013.

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 introduces students to the theoretical, ethical and practical applications of artificial intelligence. As AI becomes a more prominent part of our everyday lives, its capacity as a digital media, creative and communicative tool will continue to grow. The course introduces students to the theories that have developed as AI technology has shifted from a science fiction construct to a reality. It also considers the ethical challenges this new technology poses. It offers students the opportunity to engage and use AI software in practical ways. 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 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 an understanding of the basic techniques of macroeconomic analysis. Elements of the course include aggregate supply, aggregate demand, and the role of money, interest rates, and the price level. The nature of economic growth, business cycles, and the conditions for economic stability are examined.

A course which explores the theory and practice of community economic development. It will include the examination of case studies of successful community economic development. The focus will be on the appropriateness and applicability of the model to the Maritimes.

This is a seminar course examining, in depth, selected topics on the political economy of women. Potential topics include women as paid workers, domestic labour, and women and poverty.

An introduction to the theory and method of Marxian economics with the reading and study of Marx's Capital, Volume I. The course will examine the basic elements of Marx's economic theories.

Participants will explore a range of alternative pedagogies used to teach students in non-traditional schools including long established philosophies such as Waldorf, Montessori and current trends in addressing the learning needs of students who do not attend, have different interests/needs, or who have disengaged with traditional schooling. Topics may include International Baccalaureate, Charter, and Private schools, as well as other alternative educational settings with focus on the sociocultural dimensions of learning that underpin these contexts.

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 kindergarten to grade eight 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 developing an understanding of the importance of teaching developmentally. Students will learn about the role of age and social/psychological factors in language acquisition, the benefits of early language learning and the characteristics of the elementary school learner. This course aims at providing solid advice, information and guidance to French Second Language teachers so that they may use a wide variety of approaches and techniques designed to involve students actively in language learning and use. 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 supports teacher candidates' understanding of Indigenous Education for the K-12 classroom, with a specific focus on reconciliation. Teacher candidates will gain understanding of the Truth and Reconciliation Commission (TRC), Residential Schools, and Indigenous perspectives and knowledges. Learners in this course will build their personal knowledge of issues and resources pertaining to Education for Reconciliation locally and nationally. The emphasis is on creating awareness, decolonizing curricular decisions, and creating actionable practices for the classroom.

This course supports teacher candidates' understanding of Indigenous Education for the K-12 classroom, with a specific focus on reconciliation. Teacher candidates will gain understanding of the Truth and Reconciliation Commission (TRC), Residential Schools, and Indigenous perspectives and knowledges. Learners in this course will build their personal knowledge of issues and resources pertaining to Education for Reconciliation locally and nationally. The emphasis is on creating awareness, decolonizing curricular decisions, and creating actionable practices for the classroom.

This course supports teacher candidates' understanding of Indigenous Education for the K-12 classroom, with a specific focus on reconciliation. Teacher candidates will gain understanding of the Truth and Reconciliation Commission (TRC), Residential Schools, and Indigenous perspectives and knowledges. Learners in this course will build their personal knowledge of issues and resources pertaining to Education for Reconciliation locally and nationally. The emphasis is on creating awareness, decolonizing curricular decisions, and creating actionable practices for the classroom.

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.

This course will introduce two elements of the elementary major: Visual Art and Music. Existing curricula in these fields will be examined; students will be given opportunities to plan and present lessons that meaningfully integrate Visual Art and Music into other areas of the elementary curriculum.

This course will introduce two elements of the elementary major: Visual Art and Music. Existing curricula in these fields will be examined; students will be given opportunities to plan and present lessons that meaningfully integrate Visual Art and Music into other areas of the elementary curriculum.

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.

This course explores contemporary literature for the K-12 classroom, with a specific focus on social justice. Theories of reading as a means of understanding experience, such as literary empathy, will be studied and enacted. Learners in this course will build their personal repertoire of text recommendations for young people through applied reading and response activities. The emphasis is on developing theoretically informed reading habits, critical literacy, and actionable curriculum and instruction practices.

Methods and strategies of teaching history at the secondary level are the focus of the course. A strong emphasis is on awareness of the place of history teaching in the curriculum. Course participants explore and develop a variety of active learning activities. A history background or broad historical knowledge is an asset.

This course provides pre-service teachers with methods and skills for teaching English at the secondary level. Topics in the course include designing and developing lesson plans and units of instruction, assessment and evaluation for the secondary English classroom, curriculum outcomes for secondary English, and contemporary multiliteracies. Through active engagement with current research and practice, course participants will work individually and collaboratively to develop effective practices for teaching English Language and literature at the secondary level.

This course will explore how drama can be used as a pedagogical tool in the classroom, particularly at the secondary level. In addition to learning basic drama skills, students will become acquainted with theatrical forms and conventions that are used to explore educational content in curricular areas such as language arts, social studies, science, etc. Participants will have the opportunity to create and fine-tune their own educational drama lessons. Discussions will include classroom management issues that arise when running a drama class.

This course will focus on the Atlantic Canada Science Curriculum for grades 9 to 12. Through reading, discussion, practice, and reflection, course participants will develop the content mastery and pedagogical skills necessary to facilitate engaging, inquiry-based science lessons of the constructivist learning model for high school students. Particular focus will be placed on the examination of the Next Generation Science Standards for high school science as they apply to the curriculum documents for the current high school science courses. This course is primarily intended for science majors.

This course will focus on the provincial mathematics curriculum for grades 9 to 12. Through reading, discussion, practice, and reflection, course participants will develop the content mastery and pedagogical skills necessary to facilitate engaging, student-centered math lessons for high school students. Particular emphasis will be placed on the examination of the NCTM standards for high school mathematics as they apply to the curriculum documents for the current high school math courses. This course is primarily intended for math majors.

This course examines the connections between assessment, curriculum and classroom instruction. Topics will address past and current practices in the evaluation of student achievement, including various epistemological orientations. Teacher candidates will develop an understanding of how to plan and implement a diverse range of both formative and summative assessments. There is a focus on constructing effective classroom assessments to support student learning through the provision of ongoing feedback as well as effective grading and reporting practices.

This course examines the connections between assessment, curriculum and classroom instruction. Topics will address past and current practices in the evaluation of student achievement, including various epistemological orientations. Teacher candidates will develop an understanding of how to plan and implement a diverse range of both formative and summative assessments. There is a focus on constructing effective classroom assessments to support student learning through the provision of ongoing feedback as well as effective grading and reporting practices.

