1. finance
2. accounting and auditing

Learning Outcomes for Course-Based Portfolios
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Accounting (ACCT)
Accounting (ACCT) 245
Accounting for Managers
of Not-for-Profit
Organizations
Revision 3
Develop a basic understanding of an organization’s financial
management objectives.
Understand how financial transactions flow through the
bookkeeping-accounting cycle.
Be familiar with what each statement in a basic set of financial
statements represents.
Be familiar with the differences between for-profit and not-forprofit financial statements.
Be able to perform basic financial statement analysis.
Explain how financial statement analysis can be used for
decision-making.
Describe the types of budgets that are typically used by
organizations.
Be familiar with financing sources for organizations.
Be familiar with basic capital budgeting techniques.
Accounting (ACCT) 250
Accounting for Managers
Revision 4
Have a basic understanding of how an organization’s code of
conduct is associated with accounting internal controls
Demonstrate an understanding of the difference between
financial and management accounting as well as the
relationship between the two.
Demonstrate an understanding of cost behavior and analysis
including the associated calculations (aka Cost-Volume-Profit
analysis).
Prepare and interpret special purpose management reports.
Identify and utilize relevant costing information for special
decision-making.
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Prepare and interpret financial statements prepared for internal
purposes using absorption costing vs. contribution margin
costing.
Prepare and interpret budget statements (i.e., sales budget,
labour budget, production budget, cash budget, as well as
variance reports) under a standard cost system.
Prepare and interpret capital budgets.
Accounting (ACCT) 253
Introductory Financial
Accounting
Revision 12
Demonstrate an understanding of responsibility accounting,
decentralized organizations, and cost management /
performance measurement systems.
Analyse and prepare a set of basic financial statements.
Describe the accounting cycle of a sole proprietorship.
Explain how financial transactions are processed through the
accounting information system each accounting period.
Be familiar with accounting for merchandise operations, as well
as inventory and cost of sales.
Be familiar with balance sheet components – internal control
and cash, accounts receivable, capital assets, and short- and
long-term liabilities.
Be familiar with financial accounting issues specific to the
corporate form of organization.
Be familiar with a cash flow statement.
Be familiar with generally accepted accounting principles and
ethics.
Accounting (ACCT) 351
Intermediate Financial
Accounting I
Revision 12
Apply basic tools for analyzing financial statements.
Be familiar with the environment of and conceptual framework
for financial reporting.
Be familiar with accounting information processing systems.
Apply present value concepts in accounting.
Prepare the four basic financial statements – the statement of
income, the cash flow statement, the retained earnings
statement, and the balance sheet, including presentation and
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disclosure issues.
Accounting (ACCT) 352
Intermediate Financial
Accounting II
Revision 11
Accounting (ACCT) 355
Cost Analysis
Revision 7
Be familiar with accounting issues related to the asset side of
the Balance Sheet, both procedural and conceptual issues.
Be familiar with accounting issues associated with the equity
side of the Balance Sheet (liabilities and shareholders’ equity).
This includes both procedural and conceptual issues, as well as
consideration of matters related to presentation and disclosure.
Be familiar with accounting for income taxes, employee future
benefits, leases, and financial statement analysis.
Understand the role of management accounting in planning,
control and decision making in an organization.
Understand the terminology and concepts in identifying and
classifying costs.
Demonstrate the use of cost-volume-profit analysis in decision
making and planning.
Use methods focusing on cost accumulation and product
costing for inventory valuation and income determination.
Understand and use activity based costing and the cost
hierarchy approach in allocating costs to products and services.
Understand and apply process costing using various costing
methods and distinguish and account for spoilage in process
costing procedures.
Describe and use various methods for estimating a cost
function.
Understand and compare/contrast variable costing and
absorption costing and prepare income statements using both
methods.
Measure and identify relevant costs for different types of
managerial decisions.
Understand various methods for pricing products and services
and recommend a pricing strategy based on various
considerations.
Identify and evaluate management of inventory through various
tools such as just-in-time inventory management, economic
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order quantity, and backflush costing.
Prepare a master budget and supporting schedules for an
organization.
Develop flexible budgets and compute/interpret variances from
the flexible budget.
Accounting (ACCT) 356
Strategic and Competitive
Analysis
Revision 5
Evaluate transfer pricing alternatives for decentralized
organizations.
Upon successful completion, student will be able to:
Use methods and techniques for analyzing business
competition, and will understand the implications associated
with and the appropriateness of each particular analytical
technique, (such as the FAROUT system of analysis, Porter’s five
forces analysis for a particular industry, customer segmentation
analysis, cost models of customer value analysis, the steps
underlying resource base view (RBV) of strategic analysis, STEEP
analysis, scenario analysis, patent analysis, s-curve analysis, and
issue analysis.)
Undertake a SWOT analysis for a given firm and explain the
implications of the analysis for the organization’s strategy.
Describe the importance of the product life cycle concept for
strategic planning
Evaluate the implications of strategy for management
accounting and explain the use of tools that support strategic
management.
Identify, analyze and provide specific recommendations with
respect to strategic issues facing an organization.
Describe and apply the elements of an effective case analysis.
Apply important strategic concepts such as core competence,
distinctive competence, and sustainable competitive advantage,
the experience curve, the growth vector matrix, strategic
budgeting, strategic planning the use of strategic cost
management concepts to analyze organization costs.
Identify the five basic financial ratio types, and use them to
analyze a particular organization.
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Accounting (ACCT) 451
Advanced Financial
Accounting
Accounting (ACCT) 453
Financial Accounting
Theory
Revision 6
Identify the data required to evaluate customer profitability and
undertake a customer profitability analysis.
The CLA does not currently have learning outcomes for this
course.
Use the present value model, under conditions of certainty and
uncertainty, to prepare an articulated set of financial
statements for a simple firm.
Define the concept of decision usefulness.
Perform calculations in accordance with the single-person
theory of decision making under uncertainty.
Describe the basic concepts of the portfolio theory and the
optimal investment decision.
Describe the implications of the Sharpe-Lintner capital asset
pricing model (CAPM) for securities pricing.
Explain the significance of information asymmetry and the
adverse selection problem, in particular, to financial accounting
theory.
Outline some of the difficulties in conducting empirical research
to discover evidence of securities market reaction to accounting
information.
Apply the earnings response coefficient concept to accounting
for extraordinary items.
Evaluate the empirical evidence on securities market response
to RRA.
Outline Ohlson’s clean surplus theory, and describe its role in
firm valuation.
Apply the concept of economic consequences to accounting for
employee stock options, to accounting for government
assistance, and to successful-efforts versus full-cost accounting
in the oil and gas industry.
Describe the concept of positive accounting theory and its
predictions about manager reaction to compensation contracts,
debt covenants, and political pressures.
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Outline the basic principles of non-cooperative game and
agency theory, including the concepts of reservation utility,
fixed versus moving support, and first-best versus second-best
contracts.
Evaluate the evidence of earnings management and its effects
on share prices.
Accounting (ACCT) 454
Decision Analysis
Revision 5
Compare the two theories of regulation: the public interest
theory, and the interest group theory.
Upon completion of this course, the student will be able to:
Identify, analyze and evaluate a company’s organizational
design relative to the stated strategy
Perform analyses to support managerial decisions
Design and implement effective management control systems
Identify, analyze and evaluate the performance measurement
system’s alignment to strategy and its effectiveness relative to
the objectives of such a system
Prepare financial forecasts based upon demand and operational
forecasts and evaluate the company’s performance during and
post operations
Accounting (ACCT) 460
Principles of Auditing
Revision 7
Develop an awareness of the moral responsibilities of
management accountants and ethical issues within the field
Define auditing, state the reasons for audits, and describe the
different types of audits and auditors.
Identify the generally accepted auditing standards (GAAS) set
by the Canadian Institute of Chartered Accountants.
Identify the different categories of audit reports and describe
the circumstances under which each type of audit report should
be rendered.
Describe the ethical behavior required of auditors and apply the
components of the professional rules of conduct.
Identify the four major phases of an audit and describe the
relationship they have with the examination standards
(generally accepted auditing standards).
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Explain the meaning of internal controls, and describe the effect
they have on the audit approach.
Describe several audit sampling techniques.
Identify the characteristics of an automated information
system, and list the advantages and disadvantages of
automated information systems.
Identify the source documents, accounting records, and
describe the basic characteristics of a good system of internal
controls for: the sales and receivables cycle, purchase and cash
disbursement transactions, for the capital acquisition and
repayment cycle, for the payroll cycle, for the inventory cycle.
Describe the compliance and substantive tests an auditor would
perform.
Describe the techniques used by the auditor to identify and
assess the impact of subsequent events and contingent
liabilities.
Describe the differences between an operational audit, a
financial statement audit, value-for-money audits.
Define fraud, and explain who is responsible for fraud
prevention and detection in an organization.
Recognize the warning signs of fraud and fraudulent practices,
and describe the customary procedures for handling and
reporting fraud.
Administration (ADMN)
Administration (ADMN)
100
The CLA does not currently have learning outcomes for this
course.
Introductory Quantitative
Skills for Business
Administration (ADMN)
201
The following outcomes provided guidance for the design of
this course:
Introduction to Business
Studies
Revision 1
2015 May
Define what a business is and its economic and societal roles.
Explore international trade and the global business
environment.
Learning Outcomes for Course-Based Portfolios
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Identify the ways that ethics and social responsibility shape the
behaviour of businesses.
Describe the contributions small businesses and entrepreneurs
make to the Canadian economy.
Discuss the four primary business functions which include
accounting, finance, management, and marketing.
Understand the four basic areas of management, which are
strategic planning, organizing, leading, and controlling.
Explain the roles that employees have in business, and how to
motivate employees.
Discuss the supply chain and goods and services production.
Define marketing and explain its role for creating exchanges
between businesses and their customers.
Understand the need for and use of financial information
created by the accounting function.
Administration (ADMN)
205
Introduction to Project
Management
Revision 1
Describe the importance of financial tools such as money,
banking, and investments.
Upon completing this course, you will be able to
Use key terms from the field of project management
appropriately to communicate personal ideas and experiences.
Critically evaluate the benefits of project management for
organizations and individuals, and explain how projects fit into
an organization’s sociocultural and interorganizational
structures.
Identify specific kinds of problems and conflicts that can occur
on projects.
Explain the importance of interpersonal skills in project
management.
Provide examples of the type of work that project managers do
and the kinds of challenges project managers deal with.
Apply concepts and strategies at a novice level to real-world
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situations.
Describe the four sequential stages of a project’s life cycle and
the specific project management deliverables related to each
stage.
Apply your knowledge of project management to a personal
project that involves the use of project management principles,
techniques, and creativity.
Locate, gather, and organize information using appropriate
online technologies and resources.
Use self-assessment techniques to monitor personal learning
strengths and areas for development.
Plan and manage time efficiently to achieve success in distance
learning experiences.
Explain how project management techniques can be applied to
many aspects of life, not just to work-related projects.
Explain how understanding why and when project management
tools and techniques are used is as important as learning how
they are used.
Administration (ADMN)
232
Introduction to
Management
Revision 9
Create a project management tool kit to prepare yourself to
participate as an entry-level project team member.
After successful completion of this course, you will be able to:
Describe introductory management theory according to its
three basic functions: how it makes things happen; meeting the
competition; and organizing people, projects, and processes.
Understand theories of administration applicable to public and
private sectors and describe how these theories reconcile with
current practice.
Describe the different kinds of managers and what they do.
Understand and analyze an organization's specific and general
environment.
Discuss corporate social responsibility and the influences of
ethical decision making.
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Understand the elements of managerial planning, leading,
controlling and decision making:
Describe how plans are used at all management levels
Discuss the various methods that managers can use to
maintain control
Explain the steps to rational decision making in individuals
and groups
Meeting the competition through an understanding of business
strategy, organizational change and organizational structure:
Explain the components of sustainable competitive
advantage
Explain the different kinds of corporate, industry and firm
level business strategies
Discuss different methods to manage innovation and
organizational change
Discuss organizational structure including the types of
departmentalization, job design and methods to redesign
processes
Understand the effective management of people through
teams, leadership and performance management:
Discuss the different kinds of teams and how to enhance
their effectiveness
Describe the steps in human resource planning, and methods
of recruitment
Discuss performance management including performance
appraisal and compensation
Administration (ADMN)
233
Writing in Organizations
2015 May
Explain how managers can use the theory behind basic
motivational and leadership theories
Apply a systematic process to plan, organize, and revise
business messages.
Write routine messages that answer a reader's specific needs
and that conform to established rules of writing. Such messages
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Revision 11
include: e-mail messages, memos, and faxes.
Write more demanding messages such as routine letters and
goodwill messages, persuasive and sales messages, and
negative (bad news) messages.
Administration (ADMN)
404
Strategic Management
Administration (ADMN)
415
Strategy and Technology
Innovation
Revision 3
Plan and prepare to write complex messages such as business
reports and proposals and formal reports.
This course cannot be included in a PLAR portfolio.
Explain the foundations and implications of the dynamics of
technology innovation on strategy development and
identification of meaningful trends
Examine the process of crafting the company strategic planning
Identify the key steps in formulating the innovation strategy
including project selection, collaboration strategies, and
strategies for protecting the company’s technological rights.
Explain the typical process of strategy-through-implementation
Be exposed to the major business processes of an organization
from demand side activities backward through the supply chain
to procurement. The application of “e” technologies to major
business processes will be the key learning.
Administration (ADMN)
417
International Business
Management
Revision 3
Become familiar with the strategic planning process both from a
process and content perspective.
Learners completing this course should be able to:
Demonstrate a basic understanding of the ideas, theories, and
methods of international business.
Recognize factors that promote and inhibit international
business activity.
Demonstrate an understanding of the cultural, political, and
legal context in which international businesses operate.
Develop an understanding of the ethical issues surrounding
international business.
Recognize and analyze international business problems and
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Administration (ADMN)
499
offer solutions.
Learning Outcomes are not available for Directed Study
Courses.
Directed Study in
Administrative Studies
Anthropology (ANTH)
Anthropology (ANTH) 272
Introduction to
Archaeology
Anthropology (ANTH) 275
Faces of Culture: An
Introduction to Cultural
Anthropology
Anthropology (ANTH) 277
The Archaeology of
Ancient Peoples
Revision 3
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
Define archaeology, describe its rise as a discipline and describe
its contribution to our understanding of changes in human
adaptations over time.
Describe the major problems faced by early hominins and
outline the adaptive strategies they employed to solve these
problems.
Describe the physical and cultural evolutionary changes which
accompanied the appearance of Australopithecines, Homo
erectus, Neanderthals and anatomically modern humans.
Identify the time depth of the dispersal of humans from Africa
to Europe, Asia, Australia and the Americas and describe the
cultural adaptations that contributed to and derived from these
movements.
Describe the environmental changes that occurred during the
early Holocene, explain their significance for human
adaptations and describe 5 characteristics of Mesolithic huntergatherer social complexity.
Define food production, describe its major technological and
social consequences, and describe and evaluate 5 theories
about the origins of food production.
Compare and contrast the development of food production in
the Old World and the New World.
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Define civilization, describe the changes that accompanied the
development of early states, and discuss and evaluate 5
theories of the emergence of states.
Compare and contrast the development of civilization in the Old
World and the New World.
Anthropology (ANTH) 278
Human Evolution and
Diversity
Revision 3
Define collapse as it applies to early civilizations and compare
and contrast the collapse of Mesopotamian, Mayan, Aztec, and
Incan civilizations.
In this course, students will:
Examine the basic principles of evolutionary theory, its
mechanisms, philosophical implications and its impacts on our
understanding of biology and the origin of humans.
Identify and describe members of the order Primates, and the
characteristics of each group within the order.
Examine the various theories about the origins of modern
humans in light of the fossil, archaeological and genetic data
available to researchers.
Examine the biological and cultural diversity in modern humans
as adaptations to local environments, and how this variation
informs concepts of race.
Anthropology (ANTH) 307
The Inuit Way
Revision 4
Conduct practical exercises using a laboratory manual that
engages students with the types of data used by biological
anthropologists
Describe the four-field approach that characterizes
anthropology, and discuss some of the practical challenges
faced by anthropologists who work in the Canadian Arctic.
Characterize the Arctic environment with reference to
seasonality, vegetation, and faunal resources and link these
features to resource procurement strategies and social
organization.
Beginning with the Arctic Small Tool Tradition, describe and
discuss the major pre-contact cultures that survived successfully
in the extreme environment of the Canadian Arctic, with
specific reference to technology, housing, and seasonally-based
activities.
Describe the complete seasonal round of the Netsilik Inuit
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subsistence activities paying particular attention to the social
organization, sexual division of labour, and the technology
associated with each activity.
Compare and contrast the form and significance of the Inuit’s
tradition artistic expressions with those of contemporary forms,
including both the visual and performing arts and explain how
Inuit world view is expressed through art.
Using the concepts of acculturation and assimilation, describe
the impact of explorers, whalers, missionaries, traders, and
government officials on Inuit culture prior to World War II.
Describe how resettlement has affected the lives of the
Tununermiut, with specific reference to local government and
education.
Describe the geography, demography and economy of Nunavut
and summarize its evolution from “colonization” to “selfdetermination”, including the main issues challenging the
resident Inuit.
Summarize Brody’s discussion of how Euro-Canadians perceive
the Inuit, and how these perceptions influence their behaviour.
Describe and evaluate the impact of contact of the Norse with
the Inuit of Greenland and Canada.
Explain the concept of Kabloonamiut.
Anthropology (ANTH) 310
Primate Behaviour
Revision 1
Discuss the effects of settlement life in traditional economic
and social roles and relationships.
Understand social and physical diversity that exists within the
order Primates.
Understand how the interplay of natural selection,
environmental factors and behavioural adaptations affects nonhuman primates.
Understand the determinants of social behaviour, and the
influence of ecology on behaviour.
Understand the relationship between environmental factors,
social behaviour and the evolution of primate cognitive skills.
Understand problems related to the conservation of wild
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primate populations, and the solutions of those problems.
Anthropology (ANTH) 318
Ancient Civilizations of the
Americas
Revision 2
Understand how non-human primates help us to understand
the evolution of our own species, Homo sapiens.
Define cultural ecology and show how this paradigm has been
used to explain the development and collapse of early states.
Describe the four stages of the scientific process and link the
five phases of archaeological research to this process.
Describe the different types of information derived from the
analysis of burials at Copan.
Describe bands, tribes, chiefdoms and state-level societies and
link these to egalitarian, ranked and stratified societies.
Describe the economic, social, political and ideological changes
which accompany the emergence of early state-level societies.
Contrast the nature of society at Ceren, Copan, and
Teotihuacan.
Discuss the goals of household archaeology and describe the
kinds of information about a society that can be discerned from
house remains. Cite examples from Ceren.
Describe the systems of production and exchange in
nonindustrial societies.
Define the term symbol, identify the three functions served by
symbolic systems, and describe five types of symbolic systems
citing specific examples from the Copan Maya.
Identify the types of evidence used and challenges faced by
archaeologists as they attempt to reconstruct political
organization and understand political interaction.
Describe the difficulties in interpreting ancient religions and
show how religion and politics are interwoven in early statelevel societies such as the Maya and the Aztec.
Outline the various theories that have been proposed to
account for the development of civilization and the state and
apply these to the rise of Teotihuacan, the Maya and the Inca
empire.
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Anthropology (ANTH) 336
Evolutionary Anthropology
Anthropology (ANTH) 354
Language and Culture
Revision 4
Outline the various theories that have been proposed to explain
the collapse of early state societies and indicate which theories
best explain the demise of the Maya.
The CLA does not currently have learning outcomes for this
course.
Describe how linguistic anthropologists conduct research into
language.
Explain the place of linguistic anthropology within the discipline
of anthropology.
Delineate and describe the following levels of linguistic analysis:
phonology, phonetics, morphology, syntax, and semantics.
Discuss the application of the above levels of analysis to topics
such as language origins, language acquisition, language
classification, language history, language chance,
ethnolinguistics, and sociolinguistics.
Describe and explain the linguistic distinctions between
diachronic/synchronic, descriptive/prescriptive
language/parole, deep structure/surface structure,
competence/performance, and phonetic/phonemic.
Define a number of linguistic terms and provide examples of
each from a language that you know or have read about.
Classify linguistic phenomena according to the principles of
classification presented in this course, and describe those
principles.
Critically discuss topics such as the relation of language and
world view, language as a uniquely human phenomenon, and
how languages vary in the way they categorize cultural
experience.
Solve problems based on the linguistic techniques presented in
this course.
Discuss the special place of language and linguistics in a
Canadian context and in the context of other plural societies.
Outline the various theories that have been proposed to
account for the origins of language, the role that language has
played in human evolution, and the ways in which language
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changes and evolves.
Explain the ways in which the patterns of language – sounds,
words, meanings, sentences, and writing – can be described
and analyzed, and define and apply the terms linguists use for
these tasks.
Describe the complexities of the relationship between speech
and the social context in which it is generated, and between
language and the culture it reflects.
Anthropology (ANTH) 362
Aboriginal Cultures of
North America
Revision 3
Explain the principles of description and cultural relativity as
they apply to language and culture.
Describe how the image of Aboriginal society has shifted over
time in histories written in Canada and evaluate the criticisms
of the images anthropologists have created for Aboriginal
societies.
Describe the development of ethnohistory and identify the new
strategies that Bruce Trigger advocates for improving
ethnohistoric studies.
Explain the impact of federal government and state/provincial
law on First Nations in Canada and the United States.
Outline the role of Aboriginal organizations in the resistance to
colonization in the past two centuries.
Discuss 5 important social issues experienced by Native
Americans and describe and evaluate government and
aboriginal initiatives designed to address these issues.
Compare the Netsilik, Caribou Inuit Classic, and Founder
societies with regard to economy, social organization, political
systems and ideological systems and explain how ecological
relations have impacted these systems.
Compare Chipewyan and James Bay Cree societies with regard
to economy, social organization, political systems and
ideological systems and evaluate the impact of the fur trade on
these systems.
Compare the Iroquois and Mi’kmaq societies with regard to
economy, social organization, political systems, and ideological
systems and contrast French and British colonial policy toward
Woodland Indians.
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Compare the Crow and Metis societies with regard to economy,
social organization, political systems and ideological systems
and discuss the emergence of the Plains Metis as a political
force in Canada.
Compare Secwepemc and Ktunaxa societies with regard to
economy, social organization, political systems, and ideological
systems and evaluate the impact of Euro-Canadian settlement
on Plateau societies.
Compare Tlingit and Kwakwaka’wakw societies with regard to
economy, social organization, political systems, and ideological
systems and evaluate the impact of European contact on Indian
Nations of the Pacific Northwest.
Compare Western Shoshone and Cahuilla societies with regard
to economy, social organization, political systems, and
ideological systems and evaluate the effects of colonization on
the social organization and the religious life of these two
groups.
Compare Navaho and Hopi societies with regard to economy,
social organization, political systems, and ideological systems
and outline the effects of Spanish colonization on the Hopi and
Navaho.
Anthropology (ANTH) 375
Compare Natchez and Cherokee societies with regard to
economy, social organization, political systems, and ideological
systems and describe the changes among the Cherokee in the
1700’s and the 1800’s that were driven by colonialism.
Distinguish between sex and gender.
The Anthropology of
Gender
Outline the changes in women’s roles from gathering societies
to horticultural and agricultural societies.
Revision 4
Describe how personal, political and historical context can have
an influence on the choice of research topics and evaluate the
impact that gender (male and female) has on fieldwork
relations.
