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This course is the first level of the Heavy Duty Equipment Technicians apprenticeship program. Students will learn to service components of equipment such as graders, loaders, shovels, tractors, trucks, forklifts, drills, and wheeled and tracked vehicles. Working from manufacturers' specifications, they identify and repair problems in structural, mechanical, or hydraulic systems.
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This course is intended for those without prior experience in the Heavy Duty Equipment field. Students will learn to overhaul, repair and service equipment such as graders, loaders, shovels, tractors, trucks, forklifts, drills, and wheeled and tracked vehicles. Working from manufacturers' specifications, they identify and repair problems in structural, mechanical, or hydraulic systems. Prerequisite: BC Grade 10, but Grade 12 strongly recommended. Successful completion of the Entry Assessment test.
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This course is the second level of the Heavy Duty Equipment Technician apprenticeship program. During this course students will further the ability to work on industrial and construction vehicles, such as mining trucks and bulldozers; on heavy equipment used in construction, forestry, materials handling, landscaping, and land clearing; as well as on buses and large trucks.
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This course is the third level of the BC ITA Heavy Duty Equipment Technicians program. During this course you will learn to diagnose and repair powertrain components.
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This course is the fourth and final level of the SkilledTradesBC Heavy Duty Equipment Technician apprenticeship program per the SkillledTradesBC Program Outline.
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This course is a sampler of the Heavy Duty/Commercial Transport Technician trade based on the Heavy Duty/Commercial Transport Technician Foundation Program outline from the Industry Training Authority of BC. Students will gain familiarity with the safe use of hand tools, portable power tools and other equipment regularly used by Heavy Duty/Commercial Transport Technicians, as well as gaining familiarity with many of the materials used in the Trade. The emphasis of this course is on developing practical, hands-on Heavy Duty/Commercial Transport Technician skills. Prerequisite: Completion of Grade 10
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2 credits
Students are introduced to a holistic concept of health and the components of a health-enhancing lifestyle. Students are invited to reflect on their own experience of health recognizing challenges and resources that can impact lifestyle choices. Students are also introduced to a model that is applied in other courses understand the multi-faceted aspects of health and healing. Prerequisite: Admission to the Health Care Assistant program Corequisite: HEAL 1050 and HEAL 1150
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3 credits
Developing a theoretical framework for practice, students are introduced to the philosophical values and theoretical understandings that provide a foundation for competent practice as a Health Care Assistant. This course focuses on concepts of caring and person-centered care, basic human needs, human growth and development; and family, culture and diversity as they relate to health and healing. Students are also introduced to a problem-solving model that will be critical to their practice. Prerequisite: Admission to the Health Care Assistant Program Corequisite: HEAL 1000, HEAL 1050, HEAL 1100, HEAL 1150 and HEAL 1200
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3 credits
This course focuses on the development of self-awareness, increased understanding of others and development of effective interpersonal communication skills that can be used in a variety of care-giving contexts. Students are encouraged to become more aware of the impact of their own communication choices and patterns. Participants develop and use communication techniques that demonstrate personal awareness, respect and active listening skills. Prerequisite: Admission to the Health Care Assistant program Corequisite: HEAL 1000, HEAL 1010, HEAL 1100, HEAL 1150, HEAL 1200, HEAL 1250, HEAL 1300 and HEAL 1350
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2 credits
This course provides an introduction to the role of the HCA within the British Columbia health care system. Students are introduced to the healthcare team and the roles and functions of the HCA within the team. Students also have opportunities to develop self-reflective skills required for competent practice and will be introduced to effective job-finding approaches. Corequisite: HEAL 1000, HEAL 1010, HEAL 1050, HEAL 1150 and HEAL 1200
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3 credits
This practical course offers students the opportunity to acquire personal care and assistance skills within the parameters of the Health Care Assistant role. The course is comprised of class and supervised laboratory experiences which enables students to integrate theory from other courses and develop caregiver skills that maintain and promote the comfort, safety and independence of individuals in community and facility contexts. Prerequisite: Admission to the Health Care Assistant program Corequisite: HEAL 1000, HEAL 1010, HEAL 1050, HEAL 1100 and HEAL 1200
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4 credits
Students are introduced to the normal structure and function of the human body and normal bodily changes with aging. Students explore common challenges to health and healing in relation to each body system. Students also examine person-centered practice as it relates to the common challenges to health and, in particular, to end of life care. Prerequisite: Admission to the Health Care Assistant Program and HEAL 1000 Corequisite: HEAL 1010, HEAL 1050, HEAL 1100, HEAL 1150, HEAL 1250, HEAL 1300 and HEAL 1350
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3 credits
This practice course provides students with an opportunity to apply knowledge and skills from all other courses with individuals and families in a community setting. Opportunity will be provided for students to become more familiar with the role of the HCA within a home support agency, assisted living facility, or a group home to gain abilities that will prepare graduates for employment in these settings. It is important that students understand the philosophy of community care settings and the importance of client choice and independence. Prerequisite: Admission to the Health Care Assistant program, HEAL 1000, HEAL 1010, HEAL 1050, HEAL 1100, HEAL 1150, HEAL 1200 and HEAL 1350 Corequisite: HEAL 1300 Note: Students may only receive credit for one of HEAL 1250 or HLTH 1251
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7 credits
This supervised practice experience provides students with an opportunity to apply knowledge and skills from all other courses in the program with individuals in a multi-level or complex care setting. A portion of this clinical experience will be devoted to working with individuals with dementia. Opportunity will be provided for students to gain expertise and confidence with the role of the HCA within a complex care facility. Prerequisite: Admission to the Health Care Assistant program, HEAL 1000, HEAL 1010, HEAL 1050, HEAL 1100, HEAL 1150, HEAL 1200 and HEAL 1350 Corequisite: HEAL 1200
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3 credits
Building on content from other courses, students explore concepts and caregiving approaches that will allow them to work effectively with individuals experiencing cognitive or mental challenges. Emphasis is on recognizing the behaviours and identifying person-centered intervention strategies. Prerequisite: Addmission to the HCA Program Prerequisite: HEAL 1000, HEAL 1100 Corequisite: HEAL 1010, HEAL 1050, HEAL 1150, HEAL 1200, HEAL 1250 and HEAL 1300
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3 credits
This course is an analysis of death, dying, and bereavement. It includes such topics as facing death, coping with dying, hospice care, bereavement, grief and mourning; funeral practices; lifespan perspectives on death; suicide; and assisted suicide, and euthanasia. Prerequisite: Entry into second year Nursing program and open to students in other programs at the discretion of the instructor.
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3 credits
Students explore special topics that provide a survey of one or more aspects of global history, such as a specific issue that affects many regions and crosses political boundaries, or within the methodology of global history itself, which seeks to reveal how seemingly local phenomenon are part of a broader, inter-connected world. Students learn key historical concepts and how to craft arguments based on historical source material. The specific topic(s) will be decided by the instructor and approved by the Department.
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3 credits
In this course, students engage with the history of the Mediterranean world from classical Greece and Rome to the early Roman empire. Topics include the rise and decline of Hellenic civilization, early Rome and the Republic, the Augustan Age, and the foundations of imperial Rome.
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3 credits
In this course students examine the development of Canada to 1867. They will engage with material on Indigenous histories before and after the arrival of Europeans, relations with settlers, European projects of colonization, the rise and fall of New France, colonial political and economic changes, the development of British North America, social and cultural histories, and the emergence of a federated settler regime. Students will encounter primary documents to better understand how economic, political, and social developments affected individuals and groups in what is now called Canada. Students will also read and thoughtfully critique secondary sources (journal articles, book chapters, and journalistic pieces) to better understand how narratives of the Canadian past are researched, produced, and disseminated to wider audiences. Note: Students will only receive credit for one of HIST 1120 and HIST 1121.
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3 credits
In this course students examine the development of Canada to 1867. They will engage with material on Indigenous histories before and after the arrival of Europeans, relations with settlers, European projects of colonization, the rise and fall of New France, colonial political and economic changes, the development of British North America, social and cultural histories, and the emergence of a federated settler regime. Students will encounter primary documents to better understand how economic, political, and social developments affected individuals and groups in what is now called Canada. Students will also read and thoughtfully critique secondary sources (journal articles, book chapters, and journalistic pieces) to better understand how narratives of the Canadian past are researched, produced, and disseminated to wider audiences. Note: Students cannot get credit for more than one of HIST 1120, 1121.
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3 credits
Students learn to evaluate and understand the complex processes involved in the development of early modern Europe from 1500-1789. Students engage with a brief background to medieval institutions, and then focus on the late Renaissance, the Reformation, European expansion, Absolutism, Enlightenment and the origins of the French Revolution. Students critically examine political, intellectual, cultural and social aspects of European development. Students pay special attention to understanding the dynamics of first encounters between Europeans and Indigenous populations around the globe, as well as demonstrating the complexities of early modern European history in written format, particularly through the critical evaluation of primary and secondary sources. Exclusion: HIST 1161
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3 credits
Students learn to evaluate and understand the complex processes involved in the development of early modern Europe from 1500-1789. Students engage with a brief background to medieval institutions, and then focus on the late Renaissance, the Reformation, European expansion, Absolutism, Enlightenment and the origins of the French Revolution. Students critically examine political, intellectual, cultural and social aspects of European development. Students pay special attention to understanding the dynamics of first encounters between Europeans and Indigenous populations around the globe, as well as demonstrating the complexities of early modern European history in written format, particularly through the critical evaluation of primary and secondary sources. Exclusion: HIST 1160
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3 credits
Students examine the political, social, military, and cultural history of Canada since 1867. Students explore topics such as state formation, relations with Britain and the United States, diplomacy and war, social movements, regional and ethnic diversity, industrialization and urbanization, and French-English relations. Students will be introduced to the diversity and complexity of Indigenous histories, and to relations between Indigenous peoples and federal and provincial governments in post-Confederation Canada. Throughout the course, students pay particular attention to how and why understandings of Canada's past have changed over time. Additionally, students will critically engage with primary and secondary documents relevant to the post-Confederation period that detail political, social, and economic changes across Canada. Students will demonstrate deep analytical skills as they examine, critically explore, and analyze materials related to the history of Canada. Note: Students will only receive credit for one of HIST 1220 and HIST 1221.
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3 credits
Students examine the political, social, military, and cultural history of Canada since 1867. Students explore topics such as state formation, relations with Britain and the United States, diplomacy and war, social movements, regional and ethnic diversity, industrialization and urbanization, and French-English relations. Students will be introduced to the diversity and complexity of Indigenous histories, and to relations between Indigenous peoples and federal and provincial governments in post-Confederation Canada. Throughout the course, students pay particular attention to how and why understandings of Canada's past have changed over time. Additionally, students will critically engage with primary and secondary documents relevant to the post-Confederation period that detail political, social, and economic changes across Canada. Students will demonstrate deep analytical skills as they examine, critically explore, and analyze materials related to the history of Canada. Prerequisites: There are no prerequisites for the course. Note: Students cannot get credit for more than one of HIST 1220, HIST 1221.
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3 credits
In this course participants learn to evaluate and understand the complex forces involved in the development of the modern state. Topics include the French Revolution and Napoleonic Europe, the Congress of Vienna, the social and political struggles of the nineteenth and early twentieth century, and the fissures in European society during the interwar period. Lectures and seminars introduce the political, intellectual, cultural and social aspects of European society, and participants work with a variety of primary and secondary historical sources.
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3 credits
Students engage with 2SLGBTQ+ activism from the 1950s onward, with a special emphasis on Canada. Students investigate how queer communities in North America are created and sustained through protest, alliance-building, symbols, and digital spaces. Students will also collaborate with each other, faculty, and perhaps the community to gain an understanding of the historical and contemporary politics of “inclusion." Understanding the contributions of queer communities requires both analyzing ideas and engaging with diverse perspectives and people. To incorporate deep approaches to learning, students will engage with formal and informal forms of queer activism and apply core principles learned into transformative social justice projects.
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3 credits
Students explore the history of the Indigenous peoples of what is now Canada. The course begins with pre-contact perspectives, however, emphasis is on the social, cultural, political, economic and military interactions between Indigenous peoples and newcomers. Examples are drawn from all regions to reveal the breadth and variety of Indigenous culture, history, and experience. Topics include Indigenous involvement in the fur trade and later economic developments, the treaty-making process, and Indigenous responses to government policy.
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3 credits
This course is designed for those who wish an acquaintance with the broad sweep of British history. The course will examine the social, political, economic and religious issues which affected the following periods of British history: Roman, Norman, medieval, the Tudors and Stuarts.
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3 credits
Students examine the key political, economic, and social issues in the development of the United States from the eve of contact between North America, Europe, and Africa - and the complex societies and cultures each developed – to the bloodshed of the American Civil War. Students explore the collision of cultures and contested ideas about free and unfree labor. Students discover the complex interactions of Indigenous peoples, Europeans, and Africans in different regions of North America across more than 400 years of history. Through the study of these topics, students learn to articulate and communicate ideas and arguments clearly in written format, and learn to understand and empathize with a variety of worldviews and experiences.
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3 credits
In this course, students engage with European civilization during the early and beginning of the central middle ages. An emphasis is placed on the development of various structures and their changes, the ordering of society, belief systems and ideas, the organization of communities, and the emergence of religious and political institutions.
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3 credits
Students explore special topics that provide an introduction of British or European history, rather than an in-depth analysis of a narrowly defined topic. The specific topic(s) will be decided by the instructor and approved by the Department.
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3 credits
Students are introduced to some of the major artistic and literary monuments and movements of the Western tradition, and investigate post-Renaissance cultural achievements in their historical context. Themes include humanism and the legacy of religious upheaval, the impact of science on philosophy, the challenge of neoclassicism, cultural responses to political and industrial revolution, and modernist experimentation.
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3 credits
Students will explore the history of British Columbia from the beginnings of Indigenous-European contact through to the early twenty-first century. Students will engage with materials related to the social, economic, political, and cultural development of British Columbia, and situates the province within national and international contexts. Students will primarily learn about Indigenous-European relations, resource extraction, immigration, the modern economy, racialized communities, the changing role of the state, evolving political culture, social reform, gender issues, class relations, and regional qualities. Throughout the course, students will engage in key debates in the historiography of British Columbia. Students will be able to synthesize, critically analyze, and thoughtfully critique these key debates, crafting their own ideas about the history of British Columbia using the material presented in class. Note: Previous studies in history are not required to succeed in this course; however, successful completion of secondary school history coursework, or equivalent skills and knowledge, is recommended.