This course examines the connections between assessment, curriculum and classroom instruction. Topics will address past and current practices in the evaluation of student achievement, including various epistemological orientations. Teacher candidates will develop an understanding of how to plan and implement a diverse range of both formative and summative assessments. There is a focus on constructing effective classroom assessments to support student learning through the provision of ongoing feedback as well as effective grading and reporting practices.

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 intent of this course is to develop comprehensive skills, knowledge and understanding of current educational technologies. Opportunities for teams to integrate technology while developing basic technical skills will result in resources for teaching in a particular subject area. Individuals will also develop an electronic portfolio to showcase their professional growth and development.

The intent of this course is to develop comprehensive skills, knowledge and understanding of current educational technologies. Opportunities for teams to integrate technology while developing basic technical skills will result in resources for teaching in a particular subject area. Individuals will also develop an electronic portfolio to showcase their professional growth and development.

The intent of this course is to develop comprehensive skills, knowledge and understanding of current educational technologies. Opportunities for teams to integrate technology while developing basic technical skills will result in resources for teaching in a particular subject area. Individuals will also develop an electronic portfolio to showcase their professional growth and development.

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 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.

An introduction to the related genres of manga, global manga, and graphic novels. Particular attention will be paid to the narrative strategies of manga and graphic novel creators. Works of fantasy and science fiction, as well as more realistic texts, will be explored. (Post-1800.)

An exploration of central themes in science fiction from the New Wave of the 1960s to the present. Issues such as gender, the environment, technology, the alien, and others are the focus. (Post-1800.)

An investigation of women's writing in English before 1800, through poetry, (auto)biography, spiritual memoir, fiction, drama, and theory written by women.

An investigation of the history of children's literature, this course uses the resources of UNB's Children's Literature Collection to explore the development of literature for children. (Pre-1800)

This is an advanced course for students who discovered an affinity for poetry in the introductory course(s). This course provides the opportunity for students to generate and rewrite poems. Prerequisite: ENGL 2113 or 2123.

A study of the cinema of some of the major auteurs of the 20th century. Among the artists considered are Sergei Eisenstein, Jean Renoir, Howard Hawks, Alfred Hitchcock, Luis Bunuel, Ingmar Bergman, Federico Fellini, Mike Leigh, Jean-Luc Godard, Martin Scorsese, and David Cronenberg. 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.)

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.)

Through a study of British poetry, prose (fiction and non-fiction), and drama, students discover the Victorians' profound impact - politically, geographically, scientifically, technologically, sexually, historically - on Western culture. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Categories: Cultural Studies, National or Regional).

An analysis of recent Canadian plays with an emphasis on their cultural contexts, structural forms, and performance receptions. Students examine post-Centennial Canadian theatre with an emphasis on emergent writing styles and dramaturgical structures and their relationship to their cultural context. Playwrights and text creators considered may include Nowlan and Learning, Theatre Passe Murielle, Watson, Clark, Young, Hollingsworth, and Tannehill. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Post-1800; Canadian)

A study of the formation of English literary culture in the latter half of the eighteenth century. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Pre-1800.)

An introduction to key thinkers of the 21st century whose thought has shaped humanist inquiry across a host of disciplines. We engage these thinkers in terms of the manner in which they have re-shaped our perceptions of, and ability to engage, power and authority. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Post-1800.)

The Senior Project gives a student the opportunity to work on an extended project, as author, translator or chief editor. Beginning with a proposal including a description of the project and a survey of similar works, students will create or compile an extended text. It is recommended that students take ENGL 4153 in their final year of study. The prerequisites are one of the following courses: ENGL 3103, 3113, 3123, or 3133 and permission of the instructor.

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 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 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 further developing their ability to meet the language-related expectations of university courses. The emphasis will be on refining writing skills. Attention will also be devoted to listening, speaking, reading, grammar, and vocabulary acquisition. Students will explore how the various language skills are interconnected in the university context. 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 2213 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.

A practical course in the fundamentals of two-dimensional art practice with an emphasis on outdoor drawing and sketching in various media. Pre-requisite: FNAR 1333, Drawing and Sketching I or FNAR 1113, Practical Introduction to Art Fundamentals.

Introduction to Musical Theatre is a primer for students who are curious about performing musical theatre and would like the opportunity to enhance their skills in a supportive environment. This course introduces students to the three core skills required of musical theatre performers: singing, acting, and dancing. The course stresses development through individual and group exercises in physical and emotional awareness, movement, scene study, character creation and voice technique. The class will culminate in a studio performance of standard pieces of the musical theatre repertoire. Co-requisite: FNAR 1743: Music Literacy for Actors and Dancers.

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.

Offered in the Spring, Music: Harmony and Counterpoint II is the continuation of Music: Harmony and Counterpoint I. These two courses, which should be taken back-to-back, comprise a year-long, hands-on study of the grammar of tonal music, with a particular focus on harmony and counterpoint. Assignments include exercises in four-voice harmony in choral and keyboard styles, exercises in two- and three-voice species counterpoint, the composition of original pieces for small chamber combinations, as well as frequent formal analyses of standard masterpieces from the literature. Students are required to sing and/or play their assignments in class. Prerequisite: FNAR 2053 with a grade of B or better, or permission by the instructor. Recommended co-requisite: FNAR 1041.

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).

What is modern art? What does modernity mean as a temporal distinction? With roots stretching back in time even as far as the inception of writing, why has modernity increasingly occupied all nations to some degree, fostering the art of today with its enduring resonance? To answer these questions, this course traces the culturally historical pathways that led to modern art. In combination with multi- media presentations, our readings of authoritative texts will situate modern art within art history and provide a vocabulary for building a critical understanding of the current cultural moment.

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 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.

This course explores creative bookbinding. Building on strengths from creative writing, journalism, printmaking and photography, this course focuses on how to build books. Part One: Participants experiment and create their own content using resources such as a darkroom and printmaking equipment. Creative approaches include digitally created or manipulated images, photosensitized materials, silkscreen, and lino-cut prints. Part Two: Once participants have selected their method, they bind their content into a handmade book.

What makes a group of artworks communicate with each other in ways which enhance their significance to us? This course is an introduction to art curation, its development, core issues, and current situation. Using work by artists sourced locally, students curate and install exhibitions for STU's Yellow Box Gallery, including designing an exhibition catalog and writing an introductory essay, producing a document that archives and situates the art in question. Prerequisite: FNAR 2353

This course will explore the ways in which music contributes to the overall audio visual message. Films will be analyzed with a special focus on the relationship between the narrative, image, and sound; film will be understood both as a text and as an interpretive argument, with a special focus on the role that music, and sound in general, play in these discursive/rhetorical functions. The ultimate goal of the course is to develop an understanding of the technical and aesthetic issues involved in music-image synchronization and a critical aural and analytical habit for the soundtrack of films.