Examine critically North American ideas about the “natural
roles” of men and women.
How is the sexual division of labour reflected in the use of
material objects, in property right, and in everyday activities
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and how do changes in subsistence practices change women’s
status?
Describe the process of medicalization, evaluate its effects on
women’s bodies, and discuss the critique levied against the
medical model of the body by the Women’s Health Movement.
Discuss the feminization of poverty throughout the world and
describe and evaluate the changes in development strategies
for women in the Third World.
Discuss the impact of colonialism and globalization on women’s
work.
Debate the tension between cultural relativism and human
rights, using gender issues as an example.
Discuss women’s participation in the state and the impact of
nationalism on women.
What does Martha Ward refer to as a “two-bodied” world and is
there evidence of such a world in North American society?
Anthropology (ANTH) 377
Ancient Cultures of North
America
Anthropology (ANTH) 390
Community-Based
Research Methods
Anthropology (ANTH) 394
Urban Anthropology
Revision 3
Discuss and evaluate the status and roles of the hirjas of India
and relate these to religious roles, sexuality, and kinship.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
Define the term city and discuss the developments subsumed
by the process of urbanization.
Distinguish among the first, second, and third urban
revolutions.
Identify the features of modern urban life that originated in the
earliest cities.
Describe the ecological, economic, and social differences
between preindustrial and industrial cities.
Discuss the characteristics of cities of the 21st century which
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distinguish them from earlier urban settlements.
Contrast the approaches of sociology, anthropology,
psychology, geography and political economy in studying cities
and urban life.
Define transnational migration, discuss the social and economic
factors which underlie these movements, and evaluate its
impacts on countries of origin and of settlement.
Describe and evaluate the different views of prominent urban
planners of the past century.
Discuss and evaluate the impact of natural disasters, terrorism
and warfare on contemporary cities.
Describe urban diversity as it relates to race, ethnicity, gender,
and social class.
Identify and discuss urban social issues relating to economic,
social, political and ideological concerns.
Evaluate the usefulness of participant observation, in-depth
interviews, and inquisitive observation as methodologies
employed by urban anthropologists.
Describe and evaluate the utility of the new urban sociology,
urban ecology, and world systems theory for studying cities.
Anthropology (ANTH) 401
Ethnography, the Writing
of Culture
Revision 3
Anthropology (ANTH) 402
Distinguish between urbanization and urbanism, and link this to
anthropology and the other social sciences.
Understand what is involved in the process of ethnography
from fieldwork to the written account.
Contextualize written accounts of culture and communities.
Critically assess ethnographic writing to understand the choices
made by the author in the process of representation.
Evaluate the significance of ethnographic writing in the
contemporary world.
Learning Outcomes are not available for Reading Courses.
Ethnographic Research
Methods
(Reading Course)
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Anthropology (ANTH) 406
Learning Outcomes are not available for Reading Courses.
Special Topics in
Anthropology
(Reading Course)
Anthropology (ANTH) 407
Learning Outcomes are not available for Reading Courses.
Advanced Readings in
Regional Ethnology
(Reading Course)
Anthropology (ANTH) 408
Learning Outcomes are not available for Reading Courses.
Method and Theory in
Anthropology
(Reading Course)
Anthropology (ANTH) 434
Learning Outcomes are not available for Reading Courses.
The History of
Anthropological Thought
(Reading Course)
Anthropology (ANTH) 476
Archaeology: Principles in
Practice
Revision 4
This course has been
temporarily closed. As a result it
is not available for PLAR at this
time.
Define Americanist archaeology, distinguish between history
and archaeology, and explain the significance of the culture
concept in anthropology.
Describe the development of Canadian anthropology and
archaeology and discuss the contributions of individuals and
institutions in Canada to archaeology.
Discuss the impacts of the development of archaeological
heritage legislation on how archaeological research in
conducted in Canada and the United States.
Define post-processualism, contrast it with processualism, and
discuss the impact post-processualism has had on
archaeological research and interpretation.
Distinguish among low-level theory, middle-range theory and
high-level or general theory and provide specific examples to
illustrate these differences.
Identify 3 different strategies for sampling archaeological sites
and describe and evaluate the advantages of non-invasive
archaeology.
Describe the excavation strategies and techniques employed at
the McIntyre site and suggest additional and alternative
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techniques which could have been used.
Describe the use, application and limitations of the following
dating techniques: tree ring dating, radiocarbon dating,
thermoluminescence, potassium-argon dating, optically
stimulated luminescence, electron spin resonance, and
stratigraphy.
Describe the following basic stratigraphic principles applied to
archaeology: superposition, index fossil concept, horizontal
stratigraphy, arbitrary stratigraphy, marker beds and reverse
stratigraphy.
Define taphonomy, identify factors responsible for differential
preservation of material remains, and explain how preservation
influences excavation procedures.
Contrast the various theories which have been put forth to
explain plant and animal domestication, the rise of the state,
and the significance of Upper Paleolithic cave art.
Define and provide examples of the following: repatriation,
cultural resource inventory, cultural resource management,
public education, and compliance.
Anthropology (ANTH) 491
Ethnobiology: Traditional
Biological Knowledge in
Contemporary Global
Context
Revision 2
Discuss the challenges of reconstructing political and religious
systems from material remains and cite examples of empirical
indicators of each which may be preserved in the archaeological
record.
Be familiar with the nature of ethnobiological knowledge and its
similarities and differences from scientific knowledge.
Understand the importance of plants for food, medicine, and
technology in different cultures, and have a sense of the
diversity of approaches to plant resources among human
groups.
Understand the types of cultural knowledge about animals, and
have a sense of the differences in attitude about non-human
species of northern hunting groups, pastoral groups, and EuroCanadian culture.
Understand the relationships to the environment of different
human groups, and how their cosmology shapes their
perceptions and adaptations.
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Anthropology (ANTH) 499
Medical Anthropology
Discuss critically contemporary issues of conservation of
traditional resources, the effects of globalization, and the issues
surrounding intellectual property of traditional and local
peoples in the global market place.
The CLA does not currently have learning outcomes for this
course.
Applied Studies (APST)
Applied Studies (APST) 215
Introduction to Graphic
Representation
Applied Studies (APST) 220
3D Modeling, Digital
Representation and
Presentation
Applied Studies (APST) 240
Introduction to Structures
Applied Studies (APST) 350
Applied Architectural
Sciences
Applied Studies (APST) 470
Building Envelope and
Assemblies
Applied Studies (APST) 480
Mechanical Equipment of
Buildings
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
Architecture (ARCH)
Architecture (ARCH) 200
History of Ideas in
Architecture I
Architecture (ARCH) 300
History of Ideas in
Architecture II
Architecture (ARCH) 320
2015 May
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
Learning Outcomes for Course-Based Portfolios
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History of Canadian
Architecture
Architecture (ARCH) 330
Architectural Design
Theory Fundamentals
Architecture (ARCH) 340
History and Theory of
Modernism
Architecture (ARCH) 350
Landscape
Architecture (ARCH) 400
Urbanism
Architecture (ARCH) 420
Contemporary
Architectural Theory and
Research
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
Art History (ARHI)
Art History (ARHI) 201
A Survey of Western Art I
(Cross-listed with HIST 203)
Revision 4
Learn how to look at, analyse, and describe works of visual art,
using such elements as form, line, colour, mass and volume,
light, and texture.
Examine, understand, and enjoy reproductions of significant
works of visual art.
Within the historical parameters of the course, achieve a
general overview of the history and development of western
visual art, its major periods, movements, concepts, and artists,
and its historical, social, cultural, religious, and political
contexts.
Understand the functions of visual art in the periods covered in
the course.
Develop an understanding and appreciation of the art forms,
media, iconography, styles, and techniques of western visual art
as expressed in painting, sculpture, ceramics, and architecture.
Develop an appreciation of each work as an individual work
with its own formal integrity.
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Increase your knowledge and understanding of yourself and
others through your experience with western visual art.
Specific learning outcomes
Develop an understanding and working knowledge of the
common terminology/vocabulary of art history and analysis.
Identify and discuss periods, geographical centres, and styles of
major art movements from the prehistoric period to
approximately 1500 A.D., and name artists associated with
these movements.
Discuss the work of major artists from the perspective of their
artistic concerns, styles, media, and principal influences.
Identify and discuss specific art forms, techniques, styles,
periods, or movements as they are expressed in individual
works of art.
Identify and/or describe and analyse specific works, artists,
periods, and movements through such elements as media,
form, technique, and iconography.
Identify important religious concepts, philosophical
movements, historical and cultural events, and discuss their
relation to the art history of the period.
Compare and contrast the works, periods, and movements
studied.
Art History (ARHI) 202
A Survey of Western Art II
(Cross-listed with HIST 204)
Revision 4
Develop the skills necessary to write about art in essays with
correct grammar and a lucid style.
Improve the critical tools and communication History 201:
Survey of Western Art I.
Learn how to look at, analyse, and describe works of visual art,
using such elements as form, line, colour, mass and volume,
light, and texture.
Examine, understand, and enjoy reproductions of significant
works of visual art.
Within the historical parameters of the course, achieve a
general overview of the history and development of western
visual art, its major periods, movements, concepts, and artists,
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and its historical, social, cultural, religious, and political
contexts.
Understand the functions of visual art in the periods covered in
the course.
Develop an understanding and appreciation of the art forms,
media, iconography, styles, and techniques of western visual art
as expressed in painting, sculpture, ceramics, and architecture.
Develop an appreciation of each work as an individual work
with its own formal integrity.
Increase your knowledge and understanding of yourself and
others through your experience with western visual art skills
acquired in Art.
Specific learning outcomes:
Develop an understanding and working knowledge of the
common terminology/vocabulary of art history and analysis.
Identify and discuss periods, geographical centres, and styles of
major art movements from the prehistoric period to
approximately 1500 A.D., and name artists associated with
these movements.
Discuss the work of major artists from the perspective of their
artistic concerns, styles, media, and principal influences.
Identify and discuss specific art forms, techniques, styles,
periods, or movements as they are expressed in individual
works of art.
Identify and/or describe and analyse specific works, artists,
periods, and movements through such elements as media,
form, technique, and iconography.
Identify important religious concepts, philosophical
movements, historical and cultural events, and discuss their
relation to the art history of the period
Compare and contrast the works, periods, and movements
studied.
Develop the skills necessary to write about art in essays with
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correct grammar and a lucid style.
Art History (ARHI) 301
Canadian Visual Culture
Assign unfamiliar art works to a period, and movement, style,
geographic centre, or artist.
The CLA does not currently have learning outcomes for this
course.
Astronomy (ASTR)
Astronomy (ASTR) 205
It is expected that students will:
Universe – The Ultimate
Frontier
Show how the scientific method forms the basis for both the
tools and the theories of astronomy
Revision 4
Describe the cosmos and trace the history of our attempts to
understand it, including the tools developed to help us do so
Describe light and how it carries information to us
Discuss what we have learned about the structure of stars and
how they form, age, and die
Describe how stars group together into galaxies, how galaxies
are themselves distributed, and how we think this entire cosmic
structure began and may end
Astronomy (ASTR) 210
Describe the characteristics and origins of planets and other
bodies in our solar system, and discuss the possibility of life
elsewhere
It is expected that students will:
Introduction to Astronomy
and Astrophysics
Explain why scientists study astronomy and show how the
scientific method forms the basis for both the tools and the
theories of astronomy
Revision 1
Describe the cosmos and trace the history of our attempts to
understand it, including the tools developed to help us do so
(replaced ASTR 200)
List and discuss the various signals used by astronomers to
obtain information about the universe
Discuss the construction and use of optical and radio telescopes
Discuss the kinematics and dynamics of moving celestial objects
Perform basic calculations about light, motion of celestial
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objects, and instruments
Discuss what we have learned about the structure and
classification of stars and how they form, evolve, and die
Demonstrate quantitative knowledge about the stars, including
use of the magnitude system, Doppler shifts and cosmological
Red shifts
Describe how stars group together into galaxies, how galaxies
are themselves distributed, and how we think this entire cosmic
structure began and may end
Describe the characteristics and origins of planets and other
bodies in our solar system
Describe the requirements for life on the Earth and the
possibility of life elsewhere in the universe
Astronomy (ASTR) 310
Demonstrate familiarity with experimental and data analysis
techniques as practiced in laboratory exercises
The CLA does not currently have learning outcomes for this
course.
Planetary Science
Astronomy (ASTR) 495/496 Learning Outcomes are not available for Projects courses.
Astronomy and
Astrophysics Projects
Biology (BIOL)
Biology (BIOL) 204
Principles of Biology I
Biology (BIOL) 205
Principles of Biology II B
(Home Lab Version)
Biology (BIOL) 207
Principles of Biology II
Biology (BIOL) 230
Human Physiology
(6 credits)
2015 May
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
Learners completing this course will be able to :
Outline the basic principle of human physiology including the
principle of complementarity, the basic life processes and
survival needs, the principle of homeostasis with its simple
negative and positive feedback systems, and describe the basic
Learning Outcomes for Course-Based Portfolios
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Revision 6
chemical composition of matter.
Describe the structure and functions for each component of
cytoplasm and nucleus, explain the structure and the functions
of plasma membrane, and outline the events that occur in the
synthesis of protein and cell division.
Explain the organization and structure of the nervous system,
including the neuronal electrochemical events in the processes
of generation and transmission of an action potential within
neuron and through simple electrical and chemical synapses.
Describe the structure and functions of the brain, sensory and
somatic nervous systems, the autonomic nervous system, and
special senses.
Compare the structure and functions of endocrine and exocrine
glands, list the major endocrine glands, and classify hormones
into according to their chemical structure and functions.
Describe muscle tissue by comparing the three muscle types
and outlining their functions and characteristics, describe the
structure and function of skeletal, cardiac and smooth muscle
tissues.
Describe the composition, physical characteristics of blood, list
and describe the functions of blood components; describe the
structure, function and the regulation of the heart and vascular
system.
List the main functions of the lymphatic system, explain the
difference between nonspecific defense mechanisms and
specific immune responses, describe the structure and
functions of the humoral and cell–mediated immune responses.
List the functions of the respiratory system, describe how
normal respiration processes take place, differentiate between
external and internal respiration, and describe the physiology of
respiratory gas transport and the control of respiration.
Define, and give a general description of, the digestive
processes, and describe the function of each organ of the
digestive system.
Identify the organs and identify the function of each organ of
the urinary system, explain the processes of glomerular
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filtration, tubular reabsorption and secretion, urine
concentration mechanisms and micturition, and describe the
renal regulation of blood volume, electrolytes and acid-base
balance.
Biology (BIOL) 235
Human Anatomy and
Physiology
(6 credits)
Revision 4
Name the organs and accessory glands of the male and female
reproductive system, and list the functions of each organ and
gland; define and describe the events which occur during and
after pregnancy and lactation.
Learners completing this course will:
Be able to apply descriptive, anatomo-physiological and
directional terminology to the human body and its organization;
describe the characteristics of life and to maintain life; define
the principle of homeostasis and give examples of homeostasis;
understand the chemical basis of life and the structure of
matter.
Be able to develop an understanding of cellular structure,
explain the life cycle of the cell; develop an understanding of
cellular metabolism; identify body tissues and correlate their
structure and functions; understand the structure and function
of skin and integumentary system.
Understand the principles of support and movement of the
human body, that include the structure and functions of the
skeletal, muscular systems, and joints.
Understand the control systems of the human body; explain the
organization, the structure and functions of the nervous
system; describe the structure and functions of the brain,
sensory and somatic nervous systems, the autonomic nervous
system, and special senses.
Understand the structure, location, and function of the
endocrine glands of the human body, and classify hormones
according to their chemical structure and functions.
Be able to describe the composition, physical characteristics of
blood and the lymphatic system; list and describe the functions
of blood lymph components; describe the structure, function
and the regulation of the heart, vascular, and lymphatic systems
Understand the structure of the respiratory system and the
relationship among its components in order to be able to
describe how normal respiration processes take place, to
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differentiate between external and internal respiration, and
describe the physiology of respiratory gas transport and the
control of respiration.
Understand the workings of the digestive system and how
nutrition affects life; describe the structure and function of each
organ of the digestive system; define and give a general
description of digestive processes.
Be able to identify the organs and the function of each organ of
the urinary system, explain the processes of glomerular
filtration, tubular reabsorption and secretion, urine
concentration mechanisms and micturition, and describe the
renal regulation of blood volume, electrolytes and acid-base
balance.
Biology (BIOL) 310
Understand the structure and function of the male and female
reproductive systems including their accessory glands; define
and describe the events which occur during and after pregnancy
and lactation; and describe the processes of development and
inheritance.
The CLA does not currently have learning outcomes for this
course.
Biology of Human Sexuality
Biology (BIOL) 320
The CLA does not currently have learning outcomes for this
course.
Comparative Anatomy of
the Vertebrates
Biology (BIOL) 321
Describe the morphology and evolutionary trends of vegetative
and reproductive parts of vascular plants.
Wild Flowers
Discuss various aspects of the scientific naming of plants.
Revision 4
Prepare dichotomous keys to identify plants.
Distinguish selected plant families, genera, and species from
each other by using botanical keys.
Collect, identify, and prepare herbarium mounts of plants.
Draw floral diagrams and write floral formulae of flowering
plants.
Describe various processes of classification, and discuss their
strengths and weaknesses.
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Biology (BIOL) 325
Introductory Microbiology
Revision ?
Compare different systems of classification of vascular plants.
In this course, students will:
Understand the general importance of microbes and their role
in disease, food, industrial processes, vaccine production,
biotechnology, and the environment.
Explain the use of the microscope and staining to observe
different types of bacteria.
Define the structural features of a prokaryotic and a eukaryotic
cell.
Understand the metabolic processes of bacteria.
Understand the requirements for bacterial growth, be able to
enumerate bacterial growth, and to define the physical and
chemical methods of controlling growth.
Be able to describe the process of DNA replication, RNA and
protein synthesis, and define the types of genetic transfer in
bacteria.
Comprehend the classification system of microorganisms and
provide examples of typical bacterial species and their
importance.
Know the important characteristics of fungi, protozoa, and
viruses, and define the contribution of these microorganisms.
Understand the principles behind disease: pathology,
transmission, and epidemiology.
Understand the fundamental principles and concepts of
immunology.
Biology (BIOL) 341
Human Genetics
Revision 10
Describe the microbial diseases that occur in each of the body
systems and outline the causative agents of disease.
In this course, students will:
Understand the approach of studying human genetics and the
basis of heredity.
Distinguish between inherited diseases and other types of
human illness.
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Identify the main components of a eukaryotic cell and their
functions.
Describe the processes of mitosis, apoptosis, signal
transduction, and cell adhesion.
Understand the laws of heredity and the fundamentals of
Mendelian genetics.
Describe the key events in meiosis, fertilization, and sex-linked
inheritance.
Describe the roles of genotype and environment in the
expression of normal and abnormal phenotypes.
Understand transmission genetics, molecular genetics, and
population genetics.
Understand the concepts of absolute and relative risk.
Be able to describe the process of DNA replication, regulation of
gene expression, transcription, and translation.
Understand the mechanisms of DNA mutation and repair.
Discuss chromosome structure and chromosomal
abnormalities.
Understand the fundamental principles of immunology and
differentiate between inherited and acquired immune
disorders.
Understand the role of genetics in the development of cancer.
Biology (BIOL) 345
Ecology
Revision 1
List and describe a number of relevant genetic technologies and
their applications.
Learners completing this course will:
Have an understanding of the major factors involved in
determining the distribution and abundance of organisms.
See the importance of evolution in the formation of ecological
hypotheses and the interpretation of data.
Be able to interpret life history strategies from an evolutionary
point of view.
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Gain an appreciation of the complexity and inherent
uncertainties associated with studies of ecological systems.
See the interrelationships between physiology, behaviour,
ecology, genetics, and evolution.
Be able to apply the scientific method to the study of ecology
and will see how models are used to facilitate our
understanding of complex systems.
Gain experience in the basic techniques used in sampling the
abiotic and biotic components of the environment.
Gain an understanding of the major aspects of each ecological
level of organization – populations, communities, ecosystems.
Biology (BIOL) 401
Cell Biology
Revision 3
See how ecological knowledge can be used to solve
environmental problems.
In this course, students will:
Understand and discuss the fundamental principles behind cell
structure and cellular processes, including: membrane
transport, photosynthesis, aerobic respiration, glycolysis and
fermentation, DNA replication, the cell cycle, mitosis, cancer,
protein synthesis and sorting.
Identify the main components of a eukaryotic cell and their
functions.
Discuss membrane structure, function, and chemistry; the
structure of DNA and chromosomes, and the role of the
nucleus; genetic code and transcription; regulation of gene
expression.
Describe the structure of a nerve cell and understand the
propagation of an electrical signal.
Understand the role of second messengers and receptors in
signal transduction.
List the features and functions of intracellular compartments.
Describe the concepts of sexual reproduction, meiosis, and
genetic variability.
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Biology (BIOL) 480
Immunology
Biology (BIOL) 495
Biology Projects
Biology (BIOL) 496
Describe the components and functions of the cytoskeleton and
how they contribute to cell motility.
The CLA does not currently have learning outcomes for this
course.
Learning Outcomes are not available for Projects courses.
Learning Outcomes are not available for Projects courses.
Biology Projects
Chemistry (CHEM)
Chemistry (CHEM) 217
Chemical Principles I
Chemistry (CHEM) 218
Chemical Principles II
Chemistry (CHEM) 301
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
Define “biochemistry”.
Introduction to
Biochemistry
Identify the five classes of polymeric biomolecules and their
monomeric building blocks.
Revision 4
Explain the specificity of enzymes (biochemical catalysts), and
the chemistry involved in enzyme action.
Explain how the metabolism of glucose leads ultimately to the
generation of large quantities of ATP.
Describe how fats and amino acids are metabolized, and explain
how they can be used for fuel.
Describe the structure of DNA, and explain how it carries
genetic information in its base sequence.
Describe DNA replication.
Describe RNA and protein synthesis.
Explain how protein synthesis can be controlled at the level of
transcription and translation.
Chemistry (CHEM) 311
2015 May
Summarize what is currently known about the biochemical
basis of cancer.
The CLA does not currently have learning outcomes for this
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Analytical Chemistry I
Chemistry (CHEM) 330
Environmental Chemistry
Chemistry (CHEM) 350
Organic Chemistry I
Chemistry (CHEM) 360
Organic Chemistry II
Chemistry (CHEM) 495
Chemistry Projects
Chemistry (CHEM) 496
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
Learning Outcomes are not available for Projects courses.
Learning Outcomes are not available for Projects courses.
Chemistry Projects
Classics (CLAS)
Classics (CLAS) 309
Ancient Greece
(Cross listed with HIST 309 &
HUMN 309)
Revision 1
A. Mastery of Course Material
After completing this course, students should be able to:
Explain the emergence and evolution of Greek kingdoms and
city-states and the rise and fall of the Athenian empire
Explain the literary achievements of the great Greek poets,
historians, and playwrights
Explain the thought of the great Greek philosophers: Socrates,
Plato and Aristotle
Explain the career of Alexander the Great and the civilization of
the Hellenistic empire he founded
B. Mastery of Historical Skills:
After completing this course, students should be able to:
Synthesize the information and scholarly interpretations from
the materials provided in the course
Clearly write original, academic-style essays in response to
questions about ancient Greece
Write two research papers using primary sources as well as
scholarly books and articles
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Classics (CLAS) 312
Ancient Rome
Accurately identify primary source passages and comment on
their historical and cultural significance
The CLA does not currently have learning outcomes for this
course.