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3 credits
Students explore British history from the Glorious Revolution of 1688 to the end of the reign of Queen Victoria. Students examine the political, social and economic issues which determined Britain's development through critical analysis and discussion of primary and secondary documents and artifacts - as they intersect in the political, social, economic and intellectual realms throughout the period.
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3 credits
Students survey the history of the United States from the Civil War to the present, with an emphasis on the principal forces affecting the development of a distinctive social and political culture in the United States. Selected topics examine the emergence of the United States as a global economic, political, military, and cultural power. Exclusion: Students cannot receive credit for both HIST 2270 and HIST 2271
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3 credits
Students survey the history of the United States from the Civil War to the present, with an emphasis on the principal forces affecting the development of a distinctive social and political culture in the United States. Students communicate research findings and critical analysis of selected topics including the emergence of the United States as a global economic, political, military, and cultural power. Note: Students will only receive credit for one of HIST 2270 and HIST 2271
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3 credits
Students engage with the continuity in the economic, social, political, and religious foundations of high and late medieval Europe, and the accompanying philosophical, literary, artistic, and cultural achievements of European civilization during this period.
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3 credits
Students explore special topics that provide an introduction, rather than an in-depth analysis of a narrowly-defined topic, of North American History, allowing for more regional studies (e.g. "The Pacific Northwest") or more topical content. Specific topics for this course will be decided by the instructor and approved by the Department.
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3 credits
Students are introduced to the history of women in Canada. Organized chronologically and thematically, this course surveys women's history from the era of Indigenous-European contact through to the postwar years. Topics include the family, the workplace, sexuality, education, and politics. An emphasis is placed on the diversity of women's experiences.
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3 credits
Students examine the practice of history, and the history of history: how the study of the past has changed over time. What do historians do, and why do they do it? What is the purpose of history? What is historical evidence, and how is it used? Students examine these questions in an effort to broaden and deepen their understanding of the historian's craft. Prerequisite: Students must have no fewer than 6 credits in recognized lower-level History courses and be a declared History Major
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3 credits
Students examine Canada in the first half of the twentieth century: its imperial connections, the rise of nationalism, war and commemoration of both the Great War and World War II. A number of forces which marked these years are highlighted, especially technology and consumerism, and their accompanying social changes. Prerequisite: No fewer than 6 credits in recognized lower-level History courses
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3 or 6 credits
Students survey the cultures shaping Central and Eastern Europe, including Russia, examining the interplay between local and national culture, and between ethnic and political identity. Prerequisite: Completed 45 credits (any discipline) Cannot receive credit for more than one of: SOCI 3030, ANTH 3030, HIST 3030 or POLI 3070
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3 credits
This course examines the history of the Canadian Prairie West from pre-Indigenous-European contact to the modern era. Topics include an examination of the Indigenous peoples' traditional economic and social life, and their adaptation to the arrival of Europeans and the fur trade; the rise of the Metis and their changed economic and living conditions as a result of Canadian government policies; Euro-Canadian immigration and settlement; the Great War; the economic depression of the 1930s, as well as World War II and the modern West. Students investigate the myths versus the realities of 'cowboys and Indians', the ranching frontier, women, and Mounties. Prerequisite: No fewer than 6 credits in recognized lower-level History courses
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3 credits
This course explores the history of British Columbia from the beginnings of Indigenous-European contact through to the post-World War II era. It examines the social, economic, political, and cultural development of British Columbia, and situates the province within national and international context. Topics include Indigenous-European relations, the fur trade, immigration, the resource economy, military engagements, social reform, gender issues, class relations, and political developments. Throughout the course, key debates in the historiography of British Columbia are emphasized. Prerequisite: No fewer than 6 credits in recognized lower-level History courses
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3 credits
Students examine the history and political development of Quebec, from the period of the French regime to modern French-English relations within Canada. Students focus on significant social and political developments in the modern period, such as the Rebellions of 1837-38, the emergence of the 'state of siege' mentality after 1840, the impact of industrialization and Confederation, the Quiet Revolution, and nationalism. Contemporary issues are also addressed, including recent debates over 'reasonable accommodation,' national identity, and the relationship between Quebec and Canada. Prerequisite: No fewer than 6 credits in recognized lower-level History courses, or POLI 1110 and one other Political Science class
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3 credits
Students examine the history of Canada, from the end of the Second World War to the early 1990s. This course is organized thematically rather than chronologically. Topics include anti-Communism, immigration, sexual regulation and resistance, family ideals and realities, labour organizing, Indigenous activism, and student radicalism. Prerequisite: No fewer than 6 credits in recognized lower-level History courses
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3 credits
Students investigate the political, religious, economic, cultural, and social transformations in England during the reigns of the Tudor monarchs. This period was one of dynamic, and at times violent, change, much of it within the context of the religious reformations. Students apply critical thinking skills as they conduct in-depth analysis of historical manuscripts and other key primary sources. Prerequisite: 6 lower-level History credits
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3 credits
This course is an exploration of the significant political, religious, economic, cultural and social developments in England during a time in which English men and women experienced civil war. Students consider the philosophical, ideological, and political factors contributing to the challenges emerging during this time to traditional faith, secular power, and religious authority. Analytical, critical thinking and interpretation skills are refined through a study of historical manuscripts and modern historical interpretations. Prerequisite: 6 lower-level HIstory credits
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3 credits
Participants explore various social and cultural perspectives of European history. Aspects of domestic life, economic activity, religion, and popular culture provide the basis for related thematic considerations, including family and sexual relationships, social stratification, violence and public order, and leisure, ritual, and education in pre-industrial and industrial Europe. Participants work with a variety of complex historical sources. Prerequisite: No fewer than 6 credits in recognized lower-level History courses
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3 credits
Students engage with the profound changes that marked the passage from the Western Roman empire to the European world which took place over many centuries. Students focus on the transforming identities of populations and cultures greatly affected by a rapidly changing world, filled with migrations, conquests, and evangelization, until a new European identity could be formed. Prerequisite: No fewer than 6 credits in recognized lower-level History courses
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3 credits
Students engage with the roles and contributions of women in medieval history. The revolutionary changes in feminist and gender theory, and the problems medieval historiography has had to overcome in trying to uncover women's lives from this remote period of history are examined. Students focus on the diverse avenues open to medieval women for agency and independence, and their varied roles within a patriarchal society. Prerequisite: No fewer than 6 credits in recognized lower-level history courses
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3 credits
Students examine the evolution of European political thought and its practical applications from Ancient Rome to the Renaissance. This course is an exploration of the major foundational theories and their influence upon the creation of institutional structures, and the governmental apparatuses and ideologies designed to uphold them. Prerequisite: POLI 1210 (recommended - POLI 2220) or either HIST 1160, HIST 2180 or HIST 2280
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3 credits
Students examine the social, economic and political characteristics of the thirteen colonies as they changed from small European outposts to mature societies. Prerequisite: Six lower-level history credits
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3 credits
This course is an examination of the development of the new American nation, with special emphasis on expansion, regionalism, Jacksonian democracy, social reform, and the coming of the Civil War. Prerequisite: Six lower-level history credits
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3 credits
This course is an examination of the political and social development in Post-Civil War America, with special emphasis on Reconstruction, industrialization, and the Gilded Age. Prerequisite: Six lower-level history credits
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3 credits
Students focus on the political, social, and cultural history of the United States from 1900 to the end of World War II. Prerequisite: Six lower-level history credits
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3 credits
Students focus on selected issues relating to the political, social, and cultural history of the United States from the end of World War II to the present. Prerequisite: Six lower-level history credits
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3 credits
This course is a study of the revolutionary origins of the United States and the establishment of the American republic. Prerequisite: Six lower-level history credits
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3 credits
Students explore the far-reaching transformations in Britain as the nation moved into imperial expansion. Key topics include the institutional, political, and social responses to Britain's move into position as the world's first industrial and urban society. Lectures, discussions, and research engage students in an active critical analysis and interpretation of historical documents, as well as a modern historical anaylses of this period. Prerequisite: No Fewer than 6 credits in lower-level History courses
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3 credits
Students examine the responses to, and influences of, institutions, families, social groupings, religious institutions, aesthetic perspectives and other elements within British society, during the Victorian time period, in and outside of that society. Comprehension of the transformations and forces emerging in this society is enhanced through a study of historical documents, as well as a review of modern historical analyses and debates. Prerequisite: No fewer than 6 lower-level History courses
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3 credits
Students consider the historic experience of children in Western society, particularly in Canada, while focusing on the place of education in children's lives. Educational structures are examined, including the development of leading and influential theories about the education of children. Prerequisite: No fewer than 6 credits in recognized lower-level History courses
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3 credits
Students complete an in-depth and active investigation into the intersections of early science, religious doctrine and practice, and popular beliefs, in Europe, during the period from 1000 A.D. to 1750. Philosophical, superstitious, medical, and technological concepts are considered, with an emphasis on the use of historical manuscripts and documents in research and discussion. Abstract concepts of science are clarified in their historical context, and the developments that brought science into its modern empirical form are studied. Prerequisite: No fewer than 6 credits in recognized lower-level History courses
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3 credits
Students learn about the concentration camp as an institution of the twentieth century. Students examine the historical precedents for the concentration camp, such as the ghetto, and then will examine the history and politics of the concentration camp, from the Spanish-American and Anglo-Boer Wars near the turn of the century (the first time the term, "concentration camp," was used), to the more notorious examples of Nazi Germany and the Soviet Union. Students explore other examples, such as camps in Canada and the USA, China, parts of Africa, and even the "War on Terror." Throughout the course, students explore the question of why have modern states — across the ideological spectrum — made use of the concentration camps against real and perceived enemies? Prerequisite: Completion of 45 credits (any discipline) or permission of the instructor.
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3 credits
The Great Depression of the 1930s, and World War II contributed to tremendous socio-economic and political changes in Britain. Students investigate the legacies of such events through an analysis and discussion of the nationalization of British industry, the emergeing welfare state, immigration, and modern British culture. Students engage in a critical analysis of historical documents and modern perspectives. Prerequisite: No fewer than 6 credits in lower-level History courses.
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3 credits
Students explore many aspects of the historical experiences of Indigenous peoples in what is now Canada. Topics include historical accounts predating the arrival of non-Indigenous peoples, as well as contact experiences, the establishment of commercial and other relationships with newcomers, Indigenous strategies of power and resistance from the 1600s through the 1900s, changes in the diplomatic environment from the Imperial phase through relations with the Canadian state, and the environmental consequences of colonialism. Methodologically, students are introduced to ethnohistorical resources and approaches, and thematically situate Indigenous experiences within the contexts of settler colonialism and decolonization. Prerequisites: There are no prerequisites for the course, but HIST 1120 or HIST 1121 or HIST 1220 or HIST 1221 is recommended. Note: Students cannot get additional credit for FNST 2019 Canadian Aboriginal Peoples' Perspectives on History (SFU)
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3 credits
Through a study of terrorism from the French Revolution to the present, students examine terrorism within the context of individual and state-initiated acts of political and social violence, and through themes such as the evolution of democracy, social and political alienation, rising national, ethnic, and religious consciousness, and cultural and economic globalization. Students advance their understanding of the root causes for terrorism in the modern world through their interpretation and analysis of historical resources. Prerequisites: There are no prerequisites for the course, but completion of 6 credits of lower-level History courses is recommended.
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3 credits
Based on a law and society approach, this course engages students with a British North American and Canadian cultural history centered on the meanings of crime, disorder, policing, and punishment. Emphasizing the 19th to 21st century in what became Canada, students explore the English origins as well as the British North American adaptations of emergent Canadian approaches and challenges within the criminal justice system. Themes include the relationship between First Nations' laws and the Anglo-Canadian legal order, aspects of crime history and colonialism, the influences of class, ethnicity and gender in Canadian crime history and the evolution of increasingly pluralistic notions of how society might respond to disorder and criminality.
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3 credits
Students consider the invention of the automobile as a vehicle for understanding North American cultural and economic history. By exploring the revolutionary impact of the automobile, students examine the context and status of its invention, its relationship to environmental and socioeconomic factors, and the current trends and priorities in auto-mobility, urban planning, and production.
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3 credits
Students consider the popular contemporary belief that science and religion are necessarily hostile towards each other and discover a nuanced dynamic between the two endevours. From its roots in Ancient Greece through to the Twentieth Century, science has advanced in the milieu of Western European religious beliefs and organizations, and students study this evolving relationship in order the develop a richer understanding of the relationship between these overlapping fields of knowledge. Students explore specific instances of perceived conflicts between science and religion, such as the Galileo Affair and the Scopes Monkey Trial. Whilst infamous, students examine that more common are cases of scientists like Newton, Faraday and others whose religious faith were crucial to their scientific discoveries.
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3 credits
In this online seminar, students examine the reciprocal relations between humans and non-human nature through a historiographic perspective. The course addresses the changing impact of human populations, their technology and their ideas on the physical environment, as well as how climate, topography, plants, and animals have enabled, constrained, and altered the path of human societies. A North American context is emphasized. Prerequisites: There are no prerequisites for the course, but completion of 60 credits is recommended.