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.

Sp.Top:Fund. of Theatre

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.

Parce qu'ils mobilisent l'imaginaire et l'esprit de découverte, les textes poétiques et dramatiques peuvent être sources de plaisir et de motivation à la lecture et à l'écriture. En examinant les rapports sons/sens de la poésie et les rapports texte/représentation du théâtre, l'étudiant arrivera à apprécier les qualités de ces genres.

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.

Ce cours est consacré au perfectionnement des compétences orales et rédactionnelles. Ce cours vise à améliorer la maîtrise du français tant parlé qu'écrit. Cours préalable : FREN 2316 ou l'approbation du professeur.

Dans ce cours, il s'agira de se familiariser avec le Maghreb par la lecture d'un choix de textes (roman, nouvelle, poésie, etc.) représentatifs d'une littérature née dans le contexte de la colonisation. L'imaginaire de cette littérature porte les traces d'une culture orale, pré-islamique, de la rencontre des peuples berbères avec les peuples arabomusulmans, et de ceux-ci avec l'Occident. En adoptant une approche culturelle, on examinera l'esthétique et des principaux thèmes qui font l'originalité de la littérature des pays du Maghreb. Cours préalable: 6 crédits obtenus au niveau 2000 ou la permission du professeur.

Special Topics

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 considers aspects of death and dying and bereavement from an interdisciplinary perspective, examining both practical and theoretical issues that arise from the relationship between aging, death and dying. The course also examines the end-of-life care for older adults.

This course adopts a biopsychosocial perspective to studying aging. Topics include theoretical models of development, research methods used to study adult development, health and prevention, basic cognitive function and the aging process, higher order cognitive functions, personality, mental health issues and treatment. These biopsychological functions are examined for how they impact older adults as they navigate their social worlds. Prerequisites: GERO 1013 OR GERO 1023 OR PSYC 1023.

Various aspects of aging and health are addressed in this course. Topics considered include: theories of biological aging; normal vs. pathological physical changes that accompany the aging process; various chronic conditions that affect quality of life in later life; the implications of physical aging for medication use and nutritional status among older adults; and the impact of an aging population on the provision of acute care, long-term care, and home care for older adults. Prerequisite: GERO 1013 and GERO 1023.

This lecture-seminar course explores the meaning of leisure and recreation and the role they play in the lives of older adults. It will familiarize students with the process of aging as related to leisure, recreation, and lifestyle. The theoretical aspects of aging and their implications for leisure will be the primary focus.

This course will introduce students to qualitative research methods used in social science, with an emphasis on gerontology. It will address theoretical foundations of qualitative analysis, ethical considerations involving older adults, and provide hands-on experience in developing a research question, and collecting and analyzing data using basic qualitative techniques in gerontology. It will also prepare students in writing a qualitative research proposal.Prerequisite: GERO 1013 OR GERO 1023, OR permission from the instructor.

As the proportion of older people increases, so will the prevalence of dementia-related neurocognitive disorders in this population. This course will examine the various types of Dementia, how they are assessed and the evidence based practices used to enhance the lives of individuals with this disorder.

This course is intended for students in the final semester of the program. It consists of a multidisciplinary lecture-seminar format. Selected topics in aging research and intervention are discussed, including those that highlight the positive potential of the aging experience, e.g., the potential for creativity, wisdom, and continued personal growth. The purpose of this course is to ensure that students have a comprehensive background in the field of aging. Prerequisites: GERO 1013, GERO 1023 and an additional 18 credit hours of courses.

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 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)

This course will explore faith and reason as two ways by which human beings apprehend the truth, the fundamental object of our understanding. The nature and capacity of faith and reason as well as their relationship to one another will be explored through literary and philosophic texts that posit either one or both of these modes as the path to knowledge. Texts may vary from year to year, but normally the course will include works such as Aeschylus' Oresteia, The Gospel of John, Descartes' Discourse on Method, selections from Luther, and Kant's Critique of Pure Reason.

This seminar will be centred around intensive study of a particular text or thinker. The subject of the seminar will vary from year to year. The purpose of the course is to provide students with an introduction to advanced research methods, and to provide preparation for graduate-level study in the humanities. Enrolment is open to Great Books honours students, or other upper-year students with permission from the professor.

This course explores how food was made, consumed, and understood in the past. What did food and eating mean to different people at different times, in different places? How did everyday foods, like sugar or potatoes, travel around the world? What impacts did human-made and natural disasters have on eating habits and food supplies, and how did the presence and absence of food influence people's behaviour? In this course, students learn to connect local and global interactions, past events, and the present through food. (formerly HIST 2123). Students who have taken HIST 2123 cannot take this course for credit.

Modern Africa surveys the history of Africa from the nineteenth century to the present. The course focuses on three major topics: the scramble for Africa and the partition, European colonial rule, and the assessment of the post-independence era. Subtopics include missionaries and explorers, occupation and forms of resistance, settler colonies versus non-settler colonies, nationalism and wars of independence, post-independence successes and challenges, the Cold War and the War on Terror, and globalization and the fading significance of the nation state. The objectives for this course are to challenge stereotypic notions about contemporary Africa, to contribute to students' understanding of Africa's place in the modern world, and to introduce students to some of the major historiographical debates on modern African history. (formerly HIST 2143). Students who have taken HIST 2143 cannot take this course for credit.

What is "magic"? What are "demons"? How have constantly evolving beliefs about the supernatural impacted the course of human history (and vice versa)? This introductory survey explores how various cultures have sought to understand their world through appeal to supernatural forces-around the globe and throughout the ages.

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 part of the world history survey. It offers an overview of world history events, issues, themes, and approaches from roughly 1400 of the Common Era (CE) to the present. It covers topics such as the emergence of long-distance exploration, cross-cultural interaction, the early modern and modern worlds, the Columbian Exchange, industrialization, modern imperialism, world wars, networks, and globalization from circa 1400 onward. (formerly HIST 1023) This course counts toward the World History survey requirement for students pursuing a Major or Honours in History. NOTE: Students who have taken HIST 1023 or HIST 1006 cannot take this course for credit.