(Cross listed with HIST 312 &
HUMN 312)
Communication Studies (CMNS)
Communication Studies
(CMNS) 201
Introduction to Mass
Media
Revision 3
Upon completion of the course, you should be able to:
Describe the development of each of the mass media.
Understand how mass media theories are applied.
Draw relationships between the mass media and cultural
landscapes.
Describe a range of ethical, economic, and political issues
confronting mass media professionals.
Discuss the impact new technologies have on the mass media
and the cultures in, which they operate.
Communication Studies
(CMNS) 202
Media and Power in
Canadian Society
(Cross listed with POLI 291)
Revision 1
Explain the role of the mass media in society
Upon completing the course, you should be able to:
Describe the basic patterns of mass media development in
Canada, including principles, institutions and policies;
Discuss social, cultural, political, and economic implications of
current and future media systems for Canadian society and
cultural identities;
Identify current and developing media structures, institutions
and technologies;
Communication Studies
(CMNS) 301
Communication Theory
and Analysis
Revision 4
2015 May
Describe implications of new technologies and regulations in a
global context.
Understanding: to introduce students to a broad range of
approaches to mass communication theory so that students can
comprehend the ideas at play in the professional literature and
in the practice of communication.
Critical analysis: to increase students' ability to analyze
concepts and issues in mass communication theory, and to
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develop and defend their own positions on a variety of issues.
Communication Studies
(CMNS) 302
Communication in History
Revision 4
Communication Studies
(CMNS) 308
Understanding Statistical
Evidence
(Cross-listed with HSRV 308)
Revision 2
Application: through the exploration of debates and case
studies, to help students determine how the positions that they
have developed might apply to circumstances arising in their
professional practice.
Understanding: to introduce major developments in the history
of communication technology so that students can understand
how innovation and institutionalization occur in different
settings.
Comparative analysis: to develop students' ability to compare
and contrast among different technologies and across different
cultural contexts.
Application: through the study of debates and practices in the
field to assist students in applying their understanding and
critical abilities to their professional practice.
Learners successfully completed this course should be able to:
Articulate and identify basic concepts and processes related to
statistical analysis including its importance in providing accurate
and reliable scientific knowledge.
Distinguish between research designs and identify poor
research design.
Identify and be able to discuss various research concepts and
constructs including levels of measurement, types of validity,
reliability, types of scores, reporting protocols, means, medians,
modes, standard deviation, distributions, variables, correlations
and correlation coefficients, probability, prediction, and
statistical inference.
Communication Studies
(CMNS) 311
Mass Media and the Law
Revision 3
2015 May
Understand the language and logic of research protocols,
specifically confidence intervals and significance tests.
The goal of this course is to assist you in identifying when a
legal issue may arise and therefore avoid a legal dispute
entirely. Alternatively, you may on occasion want a legal issue
to turn into a dispute so that you can go to court to make a
point or establish a principle. In either case, early identification
of issues will enable you and/or your employer to seek legal
advice without delay and be able to decide on the best course
of action. The course is part survey and part application. We will
introduce you to legal principles and then ask you to apply
these principles to a set of facts—either by studying a case or
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by thinking about a hypothetical situation.
This course assumes no prior knowledge of the law. However,
students who are media or communications professionals may
well have sought legal advice in the past during the preparation
or production of a story. Media law affects the way information
can be obtained and presented in many different ways. The
purpose of this course is not to provide you with the answers
you need to decide what the law is with regard to any issue you
might deal with in your work. Rather, it is to provide you with
enough understanding of the law to enable you to:
Know when to ask for legal advice,
Understand the types of issues a lawyer will need to resolve,
Understand what might be the possible outcome, and why.
Communication Studies
(CMNS) 315
This course is designed to introduce communications and media
professionals to the legal context within which you operate in
Canada (excluding Quebec, which has a different legal system).
Law permeates all aspects of our lives. Understanding basic
legal principles and how those principles have been applied to
various factual situations will help you to identify the legal
issues that may arise in your career.
The CLA does not currently have learning outcomes for this
course.
Understanding Media
Literacy: Inside Plato’s
Cave
(Cross-listed with EDUC 315)
Communication Studies
(CMNS) 321
Discuss the ways in which computer mediation is changing our
notion of mediated communication.
Computing in Everyday Life Understand social implications of using the concept of
“intelligence” with reference to computers.
Revision 3
Describe applications and challenges to the field of artificial
intelligence with respect to robotics and communication.
Discuss how computers have affected issues of information
access, incorrect information, and disinformation.
Explain how ideas about the nature and structure of
community, and community–building, are challenged by the
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Internet.
Discuss opportunities and challenges for the application of
computer technology in classroom and distance education, and
in on-the-job training.
Assess the shift in power relationships that occur with the
introduction of computer-based work and analyze the effects of
information technologies on our definition of work, the
workplace, and workers.
Explain the effects of computer entertainment on definitions of
self, compulsive behaviour, and on group interaction.
Communication Studies
(CMNS) 333
Describe the effects of computers on health, on health care
information, and health delivery.
The CLA does not currently have learning outcomes for this
course.
Research Methods in
Communication Studies
Communication Studies
(CMNS) 358
The CLA does not currently have learning outcomes for this
course.
Popular Culture and the
Media
Communication Studies
(CMNS) 370/371
Detailed Learning Outcomes are not available for Projects
courses.
Individual/Group Projects
Revision 1
Enable students to apply their knowledge of communication
theory and history to a topic not already addressed by one of
the Communication Studies courses.
Provide the opportunity for students to complete the research,
proposal and execution of an applied project in a real world
setting.
Communication Studies
(CMNS) 380
Corporate Communication
Encourage students to collaborate in a virtual environment.
Describe the adaptive and mechanical organizational models in
the context of twentieth century trends in organizations and
communications.
(Cross listed with HSRV 376)
Explain ethical issues for communications managers.
Revision 2
Define and describe the changing relationship between notions
of leadership and communication.
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Evaluate and demonstrate effective consultation.
Discuss and demonstrate the role of communications in
strategic organizations.
Diagnose stages of change and appropriate communication
responses.
Communication Studies
(CMNS) 385
Media Construction of
Social Movements and
Issues
(Cross listed with SOCI 378)
Revision 1
Discuss and critique concepts of the learning organization.
Discuss the significance of mass media in contemporary
democratic society.
Identify the key role that media play in shaping and organizing
public discourse.
Apply a critical sociological imagination to assessing the role of
mass media in our society.
Discuss the role of propaganda in a democratic society.
Explain what is meant by “media power” and the relationship of
this term to issues of ownership and control.
Communication Studies
(CMNS) 401
Cultural Policy in Canada
Revision 3
Explain why the media cover social movements the way they
do, and why social movements attempt to use the media.
At the successful completion of this course, students will be
able to:
Demonstrate understanding of the historical development and
contemporary impact of federal arts policy in Canada.
Outline key aspects of Canadian cultural production in the
twentieth century in historical, social and political contexts.
Outline details of key Canadian cultural industries.
Present his or her perceptions of “culture” as social expression
and critique policy mandates and outcomes in this area.
Discuss the role of government cultural policy in sustaining
social cohesion in a diverse, multicultural society.
Communication Studies
2015 May
Explain specific aspects of arts and heritage policies as they
relate to selected social phenomena in Canadian life.
Understand the complex roles of the media in the Western
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(CMNS) 402
International Media
Systems I – The Americas
Revision 1
Hemisphere, and recognize and discuss specific aspects and
issues within specific historical, political and economic contexts.
Analyze both content and context of media: these include
messages and channels, as well as common patterns of
relationship between media, technology, state, audiences, and
institutions.
Analyze significant media structures with reference to relations
of social power in each type of society.
Assess ideological agendas about media systems and
international communications policies in the context of current
and future developments.
Study Guide
Describe the connection between media systems and economic
and political structures in various types of societies, and the
role of the mass media in the functioning of economic and
political systems.
Explain the historical and philosophical significance of the
regulatory frameworks of international communications.
Inform yourself about mainstream and alternative media
networks in the Americas.
Identify some of the main developmental directions of current
information and communications systems.
Communication Studies
(CMNS) 420
Topics in Communication:
Children and Media
(Cross listed with HSRV 420)
Revision 1
Develop critical tools with which to analyze the complex
interests involved in media systems.
Understand how children make sense of the world through the
social and intellectual tools at their disposal, and how
developments in media technology affect the ways in which this
process occurs.
Recognize the institutional frameworks that affect children's
exposure to and awareness of media technologies.
Assess the role of media processes in the communication of
texts, with an emphasis on reception rather than on production.
Recognize the need for children to develop sensitivity to how
different media construct images and understanding.
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Consider questions of formal and informal media education for
young children.
Develop frameworks for assessing material for young people in
a variety of formats.
Communication Studies
(CMNS) 421
Appreciate how little is known about children's response to
different media.
The CLA does not currently have learning outcomes for this
course.
Being Online
(Cross listed with HSRV 422)
Communication Studies
(CMNS) 423
Communication Studies
(CMNS) 425
The purpose of this course is to introduce you to the
technology, aesthetics, politics, economics, philosophy,
ideology, and morality of television. You will be asked to look
critically behind the scenes of the television world, and discern
the various patterns of industry structure and thematic content.
By looking at the medium itself, its major players, its content,
and the audience responses to that content, you will be able to
reach your own conclusions about just who, if anyone, controls
the television industry. You should develop a critical
understanding of television producers, promoters, critics, and
creative personnel, as well as a sense of the importance of
ongoing debates in this field in which so few issues have been
resolved.
The CLA does not currently have learning outcomes for this
course.
Film and Genre
Communication Studies
(CMNS) 444
Define the role and nature of media relations within
organizations.
The Television Age
Revision 3
Media Relations
(Cross listed with GOVN 444 &
HSRV 444)
Revision 1
Explain the interconnected history of journalism and media
relations.
Discuss the sociology of news production.
Discuss the fundamental role and nature of the news media.
Understand the design of information in the context of media
and audience.
Describe media ownership and convergence in Canada.
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Explain the role and objectives of media relations research.
Build an effective media relations plan on which to base
practice.
Describe key media drivers and the role of the news release.
Describe the growing role of the ‘new media’ in news gathering
and dissemination and their impact on traditional media.
Identify best practices in citizen generated media.
Communication Studies
(CMNS) 445
Outline the ethical considerations for proper media relations
practice.
Learning Outcomes are not available for Reading Courses.
Directed Readings in
Communication Studies
(Reading Course)
Communication Studies
(CMNS) 450/451
Detailed Learning Outcomes are not available for Projects
courses.
Individual/Group Projects
Enable students to extend their knowledge of communication
theory and history, and of a particular subject area to an
application currently underrepresented in contemporary
research.
Revision 1
Provide the opportunity for students to complete the research,
proposal and execution of an applied project in a real world
setting.
Communication Studies
(CMNS) 453
Encourage students to collaborate in a virtual environment.
Learning Outcomes are not available for Projects courses.
Individual / Group
Professional Development
Projects
(1 credit)
Communication Studies
(CMNS) 455
Media Ethics
2015 May
Students completing the course will better understand the use
and abuse of sources, research materials, quotes, the
positioning and concealment of information, plagiarism, ethics
as it relates to the coverage of criminal and terrorist acts, and
Learning Outcomes for Course-Based Portfolios
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Revision 1
the role of the news media in exposing or validating public
prejudices.
After completing this course, students should be able to:
Analyze and discuss contemporary journalism in a variety of
media.
Understand and evaluate scholarly and critical works about
ethics in media production practices.
Formulate your own critical analyses of the role of ethics in
news coverage.
Understand and discuss media codes of ethics and their
application in Canada, the United States, Europe, and the
Middle East.
Explain the balance of rights and responsibilities involved in
media practices by media organizations and journalists.
Understand and discuss the social, political, and ethical
implications of media.
Discuss the various roles of media in public life.
Explain the ethics involved in selection of sources and research
material by news media.
Communications (COMM)
Communications (COMM)
100
Introduction to Research
and Study Skills
Revision 1
After completing COMM 100, students should be able to:
Identify what they need to do to succeed in their university
studies and as online learners.
Assess their abilities and preferences as learners and develop
relevant strategies (e.g., time management strategies, effective
reading and note-taking skills, memory techniques and
mnemonic devices) to enhance their learning and their
performance on tests and examinations.
Use an understanding of academic culture and practices and
thesis-based writing skills to join the scholarly conversation,
explore differing viewpoints, and create new knowledge.
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Develop a research question and research plan, and journal the
research process.
Discuss what it means to be a critical thinker and bring a spirit
of critical inquiry to thinking, reading, writing, and researching.
Describe the importance of information literacy, and
Demonstrate their ability to:
Use libraries and the Internet to locate information and
knowledge sources effectively.
Evaluate information and knowledge for relevance and
credibility.
Identify different information types, their purposes, audiences
and uses.
Maintain standards of intellectual honesty, including by citing
and documenting sources appropriately.
Communications (COMM)
243
Interpersonal
Communication
Revision 6
Engage in writing as a process of organizing, developing, and
refining ideas through outlining, drafting, revising, and editing.
After successfully completing COMM 243, you will be able to:
Explain how people manifest various competing needs,
interests, personalities, and abilities when they interact with
one another and with you.
Explain how strengthening your interpersonal communication
skills can improve your social relations at home, with your
family, in the office, or at social functions and enhance the way
people perceive you and how you perceive yourself.
Develop your listening skills and verbal and nonverbal
communication techniques in order to properly convey to
others the meaning that you intend to communicate.
Explore how to apply interpersonal communication skills to
specific communication contexts, such as in the workplace or
other social contexts.
Discuss the appropriate application of communication
techniques and skills to intercultural situations.
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Communications (COMM)
277
Group Communication
Revision 1
Explore ideas for planning, outlining, and delivering online
public presentations using appropriate communication
techniques and skills.
After successfully completing this course, you should be able to:
Understand and describe effective group and team
communication skills.
Analyze your ability to perform as an effective group
participant, an enlightened group leader, and a sound critical
thinker.
Assess a group's communication options and its ability to fulfill
its objectives.
Apply concepts and principles of interpersonal communications
to solve potential communication problems.
Communications (COMM)
329
Mediated Interpersonal
Communication
Revision 7
Plan successful group communication strategies and team
projects.
After successfully completing COMM 329, you will be able to:
Explain the underlying interpersonal aspects of online forums
and chat rooms and describe the capacity of virtual spaces to
foster meaningful relationships
Identify communication features that promote interaction and
explain how social media users generate online dialogue,
maintain meaningful relationships and establish norms or rules
of behaviour
Assess users’ online communication skills
Describe how online communities are rapidly transforming
social and business practices
Describe the types of communication business people practice
to manage the complexity of social media
Outline the implications of corporate social responsibility in a
networked society.
Discuss some of the ethical challenges that communicating
through social sites raises for businesses
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Computer Science (COMP)
Computer Science (COMP)
200
Introduction to Computing
and Information Systems
Revision 3
At the completion of this course, learners will:
Have received an introduction and overview to computer basis,
including an introduction to information processing,
microcomputer history and development and data
representation
Be able to outline computer components, operating systems,
and functions
Understand single-user applications and business functions
Understand multiple-user applications, integrated and shared
systems
Have been introduced to programming, programming
languages, system design and application (ie., Java, 3D and
virtual reality, object-oriented programming)
Computer Science (COMP)
206
Be familiar with HTML, the Internet, and trends in technology
and its application
Upon successful completion of the course, students will be able
to:
Introduction to Computer
Programming (C++)
Articulate the principles of object-oriented problem solving and
programming.
Revision 2
Outline the essential features and elements of the C++
programming language.
Explain programming fundamentals, including statement and
control flow and recursion.
Apply the concepts of class, method, constructor, instance, data
abstraction, function abstraction, inheritance, overriding,
overloading, and polymorphism.
Program with basic data structures using array, list, and linked
structures.
Explain the object-oriented design process and the concept of
software engineering.
Program using objects and data abstraction, class, and methods
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in function abstraction.
Analyze, write, debug, and test basic C++ codes using the
approaches introduced in the course.
Computer Science (COMP)
210
Introduction to
Information Systems and
Computer Applications
Revision 3
Analyze problems and implement simple C++ applications using
an object-oriented software engineering approach.
On successful completion of this course, you should be able to:
Describe the evolution, history, and development of electronic
computers, microprocessors, and microcomputers.
Identify and describe the roles of computers in manufacturing
processes, business-information systems, and information
systems.
Describe the transition from an industrial society towards a
more information-based society.
Describe the types of careers available in information
technology.
Describe and explain information processing.
Describe and explain basic computer components and
functions, operating systems, database management systems
and traditional applications, networks, and the Internet.
List and discuss societal trends and new developments resulting
from computing innovation.
Identify and describe legal, social, educational, and
communication issues related to increased Internet use in the
home, workplace, and society.
Describe e-commerce, mass customization, and the effect of
online business communications in today's business world.
Perform basic operations with, and use key functions and
features of MS Office.
Computer Science (COMP)
214
Create a web page.
The CLA does not currently have learning outcomes for this
course.
Interactive Technologies
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Computer Science (COMP)
266
Introduction to Web
Programming
Revision 2
At the end of this course the student should be able to:
Describe the history and development of HTML, CSS and
JavaScript
Create and edit well-formed HTML pages for the World Wide
Web using a wide range of elements and attributes
Critically appraise the design, coding and execution of Web sites
Apply principles of good practice to the design of Web pages
Effectively use CSS to apply formatting to Web pages
Create and edit JavaScript programs and deploy them in Web
pages
Use JavaScript to create, manipulate and destroy HTML and CSS
objects on Web pages
Computer Science (COMP)
268
Introduction to Computer
Programming (Java)
Revision 8
Effectively use a wide range of programming constructs in the
development of JavaScript programs
On successful completion, students should be able to:
Demonstrate their understanding of the basic principles of
computer programming.
Explain the fundamental concepts of object-oriented
programming.
Demonstrate their knowledge of the syntax of the Java
programming language.
Write programs of low to moderate complexity using the Java
programming language.
Use structured programming techniques.
Apply a systematic approach to problem solving and program.
Computer Science (COMP)
272
2015 May
Development (from problem identification/analysis through
solution development/design, coding and debugging, to
documentation and testing).
Students successfully completing this course will be able to:
Understand the terminology and the key concepts related to
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Data Structures and
Algorithms (Java)
Revision 4
algorithm analysis.
Explain the concept of recursion and the concept of a recursive
algorithm, and demonstrate skills in tracing, analyzing and
designing recursive algorithms and recursive Java methods.
State the sorting problem and explain its importance. Explain
the workings of sorting algorithms in common use and estimate
their running time.
Describe lists, stacks, and queues at the abstract level,
implement them in Java, and analyse the efficiency of their
implementations
Explain the notion of a (rooted) tree at the abstract level and
give examples for the applications of trees. Define ADTs for
trees in general, for binary trees, and for binary search trees,
implement them in Java, and analyse the cost of the
implemented tree operations.
Explain the binary heap at the abstract level, define it as an
ADT, implement that ADT in Java, and estimate the cost of the
implemented heap operations. Explain the application of binary
heaps in internal and external sorting and in implementing
priority queues.
Computer Science (COMP)
283
Explain the workings of a hash table at the abstract level, define
a hash table ADT and implement it in Java then, estimate the
cost of the basic hash table operations.
The CLA does not currently have learning outcomes for this
course.
Effective Use of Myths and
Facts in Computer Games
Computer Science (COMP) The CLA does not currently have learning outcomes for this
306
course.
C/C++ for Programmers
Computer Science (COMP)
308
Java for Programmers
Revision 5
Students successfully completing this course will be able to:
Describe the new features of Java programming language.
Understand advanced concepts of objects; and to create,
manipulate, and control the objects.
Understand the concepts of data abstraction, inheritance, and
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polymorphism
Understand Java runtime mechanism and use runtime type and
runtime class information in Java applications
Use interfaces and abstract classes to separate interface from
implementation.
Create error handling with exceptions
Use inner classes
Understand the concept of Java concurrent programming and
use threading model in the program
Program using data structures
Understand the concept of annotation and its role in testing
Java code
Understand the features of Java Bean and Swing, and
implement GUI (graphic user interface) with Swing applications
Use Java I/O and network programming
Computer Science (COMP)
314
Computer Organizations
Revision 3
Analyze and implement comprehensive Java applications by
means of the approaches introduced in the course
Students successfully completing this course will be able to:
Describe some of the advances in hardware and software that
have made contemporary operating systems technology
possible.
Describe, in general terms, the goals and tasks of an operating
system, and the techniques used to handle these tasks.
Explain the term "process."
Describe the behaviour and characteristics of processes, and
discuss their relationship to resources.
Explain how the operating system manages processes (system
queues, scheduling algorithms).
Discuss, briefly, how various aspects of the theory are
implemented in practice in systems such as DOS, Windows,
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Unix, Solaris 2 and Mach.
Describe the different strategies employed by operating
systems to manage memory.
Explain the benefits, limitations, resource overhead (such as
fragmentation and data structures) and hardware requirements
of each management technique.
Explain how developers can write applications (program and
data structures) that reduce overhead for memory in a shared
environment, and use memory more efficiently.
Explain the concept of virtual memory and its importance to
modern application environments.
List and describe several strategies used by systems software to
manage disk and other devices.
Explain the nature of protection and security problems of
operating systems.
Computer Science (COMP)
318
Explain the protection features built into operating systems and
supporting hardware to enhance security.
The CLA does not currently have learning outcomes for this
course.
Introduction to Game
Design and Development
Computer Science (COMP)
325
The CLA does not currently have learning outcomes for this
course.
Unix Operating System –
Principles and
Administration
Computer Science (COMP)
347
At the successful completion of this course, students will be
able to:
Computer Networks
Revision 3
Outline this history of computer networking by describing key
events and developments.
Describe computer networks, the Internet, the WWW, and list
the basics of network protocols, including HTTP, application
protocols, FTP.
Outline the principles of network applications and their
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relationship to underlying application layer protocols.
Explain how a domain system works.
Explain the principles of the transport layer, how reliable data
transfer is achieved at this layer, and how network congestion is
controlled at this layer and ways to avoid it.
Describe the basics of the network layer including various
service models.
Define routing principles and protocols and calculate and
describe effective routing structures.
Describe link layer services and protocols and the details of
some LAN technologies.
Explain the underlying protocols of wireless networks and
mobile technologies.
Set up computer networking on Windows platforms; connect
Windows machines to Internet via conventional or ADSL/cable
models; set up computer networking on Linux platforms,
connect a Linux machine to a LAN and to the Internet using a
conventional or ADSL/cable modem.
Computer Science (COMP)
348
Network Programming in
Java
Computer Science (COMP)
361
Systems Analysis and
Design
Revision 5
List and describe principles of network management and
management tools, including firewalls.
The CLA does not currently have learning outcomes for this
course.
Understand the organizational and business context for systems
development and the role and responsibilities of modern
systems analyst as problem solver in the modern business
organization.
Understand the function of and be able to use systems
development methodologies, models, tools, and techniques.
Be familiar with, and have some experience with, requirements,
design, and implementation activities.
Although not essential, it is preferable that students understand
and be able to use object-oriented systems development
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Computer Science (COMP)
369
Practical Game
Programming
Computer Science (COMP)
378
Introduction to Database
Management
Revision 6
methodologies, models, tools, and techniques.
The CLA does not currently have learning outcomes for this
course.
Explain the basic concepts related to data management.
Discuss the database approach to information management.
Identify the steps of developing a database, and the activities in
each step.