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3 credits
Students explore selected topics in the history of gender in Canada. Constructions of femininity and masculinity in Canadian history are examined, in addition to the experiences of women and men in the past. Topics may include paid work, sexuality, the family, courtship, religious participation, politics and activism, and leisure. Particular attention is paid to the intersections between gender and race, ethnicity, class, and region. Prerequisite: No fewer than 6 credits in recognized lower-level History courses
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3 credits
Students examine selected topics in the history of British Columbia. Topics may include race and racism, immigration, economic issues and development, social and cultural history, religion and society, postwar diversity and dissent, and/or political culture. Prerequisite: No fewer than 6 credits in recognized lower-level History courses
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3 credits
This course examines the history of Kamloops and region, with an emphasis on the methodologies and practices used to study history. Students explore various historical tools, methods, and sources, and gain hands-on experience in investigating and communicating local history. Prerequisite: No fewer than 6 credits in recognized lower-level History courses
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3 credits
Students engage with various themes relating to the cultural, political, philosophical, religious, or economic history of the ancient Mediterranean, medieval, and early modern worlds. Cultural and social history is emphasized. Students are offered an opportunity to explore a unique subject matter (not normally offered in other courses), or further examine a specialised, scholarly field. Thematic considerations vary from year to year. Students may learn about the beginning or end of a civilization, cultural and religious change, or continuity from one civilization to the next. Prerequisite: No fewer than 6 credits in recognized lower-level History courses
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3 credits
Participants focus on selected themes relating to the cultural, social, political, institutional, or economic history of Europe. The course accommodates subject matter that is not usually offered in other courses, and themes vary from year to year. Participants learn the dynamics of complex historical processes related to such issues as domestic politics, the interaction of states, the formation of new states, social and economic transformations, and major cultural expressions. Advanced students of history focus on applying the skills they have learned in order to examine complex topics in European history. Prerequisite: No fewer than 6 credits in recognized lower-level History courses
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3 credits
Students explore selected topics in the history of Canada. Topics may include immigration and ethnicity, war and society, environmental history, religion, sexuality, Indigenous history, state formation, and popular culture. Prerequisite: No fewer than 6 credits in recognized lower-level History courses
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3 credits
Students hone advanced skills in historical writing, critical research, and relevant theoretical approaches. Students synthesize program and institutional learning outcomes by developing, in conjunction with the course instructor, a capstone research project. In completing their research projects, students demonstrate, assess, and explain how their capstone project meets program learning outcomes and each of TRU's four general education themes of Connection, Engagement, Exploration, and Local-to-Global. Students engage in such practices as peer review, developing a proposal, and researching, writing, and presenting about a pertinent historical topic. Additionally, students will provide mentorship to junior undergraduate students in select lower-level history courses, reflecting on their experiences as both educators and knowledge mobilizers. Prerequisites: HIST 3000 and at least 30 credits completed in History.
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3 credits
Students examine America's greatest crisis, from its origins in the early nineteenth century to the abandonment of Reconstruction. Specific topics vary, however, emphasis is placed on the political, military, social, and cultural dimensions of the war. Prerequisite: No fewer than 6 credits in recognized lower-level History courses
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3 credits
Students examine selected topics in American foreign policy, from World War II to the present. Prerequisite: No fewer than 6 credits in recognized lower-level History courses
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3 credits
Students focus on selected issues relating to the social and cultural history of the United States. Thematic considerations vary from year to year. Prerequisite: No fewer than 6 credits in recognized lower-level History courses
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3 credits
Students examine aspects of British history typically in the forefront of modern research, from the period between the Protestant and Catholic reformations of the early 1500s and the Industrial Revolution of the 1700s. The topical focus of this course changes with each offering, however, the themes relate to the economic, social, religious, political and economic history of this period. Students engage in discussion and research that centres on historical documents, and modern historical interpretations and debate. Prerequisite: No fewer than 6 credits in lower-level History courses.
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3 credits
This course is an in-depth examination of selected themes relating to the social, cultural, economic and political history of modern Britain, up to the present day. Discussions and lectures address diverse topics, which range from immigration issues and intercultural change in Britain to transformations in popular culture and political expectations. Students investigate subject matter which is often not offered in other courses, and utilize historical materials ranging from manuscripts to modern electronic sources. Prerequisite: No fewer than 6 credits in lower-level History courses.
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3 credits
Students focus on the history and politics of communism and the environment. Students explore environmental issues and policies in the Soviet Union, China, and Cuba. Students examine other related issues, such as the writings of Marx, Engels, Lenin, and others; ideology, political philosophy, and the environment; and the role of communism and socialism in environmental movements today. Students also compare environmental practices in communist countries with those of capitalist countries. Prerequisite: Completion of 45 credits (any discipline) Note: Same course as POLI 4710
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3 credits
Students analyze issues related to the theory and practice of historical work. Students wishing to explore unique areas of research in History, often with inter- and cross-disciplinary significance, may find this course especially relevant to their program of study. Students may be offered a unique opportunity to study with a scholar who is new to the faculty of History, and who brings specialization in research areas that are not usually addressed by the standard range of course offerings. Prerequisite: No fewer than 6 credits in recognized lower-level History courses
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3 credits
Students adopt roles in this course, which are informed by classic history texts, and experience history through elaborate games set in the past. Students run class sessions entirely, while instructors advise and guide students and grade their oral and written work. Students experience the virtual world of Reacting to the Past (RTTP), engage wit big ideas, and improve their intellectual and academic skills. Events and time periods will vary for each course iteration as determined by the instructor and the Department. Prerequisite: No fewer than 6 credits in recognized lower-level History courses
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3 credits
This course is a requirement for completion of the Bachelor of Arts, history major and may be taken to complete the Post-Baccalaureate Certificate in Liberal Arts. Students are required to review the literature, both original and interpretative, in their particular area of study, offer critical assessment of that literature, and submit a major research paper based on the reading list prepared for the course. Prerequisites: General education and lower-level requirements of the Bachelor of Arts, History Major degree and a minimum of 15 upper-level credits in History. As registration procedures differ for Directed Studies courses, students are required to consult with their TRU-OL program advisor before registering.
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3 credits
In this introductory course, students focus on foundational knowledge and concepts related to human pathophysiology. Students will learn about the presentation and pathogenesis of health challenges across the lifespan. In selected units diagnostics, epidemiology, epigenetics, nutrition, and environmental impacts will be introduced. Topics will be closely coordinated with practice and other nursing courses. Prerequisite: NURS 2750, NURS 2170, NURS 2300, NURS 2740, HLSC 2660 Corequisite: NURS 2840, HLSC 2660, HLTH 2300
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3 credits
***Please note: HLSC 2660 is a full year course. Students choosing this course in Fall must also register for the same section for it in Winter and vice-versa.*** In this introductory course students will learn foundational knowledge about essential pharmacological principles. Medication safety and the nurses' role in safe medication practice will be emphasized. Students begin to look at medications in relation to body systems and in promoting wellness. Emphasis will be given to recognizing adverse effects and implementing important nursing considerations, client education, and medication administration safety across the lifespan. Students will be encouraged to critically think about specific pharmaceutical industry issues. Prerequisite: NURS 1800, NURS 1830, NURS 1840, BIOL 1692 Corequisite: NURS 2170, NURS 2740, NURS 2300, NURS 2750
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3 credits
This course is designed to facilitate learner understanding of the data analysis process in relation to research based professional practice in nursing and social work. Students apply a range of analytical techniques to both qualitative and quantitative data. This course enhances the learner's ability to analyze data and critically review research literature applicable to their professional practice. Prerequisites: NURS 3600 or NURS 2300
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3 credits
This course introduces students to the most recent developments in the science of climate change and the resulting impact on the health of populations worldwide. Changes in disease risk and emerging diseases and conditions are reviewed. Since health care is one of the most wasteful systems in regard to its carbon footprint, various efforts to reduce greenhouse gas emissions are reviewed. Students discuss the effects of global warming and how it necessitates new approaches to health and new responses to the spreading of tropical diseases. Prerequisite: 3rd year standing or permission of the instructor
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3 credits
Students will build on concepts related to human pathophysiology introduced in Pathophysiology 1, but with increasing complexity. Students will learn about the presentation and pathogenesis of health challenges across the life span. In selected units diagnostics, epidemiology, epigenetics, nutrition, and environmental impacts will be introduced. Topics are closely coordinated with the practice and nursing courses. Prerequisites: NURS 2830 and HLSC 2660 and HLSC 2550 and HLTH 2300 and NURS 2840 Corequisites: NURS 3730, NURS 3170 Note: Students will only receive credit for one of HLSC 2650 or HLSC 3650
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3 credits
Sexuality is an important aspect of human health. This course advances a health care professional's capacity to address issues of sexuality and sexual health with clients across the lifespan. Theories and research informing health professionals of sexual development, gender, sexual orientation, sexual practices, and sexual health are examined. Self awareness, along with the development of skills to address sexuality inclusion in professional practice, is central to course objectives. Prerequisite: Evidence of third-year standing in a health professions program leading to an undergraduate degree and completion of a communication or counselling course; or evidence of a health-related professional credential requiring a minimum of two years academic preparation; or by permission of the instructor.
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3 credits
Students will build on concepts related to human pathophysiology introduced in Pathophysiology 1, but with increasing complexity. Students will learn about the presentation and pathogenesis of health challenges across the life span. In selected units diagnostics, epidemiology, epigenetics, nutrition, and environmental impacts will be introduced. Topics are closely coordinated with the practice and nursing courses. Prerequisites: HLSC 3650 and NURS 3380 Corequisites: NURS 4300 and NURS 4380 and NURS 4740 Note: Students will only receive credit for one of HLSC 4650 or HLSC 3550
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2 credits
Students are introduced to a holistic concept of health and the components of a health-enhancing lifestyle. Students are invited to reflect on their own experience of health, recognizing challenges and resources that can impact lifestyle choices. Students are introduced to a model that is applied to understanding the multi-faceted aspects of health and healing. Prerequisite: Admission to the Health Care Assistant Program. Note: Students cannot get credit for more than one of HLTH 1403, HEAL 1000.
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3 credits
Developing a theoretical framework for practice, students are introduced to the philosophical values and theoretical understandings that provide a foundation for competent practice as a Health Care Assistant (HCA). This course focuses on concepts of caring and person-centred care, basic human needs and human development, and family, culture and diversity as they relate to health and healing. Students are also introduced to a problem-solving model that will be critical to their practice. Prerequisite(s): Admission to the Health Care Assistant Certificate program. HLTH 1001 with a minimum B- Grade, HLTH 1051 with a minimum B- Grade, HLTH 1101 with a minimum B- Grade, HLTH 1153 with a minimum B- Grade, HLTH 1201 with a minimum B- Grade, HLTH 1351 with a minimum B- Grade. These can also be a co-requisites. Note: Students cannot get credit for more than one of HLTH 1405, HEAL 1010, HEAL 1011.
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3 credits
This course provides an introduction to the relationship between nutrition and health. The focus is on healthy eating, understanding strategies for modifying food patterns within the context of lifestyle and culture, and identifying standards of healthy eating in Canada.
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3 credits
This course focuses on the development of self-awareness, increased understanding of others, and development of effective interpersonal communication skills that can be used in a variety of care-giving contexts. Students are encouraged to become more aware of the impact of their own communication choices and patterns. Participants develop and use communication techniques that demonstrate personal awareness, respect, and active listening skills. Prerequisite: Admission to the Health Care Assistant program. Note: Students cannot get credit for more than one of HEAL 1050, HLTH 1401.
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3 credits
Participants develop and strengthen their understanding of medical terminology as it is used in a Canadian health care context. Language development will be facilitated through the use of case scenarios, dialogues and discussions related to body systems, medications, and medication administration as well as health care contexts. Through the use of reading for general meaning, word expansions and vocabulary building, internationally-educated health care providers are able to acquire career-specific language development. Prerequisites: Previous health care education. Prerequisites: There are no prerequisites for the course, but previous health care education is recommended.
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2 credits
This course provides an introduction to the role of the Health Care Assistant within BC health care system. Students are introduced to the health care team and the roles and functions of Health Care Assistants within the system. Students will also have opportunities to develop self-reflective skills required for competent practice and will be introduced to effective job-finding approaches. Prerequisite: Admission to the Health Care Assistant Certificate program. Note: Students cannot get credit for more than one of HEAL 1100.
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3 credits
This course promotes the entry-level health professional's understanding, communication and application of foundational anatomy and physiology knowledge, for the promotion of continuing physical health for people of all ages, from birth to older adults. Foundational to the practice of health is awareness of body systems and the recognition of body system changes across the lifespan. Students gain knowledge of appropriate interventions to maintain physical health and reduce the chances of disease from physiological dysfunction, and develop the ability to communicate this knowledge to others. Note: Students cannot get credit for more than one of HLTH 1120.
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3 credits
This course is designed specifically for health care practitioners interested in gaining the knowledge required to perform 12-lead electrocardiograms (ECGs). Information on the anatomy and physiology of the heart, lead theory, ECG equipment, troubleshooting, and dealing with a variety of patient situations are also reviewed. Emphasis is placed on the 12-lead ECG, recognition of arrhythmias that require immediate response, and the properties that comprise an accurate ECG tracing. Prerequisites: There are no prerequisites for the course, but HLTH 1981 is recommended.
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3 credits
This practical course offers students the opportunity to acquire personal care and assistance skills within the parameters of the Health Care Assistant role. The course will assist the student to integrate theory from other courses and develop a theoretical understanding of care-giver skills that maintain and promote the comfort, safety, and independence of individuals in community and facility contexts. Prerequisites: Admission to the Health Care Assistant program.
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3 credits
This course offers students the opportunity to acquire personal care and assistance skills within the parameters of the Health Care Assistant role. The course is comprised of class and supervised laboratory experiences which assist the student in integrating theory from other courses. This allows the student to develop caregiver skills that maintain and promote the comfort, safety, and independence of individuals in community and facility contexts. Prerequisite: HLTH 1051 with a score of at least a B- grade, HLTH 1001, HLTH 1011 with a score of at least a B- grade, HLTH 1101 with a score of at least a B- grade, HLTH 1153 with a score of at least a B- grade, HLTH 1201 with a score of at least a B- grade, HLTH 1351 with a score of at least a B- grade.
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4 credits
Students focus on the normal structure and function of the human body and normal bodily changes associated with aging. Students are introduced to common challenges to health and healing in relation to each body system. Students are encouraged to explore person-centred practice as it relates to the common challenges to health and, in particular, to end-of-life care. Prerequisites: Admission to the Health Care Assistant Certificate program. Note: Students cannot get credit for more than one of HEAL 1200 and HLTH 1201.
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3 credits
This course provides students with an opportunity to apply knowledge and skills from all other courses with individuals and families in a community setting. Opportunities are provided for students to become more familiar with the role of the Health Care Assistant within a Home Support Agency, Assisted Living Facility and/or Group Home, and gain abilities that prepare graduates for employment in these settings. It is important that students understand the philosophy of community care settings and its emphasis on client choice and independence. Prerequisites: HLTH 1051, HLTH 1001, HLTH 1011, HLTH 1201, HLTH 1351, HLTH 1153, HLTH 1155, HLTH 1301, HLTH 1101
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7 credits
This supervised clinical practice experience provides students with the opportunity to apply knowledge and skills gained from all courses in the program with individuals in a multilevel or complex care setting. A portion of this clinical experience will be devoted to working with individuals experiencing cognitive challenges. Students gain expertise and confidence with the role of the Health Care Assistant within a continuing care facility. Prerequisites: HLTH 1051, HLTH 1001, HLTH 1011, HLTH 1101, HLTH 1153, HLTH 1155, HLTH 1201, HLTH 1351 Note: Students cannot get credit for more than one of HEAL 1300 and HLTH 1301.