This course provides an introduction to early modern European history from the end of the so-called "Middle Ages" to the era of the French Revolution (more or less the 15th to the 18th centuries). Students will study social, cultural, political, economic and other developments in order to better understand how the societies we recognize today evolved from the rather different world of the late "Middle Ages." The course traces themes and topics such as religious belief, absolutist politics, interactions between majorities and minorities, the changing status of women, and Europe's place in an increasingly "global" setting.

This course surveys the history of East Asia from ca. 1500 to the present. It examines the richness and complexity of societies in Japan, Korea and China, and East Asia's engagement in the making of the modern world.

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 provides an overview of the history of the Middle East in the modern period, from c. 1800 to the present day, though with references to earlier eras too.

This course treats disability as a historical subject. It explores questions such as what it means to be disabled in various times and places, how people with disability lived their lives, how society at large conceptualized differences in physical ability and mental capacity, when and how disability intersected with other identity constructs, and the roles myth and religion played in all this.

This is a survey of the final century of dynastic rule in China, until China's latest efforts to retrieve its status of world power. It examines the rise to power of the Nationalist and Communist parties, examining social and cultural developments, the impact of Western imperialism, and the evolution of revolutionary ideologies.

This course is designed to provide a comprehensive and comparative overview of slavery in Asia, Europe, the Middle East, Africa and the Americas from 1500 to the present. Upon completion of the course, students should have an understanding of important events in world slave systems, changes in the practice of historical forms of slavery, similarities and differences between different slave systems, and an understanding of the historical background of modern-day slavery.

This course explores the changing nature of youth culture in 20th century North America. It focuses on a variety of topics including schooling and university life, television, toys, food, music, sexuality, and political protest. Key themes include race relations, gender identity, and social mores.

What is an empire? This course focuses on imperialism and empires from 1800 to the present. Using examples from a variety of historical empires across the world, we explore imperial societies, trade and exchange between peripheries and metropoles, imperial cultures, issues of race, gender and violence in imperial contexts. We also discuss the difficult beginnings and complex ends of empires, and their on-going legacies today.

Hockey. The beaver. The canoe. Poutine. This discussion-based course examines some of Canada's most recognizable and influential symbols. The course proceeds thematically and focuses on specific symbols to explore key themes such as national identity, appropriation of Indigenous culture, political conflict, and commodification. Questions addressed in the course include: Where do symbols come from? How have their meanings changed over time? How does their popularity prioritize some interests over others? How have such symbols been appropriated, resisted, and reclaimed? And, perhaps most importantly, how are Canadians shaped by this symbolic landscape?

This course explores the global impact of modern tourism by focusing on a number of key questions: How, when, and why did tourism emerge? What motivates tourists to travel? Why do local communities embrace tourism? And how are the benefits and costs of this industry distributed? Planned case studies include: Beaches, Zoos, Theme Parks, Museums, Ecotourism, Shopping, Gambling, and Sex Tourism.

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 explore various human rights questions through an examination of relevant legal documents paired with literary works from a variety of genres (from drama to memoir) that address each issue. The course is intended to give students an understanding of some of the most pressing human rights issues of the past and today, ranging from slavery to economic inequalities.

This course will focus on domestic human rights codes and human rights commissions. Special attention will be given to the New Brunswick Human Rights Code and the New Brunswick Human Rights Commission.

This course exposes students to the practice of human rights by completing a supervised internship with a local community partner organization. Students are required to complete short weekly reports and a detailed final report that encourages them to reflect on the relationship between that experience and their formal human rights studies. Instructor's consent is required to register for this course. Students should request registration as soon as possible once registration opens for the academic year. New registrations cannot be accepted once the course has officially commenced. Prerequisite: HMRT 1003: Introduction to Human Rights.

This course will explore the treatment of human rights themes and issues in popular culture paired with the basic human rights legal instruments that constitute the human rights framework. The Medium used to examine representation of human rights themes and issues may vary from year to year but will focus on such vehicles as television, film, graphic novels, and music. Prerequisite required: HMRT 1003.

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.

This course considers human rights in international relations and foreign policy from the point of view of constraints on sovereignty. With background from the 19th and 20th centuries up to WWII, it concentrates on the promotion and protection of human rights in the post-war period. Topics covered include: the UN system of human rights and the international and domestic politics of human rights as evidenced in foreign policy, Canadian in particular.

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 course explores socially constructed customs and structures of society that enable legal regulation of gender identity and human sexuality through the history, policies and norms that shape government action. Basic theories of gender and sexuality studies are explored before critically examining the same theories in practice through case studies. This course explores other identity issues such as race, age, disability, and class intertwine with gender and sexuality identities, and how experiences and identities shape the ways in which people resist inequality and lobby for change.

This course examines the social responsibility of corporations through a business and human rights lens. Students explore equitable employment practices, the right to a healthy work environment, equal pay for equal work, protection from discrimination, harassment, and exploitation, and the right to form and join trade unions. This course explores strategies for preventing such violations, the extent to which businesses are legally obligated to respect human rights, and the type of recourse and remedies available when rights are violated.

This course will consist of an in-depth investigation of one or more human rights problems. The specific topic will change from year to year. Students will be expected to examine the issue(s) in light of their knowledge of the basic instruments, institutions, and ideas relevant to human rights as well as their understanding of the fundamental questions of value that surround contemporary social issues. The course is normally reserved for students in their final year of the human rights Major.

Students will study the different types of research and be able to discriminate between primary and secondary research as well as qualitative, quantitative and mixed method research. Students will also learn and practice various oral communication skills and be expected to defend and support their arguments. The major work in the course will consist of a research essay of approximately 2000 words that will follow the general format of a thesis. Students, in their studies on communications, will learn how to recognize argumentative fallacies and propaganda and how to discern bias in reporting.

A continuation of IRSH 2173. This course will follow on from the first semester, building on students knowledge of the Irish Language so far. The course will focus more on topics practical to students to practise their Irish here in Canada and also if they find themselves in a real-life situation in Irish-speaking Ireland (e.g. making enquiries, interests, sport, food and drink, asking directions). The course will focus on the four skills of speaking, writing, reading and listening. Students will develop their speaking ability as well as their ability to converse. Students will continue to learn more about Irish culture on this topic-by-topic basis throughout. Prerequisite: IRSH 2173.

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 is the continuation of Intermediate Italian I. Written assignments will improve the accuracy of grammatical structures. Conversation and oral exercises will enhance the student's ability to interact in a communicative environment.

This course will introduce students to a range of works of print and broadcast Journalism to allow them to understand the scope, purpose, and influence of stories in the journalistic tradition. Students will respond to these works in writing and post their responses in an online discussion forum.