Describe the roles of the specialists involved in the process of
database development.
Use the Entity-Relationship Model for building information
systems’ data models.
Use the Enhanced Entity-Relationship Model for modeling
complex business environment.
List and discuss the steps involved in transforming an E-R
diagram into a relational model.
Discuss the concept of normalization and how to transform an
E-R diagram into a set of normalized relations (3NF).
Discuss the physical database design process of producing an
efficient and tuned database.
Explain when denormalized is preferred over normalization.
List the advantages and disadvantages of partitioning, and
compare vertical and horizontal partitioning.
Describe data storage and indexing options and discuss criteria
for choosing appropriate solutions.
Discuss query optimization and the use of parallel processing to
improve file access performance.
Use SQL as a:
Data Definition Language
Data Manipulation Language and,
Data Control Language.
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Describe the data query process using the Query By Example
(QBE).
Explain the client/server model and present different
architectures used for organizing data storage and for managing
applications processing.
List and describe the key components used to implement
internet database environments.
Discuss the roles of data administration in an organization.
List and Discuss the security and recovery facilities provided by
database management systems.
Use Object-Oriented Data Model for building IS models.
Develop class diagrams using the unified modeling language
(UML).
Discuss object definition language (ODL) and the object query
language (OGL).
Computer Science (COMP)
382
Discuss the basic concepts of data warehousing and describe
different architectures used for data warehousing systems.
The CLA does not currently have learning outcomes for this
course.
3D Programming in Java
Computer Science (COMP)
390
On successful completion of the course, students will be able
to:
Computer Graphics
Revision 1
Explain essential computer graphics knowledge including 2D
and 3D geometry, transformation, lighting and color models.
Explain and demonstrate the knowledge of various
mathematical models and algorithms in computer graphics.
Program computer graphics using OpenGL.
Computer Science (COMP)
409
Mobile Computing and
Commerce
(Cross listed with ECOM 410)
2015 May
Demonstrate skills to create special visual effects.
After successfully completing this course, a student will:
Develop a good general knowledge on the impact of mobile
computing on today's organizations and of the resulting
opportunities and challenges for their management;
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Revision 1
Become familiar with the fundamentals of mobile technology,
including radio, network and wireless communication, mobile
computing applications, platforms and middleware, wireless
local area networks and personal area networks;
Develop a good foundation of wireless security, wireless
positioning, and wireless management and support;
Computer Science (COMP)
410
Software Engineering
Revision 2
Be knowledgeable on the impact of mobile technologies on
organizational strategy, product and service offerings, and
strategy execution
Define the concepts of objects.
Describe how teams should be organized so that team
members work together productively.
Describe how testing is carried out throughout the life cycle of
software.
Describe the concepts of objects and the object-oriented
paradigm within the context of modularity.
Investigate options for building portable software from reusable
components, especially the role of Objects in achieving
reusability and portability.
Explain the model estimate of relative range of cost estimate for
each life-cycle phase.
Discuss the metrics for cost estimation, especially COCOMO and
COCOMO II.
Name the components of a software project management plan
(SPMP), focusing on the IEEE Standard.
Compare the strengths and weaknesses of various
requirements elicitation and analysis techniques.
Explain the Rapid Prototyping approach and examine various
types of rapid prototyping.
Discuss the human factors in rapid prototype when developing
the user interface.
Explain specification techniques by focusing on the classical
(structured) analysis techniques.
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Computer Science (COMP)
418
Distributed Database
Systems and Database
Tuning
Revision 2
Examine and use design approaches, plus tools and metrics for
the design phase.
Explain the concept of database tuning.
Discuss tuning issues related to common underlying
components of all database systems.
Discuss several tuning principles and techniques for indexes.
Discuss and illustrate different type of indexes and conditions of
their use for optimal performance.
Describe and use techniques to improve performance of
relational database systems.
Analyze relational database applications with special
concentration on the design of relations, queries, procedures
and connections.
Describe and use techniques for queries evaluation and
optimization.
Discuss transaction management and use techniques for
concurrency control, performance of locking and crash
recovery.
Describe and use security and authorization techniques.
Discuss and illustrate major types and architectures of
distributed and parallel Databases.
Describe different techniques used for storing data in
distributed DBMS.
Discuss evaluation and optimization of queries over distributed
database.
Describe transaction management in a distributed
environment.
Computer Science (COMP)
435
2015 May
Explain the merits of synchronous vs. asynchronous replication.
Describe and use distributed recovery techniques.
The CLA does not currently have learning outcomes for this
course.
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Multimedia Technologies
Computer Science (COMP)
444
The CLA does not currently have learning outcomes for this
course.
Embedded/Robotic
Programming
Computer Science (COMP)
452
The CLA does not currently have learning outcomes for this
course.
Artificial Intelligence for
Game Developers
Computer Science (COMP)
456
Artificial Intelligence and
Expert Systems
Revision 3
After completing the course, the student should be able to:
Explain the basic concepts of knowledge representation (facts,
rules, etc.).
Explain the relation between Prolog and formal logic.
Introduce the concept of backtracking.
Build intermediate-level programs in Prolog using simple and
structured objects.
Discuss the representation and processing of list structures.
Construct Prolog programs using different data structures and
databases.
Control the backtracking, using the cut, and negation as failure.
Built-in predicates for processing terms and characters, and
composing/decomposing atoms.
Write complex Prolog programs using advanced built-in
procedures.
Develop good Prolog programs using good programming styles.
Debugging and improving efficiency of Prolog programs.
Use of tail recursion and accumulators.
Improving efficiency by asserting derived facts.
Discuss different algorithms of sorting lists.
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Representing sets as binary trees and binary dictionaries.
Representing and processing graphs.
Solving problems using a graph-based model and path search
techniques.
Discuss, define, explain and use the two pivotal search
strategies: depth-first and breadth-first.
Use the A* algorithm for solving some problems and Introduce
some advanced versions of A*; IDA*, RBFS.
Represent a problem using an AND/OR graph.
Represent a problem using constraint logic programming.
Explain the fundamentals of expert systems and knowledge
representation with uncertainty.
Implementing an expert systems shell.
Natural language processing with DCG.
Computer Science (COMP)
466
Advanced Technologies for
Web-Based Systems
Computer Science (COMP)
470
Web Server Management
Revision 1
Describe some techniques of machine learning.
The CLA does not currently have learning outcomes for this
course.
Students successfully completing this course will be able to:
Critically evaluate the operational features of core web
protocols and standards.
Make effective use of a range of server management tools and
techniques.
Install and configure a Web-based server and associated
software, both for static and dynamic delivery of Web content,
to meet business requirements.
Establish a safe and secure web environment in accordance
with security policies and legal requirements.
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Effectively monitor and control the operations of a web server.
Computer Science (COMP)
482
Human Computer
Interaction
Revision 4
Research and evaluate new web technologies as and when they
arise in the context of existing and historical technologies.
Upon completion of the course, students will be able to:
Explain the capabilities of both humans and computers from
the viewpoint of human information processing.
Describe typical human–computer interaction (HCI) models,
styles, and various historic HCI paradigms.
Apply an interactive design process and universal design
principles to designing HCI systems.
Describe and use HCI design principles, standards and
guidelines.
Analyze and identify user models, user support, socioorganizational issues, and stakeholder requirements of HCI
systems.
Discuss tasks and dialogs of relevant HCI systems based on task
analysis and dialog design.
Computer Science (COMP)
486
Mobile and Internet Game
Development
Revision 1
Analyze and discuss HCI issues in groupware, ubiquitous
computing, virtual reality, multimedia, and Word Wide Webrelated environments.
On successful completion, students should be able to:
Implement Flash game with ActionScript 3.0.
Implement game on mobile phones with J2ME.
Apply a systematic approach to problem solving and game
development (from problem identification/analysis through
solution development/design, coding and debugging, to
documentation and testing).
Present the idea and process of game development with
synchronous web-based conference system.
Computer Science (COMP)
489
2015 May
Write user manual for introducing how to play the developed
game
Identify the primary approaches to distributed computing.
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Distributed Computing
Revision 2
Define fundamental concepts in distributed computing –
kernels, processes and threads.
Explain types of inter-process communications.
Explain the concepts of concurrency control and issues of
mutual exclusion and deadlocks.
Understand the idea of objects in distributed environments,
using CORBA and RMI as examples.
Understand Web Services architecture and various protocols
used in Web Services – UDDI, WDSL and SOAP.
Explain various issues of security in distributed systems.
Explain basic terms, issues, and algorithms related to file system
components such as distributed name service, distributed file
service and distributed directory service.
Explains the idea of Transaction and Transaction Management.
Examine applications that use message-passing schemes to
transfer information between agents in a distributed system.
Computer Science (COMP)
492
The Semantic Web
Revision 2
Understand and use the following java packages: java
networking, java security, and java JDBC.
Upon completion of the course, students will be able to:
Understand the concept structure of the semantic web
technology and how this technology revolutionizes the World
Wide Web and its uses.
Understand the concepts of metadata, semantics of knowledge
and resource, ontology, and their descriptions in XML-based
syntax and web ontology language (OWL).
Describe logic semantics and inference with OWL.
Use ontology engineering approaches in semantic applications.
Computer Science (COMP)
494
Program semantic applications with Java API.
The CLA does not currently have learning outcomes for this
course.
Research Methods
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Computer Science (COMP)
495
Computer and Information
Systems Projects I
Computer Science (COMP)
496
Learning Outcomes are not available for Projects courses.
Learning Outcomes are not available for Projects courses.
Computer and Information
Systems Projects II
Computers and Management Information Systems (CMIS)
Computers and
Management Information
Systems (CMIS) 214
Custom Applications with
Visual Basic
Revision 1
After successfully completing this course you will:
Develop a good knowledge of Visual Basic (VB) use as a tool to
build Windows-based business applications;
Be knowledgeable on VB-related tools, technology and
applications programmed with these tools;
Develop a good foundation of VB Windows programming that
will enable you to continue to improve your VB skills and
explore other topics, beyond the scope of this course;
Become familiar with VB at a level that will allow you to take
other courses on higher level Web-based business applications;
Computers and
Management Information
Systems (CMIS) 245
Microcomputer
Applications in Business
(Windows)
Revision 3
Computers and
Management Information
Systems (CMIS) 311
Supporting End-User
Computing
2015 May
Have the knowledge and skills to search and use relevant VBrelated online resources, including from the Microsoft Web site.
You will be familiar with concepts and terminology common to
microcomputer systems used in business.
You will be able to navigate around the Internet.
You will be knowledgeable and proficient in using Microsoft
Windows, Word, Excel, Access, and PowerPoint software.
You will have a good knowledge of software used in common
business situations.
When successfully having completed this course, you should be
able to:
Describe technological and organizational context within which
the contemporary user support specialist operates, including
how organizations develop and implement support standards.
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Revision 3
Classify and define user support roles and the skills that are
required for entering the field; define user support workers'
career path and professional associations, and understand their
field's ethical principles.
Define the client service relationship and understand strategies
for creating successful relationships and for handling difficult
clients, including telephone communication techniques and
personal communication style.
Understand common end user issues and problems and how to
apply problem solving processes, including developing a
personal approach to problem-solving and assessing users'
needs.
Outline the troubleshooting process, strategies, and diagnostic
and repair tools used to troubleshoot problems.
Outline the challenges of planning, implementing, controlling
and evaluating User Support operations within an organization,
and look specifically at Help Desk operation and management,
trends, product evaluation and needs analysis.
Understand the nature of user support, including roles, tasks
and the helpdesk function, software installation, user training
and writing for end users, and resources that make up the user
support specialist’s toolkit.
Determine, plan and prepare appropriate training activities.
Computers and
Management Information
Systems (CMIS) 314
Web Applications with
VBNet
Revision 1
Understand types of end-user documentation and how to plan
for it, including tools for effective technical writing and its
process of evaluation.
After successfully completing this course you will:
Be knowledgeable on the wide variety of features that can be
built into web-based business applications using Visual Web
Developer (VWD);
Have knowledge and skills on web-based business applications
that will allow you to easily adapt to other web development
environments;
Develop an overall view of web-based business applications
that will allow you to explore VWD and other web development
environments on your own, beyond the scope of this course;
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Develop a good knowledge of Visual Basic (VB) use as a tool to
build web applications;
Become familiar with the VB-related web building tools and
technology along with the Structured Query Language (SQL)
database language;
Computers and
Management Information
Systems (CMIS) 351
Management Information
Systems
Revision 7
Become familiar with concepts and terminology about
Microsoft .NET architecture.
After successfully completing this course, you will be able to:
Define and describe the components of management
information systems.
Define and describe the major threats to management
information systems and the appropriate mitigation strategies
to protect against those threats.
Define “enterprise application” and define and describe the
main enterprise applications used in organizations.
Discuss contemporary approaches to software development.
Explain the indispensible role of information systems in modern
organizations & for international business.
Discuss the advantages and disadvantages of electronic
commerce.
Discuss the evolution of programming languages, software
tools, network topologies & services, & types of information
processing.
Discuss the relative benefits of various information system
investment evaluation methods
Discuss the main hardware, data and telecommunication
infrastructures underlying today’s organizational information
systems
Write simple relational database queries, selecting data from
single and multiple tables.
Describe when to use specific decision making & computer
management systems.
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Prescribe the use of appropriate information systems to meet
organizational needs
Explain how wireless technologies can be used to meet
organizational goals and restructure business processes
Outline challenges of managing an e-business and e-commerce
technology infrastructure.
Prescribe advice on ensuring the reliability, availability, &
security of e-business information systems.
Analyze current business situations recommending appropriate
information technology solutions to capture knowledge.
Explain how enterprise systems benefit organizations
Identify management issues specific to the use of information
systems for competitive advantage.
Critically evaluate the social, political, and ethical issues raised
by information systems.
Computers and
Management Information
Systems (CMIS) 431
Information Technology
Leadership
Computers and
Management Information
Systems (CMIS) 455
Accounting Information
Systems
Revision 6
Apply an ethical analysis to a difficult situation in relation to
information system
The CLA does not currently have learning outcomes for this
course.
On successful completion, students should be able to:
Distinguish an accounting information system (AIS) from other
business information systems
Describe the value and role of AIS in implementing business
strategies.
Examines three basic functions performed by an AIS
Use the AIS development and documentation techniques
Design relational database tables using REA diagrams
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Examine the eventual threats to an organization’s accounting
information and suggest mechanisms of preventing and
combating those threats.
Discuss the major issues related to computer fraud and systems
security and examine the major techniques available to detect
this issue.
Examine the major computer software designed specifically for
auditing AIS
Describe the major business activities and related information
processing operations performed in the accounting cycles
(revenues cycle, expenditure cycle, production cycle, payroll
cycle, etc.)
Criminal Justice (CRJS)
Criminal Justice (CRJS) 350
Community Policing
Revision 1
Describe the evolution of policing to the present day, and
compare traditional policing with community policing.
Describe, explain, and apply the philosophy that underlies
community policing to solving community problems.
Apply the planning process to implementing community
policing in police organizations and in the community.
Describe the application of community policing strategies to
common and unique social and community problems.
Demonstrate an ability to evaluate the effectiveness of
community policing strategies.
Criminal Justice (CRJS) 352
Victims of Crimes
(Cross listed with HSRV 352)
Revision 2
Predict the future of community policing in Canada, having
regard for current trends in Canadian society.
Define criminal victimization, and describe the development of
victimology as a distinct field of study.
Recognize the sources and dangers of bias in victimology, and
guard against it in your own involvement with victims of crime.
Identify, locate, and interpret the various sources of data on
criminal victimization, and identify patterns of victimization.
Describe the victims of crimes and their victimizers, and discuss
the dynamics of the relationship between the two groups.
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Clarify the role of the victim in crime.
Articulate the position of the crime victim within the criminal
justice system, both in the past and in the present.
Demonstrate awareness of the effects of being victimized
through several different types of crime, and explain victim
behaviours, including the phenomenon of multiple
victimization.
Describe and critically analyse the services and programs that
exist for victims of crime in Canadian society.
Delineate societal responses to victims of crime, and describe
the types of redress sought by and offered to victims.
Criminal Justice (CRJS) 360
The Psychology of Criminal
Behaviour
Revision 2
Discuss the future of criminal victimization and services for
victims of crime in Canada, and apply the principles of
restorative justice to resolving issues for victims of crime.
Describe the philosophical underpinnings of criminology, and
illustrate how these assumptions can influence popular and
scientific opinion about crime and criminals.
Define and describe the distinguishing characteristics of the
psychological approach to the study of criminal behaviour, and
explain the importance of this approach to the scientific study
of crime.
Name the primary developmental, biological, and learning
factors in criminological theory, and be able to summarize the
contribution of each factor to our understanding of criminal
behaviour.
Discuss what is currently known about the psychological
characteristics and causes of each of the following:
psychopaths, mentally disordered offenders, violent offenders,
murderers, and sexual offenders.
Criminal Justice (CRJS) 370
Youth Justice
2015 May
Critically appraise media accounts of crime or psychological
research in the criminological literature with comprehension
and awareness of serious flaws in method or research design
that compromise the validity of the writer’s conclusions.
When you have completed CRJS 370: Youth Justice, you should
be able to:
Understand the historical, social and political shifts that have
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Revision 1
influenced how youth justice systems operate in Canada and
abroad;
Understand the theoretical perspectives used to explain the
criminal behaviour of youth;
Grasp the distinction between youth crime and youth justice;
Criminal Justice (CRJS) 377
Issues in Access to
Information and Privacy
Protection
(Cross listed with GOVN 377 &
LGST 377)
Revision 1
Understand how we formally respond to youth crime.
When you have completed the course you should be able to
achieve the following objectives:
Explain how controlling information affects the functioning of
democracy and the autonomy of individuals.
Explain the tension that exists between information access and
privacy.
Explain how new technologies are affecting the ability to
collect, store, and disseminate information and describe the
effect this is having on protecting privacy.
Discuss the central issues facing the access and privacy
regulatory regimes in such diverse areas as information
management, research, public safety, and social networking.
Criminal Justice (CRJS) 410
Special Needs Policing
(Cross listed with HSRV 410)
Revision 2
Explain the evolution of regulatory regimes globally with
reference to both past events and future possibilities.
Be familiar with the role of law enforcement officials in policing
groups or individuals with special needs. To do so, you will
examine both the historic role of police and their contemporary
role in discerning the policing needs of a community and in
determining how these needs can be met.
Understand and be able to apply the decision-making process
that needs to be used, respectfully, in policing people who are
members of special needs groups.
Acquire a background in the issues and misunderstandings that
occasionally occur when individuals from a majority culture
interact with others from a politically minority culture.
Keep in mind that the overall objective of the course is to equip
you, as a police officer or other criminal justice worker, with the
knowledge to identify or suspect that you are dealing with an
individual who has special needs or with situations where an
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Criminal Justice (CRJS) 420
Environmental Protection
and Enforcement
(Reading Course)
This course has been
temporarily closed. As a result it
is not available for PLAR at this
time. May 2014
Revision 2
understanding of a person with a special need may be
beneficial. Should you be in contact with a person with special
needs as you fulfill you professional duties, you need to be able
to recognize the situation and deal with it in the most
productive manner for both yourself and the individual with
special needs.
Identify the environmental harms present in Canada, and
explain why it is important that people are protected from
these harms.
Discuss the advantages and disadvantages of various methods
of providing protection from environmental harms, including
environmental laws and policies.
Identify the sources of legal environmental protection in
Canada, and discuss the differences between the force of laws
and that of government documents.
Recognize that constitutional authority governs whether the
federal or provincial government will regulate a matter.
Distinguish between and describe the various common law
actions and statutory authorizations relevant to environmental
protection, and appreciate their strengths and limitations in
protecting the environment.
Discuss the process and importance of environmental
assessment under the “Alberta Environmental Protection and
Enhancement Act” and the “Canadian Environmental
Assessment Act”.
Discuss the concept of pollution prevention, and explain the
importance of planning for remediation early in the statutory
authorization process.
Distinguish between the different kinds of environmental
offences, and describe the investigations and prosecutions that
follow.
Discuss the difficulty of creating binding international
environmental law, and describe the differences between
international environmental law and domestic environmental
law.
Describe the ways in which Aboriginal rights and understanding
are important to environmental protection.
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Criminal Justice (CRJS) 425
White-Collar Crime and
Investigation
(Reading Course)
Revision 3
Discuss the concept of harmonization, and describe alternative
approaches to understanding environmental protection.
Discuss the underlying concepts and definitions related to
white-collar and organized crime, including enterprise crime,
organized crime, computer crime, white-collar crime.
Explain the law related to detection and prosecution of whitecollar crimes, including relevant provisions of the Canada
Evidence Act, Criminal Code of Canada, Proceeds of Crime
Legislation, Canadian Charter of Rights and Freedoms,
Controlled Drugs and Substances Act.
Describe the limitations of Canadian law related to the
detection and prosecution of white-collar crimes.
Describe the various types of white-collar crimes, and discuss
the investigative methods used to gather evidence and
successfully prosecute cases.
Discuss the growing threats and forecasted trends in the class
of offences described as white-collar crime.
Criminal Justice (CRJS) 427
Civil Liberties and
Individual Rights
(Cross listed with HSRV 427)
Revision 1
Explain the importance of partnerships among various agencies
in detecting and prosecuting white-collar crime. These agencies
include the RCMP, municipal police agencies, Revenue Canada,
Forensic Accounting firms, Department of Justice, Canadian
Security Intelligence Service (CSIS), and the Criminal Intelligence
Service of Canada (CISC).
Discuss Canada’s legal system and the role of human rights in
maintaining a free, liberal, democratic society.
Explain the general historical background of the origin and
purpose of the Canadian concepts of civil liberties and human
rights.
Describe specific sections of the Charter and the jurisprudence
that has arisen under those sections.
Criminal Justice (CRJS) 485
Police Management
Revision 1
2015 May
Discuss the importance of human rights to maintain a fair
criminal justice system and a safe society.
Discuss the organizational and managerial shifts occurring in
policing.
Critically analyse and compare managerial theories and
practices currently used within a police service.
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Recognize and apply a range of managerial techniques and
practices as they relate to a police organization.
Summarize critical issues that affect police managers in a
changing organizational structure.
Explain the interrelationship between police organizational
reform and private sector reform.
Criminal Justice (CRJS) 487
Group/Independent
Studies
Discuss the importance of Strategic and Tactical management.
Learning Outcomes are not available for Group/Independent
Studies Courses.
(Reading Course)
Criminal Justice (CRJS) 489
Alternate Dispute
Resolution
(Cross listed with LGST 489 &
HSRV 487)
Revision 1
Acquire thorough familiarity with the various dispute resolution
methods that are “alternative” to traditional methods on both a
practical and a theoretical level.
Acquire specific skills, procedures, techniques, and practitioner
characteristics needed for an efficient process in the various
forms of alternate dispute resolution.
Recognize specific issues and concerns within ADR, such as
gender, power, and culture, and be aware of the impact of
these issues on the process, the client, the practitioner, and the
appropriateness of ADR.
Recognize the possible importance of alternate dispute
resolution within the Canadian justice system.
Criminal Justice (CRJS) 490
Ethical Decision Making in
Law Enforcement
Criminal Justice (CRJS) 491
Offender Rehabilitation
Consider conflict and conflict resolution in a different way – one
that properly serves clients and contributes to a fair justice
system and a safe community.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
(Cross listed with HSRV 491)
Criminal Justice (CRJS) 492
Criminal Organizations
2015 May
The CLA does not currently have learning outcomes for this
course.