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3 credits
This course builds on content from other courses to assist students in exploring concepts and care giving approaches that will allow them to work effectively with individuals experiencing cognitive or mental challenges. Emphasis is on supporting clients with dementia, recognizing behaviours and identifying person-centered intervention strategies. Prerequisite: Admission to the Health Care Assistant Certificate program. Note: Students cannot get credit for more than one of HEAL 1350 and HLTH 1351.
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3 credits
This course uses a systematic approach to teach medical terminology to those who plan to be involved in or are already engaged in the medical, dental, nursing, veterinary, or allied health fields. Students gain a basic understanding of body systems, anatomical structures, medical processes and procedures, and diseases. Prerequisites: There are no prerequisites for the course.
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3 credits
Students explore basic concepts of pharmacology required to safely administer medications to a diversity of clients across the lifespan, in a variety of health care contexts. This course provides students with a working knowledge of drug therapy, in preparation for using a comprehensive, systematic, and evidence-based approach to drug therapy when treating patients with various health challenges. Drug therapy is present within a framework of body systems, using client care situations to enhance the integration of content learned in human anatomy and physiology. The major drug classes are discussed using prototype drugs. Prerequisites: There are no prerequisites for the course.
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3 credits
This course introduces students to Indigenous people's health in Canada. Students experience Indigenous ways ofknowing through a decolonization framework, engaging in local knowledge, methodologies and practices ofIndigenous peoples. Students engage in experiential, reflexive learning informed by local Knowledge Keepers. Thecourse embraces Indigenous Knowledge and uses the premise of 'two-eyed seeing'. Students are guided through aninter-professional framework of practice to facilitate collaboration and planning of services to improve Indigenous health. Prerequisite: Completion of Semester 3 of the BScN program or Special Arrangements with the instructor
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4 credits
This course focuses on the general principles of disease and then further explores information dealing with specific disorders of body systems or individual organs. This course is intended for health care practitioners. Prerequisites: There are no prerequisites for the course, but completion of 6 credits of anatomy and physiology is recommended.
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3 credits
Students develop an understanding of the theoretical concepts surrounding pharmacology, such as the pharmacokinetics and pharmacodynamics of drugs, and the concepts surrounding pharmacotherapy. This course gives specific information concerning cardiopulmonary, vascular, central and peripheral nervous system, and antimicrobial drug classifications, as well as common examples in each classification. With each classification of drugs covered, their mode of action, their clinical effects and side effects will be emphasized. Prerequisites: There are no prerequisites for the course, but a minimum of a two-year health care diploma program and a sound knowledge of human anatomy and physiology and pathophysiology are recommended.
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3 credits
This in-depth course examines the basic principles of chemistry and physics related to blood gases and the physiology of respiration. The interpretation, collection, and sampling of blood gases, and non-invasive measurements, are examined with particular emphasis on clinical applications. Prerequisites: There are no prerequisites for the course, but a minimum of a two-year health care diploma program and a sound knowledge of human anatomy and physiology and pathophysiology are recommended.
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1 credits
Students explore the roles and skills required for employment in the seniors living industry and develop an understanding of the seniors' living environment. This course should be completed early in the certificate program. Prerequisites: There are no prerequisites for the course.
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3 credits
Participants gain a solid foundation in the basic knowledge required in perinatal practice. The course focuses on facilitating participants' understanding of key concepts related to antepartum, intrapartum and postpartum nursing care, including the assessment and care of the newborn. Learning activities are designed to foster participants' understanding of social, ethical, and cultural influences on the childbearing family, the health care resources available to support families, and of the entry-level nursing competencies and standards of care required in perinatal practice. Prerequisites: Second year standing in nursing program.
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3 credits
This course is designed to foster understanding and critical thinking in relation to social, ethical, legal, professional, and cultural aspects of psychiatric-mental health care. Students enhance their therapeutic relational-communication skills, assess and plan care for common mental health challenges and increase awareness of the entry-level nursing competencies and standards of care within interprofessional and intersectoral psychiatric-mental health practice. Prerequisites: Second year standing in a nursing program.
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3 credits
This online course is intended for professionals working in the health system, and upper-level students in health degree programs who aim to develop their knowledge and skill in care management. Students explore the theory of care management within a client-directed service philosophy including ethical decision-making using bioethical principles, the balancing of autonomy and risk, the legal context of care management, and system barriers to client-directed service delivery. Using both teleconferences and online discussions, the course is delivered in the context of current and emerging health policy and organizational structures. Prerequisites: There are no prerequisites for the course, but graduation with a Health Care diploma, experience in a health care setting and recent upper-level coursework are recommended.
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3 credits
Students will explore cardiopulmonary health issues, approaches, and the people involved in healthcare in a selected country. Students will work alongside local healthcare professionals to provide assessment, treatment, and education in cardiopulmonary health. Prerequisite: Enrolment in or completion of a health profession program; completion of RESP 2590 or equivalent; or with permission of the Chairperson, Allied Health Department, Faculty of Science. Prerequisite: Respiratory Therapy program students are given preferential admission to this limited enrollment course, however students in other health related programs are eligible for admission
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3 credits
This course is for undergraduate students in health and human service professions (also called health sciences). Students acquire knowledge and skills about the research process and prepare to use these in their professional practice. Students locate, analyze, and critique peer-reviewed qualitative and quantitative research articles in their own disciplines, and determine whether they can adopt particular current published research for use in their clinical practice. To this end, students use due diligence and established standards for generalizing research findings to other settings and population groups. With the research knowledge and skills from this course, students can provide their clients with evidence-based care, which is a requirement for professional practice in all the health and human service professions. Prerequisites: There are no prerequisites for the course.
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3 credits
This course is designed to reacquaint health practitioners with the standards that govern professional practice, update participants' awareness of Canadian health care system trends and perspectives, and advance their understanding of disciplinary inquiry emerging from multiple ways of knowing. Prerequisites: Admission to the Return to Registered Nurse Practice Program, or current CRNBC Registration, or permission of Associate Dean or designate. ***This course is only available for registration to students residing in Canada***
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3 credits
This course is designed to advance the relational knowledge and skill of health professionals. It emphasizes concepts such as communication, leadership, interprofessional practice, teaching and learning, diversity, power, and the client as a person, family and community. Prerequisites: Admission to the Return to Registered Nurse Practice Program, or current CRNBC Registration, or permission of Associate Dean or designate. ***This course is only available for registration to students residing in Canada***
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3 credits
This course is designed to enhance the professional health practitioner's clinical decision-making skills to support safe practice across various health settings and with different client populations with diverse health issues. Using a case-based approach and a clinical decision-making framework, participants are supported to explore the current knowledge required to implement best practices with respect to the assessment and care of clients with various actual or potential health challenges. Prerequisites: Admission to the Return to Registered Nurse Practice Program or current CRNBC Registration, or permission of Academic Director or appropriate designate.
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2 credits
This course, to be completed near the end of the certificate, provides an opportunity for students to consolidate learning throughout the program with the completion of an on-site project. Prerequisites: There are no prerequisites for the course.
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3 credits
This course provides a contemporary perspective of healthy aging in Canada. Changing population demographics highlight the importance of understanding successful and healthy aging in multiple dimensions such as personal health domains (e.g. physical, emotional, social, psychological, spiritual) and social determinant dimensions (e.g. biology, education, income, housing, social networks, work). The course will emphasize contemporary, 'health across the lifespan' aging as differentiated from the historical model of declining health and abilities. Prerequisites: There are no prerequisites for the course.
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5 credits
Students develop an understanding of the scope of managerial oversight in seniors' residences. Students explore the responsibilities and accountabilities of the manager including managing changing populations within varied segments of the industry (e.g. independent living, assisted living, etc.), sales and marketing, risk management, labor relations in the workplace, staff development and residential services. Prerequisites: There are no prerequisites for the course, but MNGT 1211, MNGT 2131, HRMN 2821, HLTH 3711, HLTH 1021 are recommended.
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3 credits
This course provides an opportunity for participants to develop or strengthen their understanding of social determinants of health using local, regional, national and international perspectives. Participants will critically examine social inequities and the health consequences in diverse populations. Prerequisites: There are no prerequisites for the course, but completion of 60 credits is recommended.
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3 credits
This course explores current issues in health care, and the Canadian health care system. Students review issues from a range of perspectives, such as those of an individual, family member, health care professional, lobby group, health care administrator, or politician. Critical thinking skills and knowledge of health determinants in global and Canadian contexts are developed in small groups. Issue analysis touches on legal and ethical frameworks, and students build on their understanding of the code of ethics and the scope of practice for their health care profession. Prerequisites: There are no prerequisites for the course, but familiarity with health care issues in Canada and fourth-year standing are recommended.
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3 credits
This course covers concepts, policy analysis processes, and outcomes of public policymaking and health policymaking. Students use foundational knowledge on public policy analysis and apply this knowledge to Canadian health policy issues. Students will use knowledge of health policy and determine how this knowledge of policy analysis might apply in their health care workplace. Students develop their critical thinking, literature search, and critiquing skills, and knowledge of Canada's evolving health care system in response to economic, cultural, technological, political, ideological, and global factors and forces. Student will experience the whole public policy process as they apply the foundational knowledge on public policymaking to a current major health policy issue in their province or territory. Students will participate in a simulated policy community as they apply their policy analysis knowledge to a major current health care policy issue in Canada. Prerequisites: HLTH 4011
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3 credits
Using an interdisciplinary approach to study mental health, mental illness, and substance use, students will examine a variety of perspectives and contextual factors used to explore issues and concepts of mental health. Distribution patterns, risk factors, organization of health systems, and societal efforts toward prevention and treatment will also be reviewed. A focus will be placed on understanding the social determinants of health and exploring issues from a population and public health perspective. Prerequisite: Undergraduate students 3rd year standing or permission of the Associate Dean or designate. Note: Students cannot get credit for more than one of HLTH 4410.
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3 credits
Building on many of the concepts introduced in HLTH 4411, students will focus on ways of supporting individuals and families and on the use of evidence-informed frameworks, tools and processes. Prerequisite: HLTH 4411
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3 credits
Students will be introduced to best practices in working with specific populations, such as younger adults, older adults, indigenous people, LGBT populations, women and families who are experiencing mental health problems. Prerequisite: HLTH 4531
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3 credits
Learners review conceptual, historical, political, and societal factors that influence values, beliefs, approaches, and practices with persons with problematic substance use. Learners reflect upon their own attitudes and beliefs and consider how prior knowledge and experiences may influence their understanding of substance use disorders and their perceptions of persons experiencing problematic substance use and their families. Learners are introduced to foundational concepts and methods in prevention and treatment of problematic substance use. Prerequisite: 4th year standing or permission from the School of Nursing or School of Social Work. Note: Students cannot get credit for more than one of HLTH 4510, HLTH 4511.
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3 credits
Building on many of the concepts introduced in HLTH 4510, Learners will focus on ways of supporting individuals and families who are adversely affected by substance misuse. Learners are introduced to key concepts and basic competencies required for practice. The course will blend evidence-informed practices and core behavioral and technical competencies for addiction professionals through an interprofessional lens. Consideration will be given to the social determinants of health and the impacts these have upon case conceptualization and care planning. Learners will examine evidence-based interventions with a special emphasis on skills that illustrate a selection of core technical competencies. Prerequisite: HLTH 4511 Note: Students cannot get credit for more than one of HLTH 4520, HLTH 4521.
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3 credits
This course builds on HLTH 4521 and the learners focus on the integration of more advanced knowledge, skills and tools required in increasingly complex situations. Learners will begin with an examination of care from a systems level and explore how systems shape the delivery of frontline services. The central focus will be on servicing individuals (and their families) who are living with serious mental illness and addiction. Learners will blend evidence-informed practices and core behavioural and technical competencies for addition professionals through an Interprofessional lens. Consideration will also be given to specific populations. Learners will consider culture, diversity, gender, sexual orientation and race and the impact they have on client health and treatment case studies. Prerequisite: HLTH 4421 or HLTH 4521
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3 credits
Learners are exposed to a broadened view of approaches to reducing risk and harms of substance use for individuals, helping systems and communities, including health promotion, prevention, harm reduction and drug policy. Learners consider population as individuals, families, social and demographic cohorts, neighborhoods and larger communities when examining policy, programs, advocacy and legislation aimed at preventing and or reducing problematic substance use. Prerequisite: HLTH 4531
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3 credits
Learners will develop further understanding of the relationships between theory and practice in the treatment and prevention of problematic substance use and mental health disorders during the practicum. Learners will expand their knowledge by having an opportunity to observe services and supports within prevention and treatment systems. Over the course of 13 weeks students will spend 12 days (usually 96 hours) in a practice setting while concurrently completing a series of directed online readings, assignments and experiential learning exercises. Where appropriate, Learners will be provided the opportunity to demonstrate foundational competency in prevention and treatment practice. Prerequisite: HLTH 4411, or HLTH 4511, HLTH 4421, or HLTH 4521, HLTH 4531, HLTH 4541, or HLTH 4441
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3 credits
This course examines the structure and functioning of the Canadian healthcare system in the context of Canadian society, including challenges to the provision of quality care. Students will critically analyze the role of advanced practice in the healthcare system, using the concepts of principled leadership, politics, macroeconomics and the determinants of health as they apply at the local, provincial, territorial and national levels. Comparisons with healthcare systems in other countries will also be made. The emphasis will be on application of knowledge to practice contexts. Prerequisite: Recommended - Admission to Graduate Studies, NURS 5100
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3 credits
This course examines leadership and management theories in the context of healthcare delivery. Participants will develop leadership skills in advocating for clients and nurses to achieve optimal health outcomes and quality practice environments. Students will examine the literature on the development of strategic collaborative partnerships, build conflict management skills, develop strategies to communicate vision, policy and program directions, increase their ability to assess gaps and capacities in the design of programs, strategies, and policies, and demonstrate team building skills. Prerequisite: Recommended - NURS 5100, HLTH 5200
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3 credits
This course will address ethical and appropriate applications of information technology to enhance knowledge development, knowledge transfer, and patient care within healthcare settings. Students will develop advanced understanding and skills in concepts such as the integration of technology within healthcare systems, data storage and retrieval, patient and heath practitioner education, and ways that technology may support complex decision-making, inter-disciplinary communication, and evaluation of healthcare outcomes. Future uses and/or designs of technology will be discussed. Integral to the course will be enhancing students' ability to adapt to as well as influence the design of continually evolving types, uses, and forms of information technology in healthcare.