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 explores the art of reporting and storytelling, allowing students to create and digitally publish local stories that become part of a global media network.

This course will introduce students to the freedoms and responsibilities of journalists in Canada. Topics include press freedom and the Canadian Charter of Rights and Freedoms, publication bans, defamation, confidentiality of sources, investigative reporting and the law. Students will be introduced to the fundamentals of court reporting.

This course explores the enduring power and influence of radio, and will allow students to produce podcasts and programming for a campus and community radio network. Prerequisite: JOUR 2123 or permission of professor.

This course explores the use of narrative in various media, and how storytelling remains the primary form of communication in the multi-media world.

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

This course will introduce students to the relationships between law, politics, and Canadian society. Students will examine types of law, the judicial system, the legal profession, and the institutional, social, and cultural contexts in which laws are made and enforced. The course will engage students in debates about citizen rights, the policy-making role of courts, Aboriginal peoples and the law, public opinion and the legislative process, media and the law, and other topical issues.

The question 'What is law?' is an ancient one. Philosophers attempt to answer this question and to provide explanations of the source of legal legitimacy. This course explores traditional and contemporary theoretical perspectives on law. Natural law, utilitarian and legal positivist approaches are among those considered. Prerequisite: LAPS 1003.

Conic sections; transcendental functions and their derivatives; techniques of integration; areas and volumes; Taylor's theorem. Prerequisite: a grade of C or higher in MATH 1013.

A survey of intermediate topics in formal logic. The aim is to acquaint students with the formal language of modern deductive logic and to develop the basic techniques of good deductive reasoning. The course will be of interest to philosophy majors in particular (especially those who are planning to do graduate work in philosophy) but will benefit anyone who wants to acquire skills in abstract thinking. Prerequisite: PHIL 2513, or permission of the instructor.

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 to introduce students to ethical issues that arise between the sciences (both social and physical) and indigenous peoples. Anthropology, education, psychology, archaeology, medicine, biology, and other disciplines follow lines of inquiry that impact indigenous peoples, and their theories, methods, interpretations, and interests are examined in relation to ethical considerations. We emphasize the concerns and point of view of Native people. The course may include issues of exhumation and public display of skeletal remains and sacred objects, control over access to information, the political relevance of research and its role in land claims, the ethics of assessment and drawing conclusions about the "nature" of indigenous peoples, and other topics.

What is accepted as "scientific" bases for existing pronouncements about Native peoples - made by educators, psychologists, anthropologists, sociologists, and others - generally fail to pass even minimal analytic, ethical, and philosophical requirements for constituting valid findings. Regrettably, few people realize this: most importantly, Native Peoples themselves are agents of programs & policies supposedly based upon such research. This course will give students an introduction to the technical requirements needed to identify, as such, incorrect, racist, pseudo-scientific mischaracterizations of Native Peoples; in addition, they will learn the basics of conducting proper research themselves.

This course examines Native cosmologies (world views) and ways of thinking, feeling, and knowing as the foundation of indigenous spiritual, political, social, and economic systems. Defines the continuing existence and vitality of traditional Native philosophy and traces its influence on Western knowledge. Prerequisite: NATI 1006 or by permission of instructor.

An analysis of court decisions affecting questions of the status of Native peoples, Aboriginal rights, family law, treaty rights (as incorporated into settler nation-state laws), and social relations in Canada and the United States, including the Constitution Act, 1982. After a brief look at the 1876 Indian Act, the course will examine how the Act changed and evolved over time, in particular with the inclusion of the Inuit and with Bill C-31 on the status of women. Court cases from the 1888 St. Catharines Milling and Lumber Co v. 10 R. decision onward through the landmark Marshall decision (1999) will be analyzed and discussed.

The goal of this course is to familiarize the student with international legal norms and instruments as they relate to indigenous peoples, including "Indians" in Canada. Treaties between indigenous nations and European empires/settler nation-states are nation-to-nation agreements, and thus, international law, which will be discussed and analyzed. Various United Nations instruments will be studied. As well, this course will look at the history and law of various locations outside Canada such as: Africa, India, Australia, New Zealand, the United States of America, Norway, central and south America and southeast Asia. This course is designed as an upper year survey course.

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 Modern and Contemporary 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 Modern and Contemporary thinkers as we strive to evaluate our views critically.  This course has no prerequisite.

This course is an introduction to philosophy focusing on the opposition between myth and reason. Students learn the skills of philosophical analysis by studying one topic in detail. Questions explored may include: How are myth and reason different? Are they opposed? What are the limits of reason? Can myth help reason? Can reason refute myth? What role does authority play in myth and reason? This course has no prerequisite.

A lecture course covering the Medieval philosophy of the 13th century (especially Thomas Aquinas), the collapse of the Thomistic synthesis in fourteenth century philosophy, and the beginning of the Modern outlook. Prerequisites:PHIL 1013 or 1023 or 1053 or 2263 or permission of the instructor.

Philosophy, Influence, and Truth: Plato's Debate with Rhetoric Explore the power of language in shaping thought and society through Plato's Gorgias and key passages of the Phaedrus. This course examines timeless debates on power, justice, and persuasion, challenging students to develop critical thinking, ethical reasoning, and effective communication skills. Learn to recognize and counter manipulative discourse, understand its dangers such as tyranny and demagoguery. Together, we will assess the relevance of ancient arguments in today's world of influencers and crowd-pleasers. This course has no prerequisite.

What is a mind? Is the mind reducible to the brain? If not, how are they related? Various answers to these questions will be considered in the course. Topics will normally include: behaviourism, functionalism, dualism, identity theory, representational theory, consciousness, the intentional stance, eliminativism, property dualism, non-reductive physicalism. The course presupposes no background in philosophy and may be of interest to students in psychology and the life sciences, as well as philosophy. Prerequisites: none.

In this course, we will engage in a close reading of selected works by Martin Heidegger. We will consider Heidegger's attempt to raise anew the urgent "question of being;" specifically, how his development of this question demands a radical assessment of many of our most dearly held assumptions about truth, human nature, knowledge and reality, freedom and responsibility, history and time. Pre-requisites:PHIL 3543 OR 3583, OR permission of the instructor

A survey of intermediate topics in formal logic. The aim is to acquaint students with the formal language of modern deductive logic and to develop the basic techniques of good deductive reasoning. The course will be of interest to philosophy majors in particular (especially those who are planning to do graduate work in philosophy) but will benefit anyone who wants to acquire skills in abstract thinking. Prerequisite: PHIL 2513, or permission of the instructor.

