Courses

Application of economic analysis to the management of nonrenewable natural resources. Emphasis is placed on the economics of alternative energy sources. Other topics include mineral economics, criteria for the optimal use of resources, and measurement of resources. Prerequisite: One of ECON 301, ECON 304, ECON 315, COMM 295.

The impact of climate change as examined through economic thinking and research. Social and economic outcomes, social cost of carbon, policies to mitigate or adapt to climate change, and climate justice. Prerequisites: One of ECON_V 301, ECON_V 304, ECON_V 315, COMM_V 295 or FRST_V 318; and one of ECON_V 326, ECON_V 328, STAT_V 306, or FRE_V 326.

Course description not available. Restricted to M.A. ECON, Ph.D. ECON. External students may request permission to take this course from the ECON graduate program office.
This course is not eligible for Credit/D/Fail grading.

This is a graduate-level course in environmental economics designed to help
students understand how to analyze and conduct empirical research. The first half of the
course will focus on conceptual treatments of externalities, public goods, and the policies of
environmental regulation. Restricted to M.A. ECON, Ph.D. ECON. External students may request permission to take this course from the ECON graduate program office. This course is not eligible for Credit/D/Fail grading. Prerequisite: All of ECON 500, ECON 502, ECON 526, ECON 527.

The goal of this course is for provide an opportunity to develop a deeper understanding of textiles and textile art within one’s own lived experience, within our ecological, social and cultural context and within a historic and international context. We will contemplate gender roles in relation to textiles both present, past, within various contexts. Pedagogies in this course are informed by Indigenous Ways of Knowing, of ecological responsibility, of lived-experience, Slow pedagogies, and of experiential practices found in studio ‘making’. Here we will explore a cross-section of artistic, artisanal and practices involving the fibre arts and place this within a context of contemporary textile industries. Amongst practices covered, we will look the basics of working with wool, and learning the attributes various fibres; we will learn the basics of knitting, weaving (of various kinds); felting, embroidery, quilting. Students will have the opportunity to fully explore two major studio projects that reflect their own learning and artistic goals, and one collaborative project.

Costs for field trips and an overnight experience are borne by students. Pass/Fail. This course is not eligible for Credit/D/Fail grading.

This course provides students with an overview of health topics and issues related to teaching and learning in health education in schools. The course takes a circular pedagogical approach bringing a criticality to teaching health education alongside and separate from physical and health education curriculum. This course is not eligible for Credit/D/Fail grading.

Agricultural awareness, understanding the food system, and integration of food and agricultural literacy across the curriculum.

Costs for field trips and an overnight experience are borne by students.

The course critically examines theories of place-based education with a particular focus on Indigenous theories and approaches. Students who complete the course will have a theoretical and experiential basis for researching and enacting Indigenous place-based education.

Research literature and theoretical issues in environmental education.

Pedagogy as construed by teacher-researchers, curriculum thinkers, indigenous scholars, educational philosophers, and cultural theorists. This course is not eligible for Credit/D/Fail grading.

Pedagogical implications of Indigenous art making and visual expression both for Indigenous peoples and for non-Indigenous viewers and consumers through the lenses of misrepresentation, self-representation, and auto-pedagogical potential and practice.

In this graduate seminar, we will collectively explore contemporary issues and research pertaining to transdisciplinary mathematics education through STEM/STEAM at the middle school, secondary, and tertiary levels (e.g. grades 6 and above). Asking how teaching mathematics in transdisciplinary contexts helps us to see and think differently about our world will be central to this course. Recent theories and research. This course is not eligible for Credit/D/Fail grading.

This course provides students entering the teacher education program opportunities to inquire into the context and nature of schooling as a key institution in a pluralist and democratic society. This course aims to illustrate how schooling is a site for competing politics and philosophies about the role of education in society and the work of teachers. Pass/Fail. This course is not eligible for Credit/D/Fail grading.

Competing conceptions of environmental education; the social construction of nature and of science; addressing class, race, culture, and gender in developing sound teaching strategies. Pass/Fail.

This course provides an introduction to the field of adult education, including its Canadian roots
in community-based education and adult learning in social movements. This course is not eligible for Credit/D/Fail grading.

This course immerses students in some of the learning theories and research. It examines neurological perspectives of learning, self-directed learning, transformative learning, and experiential learning. It also explores the embodied, emotional andspiritual dimensions of learning, and some sociocultural and sociomaterial learning perspectives including communities of practice, cultural historical activity theories, and practice-based learning theories This course is not eligible for Credit/D/Fail grading.

This course is an opportunity to examine critical social theories that deepen our understandings of learning that takes place within social movements, of political learning, and the role of popular education in social change in a format of a discussion-based graduate seminar.This course is not eligible for Credit/D/Fail grading.

In this course, we will track the development of the theory and the inspirations behind Mezirow’s initial ideas on personal change occurs through perspective transformation. We will delve into some of the tensions in the field, namely between the affective and cognitive; positive versus negative aspects of Transformative Learning; and personal versus social transformation.This course is not eligible for Credit/D/Fail grading.

The aim of Locating Oneself in Global Learning is to provide a framework that encompasses the entire ALGC program. The bookend courses aim to assist students with: orientation to the program andstrategies for success; networks and connections with peers, with a focus on important issues related to globalization and cross-cultural communication; critical reflection on self, location, and context; and integration of the diverse experiences and knowledge gathered throughout ALGC. This course is not eligible for Credit/D/Fail grading.

The course is an introduction to the research considerations and approaches that researchers need to consider when undertaking Indigenous research. The course
introduces philosophical and theoretical understandings of different ways of knowing and being that inform mainstream and Indigenous research; cultural, political and spiritual perspectives and how they are integrated into Indigenous theory; an overview of the necessity of ethical considerations, the role of story in Indigenous research, and an introduction into the interpretative process in Indigenous inquiries. This course is not eligible for Credit/D/Fail grading.

This course is concerned with the relationships between education and training provision and labour markets and work organizations. These relationships, including the degree of match between skills and jobs, are impacted by globalized economies, demographic changes and migration, changes in technology, and government policies. This course is not eligible for Credit/D/Fail grading.

The course will address philosophical questions and perspectives in environmental education. Philosophical questions can be raised about the term “environmental education” itself, so it is used here as shorthand for approaches ranging from more conventional forms of sustainability education, to more radical forms of education aiming for ecological justice.