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3 credits
The focus of this course is the development of knowledge and skills to conduct research. Specific emphases are: theory and conduct of studies in various research traditions, appraisal of studies for scientific merit, interpretation and dissemination of research findings, research utilization and evidence based practice.
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3 credits
In this course leadership best practices for effective, culturally relevant Indigenous people's healthcare are examined. Participants develop knowledge of Indigenous peoples' history, traditional perspectives, health-wellness practices, and challenges inherent in the complex and interrelated socio-cultural, historical, and contextual determinants that influence health. Participants analyze Indigenous and mainstream knowledge/practices and how each shapes service design and delivery. The importance of respectful relationships, partnership, and Indigenous leadership in improving healthcare access and outcomes is explored. Course activities will strengthen participant abilities to draw on the literature and other information sources to inform program and policy development, knowledge translation, and evaluating program effectiveness as well as assist in preparing for a major paper or thesis in the area of Indigenous peoples' health. Prerequisite: HLTH 6000 Recommended Requisites: HLTH 5300, HLTH 5200 and NURS 5100
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3 credits
This course presents a basic overview of the principles of catering and service management in a hospitality environment. Students review and critique styles of service and develop an understanding of how to make food and beverage outlets more guest-friendly and profitable. Service management is introduced by both theory and practice, and students reflect on contemporary issues related to providing service excellence in different service environments. Prerequisite: English Studies 12/English First Peoples 12 with a minimum of 73% or equivalent and Serving It Right and Foodsafe Level 1.
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3 credits
This course explores the techniques and procedures of quality and quantity food production and service, and provides the principles underlying the selection, composition and preparation of major food products. Students gain practical experience by working in a food and beverage outlet. Prerequisite: English Studies 12/English First Peoples 12 with a minimum 73% or equivalent and Serving It Right and Foodsafe Level 1.
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3 credits
The intent of this course is to help prepare the learner for positions in the hotel industry by providing an overview of the complexities of the hotel industry and the various operating departments that are key elements of a hotel operation. Students will be expected to take an active role in the learning process through their in-class contributions. Through lectures, presentations, assignments and readings, the student will leave this class with a foundation that will assist them in future career decisions. Prerequisite: English Studies 12/English First Peoples 12 with a minimum of 73% or equivalent or ENGL 0600 or ESAL 0570 with a minimum C+ and ESAL 0580 with a minimum C+ Notes: Students may only receive credit for one of HMGT 1410 or HMGT 2410.
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3 credits
This course outlines the essential principles and procedures of effective food and beverage cost control. Students will be introduced to various control techniques that apply to different types of operations, from maintaining sales and cost histories to developing systems for monitoring current activities and projecting future profits. Topics covered will include budgeting techniques, standards determination, purchasing systems and menu pricing. Prerequisite: ACCT 1000 Recommended Prerequisite: Knowledge of Excel
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3 credits
This course provides insight into the scope and various segments of the groups market and demonstrates the relationship between professional service and operational success. Students will be given a comprehensive introduction to the complexities of managing a convention facility as well as exposure to key group markets and techniques for attracting them to the property. Prerequisite: TMGT 1150 or equivalent. Note: Students will only receive credit for one of HMGT 2120, BBUS 3450, BBUS 3451, MKTG 3450 or MKTG 3451.
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3 credits
This course discusses the management of Food and Beverage Operations within a hotel. Students will learn aspects of front of the house and back of the house operations of this department and will have an overview of the complexities of managing this dynamic area. Topics that will be covered include: product knowledge, legal issues, responsible beverage service, industry trends, service styles, marketing, sales and profitability. Prerequisites: HMGT 1110 and HMGT 1210 and Foodsafe Level 1. Minimum age requirement of 19 years of age.
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3 credits
This course offers students the opportunity to connect academic course work with practical application by participating in a multi-day field experience within a world-class destination. Prior to engaging in the field experience, students use seminars to develop a deeper understanding of the field experience. Students research the chosen destination, set personal and group objectives, liaise with industry partners and plan their travel itinerary within a budget. Upon return, the students undertake reflective oral and written assignments. Prerequisite: Students must be enrolled in the 2nd year of the Resort and Hotel Management Diploma program. Note: This course has an activity fee attached
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3 credits
Continuing from HMGT 1410, the intent of this course is to focus student learning on the rooms division area of hotel management. Regardless of the level or variety of services offered by the lodging facility, essentially all properties provide accommodation and the services required to register the guest and ensure that the guestroom is maintained. Therefore, the focus of this course is on the guest cycle (reservations, registration, occupancy and check-out). Students are introduced to basic front office operating procedures theory and application with a Hotel Property Management System (PMS) as well as principals of revenue management, hotel security and housekeeping issues. Prerequisite: HMGT 1410 or HMGT 2410
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3 credits
This course builds on material and concepts learned in Hotel Operations 1 and 2 and offers an introduction to the operation of resort properties. Beginning with historical development, details are presented in planning, development, financial investment, management, and marketing that deal with the unique nature of the resort business. The course uses a simulation program to integrate management concepts learned in the Resort & Hotel Management courses. Prerequisite: HMGT 1410 and HMGT 2510. Note: Students will only receive credit for one of HMGT 2610 or HMGT 2110.
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3 credits
This course provides students with professional and technical knowledge about the management of hospitality facilities, especially in the context of resorts. Emphasis is on the exploration of the complex factors that can influence the survival and development of hospitality enterprises. Students will evaluate issues of efficiency and effectiveness of diverse operating procedures in the delivery of the hospitality product to the consumer within the context of resorts. Topics covered include the need, and the resources required, for staging events such as banquets and conferences and the impact of the events sector on the hospitality field and on resort communities in particular. Prerequisite: Third-year standing
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3 credits
In this capstone course, students synthesize and apply theoretical and practical knowledge gained throughout their coursework in the Resort Experience concentration in the Bachelor of Tourism Management, toward problem-solving in the context of a hypothetical or real resort organization. Working in small groups, students take on the role of a research and consultancy team and produce a report advising how specific problems or issues may be resolved. Prerequisite: TMGT 3050 and either 4th year standing in the Bachelor of Tourism Management's concentration in Resort Experience or 2nd year standing in the Post-Baccalaureate Diploma in Resort Experience Management
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2 credits
This course introduces students to plant structure, growth and development. Topics to be covered include structure and function of plant parts, plant classification, nomenclature and identification, germination, photosynthesis and respiration, plant hormones and environmental effects on plant growth and development. Prerequisite: Admission to the Horticulture program
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2 credits
Students learn about the basic structure of greenhouses, heating and ventilating systems, soil mixes, supplemental lighting, fertilization, chemical growth regulators and irrigation systems. Prerequisite: Admission to the Horticulture program
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2 credits
The course deals with insect structure and development, important insect orders, causal agents of plant diseases and disorders, and various control measures. Prerequisite: Admission to the Horticulture program
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2 credits
The topics covered in this course include components of soil, texture, porosity, conductivity, cation-exchange capacity, salinity, soil organisms, mineral nutrients and soil amendments. Prerequisite: Admission to the Horticulture program
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1 credits
In this course, students study the biology of weeds, identification of weeds, control measures and common herbicides. Prerequisite: Admission to the Horticulture program
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1 credits
Nursery production is an important aspect of the horticulture industry in British Columbia, with a significant volume of landscape plants exported to the rest of Canada. Topics to be covered include site selection, management of field and containerized stock, plant propagation, fertilization, soil mixes and irrigation. Additional topics include the retailing of nursery stock and horticultural products in a garden centre. Prerequisite: Admission to the Horticulture program
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1 credits
The topics of fruit production examined in this course include site selection, rootstocks, pollination, pruning, and the use of chemical growth regulators. Areas covered in vegetable production include seed germination, growing transplants, cultivation, fertilization, irrigation and the cultural requirements of selected important vegetables. Prerequisite: Admission to the Horticulture program
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1 credits
Landscaping is an important and integral part of the urban environment. Students explore the principles of landscape design, developing a landscape plan, hard landscaping, landscape installation and landscape maintenance. Prerequisite: Admission to the Horticulture program
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1 credits
Students learn about the botany of grasses, selection of different grass species, seeding and sodding of lawns, fertilizers, irrigation, mowing and cultivation. Prerequisite: Admission to the Horticulture program
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3 credits
Practical sessions are an integral part of the program and are designed to give students hands-on experience in developing required skills. The following are the major topic areas followed by the apportioned class hours: Plant Studies (30), Insect Studies (13), Soil Studies (10), Weed Studies (8), Indoor Plant Identification (14), Landscape Plant Identification (30), Plant Propagation (39), Greenhouse Crop Production (33), Greenhouse Practices (59), Grounds Maintenance (71), Landscape Design (45), Landscape Installation (71), Pruning (15), Basic Carpentry (25), Small Engines (25), Pesticide Dispensers and Applicator's Course (18). Prerequisite: Admission to the Horticulture program
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3 credits
In this second term continuation, students resume their study of the topics listed in HORT 1700.
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3 credits
The objective of this practicum is to enhance and culminate the education acquired within the university environment with work experience at participating businesses and organizations. This practicum allows students to solidify information learned at Thompson Rivers University, to see its application in the workplace, and to participate in the day-to-day operation of a business. Through the practicum, students gain a deeper insight into the direction they wish to pursue within the horticulture industry. Prerequisite: Admission to the Horticulture program
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3 credits
Students are provided an opportunity to acquire new skills and improve on existing skills in a hands-on work-related environment. The main emphasis of this course is bedding plant production. Prerequisite: HORT 1510 or permission of the instructor
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This course will provide the foundation knowledge required to become a "Landscape Horticulturist". They select, handle and utilize trees, shrubs and ornamental plants and turf grass for the design, development and maintenance of public and private landscaping spaces. They also prepare soil, plants, cultivate, prune and irrigate to maintain plant vigor. Furthermore they control plant pests utilizing appropriate integrated pest management techniques. The program is intended to serve as a common core towards years one and two of Production Horticulturist, Landscape Horticulturist and Arboriculturist (when developed) and enable graduates to follow three possible career paths: 1. Entry into industry as skilled worker 2. Academic credits towards second year of 2-year diploma program 3. Entry into level three of Horticulture (Production & Landscape) Apprenticeship Program Prerequisite: Grade 10, Science 10, Mathematics 10 and two of: Composition 10, Creative Writing 10, Literary Studies 10, New Media 10, Spoken Language 10, EFP Writing 10, EFP Literary Studies 10, EFP New Media 10, EFP Spoken Language 10 Grade 12 is preferred.
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3 credits
Students are introduced to the management of an organization's workforce through the design and implementation of effective human resource policies and procedures. Current Canadian issues and practices are emphasized. The topics include the strategic role of human resources management; human resources planning; job analysis and design; recruitment and selection; employment equity; compensation; training and development; performance appraisal; occupational health and safety; and employee and industrial relations. Prerequisite: CMNS 1290 and ORGB 2810 Note: Students will only receive credit for one of HRMN 2820, HRMN 2821, HRMN 3820, BBUS 3810, BBUS 3811 or TMGT 1140.
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3 credits
Students are introduced to the management of an organization's workforce through the design and implementation of effective human resources policies and procedures. Current Canadian issues and practices are examined. Topics include the need for human resources management and its growing professionalism; human resource planning including job design and analysis; recruitment and selection; compensation; employee development; workplace health and safety; and employee relations. Prerequisites: There are no prerequisites for the course, but CMNS 1291, or CMNS 1290 and ORGB 2811, or ORGB 2810 are recommended. Note: Students cannot get credit for more than one of HRMN 2820, HRMN 2821, TMGT 1140, TMGT 1140, HRMN 3820.
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3 credits
Students are introduced to the management of an organization's workforce through the design and implementation of effective human resource policies and procedures. Current Canadian issues and practices are emphasized. The topics include the strategic role of human resources management; human resources planning; job analysis and design; recruitment and selection; employment equity; compensation; training and development; performance appraisal; occupational health and safety; and employee and industrial relations. Prerequisite: CMNS 1290 and ORGB 2810 Note: This course should be taken by students in the Minor in Management only. Note: Students will only receive credit for one of BBUS 3810, BBUS 3811, HRMN 2820, HRMN 2821 or TMGT 1140.
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3 credits
Students examine the policies and procedures for the planning, acquisition, deployment, and retention of a workforce of sufficient size and quality to allow an organization to attain its strategic goals. Topics include the strategic importance of staffing; the staffing environment; human resource planning; job analysis and design; recruitment; applicant screening; employee testing; interviews; references; decision making; employment contracts; methods of evaluating the hiring process; deployment; and retention. Prerequisite: HRMN 2820 or HRMN 3820 Note: Students will only receive credit for one of HRMN 3831, BBUS 4810 or HRMN 3830.
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3 credits
Students examine the policies and procedures for the planning, acquisition, deployment, and retention of a workforce of sufficient size and quality to allow an organization to attain its strategic goals. Topics include the strategic importance of staffing; the staffing environment; human resource planning; job analysis and design; recruitment; applicant screening; employee testing; interviews; references; decision making; employment contracts; methods of evaluating the hiring process; deployment; and retention. Prerequisites: There are no prerequisites for the course, but HRMN 2821 is recommended. Note: Students cannot get credit for more than one of HRMN 3830, HRMN 3831.
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3 credits
In this course, students examine the different aspects of union–management relations focusing on the Canadian experience. Topics include the characteristics of the Canadian labour relations environment, the legal framework that affects labour relations and workplaces; the history, origin and structure of unions in Canada; union organizing and union philosophy; collective bargaining; strikes and lockouts; third-party interventions; and dispute resolution methods. Through applied learning activities and assessments, students will be able to, understand, critically analyze and apply collective bargaining processes and dispute resolution methods. Students will also be introduced to Indigenous perspectives on work and unionization and comparisons to international labour relations. Prerequisite: HRMN 2820 or HRMN 3820 Note: Students will only receive credit for one of BBUS 3840, BBUS 3841, HRMN 3841 or HRMN 3840
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3 credits
In this course, students examine the different aspects of union–management relations focusing on the Canadian experience. Topics include the characteristics of the Canadian labor relations environment, the legal framework that affects labor relations and workplaces; the history, origin and structure of unions in Canada; union organizing and union philosophy; collective bargaining; strikes and lockouts; third-party interventions; and dispute resolution methods. Through applied learning activities and assessments, students will be able to, understand, critically analyze and apply collective bargaining processes and dispute resolution methods. Students will also be introduced to Indigenous perspectives on work and unionization and comparisons to international labor relations. Prerequisites: HRMN 2821 is recommended. Note: Students cannot get credit for more than one of HRMN 3840, HRMN 3841 and BBUS 3840.