This course provides an introduction to the concepts of nation and state, sovereignty, forms of government, and political conflict. It does so through consideration of issues in world politics, such as human rights and social justice, ecological imbalance, economic inequalities, war, global governmental institutions and organizations.

This course introduces students to the comparative study of governments in the developing world. It focuses on such issues as the politics of development, modernization, and the interplay of political and social forces in selected developing nations. Prerequisite: 3 credits in Political Science.

This course introduces students to the critical and non-mainstream variants of International Relations (IR) theory. These include Marxism, Gramscianism, feminist theories of IR, and other forms of critical theory. These theories are illustrated and developed through the use of case studies and examinations of the institutions and structures of the international system. They are also contrasted with mainstream IR theories. Prerequisite: POLS 1013, POLS 1603, or permission of the instructor.

This course will introduce students to seminal texts in political philosophy focussing on the medieval, early modern and modern periods. Texts may include: Aquinas' Treatise on Law, Machiavelli's The Prince, Hobbes' Leviathan, Locke's The Second Treatise on Government, Rousseau's Discourses, Hegel's Introduction to the Philosophy of History. Prerequisite: POLS 2803.

This course examines the intersection of political science and science fiction, using speculative worlds to explore real-world questions of power, governance, identity, and justice. From dystopian surveillance states to post-apocalyptic survival societies, science fiction serves as a lens to analyze political ideologies, citizenship, technology, and global crises. The course uses a range of media including novels, films, and television series to engage with themes such as authoritarianism, democracy, climate change, artificial intelligence, and biopolitics. Through critical discussions and written analysis, students will investigate how science fiction challenges, reinforces, or reimagines political structures, offering both cautionary tales and radical alternatives for the future. No prior background in political science or science fiction is required.

This course reviews the modern history and politics of the Israel-Palestine conflict. It pays particular attention to the events leading up to and following the Israel-Palestine conflict of 2023 and the effects of that struggle on numerous areas of international relations, including the impact on international human rights law, the Western world's political influence in the world, and the global hegemonic role of the United States. The course also considers Canada's response to the conflict and the domestic and international implications. Prerequisites POLS 2613, 2623, or permission of the instructor.

Designed as an upper-level seminar for students of Political Science, this course will focus on theories of comparative politics and their application to a major issue of interest to the discipline. Prerequisite: POLS 2303 and 2313, or permission of the instructor.

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 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 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.

This course will examine the measurable effects of drugs on naturally occurring and experimentally-controlled behaviour. Drug action will be evaluated based on its effects on the nervous system and behaviour. Social issues of drug use, such as addiction and legalization, will be covered. The mechanisms involved in psychotherapeutic uses of drugs, including their immediate and long-term effects, will also be reviewed.

The course surveys topics in human sexuality that have attracted the attention of researchers and theorists from many different areas of psychology. Fundamental questions concerning the nature, development, and expression of human sexuality will be addressed along with specific issues of contemporary concern.

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 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 of childhood and adolescence, with a primary focus on children. Following a consideration of different psychological approaches to etiology and treatment, the course examines a broad range of psychological problems. Topics may include mental retardation, pervasive developmental disorders, attention deficit/hyperactivity disorder, learning disorders, conduct problems, and child abuse and neglect.

This course will examine the neural systems underlying memory. Topics covered will include the basic underlying biology, the relationship between biological memory systems and cognitive memory processes, techniques used to study memory systems, and disorders of memory. Neuropsychological case studies and neuroimaging studies will be used to help explain and illuminate general principles. Prerequisites: PSYC 2263 and either 2153 or 2193 (NB: Introduction to Cognitive Neuroscience). Alternative prerequisites may be accepted with the advance permission of the instructor.

A survey of the application of principles of respondent and operant conditioning derived from laboratory and clinical settings. Behavioural and cognitive-behavioural research on the use of these principles in various settings (e.g., home, schools, institutions) will be discussed. Prerequisite: PSYC 2213.

This course is intended as a general introduction to the properties and determinants of motivated behaviours and emotional states. Topics include physiology of motivational systems (e.g. hunger, thirst), the role of cognition in emotion, and the structure and mechanisms of emotion. Prerequisite: PSYC 2023.

This course is intended as a general introduction to psychological testing and assessment. The primary objective is to familiarize students with the main varieties of psychological tests together with the theoretical rationale behind their development. Special attention will be given to evaluating the strengths and weaknesses of assessment procedures. Consideration will be given to ethical questions involved in testing, as well as technical issues in test construction. Prerequisite: PSYC 2013 and 2023.

This course is designed to prepare students for writing an honours thesis and for overall participation in the honours programme. The course will focus primarily on the written and presentational aspects of a psychological research project, the peer review process, and on various ethical considerations when conducting a study. Discussion of various experimental and non-experimental methods will be embedded within the primary course content. Prerequisites: PSYC 2013, PSYC 2023, and PSYC 3933.

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.

This seminar focuses on advanced exploration of the area of human sexuality. The course will critically examine scholarly constructions and representations of sexuality via class discussions and presentations of research in the field of sexuality. Possible topics include sexual identities, sexual pleasure, constructions of sexuality knowledge, and media and sexuality. Prerequisites: PSYC 2023 and 2183, or permission of the instructor.

Advanced exploration of theoretical and empirical work in one or more areas of cognitive psychology. Prerequisites: PSYC 2013, 2023 and 2263, or permission of the instructor.

Building upon PSYC 2443 Environmental Psychology, this seminar explores in greater detail the contributions psychology can make to the resolution of a broad range of environmental crises. The course will examine key values, attitudes, and behaviours that would support a sustainable future, and the contributions that psychology can make to the promotion of a sustainable future. Prerequisite: PSYC 2013 and 2023 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 content of this course changes from year to year to reflect the special strengths of faculty and the particular needs of students. Prerequisites: PSY 2013 and 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.

A lecture course covering the Medieval philosophy of the 13th century (especially Thomas Aquinas), the collapse of the Thomistic synthesis in fourteenth century philosophy, and the beginning of the Modern outlook. Prerequisites: PHIL 1013 and 1023, or permission of the instructor.

The course aims to study how i) women in history and in modern times respond to socio-cultural restrictions and their attempts to create spiritual and social alternatives, ii) how notions of asceticism and sexuality are utilized as liberating and prescriptive modes. It will examine feminist critiques to classical, medieval, and current texts and thinkers. We will closely look at the assumptions that guide both classical texts and modern critiques.