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Criminal Justice (CRJS) 493
Risk Assessment and
Threat Management
(Cross listed with HSRV 493)
Revision 1
When you have satisfactorily completed CRJS 493, you will have
achieved the course outcomes. Specifically, you should
understand and be able to explain and describe:
Recent epidemiological research on violence, focusing on the
prevalence of and risk factors for various forms of violence.
Major theories of violence and the various types of violence
that are relevant to the criminal justice system.
Major approaches to violence risk assessment, including the
strengths and limitations of discretionary (i.e., unstructured and
structured professional judgment) and non-discretionary (i.e.,
actuarial) approaches.
How to conduct comprehensive violence risk assessments in
various contexts using popular guidelines and instruments.
How to conduct comprehensive threat assessments.
Criminal Justice (CRJS) 494
Crime and Intelligence
Analysis
Criminal Justice (CRJS) 495
Sex Crimes
How to develop effective assessment-based plans for managing
violence risk in various contexts.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
Cultural Studies (CLST)
Cultural Studies (CLST) 201
Cultural Studies and
Everyday Life
Cultural Studies (CLST) 325
Understanding Cultural
Studies
Cultural Studies (CLST) 365
Cultural Studies in the
Twenty-First Century:
Politics, Pedagogies,
Possibilities
Cultural Studies (CLST) 412
2015 May
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
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Cultural Studies in
Twentieth-Century
Western Music
course.
(Cross listed with HUMN 412 &
MUSI 412)
Cultural Studies (CLST) 417
Theoretical Issues in
Cultural Studies and the
Humanities
The CLA does not currently have learning outcomes for this
course.
(Cross listed with HUMN 417)
E-Commerce (ECOM)
E-Commerce (ECOM) 320
Overview of e-Commerce
Revision
Expose students to the vocabulary needed to discuss current
developments in e-Commerce
Provide students with a broad understanding of the business
and technological infrastructure that are making e-Commerce
possible.
Introduce students to different business models underlying eCommerce applications, from both an operational and strategic
perspective.
Examine changes in business processes and organizations that
are driven by e-Commerce technologies and applications
(impact on SCM, MKGT, payment systems, logistics, etc.)
Explore the legal, security, ethical, and international issues that
define the e-Commerce environment.
E-Commerce (ECOM) 410
Mobile Computing and
Commerce
(Cross listed with COMP 409)
Revision
Examine the effects of social media and networking effects on
the future of e-Commerce
After successfully completing this course, a student will:
Develop a good general knowledge on the impact of mobile
computing on today's organizations and of the resulting
opportunities and challenges for their management;
Become familiar with the fundamentals of mobile technology,
including radio, network and wireless communication, mobile
computing applications, platforms and middleware, wireless
local area networks and personal area networks;
Develop a good foundation of wireless security, wireless
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positioning, and wireless management and support;
E-Commerce (ECOM) 420
Project in e-Commerce
E-Commerce (ECOM) 425
e-Commerce Security,
Legal Issues & Ethics
Be knowledgeable on the impact of mobile technologies on
organizational strategy, product and service offerings, and
strategy execution
Learning Outcomes are not available for Project Courses.
The CLA does not currently have learning outcomes for this
course.
Economics (ECON)
Economics (ECON) 247
Describe how certain economic principles are derived.
Microeconomics
Explain specific economic principles and give examples of their
application.
Revision
Economics (ECON) 248
Macroeconomics
Revision
Select an appropriate principle and, given the relevant facts,
apply it to derive a solution for an economic problem.
Know economic definitions -- for example, how economists use
terms like investment, money, and unemployment.
Know economic facts – for example, what the powers and
responsibilities of the Bank of Canada are.
Develop analytical tools – for example, know how economists
determine the relationship between investment and
unemployment.
Economics (ECON) 300
Financial Economics
Have some understanding of mathematics.
The CLA does not currently have learning outcomes for this
course.
(cross-listed with FNCE 300)
Economics (ECON) 321
Health Care Economics
(cross-listed with HADM 321)
Revision
This course is designed to gain knowledge in how economic
principles apply in health care and medical care to make
administrative decisions.
Understand how financial resources are allocated in health care
field.
Supply and demand of health care services
Labour market in health care
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Health care market model
Economics (ECON) 330
Workers and the Economy
(cross-listed with LBST 330)
Revision
Cost benefit analysis of health care and medical care
economic dimension of the Canadian health system
After completing Economics 330: Workers and the Economy,
you should be able to:
Describe the both “business” view and the “workers’” view on
economic issues.
Discuss how the positions taken on economic issues are not
neutral, but often depend on one’s social position and ability to
articulate their situation.
Describe how economic ideas are used as a way of presenting
different personal and societal interests.
Explain why economic issues are often considered to be under
the exclusive domain of business managers, company owners,
politicians, and media pundits.
Substitute the business view on economic issues with that of
the working people.
Describe the impact that workers’ job performances,
purchasing decisions, and their association with trade unions,
political parties, and/or nongovernmental organizations (NGOs)
has on the state of the economy.
Describe how the business view and the workers’ view of
economics underlines different aspects of the economy and the
conclusions each group reaches with respect to economic
decision making.
Economics (ECON) 366
Economic Development
Revision
Select the appropriate tools, locate the correct information, and
formulate appropriate arguments and analyses of various
economic issues.
Understand the development experiences of the countries in
Africa, Latin America and Asia.
Explain the very different levels of development and economic
growth in countries around the world.
Understand the relationships between growth and poverty and
growth and income distribution.
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Understand how factors such as technological progress,
population growth, urbanization, rural-urban migration,
education and health affect the process of development.
Economics (ECON) 380
Public Finance /
Expenditure
Economics (ECON) 385
Explain the relationships between international trade and
development and international capital flow and development.
The CLA does not currently have learning outcomes for this
course.
Learners completing this course are expected to:
Money, Banking, and
Canadian Financial
Institutions
Know the basic concepts of money, role and functions of
money, and ways in which payments system have evolved in
Canada.
Revision
Describe the development, structure, and operations of various
financial institutions, markets and instruments, and of the
payments system in Canada.
Understand and describe the interrelationships among the
various components of a financial system, the risks involved in
financial intermediation services, and how financial
intermediaries manage those risks.
Understand and describe the importance of financial
regulations, including the role of the central bank in prudent
supervision of financial intermediaries.
Understand and calculate the present and future values of
money, security prices and investment yields.
Understand and describe how the Bank of Canada implements
its monetary policy and how the federal government’s financial
transactions affect domestic financial conditions.
Understand and describe the various approaches to the
quantity theory of money, and the role and effectiveness of
monetary policy according to these theoretical approaches.
Understand and describe the interrelationship between
domestic and international economies through international
payments accounts, foreign exchange rate markets, and
interest rates.
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Economics (ECON) 401
The Changing Global
Economy
Revision
Know the history of the international monetary system before
1939 and recent international monetary relations.
Learners completing this course are expected to:
Understand and explain the principles and terms associated
with the globalization and the main forces that drive
globalization.
Understand and explain the influence of culture, politics,
economic, and legal systems on international business activity.
Know the opportunities and challenges facing less developed
countries in the era of globalization.
Know the global monetary system and framework in which
international business transactions are conducted.
Be able to explain the theories of international investment,
foreign exchange, and the determination of foreign exchange
rates.
Economics (ECON) 475
Understand the global financial crisis and its implications on
international business.
You will consider a number of questions, such as:
International Trade
What determines the basis of trade?
Revision
What are the effects of trade?
What determines the value and the volume of trade?
What factors impede the flow of trade?
Economics (ECON) 476
International Finance
Revision
What is the impact of public policy that attempts to alter the
pattern of trade?
Learners completing this course are expected to:
Know the basic principles of balance-of-payments accounting
and discuss the concepts of “balance” in a country’s balance of
payments.
Understand and describe the nature, components, and
functioning of the foreign exchange market, and to be able to
explain the relationship between the foreign exchange market
and financial markets.
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Understand and explain how money and asset markets
influence and are influenced by the balance of payments and
exchange rates.
Understand and describe the manner in which changes in the
exchange rate affect the current account, changes in the
current account influence the aggregate macroeconomy, and
changes in the macroeconomy influence the current account.
Understand the working and application of the IS/LM/BP model
and to be able to use the model to illustrate how domestic
macroeconomic policy instruments can influence the open
economy under a system of fixed exchange rates and under a
flexible exchange rate system.
Understand and explain how trade and international payments
influence the macroeconomy when prices are flexible.
Understand and describe the determinants of the exchange
rate and to be able to discuss alternative exchange rate
regimes.
Know the desirable features of an effective international
monetary system, analyze the characteristics and problems of
the Bretton Woods system, and evaluate the current
international monetary arrangements with respect to the
difficulties that they face.
Education (EDUC)
Education (EDUC) 201
The course will make students aware of:
The Profession of Teaching
Why they want to become a teacher.
Revision
What is involved in becoming a teacher.
What teachers need to know and be able to do.
What teachers actually do in classrooms and how they do it.
Some of the guidelines and principles teachers use to guide
them in their work.
The uncertainty of teaching.
The complexities of teaching.
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Education (EDUC) 300
Building the Canadian
Learning Society: Historical
Perspectives
Education (EDUC) 301
Educational Issues and
Social Change I: Historical
Social Perspectives
Revision
The challenges and rewards of being a teacher.
The CLA does not currently have learning outcomes for this
course.
Explain the origins of the Canadian public education system.
Recognize the importance of interpretation in educational
history.
Discuss the common school in terms of whom it did and did not
serve, and how well it served its various clients.
Explain the historical roots of many contemporary educational
debates.
Education (EDUC) 302
Educational Issues and
Social Change II: Current
Debates
Discuss the origins and political implications of the debate over
“traditional” vs. “progressive” education.
Explain the origins of neo-conservative ideologies, and discuss
their effects on the education systems of Alberta and Ontario.
Discuss the role that teachers are expected to perform as
agents of social change, and the barriers – personal, cultural
and structural – that they face in filling that role.
Explain the various meanings attached to the concept of
“equality” within education, and discuss the role of education in
maintaining inequality, and in undermining it.
Education (EDUC) 307
Thinking Through the
Challenges of Multicultural
Education
Education (EDUC) 309
The Purposes of Adult
Education
Revision
Discuss the concepts of “multiculturalism” and “diversity,” and
explain their importance in, and the challenges they pose for,
education.
The CLA does not currently have learning outcomes for this
course.
After completing this course, you should be able to:
Critically discuss the foundations of adult education.
Describe the dominant theoretical perspectives in adult
education and relate them to practice.
Identify and discuss the key social, economic, political, and
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technological issues that currently affect adult education.
Analyze an adult education issue using an integrated approach.
Discuss how adult education theory relates to distance
education.
Express an informed, critical perspective on the purpose of
Canadian adult education in a global context.
Education (EDUC) 310
The Canadian Training
System
(Cross-listed with HRMT 310)
Revision
Describe the structure of training in Canada, and describe the
roles and responsibilities of the different stakeholders in the
labour market.
Connect training to the concepts of work organization, work
and skill ownership, and the changing nature of the economy
and labour markets in Canada.
Distinguish between the different models for training in the
workplace.
Evaluate the conflicts and convergence in the relationships of
the labour market stakeholders.
Education (EDUC) 315
Understanding Media
Literacy: Inside Plato’s
Cave
Discuss the role public policy plays in the shaping of training.
The CLA does not currently have learning outcomes for this
course.
(Cross-listed with CMNS 315)
Education (EDUC) 316
Program Planning and
Methods in Adult Learning
(Cross-listed with HRMT 316)
Revision
After completing this course, you should have an understanding
of both the theory and practice of program planning.
Specifically:
Understand and critique the major theoretical approaches that
relate to program planning and program evaluation in adult
education
Differentiate between key terms and concepts as well as
describe the implications for practice that are embedded in
them
Identify and critique the various models and practices of
program planning in relation to diverse contexts
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Make connections between the theory presented in the class
and practical applications
Select and apply appropriate instructional methods based on
context and objectives
Education (EDUC) 404
Law and Ethics in
Education
Education (EDUC) 406
Make ethical decisions about program planning by
understanding context
The CLA does not currently have learning outcomes for this
course.
Upon completing this course students will be able to:
Work and Learning
Explain the areas of conflict and convergence between
workplace learning and workplace management.
Revision
Contemplate the validity of the concept of a "learning
organization", including understanding the major critiques of
this concept and the interests of major stakeholders in it.
(Cross-listed with HRMT 406)
Discuss the way in which labour education and employee
development can contribute to worker empowerment and the
democratization of the workplace and opposition to this form
of education in the workplace.
Explain the tensions that exist between economic, social and
cultural objectives of formal education.
Education (EDUC) 411
Directed Study in Canadian
Education
Education (EDUC) 412
Directed Study in Canadian
Education
Explain why gender and difference issues are so important in
understanding the potential for skills training and work and
learning in Canada and the economic south.
Learning Outcomes are not available for Directed Study
Courses.
Learning Outcomes are not available for Directed Study
Courses.
Educational Psychology (EDPY)
Educational Psychology
(EDPY) 200
Educational Psychology
2015 May
At the conclusion of this course, learners should be able to:
Describe theories of students’ cognitive, language, personal,
social, and moral development.
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Revision 1
Discuss issues of student diversity, including abilities and
disabilities, culture and community.
Discuss and differentiate among several perspectives about
learning: behavioural views, cognitive views, social cognitive
learning, constructivism, and social constructivism.
Describe theories of motivation (behavioural, cognitive, social,
etc.) as they apply to learning.
Educational Psychology
(EDPY) 310
Learning and Instruction
(Cross-listed with PSYC 310)
Revision 2
Describe strategies and methods for assessing learning.
At the end of the course, students should be able to do the
following:
Explain what educational psychology is, and discuss its potential
role in improving education.
Describe and contrast the behaviourist and cognitive
approaches to research on learning and instruction.
Describe the concept of learning from each of the behaviourist
and cognitive approaches with respect to three metaphors of
learning.
Describe the types of knowledge and the types of
understanding a learner can achieve, and provide relevant
examples of each. Explain which approaches to learning would
typically result in knowledge and which approaches would
result in understanding, and outline the underlying implications.
Explain the concept of transfer with respect to a
positive/negative continuum and general/specific continuum.
Discuss transfer with respect to behaviourist and cognitive
approaches.
Describe how the cognitive processes of selecting (new)
information, organizing this information, and integrating new
information with existing knowledge produces understanding,
and describe how these processes interact with the three
memory stores.
Describe the prior knowledge and cognitive processes involved
in learning how to read (fluently and for comprehension) and
write and in learning mathematics and science, and discuss
their instructional implications.
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Describe, differentiate, and produce typical measures (tasks or
items) used to assess different types of learning and
understanding (e.g., literal/retention, inference, and transfer
questions).
Describe the following general instructional approaches, and
indicate their efficacy in promoting learning: providing
feedback, providing concrete examples and activities, providing
worked out examples and cases, guiding cognitive processes,
strategy instruction, and cognitive apprenticeship.
Educational Psychology
(EDPY) 351
Discuss how self-efficacy, (self) attributions, and goalorientation may affect students’ motivation to learn and their
approach to learning.
Learners successfully completing this course will:
Develop an introductory overview understanding of children
Introduction to Exceptional with exceptionalities
Children
Be able to define categories of children with exceptionalities
Revision 4
(sensory impairments, behavioral, intellectual, and learning
differences, special health needs, etc.)
Be able to outline the definition, classification, prevalence,
etiology, developmental consequences, assessment and
interventions for working with children with disabilities
including those with learning disabilities, developmental
disabilities, hearing or visual impairments, behavior disorders,
health impairments, ADHD, speech and language differences,
intellectual disabilities, neurological disabilities, and severe and
multiple disabilities
Become familiar with issues and trends in Canadian special
education
Educational Psychology
(EDPY) 389
Be able to identify risk factors and children at risk
A person who completes this course should be able to:
Explain how the definition of learning disabilities has evolved. In
Learning Disabilities: Issues your discussion, include historical and contemporary themes of
and Intervention
learning disabilities.
(Cross listed with PSYC 389)
Revision 1
2015 May
Identify and evaluate the two leading definitions of learning
disabilities.
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Identify and explain the major anatomical features of the
human brain.
Explain how the following factors may contribute to
neurological dysfunctions: hereditary, teratogenic,
physiological, and environmental factors.
Regarding the assessment of learning disabilities, discuss the
following: theories of assessment, domains of assessment, and
assessment strategies.
Identify four contemporary models of learning disabilities, and
for each model (b) explain the: theoretical foundations,
emphasis in assessment, and emphasis in intervention.
For each of the following areas, identify specific problems
associated with learning disabilities, and suggest strategies for
assessment and remediation: social, emotional, behavioural,
cognitive, metacognitive, and attentional.
For disabilities in language, reading, writing, and mathematics,
discuss the following: normal development, specific learning
disabilities, assessment, and intervention strategies.
Discuss alternate models of service delivery state your model of
choice and justify your opinion.
Identify potential problems associated with early identification
of learning disabilities.
Explain the historical development of P.L. 99-457, and discuss
the implications of this law.
Discuss the prognosis for young adults with learning disabilities
and outline the transitional services available to them.
Educational Psychology
(EDPY) 400
Teaching and Managing
the Child with Learning
2015 May
Discuss major challenges faced in the following sets of
relationships: disabled children and their parents, disabled
children and their siblings, disabled children and their teachers,
and parents of disabled children and their kids’ teachers and
the school system?
A student who completes this course should be able to:
Discuss the concept of inclusive education and identify program
factors that contribute to its success.
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Difficulties
(Cross listed with PSYC 400)
(6 credits)
Revision 1
Discuss the key elements of an instructional environment and
establish their relevancy to meeting the needs of students with
learning problems.
Identify ways of enhancing classroom organization and groupbased instruction.
Evaluate the relevancy of assessment in determine what to
teach and how to teach students with learning difficulties.
Interpret the concept of a continuum of instructional choices
and discuss its relevance to students with learning difficulties.
Discuss the conditions that affect learning styles and establish
techniques for adapting teaching to meet the various learning
styles.
Assess students’ social, emotional and behavioral development
and develop interventions utilizing appropriate activities.
Diagnose language difficulties, reading difficulties, spelling
difficulties, handwriting and written expression difficulties,
math difficulties, and establish strategies and activities to
address identified problems.
Describe the learning strategies approach and discuss its
importance to students with learning difficulties
Identify activities that can be used to promote: preparatory
study skills, acquisition study skills, expression study skills, and
Illustrate how the activities could be used in your teaching
situation.
Identify developmental reading approaches and discuss their
advantages and disadvantages.
Use Gentry’s proposed five stages of spelling development to
assess a student’s level of spelling competency
Outline components of essential mathematics and discuss their
implications for planning math instruction for students with
learning difficulties.
Design and implement an individual program plan for a student
with learning or behavioral difficulties residing in a province of
your choice.
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Educational Psychology
(EDPY) 469
The CLA does not currently have learning outcomes for this
course.
Principles of Psychological
Assessment
(Cross listed with PSYC 469)
Educational Psychology
(EDPY) 470
Consultation and
Collaboration for Students
with Special Needs
(Cross listed with PSYC 470)
Revision 1
A student who completes this course should be able to:
Explain the following concepts and their relevance to inclusive
education: consultation, collaboration, and teamwork.
Illustrate with an example each of the following terms: role
delineation, role clarification, role parity, and role expectations.
Use the elements of school consultation to design an effective
method of consultation.
Apply a model of collaborative consultation to a given situation
and justify your choice.
Identify individual and cultural differences and discuss their
importance and discuss strategies for enhancing them within
the context of school consultation and collaboration.
Establish the parties involved in home school collaboration
discuss their contributions, and ways of effectively bringing
them to work towards a common goal.
Identify problem-solving steps, identify hidden problems and
mention skills and techniques that can be utilized to overcome
such problems.
Utilize technology in enhancing collaborative consultation and
indicate how you would use technology to meet the needs of
students with disabilities.
Discuss the underlying principles of professional development
and design an in-service program on a specific topic.
Design an evaluation plan and critique the evaluation of
content, process and context of consultation.
Formulate management strategies that minimize stress and
burnout for effective and efficient consultation and
collaboration.
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Discuss the following strategies for inclusion concepts and
illustrate how you would implement them: curriculum
adaptation, co-operative learning, and co-teaching.
Plan for remedial instruction and support and justify how this
differs from regular instruction and support.
Identify entities and resources outside the school system that
can contribute to the learning programs of special needs
students and discuss ways of forging effective links of
collaboration.
Educational Psychology
(EDPY) 471
Managing Behavioural
Problems in the Classroom
(Cross listed with PSYC 471)
Revision 1
Indicate what social changes might impact consultation and
collaboration in an inclusive school system and hypothesize
what may be their impact.
A student who completes this course should be able to:
Identify a working definition of behavioral disorder and discuss
it implications on problem identification procedures and
intervention strategies.
Discuss the significance of the nature of the problem to the
assessment and intervention of behaviour problems.
Design an appropriate recording strategy for a given behaviour
problem, justify your design and Illustrate your data in a graph
or chart.
Discuss the selection and evaluation of intervention strategies
as an on going process.
Outline behaviour management techniques for a specific
behaviour problem and discuss how you would integrate the
techniques with your teaching style and philosophy.
Discuss the principles behind behavioural self-control and the
techniques derived from these principles.
Design a school survival and social skills curriculum and justify
the assessment approaches and intervention strategies to be
implemented.
Identify a student with aggressive behaviour and establish
cause and formulate intervention strategies based on the
causes of the aggressive behaviour.
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Discuss the motivation behind the various types of self-injurious
and self-stimulatory behaviours and identify ethical issues that
guide your intervention strategies.
Plan an interview for determining presence of a psychological
problem and outline your interview strategies.
Discuss the characteristics and myths of Attention
Deficit/Hyperactivity Disorder and identify ways of modifying
the classroom to accommodate students with ADHD.
Discuss the rationale behind ‘extending intervention and
establish the role of the teacher, parents and other professions
have in maintaining the desired behavior.
Describe the limitations of educators working in school settings
in the following areas and discuss strategies for working
effectively within these limitations: ecological constrains, role
constrains, and legal constrains.
Educational Psychology
(EDPY) 476
Assistive Technology for
Students with Special
Needs
(Cross listed with PSYC 476)
Revision 1
Educational Psychology
(EDPY) 479
Introduction to ComputerBased Instruction
Revision 2
Discuss the impact of trauma on students’ behaviour in the
classroom and the implications to the teacher.
Participate in identifying assistive technology needs of students
with special needs.
Access appropriate assistive technology resources.
Actively participate in a multi-disciplinary team assessment.
Implement assistive technology in the classroom or other
educational setting.
Participate in an evaluation of the effectiveness of assistive
technology.
Outline the historical development of computer-based
instruction.
Compare and contrast the learning principles and approaches
to computer-based instruction. Describe the general features of
software for learning.
List and discuss the five factors relevant and common to all
interactive multimedia.
Describe the various issues to consider when developing
multimedia tutorials.
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Describe and outline the history of hypermedia and web-based
learning. Discuss the 3 essential components of hypermedia.
Describe hypermedia features that support learning and
learning strategies.
Compare and contrast the World Wide Web as a platform, a
delivery medium, and a communication medium. Describe the
important designer factors of web-based materials.
Compare and contrast the criticisms of computerized drills.
Describe the factors that are important when selecting drill
items.
Describe simulations and the various types. Describe the
factors required when designing and evaluating simulation
software.
List the environments where educational games are typically
used. Describe the advantages of games over other
instructional methods.
Describe the kinds of learning emphasized by open-ended
learning environments (OLEs).