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3 credits
Students develop an understanding of the different rewards systems available to employers to attract, motivate and retain a sufficient number of qualified employees. The topics include the components of total rewards; the rewards environment; motivational theories and rewards; rewards strategies; types of compensation; non-monetary rewards; and rewards and performance management, attraction, and retention. Prerequisite: HRMN 2820 or HRMN 3820 Note: Students will only receive credit for one of BBUS 4830, HRMN 4830 or HRMN 4831.
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3 credits
Students develop an understanding of the different rewards systems available to employers to attract, motivate and retain qualified employees. The topics include impact of rewards on attraction, retention and performance management; strategic framework for compensation; behavioural framework for compensation; components of compensation strategy; formulating rewards and compensation strategies; job evaluation; evaluating the labour market and individuals; designing base pay, performance pay and indirect pay plans; and implementing, managing, evaluating and adapting compensation systems. Prerequisites: There are no prerequisites for the course, but HRMN 2821, or HRMN 2820, or HRMN 3820 are recommended. Note: Students cannot get credit for more than one of HRMN 4830, HRMN 4831.
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3 credits
Students examine the educational activities provided by organizations to enhance the current performance of individuals or groups of employees and instill a commitment to continuous improvement and advancement. They study how organizations can become more adaptive by learning from their experiences and reacting more quickly to environmental change. Topics include organization learning; training and development; learning and motivation; needs analysis; training design, methods, and delivery; transfer of training; training evaluation; and cost and benefits of training programs. Prerequisite: HRMN 2820 or HRMN 3820 Note: Students will only receive credit for one of BBUS 4840, HRMN 4840 or HRMN 4841.
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3 credits
Students examine the educational activities provided by organizations to enhance the current performance of individuals or groups of employees and instil a commitment to continuous improvement and advancement. They study how organizations can become more adaptive by learning from their experiences and reacting more quickly to environmental change. Topics include organization learning; training and development; learning and motivation; needs analysis; training design, methods, and delivery; transfer of training; training evaluation; and cost and benefits of training programs. Prerequisites: There are no prerequisites for the course, but HRMN 2821 is recommended. Note: Students cannot get credit for more than one of HRMN 4840, HRMN 4841.
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3 credits
Students examine a selection of contemporary issues in human resource management. Topics include occupational health and safety, human resource information management, and professional practice. Corequisite: HRMN 3830 and HRMN 3840 Note: Students will only receive credit for one of HRMN 4890, HRMN 4891 or BBUS 4860
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3 credits
Students combine their knowledge of human resource management focusing on its alignment with organizational strategy and measurement. Human resource management systems that are aligned with strategic objectives are more capable of attracting, deploying, developing and retaining human capital and are key contributors to organizational competitiveness and success. The topics include employees and teams, talent management, performance management, human resource outsourcing, occupational health and safety, creating a healthy work environment, strategic role of human resource management, and human resource metrics and measurement. Prerequisites: There are no prerequisites for the course, but HRMN 3831, or HRMN 3830 and HRMN 3841, or HRMN 3840 are recommended. Note: Students cannot get credit for more than one of HRMN 4890, HRMN 4891.
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3 credits
Students explore themes of human rights and social justice. Students engage with issues of justice, fairness, and decolonization at local, national and transnational settings. Students examine relevant theoretical approaches such as universalism/relativism, equity, diversity and inclusion, intersectionality, distributive justice, critical race theory, disability theory, feminist analysis, and the role of social and political structures. The foundations course places emphasis on Indigenous, anti-colonial, decolonizing, antiracist, and global south perspectives. Thematic areas may include practical application of theoretical approaches in international and domestic contexts, such as human rights laws, social movements and activism, decolonization and reconciliation, torture and lack of legal process, refugee and immigrant rights, access to justice, disability rights, governance and transnational governance, Indigenous rights, and international human rights. Prerequisite: Admission into the MA HRSJ program.
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3 credits
Students explore themes of human rights and social justice. Students enhance their engagement with social change towards justice and fairness at local, national and transnational settings. Students examine various relevant theoretical approaches such as universalism/relativism, equity, diversity and inclusion, intersectionality, distributive justice, critical race theory, disability theory, feminist analysis and the role of social and political structures. Thematic areas may include practical application of theoretical approaches in international and domestic contexts, such as human rights laws, social movements and activism, human rights procedures, torture and lack of legal process, standards and remedies, the duty to accommodate, access to justice, disability rights, governance and transnational governance, Aboriginal rights and international human rights.
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3 credits
Students explore Indigenous land-based epistemologies within an interdisciplinary framework of Indigenous law, geography, social work, education, health and wellness. Through an alignment with Indigenous intergenerational land-based contexts, practices, and processes, students experience and articulate ethical modes of living that respect Indigenous self-determination and sovereignties. Students take an experiential approach that centres Indigenous knowledges and considers the land as the primary text and instructor. Students explore how policies and practices of colonialism and violence systematically block Indigenous access to the land and how diverse resistance and resurgence movements are asserting Indigenous rights in relation to food, water, education, ceremony, and movement. Prerequisite: Admission into the MA HRSJ program.
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3 credits
Students explore Indigenous land-based epistemologies within an interdisciplinary framework of Indigenous law, geography, social work, education, health and wellness. Through an alignment with Indigenous intergenerational land-based contexts, practices, and processes, students experience and articulate ethical modes of living that respect Indigenous self-determination and sovereignties. Students take an experiential approach that centres Indigenous knowledges and considers the land as the primary text and instructor. Students explore how policies and practices of colonialism and violence systematically block Indigenous access to the land and how diverse resistance and resurgence movements are asserting Indigenous rights in relation to food, water, education, ceremony, and movement.
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3 credits
Students examine social science and humanities field research as multidisciplinary practices that take place over a variety of contexts and locations. Students engage with quantitative and qualitative epistemologies and methodologies. Students learn to formulate basic research questions, and move on to explore methodological research choices and ethical implications. Students engage with Indigenous and anti-colonial approaches to research methods including data collection and analysis practiced in the global south. Students learn to create a comprehensive research proposal and ethics application. Students may choose to use this work as a thesis or project proposal. Prerequisites: Admission into the MA HRSJ program
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3 credits
Students examine social science and humanities field research as multidisciplinary practices that take place over a variety of contexts and locations. Students engage with quantitative and qualitative epistemologies and methodologies. Students learn to formulate basic research questions, through methodological research choices and ethical implications, to a comprehensive research proposal and ethics application. Students may choose to use this work as a thesis or project proposal.
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3 credits
Students investigate research problems related to human rights and social justice by working with relevant organizations and groups. With the help of the Arts Graduate Coordinator and Practicum Coordinator, students partner with local, provincial, national, or international organizations or groups that do work related to human rights and social justice. Students conduct research or work on research projects developed in agreement with the partner organizations or groups. Prior to field experience, students participate in training around cultural sensitivity, ethics and safety. Prerequisites: Admissions into the MA HRSJ program.
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3 credits
Students investigate research problems related to human rights and social justice by working with relevant organizations and groups. With the help of the Arts Graduate Coordinator, students partner with local, provincial, national, or international organizations or groups that do work related to human rights and social justice. Students conduct research or work on research projects developed in agreement with the partner organizations or groups. Prerequisites: There are no prerequisites for this course, but completion of HRSJ 5030 or HRSJ 5031 is recommended.
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3 credits
Students investigate an interdisciplinary approach to the complex issues of genocide from a philosophical, historical, and literary perspective. Variable elements of the course include particular case studies of genocide, the use of language, the role of eugenics and colonialism, ethical and moral considerations, and international efforts to define and tackle the various kinds of genocide. Using a variety of sources and methodologies, students start to formulate an original contribution to the increasingly important field of genocide studies. Prerequisite: Admission to the MA HRSJ program.
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3 credits
Students investigate an interdisciplinary approach to the complex issues of genocide from a philosophical, historical, and literary perspective. Variable elements of the course include particular case studies of genocide, the use of language, the role of eugenics and colonialism, ethical and moral considerations, and international efforts to define and tackle the various kinds of genocide. Using a variety of sources and methodologies, students start to formulate an original contribution to the increasingly important field of genocide studies.
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3 credits
Students explore the operation of settler colonialism as a distinct ongoing structure rather than an historical event. Students examine settler colonialism as a cultural project of overt colonial domination producing a new entity, such as Canada, the United States, Australia, and New Zealand, and thus premised on the ongoing dispossession of Indigenous Peoples from land. By investigating the process of settler colonialism as it emerged out of colonial expansion and domination globally and attending to the ways in which settler colonialism manifests and maintains itself locally, students will examine themselves in relation to settler colonialism. Prerequisite: Admission to the MA HRSJ program
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3 credits
Students explore the operation of settler colonialism as a distinct ongoing structure rather than an historical event. Students examine settler colonialism as a cultural project of overt colonial domination producing a new entity, such as Canada, the United States, Australia, and New Zealand, and thus premised on the ongoing dispossession of Indigenous Peoples from land. By investigating the process of settler colonialism as it emerged out of colonial expansion and domination globally and attending to the ways in which it manifests and maintains itself locally, students will examine themselves in relation to settler colonialism.
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3 credits
Students explore the ways that body rights are understood, accepted, and contested in global historical and contemporary case studies. Through an intersectional lens, students deepen their understanding of theoretical, social, and historical underpinnings of body rights. Through case studies, students investigate systemic inequalities and consider ways to advocate for body rights in different local and global contexts. Prerequisites: Admission into the MA HRSJ program.
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3 credits
Students explore the ways that body rights are understood, accepted, and contested in global historical and contemporary case studies. Through an intersectional lens, students deepen their understanding of theoretical, social, and historical underpinnings of body rights. Through case studies, students investigate systemic inequalities and consider ways to advocate for body rights in different local and global contexts. Prerequisite: Elective course for the proposed MA in Human Rights and Social Justice.
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3 credits
Students investigate and explore a series of diverse case studies related to the art, sociology and media practices of feminist social movements. Students investigate, analyze and critique the goals and achievements of feminist social movements, the complex media practices that emerge from and about them, and the artistic practice and production they generate. Students consider feminist issues such as the body and autonomy, sexual violence, environmentalism, and access to public and digital space in the context of activism and mobilization, evaluating the opportunities and challenges in building social justice frameworks for women in society. Prerequisites: Admission into the MA HRSJ program.
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3 credits
Students investigate and explore a series of diverse case studies related to the art, sociology and media practices of feminist social movements. Students investigate, analyze and critique the goals and achievements of feminist social movements, the complex media practices that emerge from and about them, and the artistic practice and production they generate. Students consider feminist issues such as the body and autonomy, sexual violence, environmentalism, and access to public and digital space in the context of activism and mobilization, evaluating the opportunities and challenges in building social justice frameworks for women in society.
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3 credits
Students examine significant script-to-play-to-film adaptations that engage human rights and social justice, by probing creative expressions of social justice issues on stage and screen in a variety of forms, from conventional to avantgarde. Students analyze texts using tools drawn from creative writing, theatre studies, media studies, as well as critical and adaptation theories. Students create their own stage play or screenplay that promotes change on a social justice issue. Prerequisites: Admission into the MA HRSJ program.
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3 credits
Students examine significant script-to-play-to-film adaptations that engage human rights and social justice, by probing creative expressions of social justice issues on stage and screen in a variety of forms, from conventional to avantgarde. Students analyze texts using tools drawn from creative writing, theatre studies, media studies, as well as critical and adaptation theories. Students create their own stage play or screenplay that promotes change on a social justice issue.
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3 credits
Students explore the technologies, structures and practices of networked culture to analyze the implications for human rights and social justice. Students investigate the inherent tensions within the myths of an open and accessible internet in the contexts of challenging structural inequalities and social constructs of identity, accessing public discourse, and building and sustaining robust civic media. Engaging various theoretical perspectives on networked culture and communication, students question what can be communicated, by whom and for what purposes in networked space, evaluating online practices and platforms as productive tools for social justice projects. Prerequisites: Admission into the MA HRSJ program.
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3 credits
Students explore the technologies, structures and practices of networked culture to analyze the implications for human rights and social justice. Students investigate the inherent tensions within the myths of an open and accessible internet in the contexts of challenging structural inequalities and social constructs of identity, accessing public discourse, and building and sustaining robust civic media. Engaging various theoretical perspectives on networked culture and communication, students question what can be communicated, by whom and for what purposes in networked space, evaluating online practices and platforms as productive tools for social justice projects.
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3 credits
Students explore the history, nature, and scope of the concept of rights: legal rights, civil rights, political rights and human rights, both as these pertain to individuals and as they pertain to groups and collectivities. Students trace the history of rights theory from early social contract theories (Hobbes, Locke, Rousseau) to contemporary theories of rights and justice. Students examine the relation between rights, conceptions of justice and power relations, and the law; how conceptions of rights may promote or inhibit the social advancement of particular groups; and how rights have been connected to people from equity-seeking groups in theory and in practice. Prerequisites: Admission into the MA HRSJ program
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3 credits
Students explore the history, nature, and scope of the concept of rights: legal rights, civil rights, political rights and human rights, both as these pertain to individuals and as they pertain to groups and collectivities. Students trace the history of rights theory from early social contract theories (Hobbes, Locke, Rousseau) to contemporary theories of rights and justice. Students examine the relation between rights, conceptions of justice and power relations, and the law; how conceptions of rights may promote or inhibit the social advancement of particular groups; and how rights have been connected to people from equity-seeking groups in theory and in practice.
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3 credits
Students confront gender-based violence in situations of war and conflict. Students use critical analysis tools, guidelines of social justice, and potentialities for solutions to analyze war and conflict. Using the expertise of various disciplines to uncover the complexities of what gender-based violence and trauma mean in the context of war and conflict, students explore the possibilities for peacebuilding and healing. In tackling all of these issues, students engage with the larger issues of human rights. Prerequisites: Admission into the MA HRSJ program.