]A critical and foundational examination of the role and function of media in Western society, focussing on its formative influence on religion and culture. Issues may include the business of news, entertainment, the nature of advertising, and religion and media. This course requires students to have a background in ethics and/or critical theory.

An examination of the processes and elements through which persons develop a critical perspective and appreciation of the role of value in their lives and in the social order. This course requires students to have completed previous work in ethics.

An introduction to the values, ethics, history, and methods of professional social work practice, with particular emphasis on the profession in New Brunswick. An introduction to generic practice and social work with various client groups.

An introduction to the values, ethics, history, and methods of professional social work practice, with particular emphasis on the profession in New Brunswick. An introduction to generic practice and social work with various client groups.

This course will provide practical experience in the field, in an approved setting, three days per week. Students are expected to develop knowledge and skills in small teams utilizing a community based approach to practice under the supervision of a faculty liaison. Prerequisite: Available to BSW students only.

This course will provide practical experience in the field, in an approved setting, three days per week. Students are expected to develop knowledge and skills in small teams utilizing a community based approach to practice under the supervision of a faculty liaison. Prerequisite: Available to BSW students only.

This course will provide practical experience in the field, in an approved setting, three days per week. Students are expected to develop knowledge and skills in small teams utilizing a community based approach to practice under the supervision of a faculty liaison. Prerequisite: Available to BSW students only.

The pursuit of social justice is a core value of both social work education and social work practice. The purpose of this course is to teach students the historical context, the fundamental concepts, and the direct skills necessary for organizing and enacting social change efforts within diverse contexts and with diverse groups. Students will be exposed to various theories of social change, multiple modes of working for social change, and techniques for strategizing for maximum effectiveness in pursuing change efforts. Students will be expected to use their knowledge in an applied manner and will engage in hands on change efforts with diverse groups and in various diverse contexts. This course is a co-requisite of SCWK 3053: Field Instruction I.

Concepts in policy planning are studied, along with an examination of the process of planned change from problem identification to programming. Consideration will be given to the political arena, the bureaucracy and roles of the politician, and the public servant. Three hours per week.

The overall purpose of this course is to assist students to strengthen both their theoretical foundation for social work practice and their ability to integrate into their personal and professional lives developing knowledge, skills, and values. This course will present some recent and critical developments in knowledge and theory along with a variety of theories that may enhance structural social practice if integrated appropriately. (3 credit hours)

This 3-credit hour course will provide an overview of many human development theories used in working with individuals of various age groups.

This is a mandatory course for all 4th year BSW students. The course provides a base for professional practice by introducing the values and ethics of the profession, and the theories relevant to social work practice with individuals, groups, and communities. Knowledge drawn from the social sciences and other disciplines will be integrated with methods of intervention. Co-requisite with SCWK 4613: Field Integration Seminar. Note: This course is 9 credit hours. BSW students must have successfully completed all course work in the BSW program prior to commencing their direct practice placement.

This is a mandatory course for all 4th year BSW students. The course provides a base for professional practice by introducing the values and ethics of the profession, and the theories relevant to social work practice with individuals, groups, and communities. Knowledge drawn from the social sciences and other disciplines will be integrated with methods of intervention. Co-requisite with SCWK 4613: Field Integration Seminar. Note: This course is 9 credit hours. BSW students must have successfully completed all course work in the BSW program prior to commencing their direct practice placement.

This is a mandatory course for all 4th year BSW students. The course provides a base for professional practice by introducing the values and ethics of the profession, and the theories relevant to social work practice with individuals, groups, and communities. Knowledge drawn from the social sciences and other disciplines will be integrated with methods of intervention. Co-requisite with SCWK 4613: Field Integration Seminar. Note: This course is 9 credit hours. BSW students must have successfully completed all course work in the BSW program prior to commencing their direct practice placement.

This is a mandatory course for all 4th year BSW students. The course provides a base for professional practice by introducing the values and ethics of the profession, and the theories relevant to social work practice with individuals, groups, and communities. Knowledge drawn from the social sciences and other disciplines will be integrated with methods of intervention. Co-requisite with SCWK 4613: Field Integration Seminar. Note: This course is 9 credit hours. BSW students must have successfully completed all course work in the BSW program prior to commencing their direct practice placement.

The Field Integration Seminar is taken in conjunction with the direct practice field placement. Students are expected to present and discuss practice experiences from their field placements, integrating knowledge from social work theory and practice. Students will participate in collaborative discussions related to professional and ethical issues, as well as practice situations emerging from placement settings.

This course familiarizes students with the impact that loss has on one's everyday life, to examine theoretically the concepts of grief and bereavement, and to be able to integrate those theories into social work practice. Loss at multiple levels will be explored; including loss experienced through ill health, breakup of relationships, life-changing events, and death. Grief counselling theories and skills will be integral components of the course.

This course examines mental health issues encountered by the professional with an emphasis on practice and policy implications. Students have an opportunity to explore the context of practice from a historical perspective and to critically examine the current mental health delivery system in New Brunswick. The role of the professional and professional interventions will be examined.

This course is a structurally informed group work course for students enrolled in the foundational year of the 2 year-MSW degree program. It critically analyzes social work group-based practice through an anti-oppressive and structural lens, and students will develop skills in group membership, leadership, and being a reflective social worker. Practical group experiences and reflection activities are utilized to demonstrated theories of group dynamics and development, and to enhance group assessment, facilitation, and evaluation skills.

Concepts in policy planning are studied, along with an examination of the process of planned change from problem identification to programming. Consideration will be given to the political arena, the bureaucracy and roles of the politician, and the public servant. Three hours per week.

Using a case study approach that draws upon practice experiences of New Brunswick social workers, this course explores ethical issues and dilemmas across population groups, and levels and fields of 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 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. Pre-requisites: SCWK 6013, Adv. Theory of Direct Practice I.

This course is designed to provide an in-depth and advanced understanding of organizational management in human services. We will review and critically analyze major theories of organizational change and administration including ethics and diversity, promoting positive organizational culture, program design and administration, funding and accountability, strategic management, change management, and the analysis of power and empowerment in supervisory positions.

This course stresses the importance of evidence-based theory and practice approaches. It also builds on research knowledge and skills learned in prior research methods courses. The course draws on materials from social work practice and social work research principles to develop a professional practice evaluation methodology for social work practice. Prerequisite: SCWK SCWK6053 Research and Evaluation in Social Work I

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.

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.