Identify the two major uses of computers in educational testing.
Describe the advantages and disadvantages of computerized
test administration.
Outline the defining features, attributes, and phases that
required for an effective educational multimedia model.
English (ENGL)
English (ENGL) 211
Identify and discuss the major literary forms in prose.
Prose Forms
Discuss the relationship between form and content in written
word.
Revision
Discuss the similarities and differences in style and theme in the
works of a wide range of authors.
Be able to critically analyse, evaluate, and enjoy literature.
English (ENGL) 212
2015 May
Have improved reading and writing skills.
Identify and discuss the major literary forms in poetry and
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Poetry and Plays
Revision
drama.
Discuss the relationship between form and content in written
word.
Discuss the similarities and differences in style and theme in the
works of a wide range of authors.
Be able to critically analyse, evaluate, and enjoy literature.
English (ENGL) 255
Introductory Composition
Revision
Have improved reading and writing skills.
Summarize essays.
Use effective research methods and proper documentation
technique.
Adapt to various writing requirements calling for a range of
rhetorical approaches.
Think and write critically.
English (ENGL) 302
Introduction to Canadian
Literature
Revision
Write effective essays meeting first-year university expectations
for content, organization, style, mechanics, and grammar.
Acquire a general overview of Canadian literature and painting
and an historical perspective on their development.
Experience literature as one mode of creative expression and
artistic experience related to other creative modes (in
particular, the visual).
Develop an appreciation of the techniques of artistry in
language and the visual arts.
Define specific terms from the literary and visual arts and apply
them to the works studied.
Identify specific art forms and techniques (both literary and
visual) as they occur in the works and identify works, authors,
and artists by means of their form, style, and context.
Summarize (paraphrase, outline) the plots and thematic
concerns of works.
Analyze works from the perspective of their literary and/or
visual elements, including, among others, point of view,
characterization, plot, theme, setting, atmosphere, style,
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imagery, structure, and organization.
Analyze interrelationships among, and relative importance of,
literary and/or visual elements in a work.
Evaluate the effectiveness of the techniques used in a work and
analyze its strengths and weaknesses.
Recognize recurring themes, literary or visual devices, and
elements in the works.
Compare and contrast the works studied.
Develop the skills necessary to write criticism in the form of
essays with correct grammar, a lucid style, and a coherent and
sustained argument that makes use of evidence from the
primary work(s).
Transfer the skills and critical tools acquired in the study of one
work to the study of others.
English (ENGL) 303
Trace the history of the drama of the Western world from its
beginnings in the religious festivals of Greece to the period
A History of Drama – Part I: following the English Restoration in the late seventeenth and
Early Stages
early eighteenth centuries.
Revision
Describe the structure of the theatre as it changed to meet the
requirements of the society and the drama.
Examine the ‘forms of drama’ in terms of their social and
historical contexts.
Analyse individual plays as text and as theatre, in terms of
themes, characterization, style, imagery, structure, and setting.
English (ENGL) 304
A History of Drama – Part
II: Modernist Theatre
Revision
Develop an awareness of how the text might be dramatized.
Provide an introduction to theoretical terms such as
“modernism,” “postmodernism,” and “postcolonialism” in the
context of nineteenth and twentieth century Western drama.
Examine the innovative theatrical forms developed in response
to political, psychological, and epistemological changes.
Consider the ways in which social and political assumptions are
interrogated through theatre.
Analyse individual plays as text and as theatre, in terms of
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ideas, characterization, dialogue, stage and verbal imagery, and
structure.
English (ENGL) 305
Literature for Children
Revision
Develop an awareness of how the text might be dramatized.
Read, understand, and enjoy several significant literary works
for children.
Achieve a general overview of children's literature and acquire
an historical perspective on its development.
Develop an appreciation of the techniques of artistry in
language.
Develop an appreciation of each work as an individual work
with its own formal integrity.
Recognize some of the more common weaknesses of children's
books and the reasons for these weaknesses.
Develop standards by which to evaluate children's books and
picture-book illustrations.
Build critical judgment in selecting books of literary merit for
children.
Improve the critical tools and communication skills acquired in
your introductory (junior) literature course.
Increase your interest in, and ability to read, literature.
Increase your knowledge and understanding of yourself and
others through your experience with children's literature.
In print copy of Student Manual are these specific objectives:
Identify specific literary techniques as they occur in the works.
Identify works and authors by means of their form, style,
content and context.
Summarize (paraphrase, outline) the plots and thematic
concerns of works.
Analyse works from the perspective of their literary elements,
including narrative point of view, characterization, plot, theme,
setting, atmosphere, style, structure, and organization.
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Analyse interrelationships among, and relative importance of,
literary elements in a work.
Evaluate the effectiveness of the techniques used in a work and
analyse its strengths and weaknesses.
Recognize recurring themes, literary devices, and elements in
the works.
Compare and contrast works studied.
Participate in informed and thoughtful discussion of children’s
literature.
English (ENGL) 306
The Literature of Work
Revision
Develop the skills necessary to write literary criticism in the
form of essays with correct grammar, a lucid style, and a
coherent and sustained argument that makes use of evidence
from the primary text(s).
Read, understand, and enjoy several significant examples of the
literature of work.
Achieve a general overview of work literature.
Develop an appreciation of the techniques of artistry in
language.
Develop an appreciation of each work as an individual work
with its own formal integrity.
Develop an understanding of the strengths and weaknesses of
the various genres of writing (for example, poetry, fiction,
drama, autobiography).
Improve the critical tools and communication skills acquired in
your introductory (junior) literature course.
Increase your interest in, and ability to read, literature.
Increase knowledge and understanding of yourself and others
through your experience with the literature of work.
Specific objectives include:
Identify specific literary techniques as they occur in the works
studied.
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Identify works and authors by means of their form, style,
content and context.
Summarize (paraphrase, outline) the plots and thematic
concerns of works.
Analyse works from the perspective of their literary elements,
including narrative point of view, characterization, plot, theme,
setting, atmosphere, style, structure, and organization.
Analyse interrelationships among, and relative importance of,
literary elements in a work.
Evaluate the effectiveness of the techniques used in a work and
analyse its strengths and weaknesses.
Recognize recurring themes, literary devices, and elements in
the works.
Compare and contrast the works studied.
Participate in informed and thoughtful discussion of the
literature of work.
English (ENGL) 307
Women in Literature
Revision
Develop the skills necessary to write literary criticism in the
form of essays with correct grammar, a lucid style, and a
coherent and sustained argument that makes use of evidence
from the primary text(s).
Determine how social attitudes have shaped perceptions of
women in literature, and women's perceptions of themselves.
Interrogate women's texts in terms of gynocriticism (womencentred criticism) in order to counter patriarchal critical
assumptions about literature.
Examine how women writers have been empowered by their
precursors and contemporaries.
Deconstruct traditional images of women.
Ascertain patterns of women's self-discovery and self-assertion
in three novels.
Trace the matrilinear motifs in women's writing.
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Determine the social and literary significance of the roles in
which women are cast.
Analyse how women writers have used language and silence in
order to subvert patriarchal discourse.
Determine how women express distinctively female
experiences.
English (ENGL) 308
Native Literature in
Canada
Revision
Investigate how the margins are being redefined in women's
writing, and how the canonical centre is being relocated or
undermined.
Analyze a broad spectrum of literature by Native Canadian
writers.
Critically read a wide range of Native Canadian works so that
personal responses to the material are supported by an
objective analysis of the text and the embedded social and
critical values that lead to such responses.
Consider works by writers for whom English may be their first
language but not their mother tongue.
Examine the cultural aesthetics surrounding the tradition of oral
storytelling and its connection to contemporary Native
literature.
Appreciate the breadth of diversity among Aboriginal
Canadians, as reflected in Native literature.
Identify important genres in Native literature and provide
appropriate examples of each.
English (ENGL) 316
Approaches to Literary
Theory and Criticism
English (ENGL) 324
Shakespeare I
2015 May
Examine the use of non-Western literary forms and structures
in a Native storytelling event.
The CLA does not currently have learning outcomes for this
course.
Explore and explain Shakespeare’s text, showing that you can
read a modern edition of the plays with sensitivity.
Describe the way that the stage and the physical action on it
contribute to your understanding of the plays.
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Be aware of the ways in which different readings and
performances of the plays interpret, illuminate, or modify our
understanding of the text.
Discuss Shakespeare’s characterization.
Illustrate Shakespeare’s use of dramatic structure and
convention.
Refer where necessary in your discussion of his plays to the
society and the beliefs of his time.
Be aware of the way the texts of the plays have been
transmitted to the modern reader.
Discuss Shakespeare’s exploration of the great themes of
human experience: power, justice, love, death.
English (ENGL) 325
Shakespeare II
Revision
Especially towards the end of the course, become aware of the
way that modern theoretical approaches can illuminate and
challenge the texts.
Explore and explain Shakespeare’s text, showing that you can
read a modern edition of the plays with sensitivity.
Describe the way that the stage and the physical action on it
contribute to your understanding of the plays.
Be aware of the ways in which different readings and
performances of the plays interpret, illuminate, or modify our
understanding of the text.
Discuss Shakespeare’s characterization.
Illustrate Shakespeare’s use of dramatic structure and
convention.
Refer where necessary in your discussion of his plays to the
society and the beliefs of his time.
Be aware of the way the texts of the plays have been
transmitted to the modern reader.
Discuss Shakespeare’s exploration of the great themes of
human experience: power, justice, love, death.
Especially towards the end of the course, become aware of the
way that modern theoretical approaches can illuminate and
challenge the text.
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English (ENGL) 335
Comparative Literature I
Revision
Read, understand and enjoy a number of significant works of
literature from around the world.
Acquire a historical perspective of the development of
literature in the Western tradition.
Acquire a critical knowledge of literary themes, motifs,
structures, narrative points of view, character types and values.
Develop critical communication skills by writing analytical
essays.
Develop research skills in libraries and on the Internet.
Develop an understanding of comparative study that can be
transferred from literature to other fields.
Begin to explore the links between literature and other media.
Acquire an understanding of different cultures around the
world.
English (ENGL) 336
Comparative Literature II
Revision
Learn to explore literary material on the Internet.
Read, understand, and appreciate a range of innovative literary
works from around the world in different media representing
differing styles.
Gain an understanding of important trends and movements in
the literatures of the late nineteenth and twentieth centuries.
Think critically about literary themes, motifs, structures, and
styles, and about language itself.
Become aware of issues surrounding translation between
languages and between media.
Think about the concept of originality in literature by examining
several authors who rewrite other authors’ texts.
Examine the relationship between literary representation and
technology in terms of content, form, and expression.
Become acquainted with the recent literary technology of
hypertext.
Explore literary resources on the World Wide Web.
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Consider the relationship between literature and film, and
examine the “literariness” of cinematic practices.
English (ENGL) 344
American Literature I
Revision
Develop analytical, critical, and communication skills through
the writing of essays and research papers.
Read, understand, and enjoy a variety of significant American
literary works to the turn of the nineteenth century.
Acquire a general overview of American literature to the turn of
the nineteenth century and an historical perspective on its
development.
Develop an appreciation of the techniques of artistry in
language as expressed through several literary genres.
Develop an appreciation of each work as an individual work
with its own formal integrity.
Improve the critical tools and communication skills acquired in
your previous literature course(s).
Increase your interest in, and ability to read, literature.
Increase your knowledge and understanding of yourself and
others through your experience with American literature to the
turn of the nineteenth century.
Improve your understanding of the United States, its people
and cultures.
Acquire a good knowledge and skills base for proceeding to
further literary studies, particularly to English 345: American
Literature II.
Specific objectives:
Identify specific literary techniques as they occur in the works.
Identify works and authors by means of their form, style,
content and context.
Summarize (paraphrase, outline) the plots and thematic
concerns of works.
Analyse works from the perspective of their literary elements,
including narrative point of view, characterization, plot, theme,
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setting, atmosphere, style, structure, and organization.
Analyse interrelationships among, and relative importance of,
literary elements in a work.
Evaluate the effectiveness of the techniques used in a work and
analyse its strengths and weaknesses.
Recognize recurring themes, literary devices, and elements in
the works.
Compare and contrast works studied.
Participate in informed and thoughtful discussion of American
literature.
English (ENGL) 345
American Literature II
Revision
Develop the skills necessary to write literary criticism in the
form of essays with correct grammar, a lucid style, and a
coherent and sustained argument that makes use of evidence
from the primary text(s).
General objectives:
Read, understand, and enjoy a variety of significant American
literary works to the turn of the nineteenth century.
Acquire a general overview of American literature to the turn of
the nineteenth century and an historical perspective on its
development.
Develop an appreciation of the techniques of artistry in
language as expressed through several literary genres.
Develop an appreciation of each work as an individual work
with its own formal integrity.
Improve the critical tools and communication skills acquired in
your previous literature course(s).
Increase your interest in, and ability to read, literature.
Increase your knowledge and understanding of yourselves and
others through your experience with American literature to the
turn of the nineteenth century.
Improve your understanding of the United States, its people
and cultures.
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Learning Outcomes for Course-Based Portfolios
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Acquire a good knowledge and skills base for proceeding to
further literary studies.
Specific objectives:
Identify specific literary techniques as they occur in the works.
Identify works and authors by means of their form, style,
content and context.
Summarize (paraphrase, outline) the plots and thematic
concerns of works.
Analyse works from the perspective of their literary elements,
including narrative point of view, characterization, plot, theme,
setting, atmosphere, style, structure, and organization.
Analyse interrelationships among, and relative importance of,
literary elements in a work.
Evaluate the effectiveness of the techniques used in a work and
analyse its strengths and weaknesses.
Recognize recurring themes, literary devices, and elements in
the works.
Compare and contrast the works studied.
Participate in informed and thoughtful discussion of American
literature.
English (ENGL) 351
Comparative Canadian
Literature I
Revision
Develop the skills necessary to write literary criticism in the
form of essays with correct grammar, a lucid style, and a
coherent and sustained argument that makes use of evidence
from the primary text(s).
Develop an understanding of cultural diversity in Canada with
special emphasis on Quebec writing.
Read, understand, and enjoy a number of significant works of
English-Canadian and French-Canadian literature.
Acquire a critical knowledge of literary themes, motifs,
structures, narratives, points of view, and values typical of
various regions of Canada.
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Acquire an historical perspective of the development of
literature in English and French Canada.
Identify the common elements in the works of various Canadian
authors, be they English, French, or immigrant.
Consider questions of national conflict as they are reflected in
works of literature.
Understand the place of Canadian literature in the world
context.
English (ENGL) 353
Intermediate Composition
Revision
Develop communication skills in essays and research papers.
After successfully completing this course, you should be able to:
Understand and define the concepts of "essay," “standard
formal English," "primary source," "secondary source"; different
types of essays (expository, contemplative, compare-andcontrast, persuasive, research); the writing process; and know
where to go to access general information about writing.
Distinguish between the various types of essays and
organizational structures of each.
Write various kinds of essays (expository, contemplative,
compare-and-contrast, persuasive, research) and write a
research proposal.
Exercise the mechanics found within various kinds of essays,
e.g. comparing by analogy, creating cohesion and coherence in
sentences, using emphasis, recognizing fallacies, and write
concisely.
Explain how writing style relates to ethics and identify ethical
methods of appealing to emotion.
Understand and apply the concepts of bibliographies, conduct
bibliographic research, and know how to use parenthetical
referencing according to MLA documentation style.
English (ENGL) 358
Literature of the Americas
Revision
2015 May
Understand what plagiarism is.
General objectives:
Read, understand, and enjoy several significant works drawn
from these literatures.
Learning Outcomes for Course-Based Portfolios
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Acquire a general overview of these literatures and an historical
perspective on their development.
Develop an appreciation of the techniques of artistry in
language as expressed through several literary genres.
Develop an appreciation of each work as an individual work
with its own formal integrity.
Improve the critical tools and communication skills acquired in
your previous literature course(s).
Increase your interest in, and ability to read, literature.
Increase your knowledge and understanding of yourself and
others through your experience with the literature of the
Americas.
Improve your understanding of the Americas, their people and
their cultures.
Acquire a good knowledge and skills base for proceeding to
further literary studies.
Specific objectives:
Identify specific literary techniques as they occur in the works
studied.
Identify works and authors by means of their form, style,
content and context.
Summarize (paraphrase, outline) the plots and thematic
concerns of works.
Analyse works from the perspective of their literary elements,
including narrative point of view, characterization, plot, theme,
setting, atmosphere, style, structure, and organization.
Analyse interrelationships among, and relative importance of,
literary elements in a work.
Evaluate the effectiveness of the techniques used in a work and
analyse its strengths and weaknesses.
Recognize recurring themes, literary devices, and elements in
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the works.
Compare and contrast the works studied.
Participate in informed and thoughtful discussion of the
literature of the Americas.
English (ENGL) 361
Literature of the Harlem
Renaissance
English (ENGL) 373
Film and Literature
English (ENGL) 381
Develop the skills necessary to write literary criticism in the
form of essays with correct grammar, a lucid style, and a
coherent and sustained argument that makes use of evidence
from the primary text(s).
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
Read and understand literary texts.
Creative Writing in Prose
Write prose fiction and produce finished texts.
Revision
Further develop skills in literary analysis.
Develop skills in self-criticism of one’s own writing.
Further develop writing skills.
Develop an appreciation of the short story form.
Learn about the work of authors from around the world.
Develop a sensitivity to language.
English (ENGL) 384
Writing Creative NonFiction
English (ENGL) 387
Writing Speculative Fiction
English (ENGL) 395
The Nineteenth-Century
English Novel
2015 May
Learn to work independently and within given parameters.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
Detailed Learning Outcomes are not available for Reading
courses.
General objectives:
Learning Outcomes for Course-Based Portfolios
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(Reading Course)
Revision
Read, understand, and enjoy several significant nineteenthcentury novels.
Develop an appreciation of the techniques of artistry in
language.
Improve the critical tools and communication skills acquired in
your previous literature course(s).
Increase your interest in and ability to read literature in general
and the nineteenth-century novel in particular.
Develop an appreciation of each work as an individual work
with its own formal integrity.
Begin to develop an understanding of the evolution of the novel
as genre and to acquire an historical perspective of the
development of nineteenth-century fiction.
Increase your knowledge and understanding of yourself and
others through your experience with the nineteenth-century
novel.
Specific objectives:
Identify specific literary techniques as they occur in the works.
Identify works and authors by means of their form, style,
content and context.
Summarize (paraphrase, outline) the plots and thematic
concerns of works.
Analyse works from the perspective of their literary elements,
including narrative point of view, characterization, plot, theme,
setting, atmosphere, style, structure, and organization.
Analyse interrelationships among, and relative importance of,
literary elements in a work.
Evaluate the effectiveness of the techniques used in a work and
analyse its strengths and weaknesses.
Recognize recurring themes, literary devices, and elements in
the works.
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Compare and contrast the works studied.
Participate in informed and thoughtful discussion of the
nineteenth-century British novel.
English (ENGL) 397
Develop the skills necessary to write literary criticism in the
form of essays with correct grammar, a lucid style, and a
coherent and sustained argument that makes use of evidence
from the primary text(s).
General objectives:
The Twentieth-Century
English Novel
Read, understand, and enjoy several significant twentiethcentury British novels.
Revision
Achieve a general overview of the modern British novel and
acquire an historical perspective on its development and on the
cultural, social, and political context in which it evolved.
Develop an appreciation of each work as an individual work
with its own formal integrity.
Develop an awareness of some of the conventions of the novel
prior to the twentieth century in order to understand the
originality and achievement of modern British novelists.
Recognize and understand some of the significant concerns of
the twentieth-century British novel and the various methods
and structures through which novelists have expressed these
concerns.
Improve the critical tools and communication skills acquired in
your introductory (junior) level literature course.
Increase your interest in, and ability to read, literature.
Increase your knowledge and understanding of yourself and
others through your experience with the twentieth-century
British novel.
Specific objectives:
Identify specific literary techniques as they occur in works
studied.
Identify works and authors by means of their form, style,
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content and context.
Summarize (paraphrase, outline) the plots and thematic
concerns of works.
Analyse works from the perspective of their literary elements,
including narrative point of view, characterization, plot, theme,
setting, atmosphere, style, structure, and organization.
Analyse interrelationships among, and relative importance of,
literary elements in a work.
Evaluate the effectiveness of the techniques used in a work and
analyse its strengths and weaknesses.
Recognize recurring themes, literary devices, and elements in
the works.
Compare and contrast the works studied.
Participate in informed and thoughtful discussion of the
modern British novel.
English (ENGL) 401
The Faust Theme
Revision
Develop the skills necessary to write literary criticism in the
form of essays with correct grammar, a lucid style, and a
coherent and sustained argument that makes use of evidence
from the primary text(s).
General objectives:
Read, understand, and enjoy several significant literary works,
the central thematic focus of which is the protagonist’s search
for an understanding of the inner self.
Acquire an historical perspective on the development and
changing image of the Faust figure.
Experience literature as one mode of creative expression
related to the intellectual, philosophical, and social
characteristics of a particular age.
Improve the critical tools and communication skills acquired in
your previous literature courses.
Increase your interest in, and ability to read, literature.
Increase your knowledge and understanding of yourself and
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Learning Outcomes for Course-Based Portfolios
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others through your experience with the changing cultural
contexts and evolving ideas that have molded modern
consciousness.
Specific objectives:
Identify specific literary techniques as they occur in works
studied.
Identify works and authors by means of their form, style,
content and context
Summarize (paraphrase, outline) the plots and thematic
concerns of works.
Analyse works from the perspective of their literary elements,
including narrative point of view, characterization, plot, theme,
setting, atmosphere, style, structure, and organization.
Compare and contrast works studied.
Participate in informed and thoughtful discussion of selected
works.
English (ENGL) 413
Develop the skills necessary to conduct research and write
literary criticism in the form of essays with correct grammar, a
lucid style, and a coherent and sustained argument that makes
use of evidence from the primary text(s) and appropriate
secondary sources.
The CLA does not currently have learning outcomes for this
course
Literature of the Long
Nineteenth Century 1790 –
1917: Poetry & Poetics of
the Victorian Period
English (ENGL) 423
Detailed Learning Outcomes are not available for Reading
courses.
Advanced Literary Theory
Develop an understanding of contemporary theory.
Revision
Acquire a knowledge of the application of theory to the
practical criticism of texts.
Become aware of the various methods of interpreting written
texts.
Read and enjoy a number of intellectually stimulating texts.
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Acquire a critical ability in assessing competing views of
literature and other arts in the social context.
Become aware of the relationships between literature, history
and theory.
Acquire an understanding of major intellectual movements in
this century, such as structuralism, feminism and
postcolonialism.
Learn to read all texts more critically.
Develop communication skills through the planning and writing
of essays.
English (ENGL) 431
Canadian Drama
Revision
Develop research skills in the investigation of various theories.
Trace the historical development of Canadian drama and the
formation of a “national” theatre.
Analyse recurrent or distinctive themes in Canadian drama from
the last forty years, and ascertain to what extent these express
regional or national concerns.
Describe the nature of social and political criticism inherent in
Canadian drama since 1967.
Compare the stylistic strategies used by modern Canadian
dramatists— realist, expressionist, absurdist, filmic.
Identify the styles and themes unique to individual playwrights,
and compare and contrast these with the styles and themes of
others.
Describe the multiplicity of perspectives, including Québécois,
feminist, Native, gay, ethnic, and Black, that are operative in
modern Canadian theatre.
Analyse the function of character, plot, and set in sixteen
Canadian plays.