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3 credits
Students confront gender-based violence in situations of war and conflict. Students use critical analysis tools, guidelines of social justice, and potentialities for solutions to analyze war and conflict. Using the expertise of various disciplines to uncover the complexities of what gender-based violence and trauma mean in the context of war and conflict, students explore the possibilities for peacebuilding and healing. In tackling all of these issues, students engage with the larger issues of human rights.
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3 credits
Students explore the history and development of modern political structures such as the nation-state and the capitalist global order through processes of social and political revolution, war and pacification, liberal constitutionalism and democratization. Students discuss cosmopolitanism and its relationship to contemporary awareness of global interconnection. Students trace the patterns of conflict and cooperation between state actors and social groups at regional, national and transnational levels. Students also examine key questions in the contemporary world from the perspectives of different social science disciplines and draw on core theories related to cosmopolitanism, materialism and post-structuralism, and consider how states can peacefully coexist in an anarchistic world system. Prerequisite: Admission into the MA HRSJ program
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3 credits
Students explore the history and development of modern political structures such as the nation-state and the capitalist global order through processes of social and political revolution, war and pacification, liberal constitutionalism and democratization. Students discuss cosmopolitanism and its relationship to contemporary awareness of global interconnection. Students trace the patterns of conflict and cooperation between state actors and social groups at regional, national and transnational levels. Students also examine key questions in the contemporary world from the perspectives of different social science disciplines and draw on core theories related to cosmopolitanism, materialism and post-structuralism, and consider how states can peacefully coexist in an anarchistic world system.
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3 credits
Students explore human rights and social justice issues surrounding water through multidisciplinary lenses such as science, engineering, literature, aesthetics including art and performance, spirituality, recreation, politics, and management. In the course, students draw on local, regional, national, Indigenous, and international examples to consider the significance of water as a human right and common heritage. Students examine topics that may include peace and international conflict; laws and policies; the privatization of water; water education; water and art; spiritual engagements with water; Indigenous peoples' laws and perspectives; equitable access; water and health; water and culture; and impacts of climate change on the future of water supplies. Prerequisites: Admission into MA HRSJ program.
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3 credits
Students explore hydrology, water resources, and water resource “management," drawing from local, regional, national and international examples. Students investigate scientific and engineering perspectives of water along with the cultural and artistic significance of water as a human right and common heritage. Topics concerning water include: peace and international conflict; laws and policies, the privatization of water; water education; Indigenous peoples' laws and perspectives; gender inequality and access; water and health; and future water supplies under projected climate change scenarios. Engagement with Secwepemic peoples and field components ensure student opportunities to experientially engage with overlapping and, at times contested, histories and terrain of methods coming from the perspectives of Indigenous knowledge, Western science and artists' practices of working outside gallery settings.
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3 credits
Students examine different types of risks in society and the different populations, places and life experiences associated with these risks, the forms of planning and practices to reduce risks, the gaps in knowledge and policies in addressing particular risks, and media coverage of differing types of risks. Students follow a case study approach, allowing for different disciplines to be integrated through varied readings from sociology, history, politics and environmental studies in assessing through social justice the inclusionary / exclusionary practices in addressing risks. Prerequisite: Admission into the MA HRSJ program.
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3 credits
Students investigate different types of risks in society and the different populations, places and life experiences associated with these risks, the forms of planning and practices to reduce risks, the gaps in knowledge and policies in addressing particular risks, and media coverage of differing types of risks. A case study approach allows for different disciplines to be integrated through varied readings from sociology, history, politics and environmental studies in assessing through social justice the inclusionary / exclusionary practices in addressing risks.
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3 credits
Drawing on geography, sociology, anthropology, and law, students examine contemporary capitalism as a system connecting extraction, production, consumption, and disposal at different spatial scales and across political jurisdictions, as well as differing cultural and social contexts. Beginning with the moral economists' critique of capitalism and its redefinition of human relations, students examine economic globalization under de-regulated capitalism. Students may examine moral economies in terms of production, labor, commoditization, valuation, and/or consumption with various themes and case studies. Students will also explore social movements that resist capitalist extraction and exploitation through labor, migrant, environment, or gender justice movements. Prerequisite: Admission into the MA HRSJ program
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3 credits
Students examine contemporary capitalism as a system connecting extraction, production, consumption, and disposal at different spatial scales and across political jurisdictions, as well as differing cultural and social contexts. Beginning with the moral economists' critique of capitalism and its redefinition of human relations, students explore economic globalization under de-regulated capitalism through the lens of the global fashion and apparel industry. This sector's complex impact on areas such as resources, land, labour, Indigenous peoples and consumer behaviour shapes students' investigation of contemporary concerns and alternative visions. Students study the law and legal institutions as key technologies constituting, not only economic globalization, but also the tools that social movements employ to pursue justice.
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3 credits
Students canvass theories from multiple disciplines, including sociology, history, geography, law, and medicine, that attempt to explain health inequities within and across global contexts. Social determinants of health and legal access to treatment are explored within the context of global capitalism. Students assess the role and impact of state-based, international, and community-based responses to health inequities, and develop action-based responses to real-world examples of health inequity. Prerequisites: Admission into the MA HRSJ program.
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3 credits
Students canvass theories from multiple disciplines, including sociology, history, geography, law, and medicine, that attempt to explain health inequities within and across global contexts. Social determinants of health and legal access to treatment are explored within the context of global capitalism. Students assess the role and impact of state-based, international, and community-based responses to health inequities, and develop action-based responses to real-world examples of health inequity.
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3 credits
Students examine unique and focused historical and/or contemporary issues concerning human rights and social justice. Students may learn about social, economic, political, or environmental issues from advanced interdisciplinary theoretical and/or methodological paradigms. Note: Students taking HRSJ 5710 for a second time for credit may only do so if the topic offering is substantively different (eg. different special topic course title) from the first time taken for credit.
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3 credits
Students examine unique and focused topics related to human rights and/or social justice that help advance their own research interests and needs. Students engage advanced, interdisciplinary readings and assessments to demonstrate depth of knowledge in an area otherwise not covered by other MA HRSJ courses. Prerequisites: HRSJ 5010 (min. grade B-); Directed studies proposal must show evidence of interdisciplinary engagement, must be approve by course instructor(s) and the MA HRSJ Program Coordinator. The proposal must be on a topic not covered through MA HRSJ course offerings. Directed Studies can only be taken due to extraordinary circumstances (for example, a student who needs to withdraw from a course may retake that course, with permission, as a directed studies)
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12 credits
Students explore and develop an original and substantial research project related to issues of human rights and social justice. Students completing the thesis completion option work under the direction of a faculty supervisor and a thesis advisory committee. Students completing the thesis option register in this course after completing nine credits at the 5000 level. Students remain enrolled in HRSJ 5910 until they have completed all of the requirements. Prerequisite: Admission into the MA HRSJ program; The agreement of a supervisor among faculty qualified to supervise within the MA HRSJ program; Completion of 9 credits at the 5000 level in the MA HRSJ program.
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12 credits
Students develop an original and substantial creative research project related to issues of human rights and social justice. Creative research projects can include, but are not limited to, art exhibits, creative writing, and theatre production. Students completing the creative completion option work under the direction of a faculty supervisor and an advisory committee. Students completing the creative option register in this course after completing nine credits at the 5000 level. Students remain enrolled in HRSJ 5920 until they have completed all of the requirements. Prerequisite: Admission into the MA HRSJ program; The agreement of a creative expression project supervisor among faculty members qualified to supervise within the MA HRSJ program; Completion of 9 credits at the 5000 level in the MA HRSJ program.
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12 credits
Students develop an original and substantial creative expression project related to issues of human rights and social justice. Creative expression projects can include, but are not limited to, art exhibits, creative writing, and theatre production. Students completing the creative completion option work under the direction of a faculty supervisor and an advisory committee. Students completing the creative option register in this course after completing nine credits at the 5000 level.
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6 credits
Students develop and research a project, typically in consultation with a partner organization or group, related to issues of human rights and/or social justice. Students completing the research project option work under the supervision of a faculty project advisor. Students completing the research project option can register for this course any time after completing nine credits at the 5000 level. Students remain enrolled in HRSJ 5930 until they have completed all requirements. Prerequisites: Admission into the MA HRSJ program; The agreement of a research project supervisor from among faculty members qualified to supervise in the MA HRSJ program; Completion of at least 9 credits at the 5000 level in the MA HRSJ program
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6 credits
Students develop and research a project, typically in consultation with a partner organization or group, related to issues of human rights and/or social justice. Students completing the research project option work under the supervision of a faculty project advisor. Students completing the research project option can register for this course any time after completing nine credits at the 5000 level.
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3 credits
Students create an e-portfolio summarizing their experiences and learning within the MA program. Students enroll in HRSJ 5940 if they have decided to take the course-based completion option for the MA, and they work with a faculty supervisor. Students can enroll in HRSJ 5940 after having completed nine credits at the 5000 level, but typically do not finish the e-portfolio until they have completed all required credits for the MA HRSJ. Prerequisites: Admission into the MA HRSJ program; The agreement of a supervisor among faculty qualified to teach in the MA HRSJ program; Completion of at least 9 credits at the 5000 level in the MA HRSJ program
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3 credits
Students create an e-portfolio summarizing their experiences and learning within the MA program. Students enrol in HRSJ 5940 if they have decided to take the course-based completion option for the MA, and they work with a faculty supervisor. Students can enrol in HRSJ 5940 after having completed nine credits at the 5000 level, but typically do not finish the e-portfolio until they have completed all required credits for the MA HRSJ.
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3 credits
This course examines the development of science in society. The course begins with the earliest scientific ideas, progressing to science in the modern era and beyond. A philosophical analysis of the advances, functions, and implications of science in society is used to study how science has changed over time, and how these changes have impacted our world. The discussion addresses issues such as societal attitudes toward science, the achievements of great scientists, and the effect on future generations of today's social policies regarding science. Central questions include: What is science for? Whom is it for? How has science changed over time? How does--and how should--society use science? Prerequisites: There are no prerequisites for the course, but Provincial Grade 12 Diploma or equivalent and University-level studies in history, science, or social sciences are recommended.
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3 credits
This course examines the development of science in society. The course begins with the earliest scientific ideas, progressing to science in the modern era and beyond. A philosophical analysis of the advances, functions, and implications of science in society is used to study how science has changed over time, and how these changes have impacted our world. The discussion addresses issues such as societal attitudes toward science, the achievements of great scientists, and the effect on future generations of today's social policies regarding science. Central questions include: What is science for? Whom is it for? How has science changed over time? How does--and how should--society use science? Prerequisites: There are no prerequisites for the course, but completion of 60 credits is recommended.
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3 credits
This course examines the effect of science on society through the use of sample readings and websites, and by encouraging students to discover their own collection of resources on science in modern society. The course begins with a summary of the historical development of scientific ideas; then examines the advances, functions, and implications of science in society. The discussion includes social forces that can lead to misuse of science andor science fraud and focuses on current and future controversies in life sciences and technological innovation as examples of the influence of science on daily life. The powerful presence of science in society raises a number of questions that the course explores: What is science? Is science truly objective and autonomous? How does-and how should-society use science? This upper-level course requires a significant amount of reading, Web research, independent work, and conference-based discussion. This course is suitable for students completing degrees in disciplines such as science, engineering, humanities, fine arts, social science, education, business, and general studies. Prerequisites: There are no prerequisites for the course, but previous university-level courses in history, science, or social science and completion of 60 credits are recommended.
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4 credits
This course provides the opportunity to acquire basic communication and interviewing skills. Using a problem-solving model, students learn how to work with clients to identify issues and through role playing, practice and demonstrate new skills. Before completing the final assignment, students are required to complete HUMS 1101. This course begins with an exploration of the concept of relationship as the critical ingredient to effective helping. The course ends with the opportunity to acquire basic communication and interviewing skills in working with clients to resolve issues using the problem-solving model, empowering and relationship building. You will be required to demonstrate personal integration of the helping skills covered in this course in simulated practice sessions using learning partners, teleconferencing, video viewing, and the production of a video with critique. Prerequisites: This course will be accepted in the Social Service Program until the replacement courses are available. The replacement courses will be HUMS 1541 and HUMS 1611. Check the SSWP webpage for updates. Corequisite: HUMS 1101
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1 credits
This course is designed to give students the opportunity to practice and receive feedback on their core communication, interview, and counselling skills and on their ability to apply the problem-solving model in case-simulation scenarios. The purpose of this course is to: allow the opportunity for role-play interventions in case simulations; clarify the basic communication concepts for social service practitioners; discuss areas of concern and prepare follow-through plans to further your professional growth. This course was previously known as SSWP 110. Prerequisites: HUMS 1091 (previously SSWP 109) including the completion of three HUMS 1091 (previously SSWP 109) course assignments or approval of the program area.Note: This course is offered through distance. If the student is attending the in-person course, travel costs to attend the weekend workshop are the student's responsibility. Enrolment may be limited in the workshop. This course will be accepted in the Social Service Program until the replacement course is available. The replacement course will be HUMS 1611 (previously HUMS 161). Check the SSWP webpage for updates. ***This course is only available for registration to students residing in Canada***
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3 credits
This course is an excellent introduction to the field of mental health care for those working in the field of human services. Topics include community mental health issues for children, youth, and adults, and the philosophy and values which direct care. Students reflect on person-centred practice, facilitative communication, behaviour management, non-violent crises intervention, the mental health system, and evidence-based practice. Students also have an opportunity to examine practice issues such as cultural competence, the ethics of care, and service delivery models. An overview of various disorders is presented, while mental health is examined through a best-practices approach that encompasses grounded theory, new developments in the field, problem solving, and current research. Prerequisite: Acceptance in the Human Service Diploma program Corequisite: Acceptance into the Human Service Diploma program
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3 credits
Students explore self-awareness as a foundational concept in the development of competent human service workers. The focus is on furthering self-knowledge and facilitating the development of self-reflection skills. Students build personal awareness, self-understanding and effective interpersonal communication by examining aspects of self, such as motivations, emotions, values, attitudes, beliefs, perceptions, learning styles, personal styles, and self-concept. Note: Students cannot receive credit for more than one of HUMS 1541, ECED 1340 or HUMS 1540
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3 credits
Students explore self-awareness as a foundational concept in the development of competent human service workers. The focus is on furthering self-knowledge and facilitating the development of self-reflection skills. Students will build personal awareness, self-understanding and effective interpersonal communication by examining aspects of self, such as motivations, emotions, values, attitudes, beliefs, perceptions, learning styles, personal styles, and self-concept. Prerequisites: Admission to the Social Service Worker Certificate or Program Coordinator permission, or admission to the Human Service Diploma Program or Program Coordinator Permission. Note: Students cannot get credit for more than one of HUMS 1540, HUMS 1541, ECED 1340, EDCS 1540.