Praxis can be understood as reflection and action for social change. Drawing on learning in ENVS 1013, students will investigate how global environmental problems are manifested at the local level. They will then develop local action strategies to effect change in those systems. This approach will foster citizenship skills and empower students in the face of global problems. This course will qualify for the STU Experiential Learning Certificate. Prerequisite: ENVS 1013 or SEST 1013.

In 2015 the UN General Assembly approved the 2030 Agenda for Sustainable Development, a set of 17 goals to be met by 2030. These sustainable development goals (SDGs) recognize that human development depends on environmental integrity, social equality, and peace. This course explores the contested meanings of sustainable development, the origins and specific content of the SDGs and the world's progess toward achieving the 2030 Agenda.

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.

The concept of sustainability is grounded in systems theory, which understands our current reality as emerging from the interaction of multiple social and ecological systems. Other social science theories that deal with behaviour, values, culture, identity, trust, public participation, and accountability help to illuminate what is going on within those systems. This course introduces students to these theoretical tools which help us to understand why current social systems are unsustainable, and how we can construct a sustainable future. Prerequisite: ENVS/SEST 2113.

In recent years, public health and health promotion experts have introduced the concept of Planetary Health which stresses the crucial links between physical and mental wellbeing and the state of the planet. Building on concepts learned in SEST 2243, this course introduces students to the planetary health framework for health promotion and advocacy. This framework provides a systems-based analysis of the environmental drivers of mental and physical illness and proposes system changes that would result in healthy people and a healthy planet. Prerequisite: ENVS/SEST 2243.

This is a required course for the Major in Environment & Society which is designed to integrate the entire programme of study. The seminar will focus on developing a multidisciplinary understanding of a selection of environmental issues as determined by student and faculty interests. Issues considered will include ecological damage, social origins, and alternative approaches to addressing problems. Prerequisites: ENVS/SEST 3013 and ENVS/SEST 3023 or permission of the instructor.

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.

Statistics are used and misused by social scientists, policy makers, and the media to describe the social world. Sociologists use statistics to understand social inequality and examine relations of power. In this course you examine the use and meaning of statistics in sociology, social policy and popular media to increase your ability to differentiate dodgy statistics from valid evidence. Note: To fulfill requirements for the Minor, Major or Honours in sociology, students may take this course or any other statistics course.

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.

This course examines critical features of developing surveillance practices, including changes in privacy and identity, the integration of surveillance throughout the society, and the challenge to civil liberties that they raise,as well as resistance and opposition.

This course explores the conceptual, theoretical, and methodological understandings most relevant to the sociological study of "race," racialization, racism, and colonialism. We give particular attention to critical decolonial thinking on race. We examine the process of racialization, through which "being white" becomes the normative standard of "just being human." We contextualize how the creation of whiteness as an identity-based entitlement has led to social division and oppression. We draw on the experiences of diverse groups of Black, Indigenous, and other People of Colour (BIPoC) in Canadian and global contexts. We begin with the premise that BIPoC share a common history in terms of dispossession, discrimination, and oppression, but also pursue a range of different struggles and dreams in relation to their lands and nation-states. We explore racialization of bodies in contemporary culture to probe a series of assumptions and theories about race, racism, and colonialism in both academic and popular thought.

This course focuses on the relations between the beliefs and institutionalized practices that people hold sacred, and contemporary community life. Students explore the contradictory trends of mass secularism and the rise of religious fundamentalism, and the practices through which people collectively mobilize to sustain, challenge, and change religious identities. The question raised by Durkheim is explored: If religion expresses and reinforces community solidarity, how can modern societies accommodate religious diversity? A further question is: How are religions implicated in political struggles, the women's movement, nationalism, and war?

This is a seminar course examining selected topics on the political economy of women. Potential topics include women as paid workers, domestic labour, and women and poverty.

A study of contemporary developments in sociological theory, focusing on major trends, their interrelationships, and controversies. Prerequisite: SOCI 2033.

This course critically examines law from various sociological perspectives, with particular reference to Canada. The course is designed to cover sociological jurisprudence and selected theories of law, as they relate to family, administrative, labour, criminal and other types of law.

This course focuses on the nature of the relationship between school systems and the broader societies of which they are a part. This is done with two purposes in mind: (1) to determine both the structural configuration and the functions of education in contemporary society and (2) to demonstrate the effects of this relationship on the internal functioning of schools. A variety of theoretical perspectives on the conceptualization of the school-society connection are examined.

This course explores the interaction between society and the body. It begins with an examination of classical and contemporary theories of the body, and then explores special issues with regard to the development of the civilized body, as well as gender, sexuality, marginalization, deviancy, chronic illness and disability.

Employing both classical and contemporary sociological perspectives, this course explores the nature of art in society by looking at how art objects are produced, distributed, and consumed. Theoretical perspectives are related to historical and contemporary examples from a range of artistic media (e.g., pictorial art, film, photography, literature, and music) to expose the interplay between art and society. The relationship between the fine arts and popular culture are examined, as well as the role of technology in the various arts.

This course explores the social construction of queerness in heteronormative societies. Students apply sociological concepts and theories to the study of queer identities, communities, and sexual practices. They examine social and political responses to queerness, and the ways in which these responses shape the lives of queer people. Prerequisite: SOCI 1006 and 6 credit hours of sociology at the 2nd-year level.

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.

A critical examination of selected orientations from contemporary sociological theory. The implications of these perspectives for both the nature of sociological inquiry and the prevailing models of society are considered. Prerequisites: SOCI 2033 and 3023.

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 is the continuation of Intermediate Grammar I or its equivalent. It begins with a review of the indicative mood and then moves on to coverage of the subjunctive mood. This course will stress conversation, oral exercises, and oral presentations. Written assignments will improve the accuracy of the grammatical structures learned in the oral part of the course. Plays will sometimes be used as a part of the learning language process.

This course continues with the cultural studies that were introduced in first year. Emphasis is placed on reading and writing assignments. Written Spanish is developed through cultural readings drawn from selected Peninsular Spanish texts. The course contains a basic research component and students will be encouraged to select and develop their own research interests.

Students will develop their reading and analyses skills by on in-depth reading of selected Latin American texts and in addition, they will improve their oral fluency studying the rhythms of Latin American 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 offers an overview of the contribution made by women writers to the corpus of Spanish American literature. Through the reading and analysis of some of the most representative literary texts of the narrative, poetic and dramatic genres, and taking into consideration the contexts of their times, we will examine the topics of feminism, history, politics, sexuality, national identity and society as expressed by these women authors.

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.