English (ENGL) 433
Post-Colonial Literatures
2015 May
Critically evaluate published articles and reviews of Canadian
drama in arriving at your own assessment of the above issues.
To interrogate the nature of “post-colonialism” as a literary
concept.
Learning Outcomes for Course-Based Portfolios
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Revision
To show the variety and diversity of anglophone literatures in
the twentieth century in the post-colonial period.
To show how post-colonial literatures incorporate or resist the
canonical texts of English literature.
To show how the imperial centre may be abrogated or ironized
within the text.
To explore the cultural diversities and pluralities that constitute
anglophone “national” literatures.
To analyse the ways in which English has become a means of
interrogating the colonial signifiers.
To analyse the ways in which traditional literary forms are
deconstructed and reconstructed in post-colonial literatures.
English (ENGL) 451
Comparative Canadian
Literature II
Revision
To consider how indigenous folk and/or mythical styles and
themes inform post-colonial literatures to constitute a
syncretism of cultures.
Develop an understanding of cultural diversity in Canada with
special emphasis on Quebec writing and racial questions.
Read, understand, and enjoy a number of significant works of
English-Canadian and French-Canadian literature.
Acquire a critical knowledge of the literary themes, motifs,
structures, narratives, points of view, and values that are typical
of various regions of Canada.
Acquire an historical perspective of the development of
literature in English and French Canada.
Identify the common elements in the works of various Canadian
authors, be they English, French, or immigrant.
Consider questions of social conflict as they are reflected in
works of literature.
Develop an understanding of the place of Canadian literature in
the world context.
Develop communication skills in essays and research papers.
Acquire a sound basis for further work in Canadian Literature
and Canadian Studies.
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English (ENGL) 475
Literature and Hypertext
Revision
This course has been
temporarily closed. As a result it
is not available for PLAR at this
time. Mar 2013
Read, understand, and enjoy a number of significant literary
works in print and online.
Appreciate the capacity of hypertext to serve as a vehicle for
literature and other aesthetic work.
Understand what print and hypertext narratives tell us about
other areas of culture.
Acquire an overview of the development of intersections
between printed word, moving image and hypertext.
Examine particular instances where literary texts and hypertext
works exchange narrative content, narrative and stylistic
methods, as well as social ideologies.
Acquire an understanding of literature and hypertext as specific
media with specific properties and specific limits.
Recognize the social, linguistic and political implications of
hypertext as a rhetoric.
Develop the critical tools to analyse and theorize literature and
hypertext from a variety of perspectives.
Mobilize the skills necessary to conduct research online for
literary subjects and for the humanities in general.
English (ENGL) 482
Advanced Fiction Writing
Revision
Refine communication and analytical skills through critical essay
writing with correct grammar, a lucid style, and a coherent and
sustained argument that uses evidence from primary and
secondary works, as well as ideological structures of meaning.
Build on writing skills including clarity, fluency, vividness and
accuracy.
Develop skills necessary to write longer works, including
profluence, tension, and structure.
Learn the basics of conceptualization of a novel or novella.
Sharpen critical thinking and critical reading skills.
Practice the skills needed to self-edit, as well as the ability to
critique and edit the writing of others.
Recognize the personal qualities needed to be an effective
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writer.
Acquire the intellectual and practical training needed to pursue
a writing career.
English (ENGL) 491
Directed Studies in
Literature
English (ENGL) 492
Enhance language skills as part of a well-rounded education.
Polish effective communication skills.
Learning Outcomes are not available for Directed Study
Courses.
Learning Outcomes are not available for Projects courses.
Research and Writing
Projects in Literature
English Language and Writing Skills (ENGL)
English Language and
Writing Skills (ENGL) 140
Understand basic grammar from which to build a knowledge of
more complex grammar.
Grammar
Use verb tenses correctly, including unusual verbs and verb
constructions.
(0 credits)
(No Area of Study)
Express intent using modals and related expressions that add
subtlety to verb usage.
Use the passive voice accurately when required and understand
the variation in meaning between the active and the passive
voice.
Use gerunds and infinitives to serve different grammatical
functions.
Know the relationship between nouns and pronouns, the
qualifiers that are used with nouns and the impact of nouns and
pronouns on subject-verb agreement.
Know the variety of clauses used and their functions.
Express conditional and hypothetical situations.
English Language and
Writing Skills (ENGL) 143
2015 May
Understand the various words, phrases and grammatical
structures that are used to show the relationship between
ideas.
Pre-write, organize, outline, write, and think critically for
academic success.
Learning Outcomes for Course-Based Portfolios
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Writing for Academic
Purposes
(0 credits)
(No Area of Study)
Develop interpersonal, academic and language skills necessary
to ease the transition from this course to a university or college
environment.
Be an independent, confident and successful learner, not only
in English but also in your chosen academic field.
Have critical skills of self-evaluation.
English Language and
Writing Skills (ENGL) 146
Reading for Academic
Purposes
(0 credits)
(No Area of Study)
English Language and
Writing Skills (ENGL) 155
Developing Writing Skills
(No Area of Study)
Deal with large quantities of academic reading and writing
tasks.
Identify information and comprehend what you read.
Read more quickly and effectively.
Use a dictionary effectively.
Transfer information read, and rewrite or reuse it in your own
words.
Be able to achieve a greater level of success in English 177 or
English 187.
Shape your writing in accordance with audience and purpose.
Use effective thesis and topic sentences to focus on main ideas.
Use effective organization and linking devices to develop ideas
coherently.
Revision
Use acceptable grammar, punctuation, and sentence structure.
English Language and
Writing Skills (ENGL) 177
Improve listening, reading, writing, note-taking, test-taking, and
critical thinking skills needed for academic success.
English for Academic
Purposes
Perform exercises and activities that develop interpersonal,
academic, and language skills necessary to ease the transition
from ENGL 177 to the university environment.
(No Area of Study)
Revision
Become independent, confident, successful learners, not only of
English but in their chosen academic field.
Understand the vocabulary and structure of the English
language as it is used in a variety of academic disciplines.
Develop critical skills of self-evaluation.
2015 May
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English Language and
Writing Skills (ENGL) 189
English for Business
(No Area of Study)
Revision
Deal with academic reading and writing tasks.
English 189 has been designed to assist students achieve the
following objectives:
To improve listening, reading, writing, and critical thinking skills
needed for academic success in a Business context.
To perform discipline-appropriate exercises and activities to
develop interpersonal, academic and language skills necessary
to ease the transition from this course to a university or college
environment.
To understand basic information on Economics and Business to
prepare for further Business studies.
To improve learning strategies to become independent,
confident and successful learners of both Business studies and
Business writing.
To practice rhetorical methods of writing development that are
common in business writing and business correspondence
formats.
To understand the vocabulary and structure of the English
language as it is used in academic writing.
To encourage the development of critical skills of selfevaluation.
To provide the necessary skills to deal with large quantities of
academic reading and writing tasks.
Entrepreneurship (ENTP)
Entrepreneurship (ENTP)
212
An Introduction to Small
Business Management
Revision
After completing ENTP 212, you should be able to:
Define small business, small business-related terms (ie
competitive advantage, market segmentation, niche marketing,
distribution) and identify their importance
Identify and compare strategic options for conducting small
business, such as building competitive advantage
Identify and describe the basic concepts of and differences
between various types of businesses – franchising, family
business, start-up companies
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Identify and describe the basic concepts of family business, its
roles and relationships, and how to make it successful and
sustainable
Define and describe small business marketing and related
concepts, such as the marketing research process, developing a
formal marketing plan, and the importance of market analysis
and strategy, forecasting sales and customer satisfaction, global
marketing, and factors to consider in structuring a distribution
channel
Identify and describe promotional strategies and concepts
determining promotional mix and expenditure, small-business
advertising options, and personal selling activities
Identify and describe pricing concepts and strategies, including
break-even analysis, markup pricing, penetration pricing,
skimming, follow-the-leader, variable and flexible pricing
strategies
Explain and describe credit issues, factors that affect credit
extension, types of credit, and sources of financial assistance
available to small businesses
Describe the characteristics and value of small business
organization, including strong management teams, common
legal forms, the effective use of boards, directors, and advisory
councils, and tax implications
Identify the physical factors affecting small business decisions,
including the choice of a business location, layout of physical
facility, and equipment needs
Identify and describe HR needs, roles and issues, including
entrepreneurism, recruitment, training, compensation and
incentives, unions employee-related legislation.
Describe the nature and need for management control systems,
inventory control, total quality management (TQM) programs,
purchasing policies, reengineering and other methods of
improvement
Identify and describe various small-business financial structures
and instruments, and describe the purpose and contents of
each, including methods of evaluating a firm’s liquidity and
2015 May
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managing a firm’s cash flows
Discuss the concepts of small-firm management, planning,
growth, harvesting options, and the nature and kinds of smallbusiness organization
Environmental Science (ENSC)
Environmental Science
(ENSC) 200
Recognise and use the appropriate scientific vocabulary for
describing and analysing environmental problems.
Introductory
Environmental Science
Analyse the connections among elements of an environmental
system.
Revision
Assess basic scientific evidence about environmental issues.
Interpret data, including numerical data, about the
environmental impacts of economic activities.
Environmental Science
(ENSC) 495/496
Identify the types of scientific information needed for the
analysis of an environmental problem.
Learning Outcomes are not available for Projects courses.
Environmental Science
Projects
Environmental Studies (ENVS)
Environmental Studies
(ENVS) 200
The CLA does not currently have learning outcomes for this
course.
Introduction to
Environmental Studies
Environmental Studies
(ENVS) 243
The CLA does not currently have learning outcomes for this
course.
Environmental Change in a
Global Context
(Cross listed with GLST 243)
Environmental Studies
(ENVS) 305
The CLA does not currently have learning outcomes for this
course.
Environmental Impact
Assessment
Environmental Studies
(ENVS) 361
The CLA does not currently have learning outcomes for this
course.
2015 May
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The Politics of Ecology:
Applying Ecological Science
to Environmental Concerns
Environmental Studies
Describe the environmental issues presented in each
(ENVS) 435
community study, their relationship to development issues, and
their ecological impacts on the community.
Case Studies in
Environmental Protection: Carry out small group workshops relating to environmental
Popular Education,
themes.
Community Sustainability,
and Global Connections
Explain how different ways of knowing and different
worldviews influence people's perceptions of their relationship
Revision
to nature and the environment.
Apply basic ecological principles and give examples of how our
understanding of these principles can be shaped by culture and,
in some cases, by gender.
Assess critically various kinds of local or traditional knowledge
and their relationship to expert knowledge.
Identify how participatory development and participatory
research methods prove effective or ineffective as strategies for
facilitating community-based environmental education,
analysis, and social change.
Evaluate critically a local program designed to improve public
participation and community development around an
environmental issue.
Develop a cross-cultural critique of environmental impact
assessment and compare and contrast North American versus
Asian strategies for altering the assessment process for the
benefit of communities.
Develop workshop facilitation skills.
Understand alternative strategies for the creation of
sustainable communities, and analyse the sustainability of your
own community using the ecological footprint and sustainability
indicators.
Take action towards a more sustainable lifestyle personally, and
for your community.
2015 May
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Finance (FNCE)
Finance (FNCE) 234
Permanently closed Jan 8, 2014
Introduction to Finance
Finance (FNCE) 249
Replaced by ECON / FNCE 300
After completing this course, students should be able to:
Personal Investing
Interpret and explain personal financial statements and the
budgeting process.
Revision
Perform basic financial mathematics calculations.
Analyze and interpret industry and economic factors that affect
financial markets.
Explain basic investment concepts and terminology.
Assess risk and return potential for various types of securities,
including stocks and bonds.
Develop and manage a simple investment portfolio.
Finance (FNCE) 300
Financial Economics
Contrast various investment approaches and styles.
The CLA does not currently have learning outcomes for this
course.
(cross-listed with ECON 300)
Finance (FNCE) 322
Personal Finance
Revision
Describe the features of standard financial products, services,
and strategies available to help individuals manage their
personal finances.
Discuss the advantages and disadvantages of these products,
services, and strategies.
Apply mathematical formulas and financial models to assess
needs and design plans of action to achieve personal objectives.
Analyze individual financial situations and recommend
appropriate strategies for achieving individual objectives.
Finance (FNCE) 370
Overview of Corporate
Finance
2015 May
Apply the knowledge gained in this course to enhance current
or future client relationships in the financial industry.
Solve practical financial problems.
Learn principles of corporate financial management.
Learning Outcomes for Course-Based Portfolios
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Revision
Develop a working knowledge of business financial practices.
Finance (FNCE) 371
Additional course information may be provided by mentor as
learning summary is being developed.
Students who successfully complete FNCE 371 will be able to:
Applications in Corporate
Finance
Understand and discuss the concepts and principles of
corporate financial management.
Revision
Apply the concepts and principles of financial management to
analyze practical financial problems.
Finance (FNCE) 401
Investments
Revision
Finance (FNCE) 403
Risk Management
Revision
Analyze and discuss the impacts of current events on the
financial management of a company.
Be able to analyze bonds, common stock, preferred stock,
derivative instruments, mutual funds and other innovations in
the context of risk, uncertainty, diversification, portfolio
planning and taxation.
Be able to apply investment theory and principle and financial
analysis skills to investment portfolio.
Students completing this course will:
Develop an understanding of the theories and conceptual
framework behind risk management models and derivative
valuation models
Develop a working knowledge of derivatives, the derivatives
market and implementation of risk management programs
Finance (FNCE) 405
Empirical Finance
Revision
Develop the ability to value derivative instruments using
existing models
Students completing this course will:
Be able to read and critically examine empirical research
literature in the finance areas
Be able to perform quantitative analysis (classical linear
regression, univariate time series analysis, and simulations) on a
variety of issues in finance such as the validity of the Efficient
Market Hypothesis and the Capital Asset Pricing Model
Finance (FNCE) 408
2015 May
Apply what they have learned in the course to real-life data,
with the hopes that this will stimulate research interests in
various research areas in finance
The CLA does not currently have learning outcomes for this
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e-Commerce and Risk
Management
Finance (FNCE) 470
Portfolio Management
Revision
course.
Be able to make critical evaluation of the theory and practice of
investment and portfolio management, including ethical
investment practice.
Be able to valuate the major investment vehicles such as stocks,
bonds, futures, option contracts, and mutual funds.
Be able to make use of available information on financial
markets, at both macro and micro levels, to develop investment
strategies.
Be able to construct an investment portfolio that is sound in
terms of investment principles and portfolio performance.
French (FREN)
French (FREN) 100
French for Beginners I
Revision 4
Write sentences at the level of French 100 that are
grammatically and structurally correct. The study of grammar as
it is presented in the textbook En bons termes is a very
important component of the course.
Based on the textbook French in Action, you should be able to
express yourself orally and in writing in simple French on the
following topics.
Introduce yourself, speak about your health, and inquire about
the health of others.
Participate in simple conversations on such topics as family and
friends.
Speak and write about other nationalities.
Describe yourself and others.
Name your preferences.
Speak and write about your vacations, the weather and the
seasons.
Ask simple questions and respond to straightforward requests.
Ask for and give opinions.
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Describe an event or a situation.
Discuss aspects of French culture.
Speak and write about games and sports.
French (FREN) 101
Speak and write about your studies and university life in
general.
Speak and write about your origins and your childhood.
French for Beginners II
Speak and write about jobs and employment.
Revision 2
Know how and where to buy certain items, and how to make
telephone calls. Speak and write about the preceding.
Speak and write about your holidays and other events in the
past.
Speak and write about education in school and in university.
Speak and write about the subjects you study.
Speak and write about food and food habits.
Know how to order food in restaurants, and speak and write
about it.
Speak and write about culinary habits in general, and French
culinary habits in particular.
French (FREN) 200
First Year University
French I
Revision 6
Speak and write about travel in general, and French tourism in
particular.
Talk about men and women in modern society.
Speak about household chores.
Discuss employment.
Speak about marriage issues.
Discuss sports in Canada.
Speak about the family, the upbringing of children, the
generation gap, the young, and legal problems.
Tell stories about the past (anniversaries, etc.).
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Make comparisons between country and city life.
Speak about language issues.
Discuss classes and economic issues.
Speak about other cultures.
French (FREN) 201
First Year University
French II
Revision 5
French (FREN) 301
Composition francaise
Revision 1
Discuss technology and other issues.
Attain a good working knowledge of all aspects of French
grammar so that you will be able to write grammatically and
structurally correct sentences and discuss an array of topics in
written as well as oral form.
Be able to proceed with ease to the next step in your French
education. In other words, you should be ready to do secondyear university-level French.
Acquire a good French accent after having completed the
required language lab exercises.
Ce cours poursuit l’apprentissage de systèmes syntactiques et
l'enrichissement du lexique. Il a pour but le perfectionnement
de l'art de la composition. Il permet à l’apprenant de
faire la distinction entre les temps du présent et du passé
composé (verbes réguliers et verbes irréguliers)
faire la distinction entre les temps de L’imparfait et du passé
composé
faire la distinction entre les temps du passé composé, du passé
simple, de l'imparfait et du plus-que-parfait
savoir rédiger des compositions en utilisant les séquences
descriptives: (portrait physique, portrait moral : le portrait)
savoir faire la distinction entre les diverses formes de l’adjectif
savoir rédiger des compositions françaises telles que la
description d’une ville/d’un bâtiment, d’un monument etc
savoir faire la distinction entre plusieurs prépositions
savoir rédiger des compositions françaises sur des sujets divers
(La nature etc)
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comprendre les temps du subjonctif et savoir les mettre en
pratique
savoir rédiger des compositions françaises en utilisant les
séquences narratives (récit historique, récit romanesque au
passé
savoir rédiger des compositions françaises en utilisant des
séquences d’une dialogue littéraire, savoir rédiger la
dissertation morale.
comprendre l’importance et l’utilisation des pronoms relatifs
savoir rédiger des lettres de correspondance
French (FREN) 305
La littérature jeunesse
French (FREN) 358
Initiation à la littérature
d'expression française I
French (FREN) 362
Second Year University
French
(6 credits)
Revision 6
savoir rédiger quelques aspects de la dissertation littéraire
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
After completing Fren362 you should be able to:
Use a wide variety of grammatical structures accurately in
spoken and written French and be able to produce simple and
complex sentences.
Read both literary and non-literary texts, and discuss the ideas
contained in these texts.
Write coherent short compositions in grammatically correct
French on both literary and non-literary topics.
Command sufficient vocabulary to discuss a variety of topics
relating to francophone literature and culture.
French (FREN) 363
Le roman français du XXe
siècle
Revision 2
2015 May
Understand French spoken at normal speed by native speakers.
In this course students will
Be introduced to French novels of the 20th century, through a
reading of five important and representative novels from
France
Learning Outcomes for Course-Based Portfolios
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Explore some of the great moments of intellectual life/thought
in France since 1900
Reflect on the important themes presented in these novels as
well as on the formal aspects of the novels that have preoccupied the authors themselves.
Discuss the concept of “intrigue” (plot), “techniques narratives”
(narrative techniques), and the notion of “personnages”
(characters)
Discuss the concept of time and space in these novels
French (FREN) 374
Introduction a la
littérature canadiennefrancaise
(6 credits)
Revision 3
French (FREN) 375
Vocabulary Expansion
(6 credits)
Revision 1
Explore the various forms of the novel as well as the social,
ideological and historical concepts presented in these novels.
Upon completion of this course students should be able to:
Express knowledge of the history and evolution of FrenchCanadian literature.
Develop an awareness of the relationship between literature
and cultural identity.
Write essays in French on literary topics in a clear, accurate and
logical form, providing correct documentation.
Understand the importance of key literary movements and
major writers in the time periods studied (from the 16th to the
20th century).
After completing FREN 375 you should be able to:
Use a large variety of current French vocabulary in its correct
context.
Make use of idiomatic expressions.
Retain the vocabulary you have learned.
Read literary and non-literary texts, have a clear understanding
of their content and discuss them both orally and in writing.
Hold a conversation and express your opinion in correct,
idiomatic French on a variety of topics.
Write well-organized and grammatically accurate compositions
in French using varied vocabulary in simple and complex
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sentences making sure the content is relevant to the topic.
French (FREN) 383
Pratique orale thématique
French (FREN) 387
Français langue des
affaires
Revision 2
Appreciate the diversity of francophone literature and culture.
Permanently closed Mar 11, 2014
This course may be suitable for some PLAR students. Course
learning outcomes will be provided by mentor once fit and
suitability has been confirmed.
Le cours FREN 387 a pour but d’offrir une formation en
communication écrite et orale telle qu'elle se pratique en
français dans le monde des affaires au Canada. A l’aide d’un
survol de l’usage du langage administratif il en souligne sa
pertinence dans le monde du travail.
Connaitre les formulations usuelles à utiliser pour répondre au
téléphone, pour prendre un message téléphonique ou encore
pour acheminer l’appel à une autre personne.
Reconnaitre les expressions, les structures et les mots
particuliers de l’anglais qui menacent l’intégrité de la langue
française. A l’aide d’une révision des structures et des
expressions françaises vous apprendrez à éviter ces expressions
et ces mots anglais.
Traiter des difficultés grammaticales et orthographiques que
l’on rencontre dans la langue française surtout en ce qui
concerne la concordance des temps, l’accord du participe passé
et des adjectifs L’unité traite des trois éléments suivants : (1) le
mode en français, (2) l’accord de participes passés avec
l’auxiliaire avoir, l’auxiliaire être et les verbes pronominaux (3)
l’accord des adjectifs qualificatifs et non-qualificatifs
Prendre connaissance des règles des majuscules selon l’usage
propre de l’anglais (qui est un grand utilisateur de la majuscule)
et du français, qui emploie celle-ci suivant des règles très
précises. Elle aborde aussi les règles d’usage de la ponctuation
en français
Traiter des règles concernant la rédaction des lettres d’affaire.
Elle énumère des stratégies qui vous aideront à faire passer le
massage en respectant la clarté la simplicité, la courtoisie et la
précision. Elle vous permet aussi de prendre connaissance des
règles concernant la disposition des diverses parties de la lettre.
Traiter du curriculum vitae (le CV) et de la lettre
d’accompagnement. Elle résume des faits relatifs à votre
2015 May
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formation scolaire et universitaire ainsi qu’à votre expérience
professionnelle Elle présente les caractéristiques et les diverses
parties du CV ainsi que les divers formats du CV; elle vous aide à
choisir le meilleur modèle pour faire ressortir vos compétences
et vos réalisations. Elle identifie aussi les règles de rédaction
pour les lettres d’accompagnement du CV
Traiter de la rédaction de la convocation (une invitation écrite
appelant quelqu’un(e) à se présenter à une réunion), du
procès-verbal (un rapport rédigé par quelqu’un pour rapporter
des faits de sa compétence) et du communiqué (un avis
d’information destiné au public et souvent diffusé par les
médias - la presse, la radio etc.)
French (FREN) 403
Permettre de prendre connaissance du vocabulaire technique
usuel à utiliser dans le monde du travail et à reconnaitre
l’importance des règles de la féminisation dans le milieu du
travail au Canada et ailleurs.
Learning Outcomes are not available for Reading Courses.
Stylistique comparee
(Reading Course)
French (FREN) 405
After completing French 405 you will be able to:
Translation from French to
English
Identify the problems (cultural, grammatical, lexical) which are
present in the translating of any given text.
Revision 1
Devise strategies for overcoming these problems.
Make intelligent use of translators’ tools such as dictionaries
and glossaries.
Produce translations of a variety of texts (eg literary, factual,
consumer-oriented) which accurately convey the meaning of
the original text.