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3 credits
Students examine multiple family structures in Canadian society providing the groundwork for beginning practice with families in human service work. Personal values and perceptions related to traditional and non-traditional family types are explored. Topics include the current and historical social, political, cultural, and economic influences on today's families, family of origin and intergenerational trauma issues, family systems theory, and family communication patterns. Prerequisite: Admission to the Human Service Diploma Program or Program Coordinator permission Note: Students cannot receive credit for both ECED 2440 and HUMS 1560
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3 credits
Students examine multiple family structures in Canadian society providing the groundwork for beginning practice with families in human service work. Personal values and perceptions related to traditional and non-traditional family types are explored. Topics include the current and historical social, political, cultural, and economic influences on today's families, family of origin and intergenerational trauma issues, family systems theory, and family communication patterns. Prerequisites: There are no prerequisites for the course. Note: Students cannot get credit for more than one of HUMS 1560, HUMS 1561.
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3 credits
Students review the field of human service practice beginning with an overview of personal and professional values and ethics that are key elements of practice. Additional topics include observation, record keeping, community mapping, supervision, team work, and self-care. Prerequisite: Admission to the Human Service Diploma program Note: Students cannot receive credit for more than one of EDCS 1580, HUMS 1581 or HUMS 1580
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3 credits
Students review the field of human service practice beginning with an overview of personal and professional values and ethics that are key elements of practice. Additional topics include observation, record keeping, community mapping, team work, and self-care. Prerequisites: Admission to the Human Service Diploma Program or permission of the Program Coordinator, or admission to the Social Service Certificate Program or permission of the program coordinator. Note: Students cannot get credit for more than one of HUMS 1580, HUMS 1581, EDCS 1580.
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3 credits
Students participate in a 190-hour blended community service learning practicum to establish linkages between Human Service knowledge, values and skills. Students experience supervised opportunities to demonstrate self-knowledge and self-awareness, professional integrity, and positive working relationships in a human service agency. The focus is on the application of core human service concepts and the recognition of the knowledge to practice relationship. Prerequisite: HUMS 1540 with a C grade or better and HUMS 1580 with a C grade or better and admission to the Human Service Diploma Program Note: Students cannot receive credit for more than one of EDCS 1680, HUMS 1601, HUMS 1680 or HUMS 1600.
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3 credits
Students participate in an 190-hour blended community service learning practicum to establish linkages between Human Service knowledge, values and skills. Students experience supervised opportunities to demonstrate self-knowledge and self-awareness, professional integrity, and positive working relationships in a human service agency. The focus is on the application of core human service concepts and the recognition of the knowledge to practice relationship. Prerequisites: HUMS 1540 with grade of C or better, or HUMS 1541 with grade of C or better, or EDCS 1540 with grade of C or better, and HUMS 1580 with grade of C or better, or HUMS 1581 with grade of C or better, or EDCS 1580 with grade of C or better. This course is only available to students who have been admitted to the Social Service Worker Certificate Program. Note: Students cannot get credit for more than one of HUMS 1600, HUMS 1601, EDCS 1680.
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3 credits
Students review various interviewing skills and techniques, and develop the skills to complete informational and referral interviews as well as facilitate problem-solving interviews. This course offers lecture, discussions, and videotaped practice of simulated interviews. Prerequisite: Admission to the Human Service Diploma program ENGL 1100, PSYC 2130, HUMS 1770, HUMS 1540, HUMS 1580 Note: Students cannot receive credit for more than one of HUMS 2530, HUMS 2531, HUMS 1610 or HUMS 1611
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3 credits
Students examine the historical and continuing process of colonization in Canada, and the resulting societal, political, linguistic, spiritual, and cultural impacts that are challenging Indigenous peoples today. The development of cultural understanding and the beginning of culturally competent practice occur in this course. Additional topics include self-government, cultural healing and empowerment, and human service practice in Indigenous peoples communities. Prerequisite: Admission to the Human Service Diploma program or permission of the Program Coordinator Note: Students cannot receive credit for both HUMS 1771 and HUMS 1770.
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3 credits
Students examine the historical and continuing process of colonization in Canada, and the resulting societal, political, linguistic, spiritual, and cultural impacts that are challenging Indigenous people today. The development of cultural understanding and the beginning of culturally competent practice occur in this course. Additional topics include self-government, cultural healing and empowerment, and human service practice in Indigenous communities. Prerequisites: Admission to the Human Service Diploma Program or permission of the Program Coordinator. Note: Students cannot get credit for more than one of HUMS 1770, HUMS 1771.
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3 credits
Students are provided an introductory opportunity to work with clients in social service and community support settings, and to identify important aspects of reflective human service practice. These include the use of self, the importance of establishing relationships, and the use of supervision. Students are required to complete a structured volunteer experience in an approved community agency and to participate in a series of bi-weekly seminars that discuss a framework to undertake human service practice with clients. Prerequisite: Admission to the Human Service Diploma program
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3 credits
Students are provided an overview of Fetal Alcohol Spectrum Disorder, including the effects of alcohol during pregnancy, diagnostic criteria, assessment, and current research. Students also explore addiction issues related to gender, harm reduction, and the historical, cultural, and moral implications of addiction. Students have an opportunity to identify and analyze their beliefs and values related to addictions and invisible disabilities.
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3 credits
Students develop specific skills and knowledge that can be applied to advocacy for children, youth, and adults facing significant social disadvantages, such as disabilities, poverty, and mental health problems. Community systems are examined in terms of how practitioners can facilitate support for clients facing multiple barriers. Prevention programs and community teaming possibilities are discussed, and students are provided opportunities to discover existing resources and identify gaps in services, from a community perspective, for specific populations (such as people with Fetal Alcohol Spectrum Disorder - FASD).
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3 credits
This course is designed to help students situate their work, with individuals affected by Fetal Alcohol Spectrum Disorder (FASD), within a developmental context. Students explore fetal alcohol effects as they are experienced across the lifespan, from infancy to adulthood, as well as within specific social systems (family, community, workplace, school, and leisure-related settings). Secondary disabilities are addressed with attention to how these develop over time. Strategies for addressing secondary disability issues are discussed.
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3 credits
The primary purpose of this practicum course is to provide opportunities for both demonstration and evaluation of the students understanding and response in supporting individuals and communities coping with fetal alcohol spectrum disorder. Students with field experience may choose to do a reflective research project which will connect their theoretical knowledge to practice. Those students with limited field experience will have the opportunity to practice in the field for a 12 week period - 1 day a week. During these 12 weeks there will be a 3 hour seminar held weekly in which students can, in consultation with their peers, discuss ethics, practice and application of skills in supporting individuals, families and communities. Prerequisite: HUMS 2000, HUMS 2010, HUMS 2030 Corequisite: HUMS 2000, HUMS 2010, HUMS 2030
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3 credits
Students explore the profession of social work through an examination of the history, philosophical foundation, and contemporary theoretical perspectives. Topics include an overview of social work theories, roles, and practice models, including the relevant Codes of Ethics and Practice Standards, as they apply to individuals, families and communities. A primary focus of the course is understanding individuals, families and communities using a social justice perspective which examines the social structures that influence people's lives, and lead to various sources and forms of oppression and marginalization in Canadian society. Prerequisite: Admission to the Human Service Diploma Program or permission of the Program Coordinator Note: Students cannot get credit for more than one of HUMS 2060, HUMS 2061, SOCW 2060 or SOCW 2061
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3 credits
Students examine the history and development of human services and social welfare policy in Canada. Topics include poverty, with particular reference to women and Indigenous People, as well as major political ideologies and their impact on social policy. Students explore the structure of government and the development of a social security system in Canada, and one model for policy analysis is introduced. Prerequisite: Admission to the Human Service Diploma program or permission of the Program Coordinator Note: Students cannot receive credit for more than one of SOCW 2120, SOCW 2121 or HUMS 2120
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3 credits
This course explores the etiology and characteristics of autism spectrum disorder (ASD) as well as evidence-based strategies for supporting individuals with Autism Spectrum Disorder (ASD) in classroom, community and home settings across the lifespan. This course is intended for community and classroom support ractitioners, but is a good introduction for anyone, including family members wanting to gain knowledge and strategy for accommodating and supporting individuals diagnosed on the autism spectrum.
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3 credits
Students are introduced to various theories for human service practice. By examining a range of theories appropriate to professional practice, the link between theory and practice is established. Participants integrate theories into their practice framework and investigate the suitability of various theories in practice with individuals, families, groups, and communities. Note that students cannot receive credit for both HUMS 2220 and HUMS 2221
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3 credits
Students are introduced to various theories for human service practice. By examining a range of theories appropriate to professional practice, the link between theory and practice is established. Participants integrate theories into their practice framework and investigate the suitability of various theories in practice with individuals, families, groups, and communities. Prerequisites: There are no prerequisites for the course. Note: Students cannot get credit for more than one of HUMS 2220, HUMS 2221.
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3 credits
Students develop an understanding of human service work with people in the areas of mental health and substance use. They explore mental health and substance use in Canada, incorporating Indigenous perspectives. They investigate perceptions about mental health and substance use, theoretical foundations and key foundational concepts in the prevention, screening, assessment and treatment of mental health and substance use related difficulties. Students examine the Canadian mental health system and the influence of social and cultural factors on mental health and substance use in Canada. Students reflect on their own attitudes and beliefs regarding mental health and substance use. Note that students cannot receive credit for both HUMS 2230 and HUMS 2231
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3 credits
Students develop an understanding of human service work with people in the areas of mental health and substance use. They explore mental health and substance use in Canada, incorporating Indigenous perspectives. They investigate perceptions about mental health and substance use, theoretical foundations and key foundational concepts in the prevention, screening, assessment and treatment of mental health and substance use related difficulties. Students examine the Canadian mental health system and the influence of social and cultural factors on mental health and substance use in Canada. Students reflect on their own attitudes and beliefs regarding mental health and substance use. Prerequisites: There are no prerequisites for the course. Note: Students cannot get credit for more than one of HUMS 2230, HUMS 2231.
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3 credits
Students examine selected current issues in child and youth care and human service practice. Prerequisite: Admission to the Human Service Diploma program or permission of the program coordinator
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3 credits
Participants develop the values, language, speech, and skills required for the development of professional helping relationships. Utilizing critical reflection, participants examine relationship development with members of diverse populations, conduct relationship building activities, and learn the process of giving and receiving professional feedback and supervision. Prerequisite: HUMS 1540 with a grade of C or better and HUMS 1580 with a grade of C or better. Admission to the Human Service Diploma Program or permission of the Program Coordinator Note: Students cannot receive credit for more than one of HUMS 2531, ECED 1440 or HUMS 2530
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3 credits
Participants develop the values, language, contextual speech, and skills required for the development of professional helping relationships. Utilizing critical reflection, participants examine relationship development with members of diverse populations, conduct relationship building activities for their peers, and learn the process of giving and receiving professional feedback and supervision. Prerequisites:HUMS 1541 or HUMS 1540 or EDCS 1540, and HUMS 1581 or HUMS 1580 or EDCS 1580, with a grade of C or better. Exclusion Requisites:HUMS 1610, HUMS 2530
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4 credits
Students participate in a 190-hour supervised practicum at an agency, which delivers community-based services to children and youth, families and others in the community. The focus is on students demonstrating professional and ethical practice, appropriate and accountable professional decision-making; and reflexive practice. Students will explore the social justice factors affecting the service user population in the agency. Prerequisite: HUMS 1601 with a grade of C or better OR HUMS 1600 with a grade of C or better OR EDCS 1580 with a grade of C or better Note: Students cannot receive credit for both SOCW 3040 or HUMS 2600
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3 credits
Students participate in a 190-hour supervised practicum at an agency, which delivers community-based services to children and youth, families and others in the community. The focus is on students demonstrating professional and ethical practice, appropriate and accountable professional decision-making; and reflexive practice. Students will explore the social justice factors affecting the service user population in the agency. Prerequisite: Admission to the Human Service Diploma Program and HUMS 1600 with a grade of C or better, or HUMS 1601 with a grade of C or better, or EDCS 1680 with a grade of C or better. Note: Students cannot get credit for more than one of HUMS 2600, HUMS 2601.
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3 credits
This independent study course is designed to allow students the opportunity to investigate a specific issue within a field or topic pertinent to human service work. Consultation with, and permission of, a faculty member, the Human Services Program Coordinator and the Chair of the School of Social Work and Human Services is required. Prerequisite: Second Year Standing
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3 credits
Students examine specific milieus of practice in human service. The course provides an opportunity for students to explore innovations and trends in supporting diverse service users in emerging areas of the human service field.
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3 credits
Students build on their basic communication skills through the purposeful and conscious application of multiple frameworks and practice theories. The focus is to integrate problem solving and planned change theory with core communication skills to build effective helping relationships with individuals. Students develop the ability to utilize professional theories and frameworks to understand and facilitate change in their work. Prerequisite: HUMS 2530 with a minimum C grade and HUMS 2220 with a minimum C grade and admission to the Human Service Diploma Program or permission of the Program Coordinator Note: Students cannot receive credit for both SOCW 3530 and HUMS 3530
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3 credits
Students build on their basic communication skills through the purposeful and conscious application of multiple frameworks and practice theories. The focus is to integrate problem solving and planned change theory with core communication skills to build effective helping relationships with individuals. Students develop the ability to utilize professional theories and frameworks to understand and facilitate change in their work. Prerequisite: HUMS 2531 with a grade of C or better, or HUMS 2530 with a grade of C or higher. Note: Students cannot get credit for more than one of HUMS 3530, HUMS 3531, SOCW 3530.
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3 credits
Students explore the law as an expression of social policy, and the processes by which laws are developed, enacted, and changed. Students are introduced to family law and the family courts, and to human rights legislation with special reference to how laws affect children and human services. The organization of legal services, and the legal accountability and liabilities of human service workers and others in the human service field, are presented. Note: Students may receive credit for only one of the following: SOCW 3570, CYCA 3570, HUMS 3570 Prerequisite: Admission to the Human Service Diploma program or permission of the Program Coordinator
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