Apply revision and editing techniques to improve upon your
own translations and those done by others.
French (FREN) 420
Poésie et théâtre français
du 19e siècle
French (FREN) 421
2015 May
Better detect subtle distinctions of meaning in both English and
French.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
Learning Outcomes for Course-Based Portfolios
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Le roman français du 19e
siècle
course.
Geography (GEOG)
Geography (GEOG) 200
World Regional Geography
The CLA does not currently have learning outcomes for this
course.
(Cross-listed with GLST 200)
Geography (GEOG) 201
Introductory Human
Geography
Geography (GEOG) 265
Introductory Physical
Geography I
Geography (GEOG) 266
Introductory Physical
Geography II
Geography (GEOG) 302
The Canadian North
Geography (GEOG) 311
Canadian Urban
Development
Geography (GEOG) 322
Introduction to Remote
Sensing
Geography (GEOG) 495
Geography Projects I
Geography (GEOG) 496
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
Learning Outcomes are not available for Projects courses.
Learning Outcomes are not available for Projects courses.
Geography Projects II
Geology (GEOL)
Geology (GEOL) 200
Describe the internal structure of the earth
Introductory Physical
Geology
Describe the major building blocks of silicate minerals and the
main arrangements of these building blocks.
Revision
List the diagnostic properties of major rock forming minerals
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and identify these in hand specimen.
Describe the major types of igneous rocks and their
compositions.
Explain the processes of weathering and erosion.
Describe how sedimentary rocks are classified and how they
can be distinguished from igneous and metamorphic rocks.
Identify the major metamorphic rock types and discuss the
significance of their texture and composition.
Distinguish between stress and strain, and define folds, joints
and faults.
Describe and interpret geological structures in three dimensions
using block diagrams, geologic maps and geologic cross
sections.
Geology (GEOL) 201
Introductory Historical
Geology
Revision
Explain the evolution of the plate tectonic theory and describe
how the major tectonic features of the earth are explained by
the theory.
Outline the basic principles of scientific inquiry used by
historical geologists
Distinguish between igneous, metamorphic and sedimentary
rocks and list the major subclasses of each family.
Interpret basic geological cross-sections in terms of the
sequence of depositional events, tectonic events, folding,
faulting unconformities and nonconformities.
Explain how sedimentary features can be used to infer
depositional environments and how sedimentary rocks can be
classified on the basis of grain sizes, grain shapes and textures.
Describe how the remains of living organisms can be preserved
as fossils and how fossils can be used to correlate
geographically separate rock strata.
Explain why the fossil record is incomplete, and discuss the
implications of the gaps for understanding the evolution of
species.
Define “geochronology” and, using examples, describe how
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radiometric dating is performed.
Explain how the interior of the earth became layered and
describe how seismology can be used to study the layering of
the interior of the Earth.
Describe the origin and evolution of the Earth’s atmosphere and
hydrosphere.
Outline the basic concepts underlying the theory of plate
tectonics and discuss the various forms of evidence supporting
this theory.
Explain the origin and evolution of Precambrian continental
shields.
Describe the oldest fossils known and discuss the difficulties
paleontologists face when identifying Precambrian fossils.
Describe the overall geological history of the Paleozoic era
List the criteria used to define the Mesozoic and outline the
major geological events of the era.
Describe the climatic history of the Cenozoic and explain the
basic characteristics of the fossil record.
Geology (GEOL) 207
Introduction to
Environmental Geology
Geology (GEOL) 313
Our Physical Resources
Revision
Outline the leading theories advanced to explain the glacial
cycles and describe the most persuasive evidence for and
against each.
The CLA does not currently have learning outcomes for this
course.
Describe the interrelated nature of resource use.
Explain plate tectonics as well as the nature and location of
geological processes responsible for forming mineral resources.
Explain the links between the extraction and use of resources as
well as the associated environmental effects.
Describe the mode of formation of and location of fossil fuels
including coal, petroleum, oil sands and naturals gas. Outline
recovery and refining techniques used for their extraction.
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Discuss the methods of energy generation used for extracting
energy from alternative sources including nuclear, solar, wind,
hydro, tidal, geothermal, biomass and hydrogen.
Describe the formation, processing procedures, uses and
locations of major reserves of abundant metals including iron,
manganese, aluminum, titanium, magnesium and silicon.
Outline the occurrence, extraction, processing and use of scarce
metals that include the ferro-alloys, base metals, precious
metals, and special metals.
Describe the formation and occurrence of industrial minerals
including phosphorus, potassium, sulfur, halite, soda ash,
sodium sulphate, boron, fluorine and building materials. Outline
the methods used in their recovery and describe their uses.
Describe the hydrological cycle and discuss its components.
Discuss the various uses of water.
Explain the soil formation process and outline the properties
and characteristics used in classifying soils. Outline the role of
soil type on land use and describe basic techniques used in soil
conservation.
Geology (GEOL) 319
Structural Geology : The
Architecture of Earth’s
Continental Crust
Revision
Discuss the irregular distribution of world resources and the
resulting trade in mineral commodities.
Explain the difference between brittle and ductile deformation
Draw and label sketches of faults, folds, the stress ellipsoid and
the strain ellipsoid
Describe orogenic processes and discuss the significance of
determining the way-up to understanding the structure of
orogens as well as the stratigraphic and palaeogeographic
history of a region.
Describe the relationships between faults, crustal processes and
topography
Describe ductile shear zones.
Describe the concepts of cylindrical folding, fold profile and
flexural folding.
Describe, recognize and discriminate between “fractures” and
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“cleavage.”
Explain the structural significance of cleavage and its
relationship to folds (both geometric and genetic) and faults
(both geometric and genetic).
Discuss the significance of unconformities, especially angular
unconformities.
Discuss the emplacement of intrusions, especially diapiric
plutons (including salt plugs)
Discuss ice-thrust complexes, rock slides, and slumping,
including their engineering significance.
Discuss compressional tectonics and thrust faulting in the Rocky
Mountains
Geology (GEOL) 415
Discuss extensional tectonics and normal faulting in the Basin
and Range region.
Describe the distribution of objects in the solar system.
Earth’s Origin and Early
Evolution
Distinguish the composition of terrestrial planets from the
composition of Jovian Planets.
Revision
Explain how the elements composing the solar system, Earth
and its organisms originated.
Explain how isotopic studies can be used to understand the
origin, age and evolution of the Earth.
Explain where meteorites come from and the chemical and
physical features of meteorites that provide clues to processes
in the early solar system.
Discuss the significance of differentiated and chondritic
meteorites in the context of the origin of the solar system and
Earth.
Describe a coherent model for the origin of stars and stellar
systems.
Describe the internal structure of the Earth as well as its
mineralogical and chemical composition.
Explain the origins of the atmosphere and hydrosphere.
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Geology (GEOL) 495
Learning Outcomes are not available for Projects courses.
Geology Projects I
Geology (GEOL) 496
Learning Outcomes are not available for Projects courses.
Geology Projects II
German (GERM)
German (GERM) 202
Introductory German I
Revision
Writing: You will learn how to express yourself using simple
German sentences.
Reading: After studying the Wie geht’s? texts and learning the
necessary vocabulary, you will be able to understand texts at a
similar level of difficulty.
Speaking: You will be able to communicate in German using
simple sentences modeled on the dialogues and lab exercises.
German (GERM) 203
Introductory German II
Revision
Listening Comprehension: You will be able to understand the
German of everyday situations spoken at moderate speed. The
lab program and pronunciation sections of the lab manual will
enhance your listening skills.
Express yourself in written German using the concepts and
vocabulary presented in German 203.
Read and understand German texts at a similar level of difficulty
to those in the course.
Speak in German using the vocabulary and language structures
presented in the course.
German (GERM) 302
Intermediate German I
German (GERM) 303
Intermediate German II
Understand German used in everyday situations when spoken
at a moderate speed.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
Global Studies (GLST)
Global Studies (GLST) 200
World Regional Geography
The CLA does not currently have learning outcomes for this
course.
(Cross listed with GEOG 200)
Global Studies (GLST) 205
2015 May
The CLA does not currently have learning outcomes for this
Learning Outcomes for Course-Based Portfolios
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Building Blocks of Global
Studies: Overview of
Approaches, Concepts, &
Issues
Global Studies (GLST) 209
A History of the World in
the Twentieth Century: I
course.
The CLA does not currently have learning outcomes for this
course.
(Cross listed with HIST 209)
Global Studies (GLST) 210
A History of the World in
the Twentieth Century: II
The CLA does not currently have learning outcomes for this
course.
(Cross listed with HIST 210)
Global Studies (GLST) 230
Globalization and World
Politics
(Cross listed with POEC 230)
Revision
Global Studies (GLST) 243
Environmental Change in a
Global Context
Utilize critical and creative capacities for understanding the
process of globalization.
Discuss some of the basic controversies and approaches to the
process of globalization.
Formulate, organize, integrate, and articulate individual ideas.
Develop an informed interest in the world beyond our borders.
The CLA does not currently have learning outcomes for this
course.
(Cross listed with ENVS 243)
Global Studies (GLST) 307
The Pacific Century
(Cross listed with HIST 307)
Revision
Recognize the geographical outlines, and describe the major
resources, physical characteristics, and ethnic compositions of
the countries of East Asia and Southeast Asia.
Discuss the trading and diplomatic links between the states and
sub-regions of East and Southeast Asia.
Relate how the Chinese empire’s commercial, political, and
cultural links with its tributary states promoted the growth of
Korean and Japanese civilization.
Compare the compositions and roles of the old ruling elites in
China, Korea, Japan, and several Southeast Asian countries.
Explain how differences in the resource bases of the countries
of the Asia-Pacific region affected flows of goods and people
among them.
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Discuss how relative degrees of technological and cultural
sophistication in Europe, Asia, and America affected interaction
between them during the nineteenth and twentieth centuries.
Analyse the processes and results of cultural assimilation and
cultural conflict among the countries of the Asia-Pacific region.
Describe the impact of Western trade, science, technology, and
philosophy on the countries of East Asia and Southeast Asia in
the nineteenth and early twentieth centuries.
Compare the methods of European and American imperialism
with the old Chinese Empire’s drive for hegemony in the
Western Pacific.
Compare the relative successes and failures of China and Japan
in attempting to “modernize” their economic and political
structures.
Evaluate the long-term effects of the Meiji government’s
reforms on the political, economic, social, and educational
systems of Japan.
Describe the way in which Japan’s efforts to assert political
influence on the international stage brought it into military
conflict with other countries before World War II.
Analyse the outbreak and development of military and naval
conflict in the Asian theatre during the Second World War, and
explain how these conflicts came to an end.
Describe and explain the causes and course of the Nationalist
and Communist Revolutions in China
Examine the consequences for Japan and for Southeast Asia of
the political and economic dominance of the United States
during the decades of the Cold War.
Explain how the peoples of Korea and the European colonies of
Southeast Asia attained independence as new nations.
Analyse the changing political and economic relationships
between Russia and China after the establishment of the
U.S.S.R.
Discuss Japan’s role as a model for the newly industrializing
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Asian countries after 1960.
Explain the causes and consequences of U.S. political and
military involvement in Vietnam.
Describe the competition between Japan and the United States
for markets and technological superiority in recent years.
Global Studies (GLST) 308
Americas: An Introduction
to Latin America and the
Caribbean
Global Studies (GLST) 315
Women in Asia:
Colonization,
Modernization, and
Globalization
Discuss whether the security of Southeast Asian nations
depends on economic co-operation between them or on
expansion of markets and opportunities for emigration to North
America.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
(Cross listed with HIST 315 &
WGST 315)
Global Studies (GLST) 335
Global Labour History
The CLA does not currently have learning outcomes for this
course.
(Cross listed with HIST 335 &
LBST 335)
Global Studies (GLST) 367
World War II
The CLA does not currently have learning outcomes for this
course.
(Cross listed with HIST 367)
This course has been
temporarily closed. As a result it
is not available for PLAR at this
time.
Global Studies (GLST) 381
Modern China
The CLA does not currently have learning outcomes for this
course.
(Cross-listed with HIST 381)
Global Studies (GLST) 382
Contemporary China
The CLA does not currently have learning outcomes for this
course.
(Cross-listed with HIST 382)
Global Studies (GLST) 384
2015 May
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Learning Outcomes for Course-Based Portfolios
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Europe Since 1944
course.
(Cross-listed with HIST 384)
Global Studies (GLST) 395
Global Development
Strategies
(Cross listed with POEC 395)
Revision
Explain the origin and diverse meanings of the category, “Third
World,” and whether you think it continues to have analytical
utility.
Describe and explain the major theories of development in the
postwar period; that is, modernization, dependency, neoMarxism and neo-liberalism.
Outline and discuss the major approaches to development in
Latin America and the Caribbean and illustrate their
characteristics by drawing on specific case studies.
Outline and discuss the major approaches to development in
Africa and illustrate their characteristics by drawing on specific
case studies.
Outline and discuss the major approaches to development
throughout SOUTH, Southeast Asia, and China, and illustrate
their characteristics by drawing on specific case studies.
Assess whether, and in what ways, Russian development is best
conceptualized as “non-Western”.
Compare and contrast India’s and China’s strategies of
development.
Critically analyse the major approaches to development in the
Middle East in the postwar period, with emphasis on the postCold War period (i.e., after 1989).
Compare and contrast the various theories of development, as
well as approaches to development, within and across regions
of the “Third World”.
Global Studies (GLST) 403
Public Policy in a Global
Era
(Cross listed with GOVN 403 &
POLI 403)
Revision
2015 May
Compare and contrast “Western models” of development with
“indigenous models of development”.
Outline the essential features of the Canadian policy-making
process.
Discuss the globalized context of Canadian public policy.
Compare and discuss competing approaches to explaining and
understanding Canadian public policy.
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Global Studies (GLST) 440
Global Governance and
Law
(Cross listed with GOVN 440)
Revision
This course has been
temporarily closed. As a result it
is not available for PLAR at this
time.
Define and discuss the internationalization of Canadian public
policy, with specific reference to trends in Canadian social
policy.
Discuss the significance of modern forms of state and global
governance.
Analyse the challenges to the sovereign state system and the
possibilities of legal governance in globalization.
Offer a detailed account of the many ways that globalization is
manifested.
Discuss the significance of global social movements in
globalization.
Analyse contributions that social movements make to food,
environmental, military and human rights security globally.
Evaluate the different kinds of democracy that global social
movements propose.
Discuss the interrelationship of the environment, gender,
human rights, and social and economic well-being.
Understand the politics of legal systems, whether global or
domestic.
Gain an understanding of how to read and write with critical
interpretation.
Global Studies (GLST) 450
Public Budgeting and
Financial Management in a
Globalized World
Develop a sense of how theories inform policy and legal
decisions.
The CLA does not currently have learning outcomes for this
course.
(Cross listed with GOVN 450)
Global Studies (GLST) 483
International Political
Economy: The Politics of
Globalization
The CLA does not currently have learning outcomes for this
course.
(Cross listed with POEC 483)
2015 May
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Governance (GOVN)
Governance (GOVN) 301
Governance, the Public
Sector and Corporate
Power
(Cross-listed with POLI 301)
Revision
Understand the broad social, economic and political context in
which Canadian business operates within society.
Assess the impact of recent socioeconomic developments (such
as globalization and technological change) on Canada’s political
structure and the changing role for corporate Canada.
Discern the contested ideological environment in which public
sector restructuring and corporate concentration are occurring.
Comprehend the impact that the new public
management/managerialism and the reinventing government
movement are having on transforming public administration
and the Third Sector in Canada.
Ascertain the threats to societal cohesion and the challenge to
Canadian governance in the 21st Century.
This course will assist the student in attaining various skills and
learning competencies. Among these are:
Analytical skills
The ability to critically assess documents and perspectives
Writing competencies
Foundational knowledge of the changes to governance and
state-society-business relations
Governance (GOVN) 377
Issues in Access to
Information & Privacy
Protection
(Cross-listed with CRJS 377 &
LGST 377)
Revision
Contextual knowledge of the work environment and culture in
which public sector professionals and managers function
When you have completed the course you should be able to
achieve the following objectives:
Explain how controlling information affects the functioning of
democracy and the autonomy of individuals.
Explain the tension that exists between information access and
privacy.
Explain how new technologies are affecting the ability to
collect, store, and disseminate information and describe the
effect this is having on protecting privacy.
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Discuss the central issues facing the access and privacy
regulatory regimes in such diverse areas as information
management, research, public safety, and social networking.
Governance (GOVN) 380
Nonprofit and Voluntary
Sector Governance
(Cross-listed with HSV 363)
Revision
Explain the evolution of regulatory regimes globally with
reference to both past events and future possibilities.
Evaluate the size, scope, and impact of Canada’s nonprofit and
voluntary sector.
Analyze and describe the main roles played by the sector –
building social capital, delivering services, and participating in
policy development – and how these roles are evolving.
Assess the pros and cons of various means of financial support
for voluntary organizations and understand the consequences
of the changes to funding that have occurred in recent years.
Explain why governments have a role in both supporting and
regulating the voluntary sector, assess whether the sector’s
relationships with governments are working effectively, and
how they might be reformed.
Identify the key challenges of governance, accountability, and
management in nonprofit organizations and apply the course
learning to dealing with practical and emerging issues.
Governance (GOVN) 390
Discuss the character of public bureaucracy and provide a
theoretically informed analysis of the contrast between a classic
Public Policy and
Weberian bureaucracy and the type of public bureaucracy
Administrative Governance advocated by the New Public Management (NPM).
(Cross-listed with POLI 392)
Revision 2
Outline and discuss the role of bureaucratic, political and nonstate actors in the policy process.
Contrast the various policy instruments and service delivery
mechanisms used in policy implementation, and comment on
the factors shaping the possibility of successful policy
implementation.
Comment on the significance of social diversity to the making
and implementation of public policy, and discuss the
relationship between social diversity and the “differential
impact” of public policy.
Contrast the governing paradigms associated with the
administrative welfare state and those of the neoliberal state,
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Governance (GOVN) 400
Governance and
Leadership
(Cross-listed with HSRV 400 &
POLI 400)
Revision
and explain the relationship of the NPM to the neoliberal mode
of governance.
Understand the complexity of the concept and practice of
leadership.
Learn how sectors and institutions shape ideas of leadership
and the development of leaders.
Understand the basic elements of the governance paradigm.
Consider how the increased entanglement of the public,
voluntary and private sectors, that results from emergence of
the governance paradigm, has changed the interaction among
leaders from the three sectors.
Think about how new social movements, interest groups, and
“ordinary citizens” relate to the idea and act of public
leadership within the governance paradigm.
Consider the challenges of leadership in the context of the
governance paradigm.
Governance (GOVN) 403
Public Policy in a Global
Era
(Cross-listed with GLST 403 &
POLI 403)
Revision
Governance (GOVN) 405
Innovative Public
Management
(Cross-listed with POLI 405)
Revision
This course has been
temporarily closed. As a result it
2015 May
Consider whether emergence of the governance paradigm has
resulted in greater commonality of interests, roles, and
responsibilities of leaders in the three sectors or whether it has
sharpened differences.
Outline the essential features of the Canadian policy-making
process.
Discuss the globalized context of Canadian public policy.
Compare and discuss competing approaches to explaining and
understanding Canadian public policy.
Define and discuss the internationalization of Canadian public
policy, with specific reference to trends in Canadian social
policy.
Discuss the major differences between old and new public
management – structures, relationships, and implications.
Summarize and assess the major environmental changes that
have led to efforts to reinvent government and reform public
administration.
Evaluate the efforts to innovate and pursue alternative
methods of delivering public services.
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is not available for PLAR at this
time.
Assess changes in public management in Canada from a
comparative perspective.
Carefully consider the theoretical arguments both for and
against the adoption of the principles of New Public
Management (NPM).
Governance (GOVN) 440
Global Governance and
Law
(Cross listed with GLST 440 &
POLI 440)
Revision
This course has been
temporarily closed. As a result it
is not available for PLAR at this
time.
Reflect critically on the long-term implications for democratic
rule and citizenship of the focus on new methods of public
management.
Discuss the significance of modern forms of state and global
governance.
Analyse the challenges to the sovereign state system and the
possibilities of legal governance in globalization.
Offer a detailed account of the many ways that globalization is
manifested.
Discuss the significance of global social movements in
globalization.
Analyse contributions that social movements make to food,
environmental, military and human rights security globally.
Evaluate the different kinds of democracy that global social
movements propose.
Discuss the interrelationship of the environment, gender,
human rights, and social and economic well-being.
Understand the politics of legal systems, whether global or
domestic.
Gain an understanding of how to read and write with critical
interpretation.
Governance (GOVN) 444
Media Relations
(Cross listed with CMNS 444 &
HSRV 444)
2015 May
Develop a sense of how theories inform policy and legal
decisions.
Define the role and nature of media relations within
organizations.
Explain the interconnected history of journalism and media
relations.
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Revision
Discuss the sociology of news production.
Discuss the fundamental role and nature of the news media.
Understand the design of information in the context of media
and audience.
Describe media ownership and convergence in Canada.
Explain the role and objectives of media relations research.
Build an effective media relations plan on which to base
practice.
Describe key media drivers and the role of the news release.
Describe the growing role of the ‘new media’ in news gathering
and dissemination and their impact on traditional media.
Identify best practices in citizen generated media.
Governance (GOVN) 450
Public Budgeting and
Financial Management in a
Globalized World
(Cross listed with GLST 450)
Revision
Outline the ethical considerations for proper media relations
practice.
Explore the impact of globalization on the governance capacity
of governments.
Discuss what globalization means for budgeting.
Examine the purposes and roles of budgeting in public
organizations.
Examine the major trends and the political, economic, and
financial considerations involved in budgeting.
Examine the various theories, practices, challenges, and
reforms of budgeting and financial management in federal,
provincial, and municipal governments and government
agencies in an era of globalization.
Health Administration (HADM)
Health Administration
(HADM) 235
Detailed Learning Outcomes are not available for Practicum
Courses.
Practicum: Clinical Practice
This course is designed for Health Admin programs first year
students to gain practical work experience in Health Care
facilities, such as hospitals, long care facilities, community
Revision
2015 May
Learning Outcomes for Course-Based Portfolios
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health centers, rehabilitation facilities and community based
human services agencies.
Students are assigned to do project based assignments in:
Needs assessment, project evaluation, community based
surveys, patient surreys, quality improvement surveys and data
collection and analysis.
Health Administration
(HADM) 315
Health and Community
Development
Revision
At the end of the project, each student produces their project
report. This is a 200 hour project based practical/field
experience project.
In this course students will learn:
The principles of community development and how these
principles can be applied to community development and
primary health care
Community development projects in the world, looking at case
studies
Selected community development and primary health projects
in India, Bangladesh and few African countries.
Community development and primary health care projects in
Canada
Community
Principle and goals of gender development through community
participation
Health Administration
(HADM) 321
Health Care Economics
(Cross listed with ECON 321)
Community development and primary health care the model
for human development
This course is designed to gain knowledge in how economic
principles apply in health care and medical care to make
administrative decisions.
Understand how financial resources are allocated in health care
field.
Supply and demand of health care services
Labour market in health care
Health care market model
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Cost benefit analysis of health care and medical care
Health Administration
(HADM) 326
Economic dimension of the Canadian health system
This course is designed to understand the human ecology and
disease
Health Issues: Health and
Healing
Discuss the medical anthropological perspective of disease and
health
(Cross listed with HSRV 326)
Revision
Culture and environment of different ethnic population
Culture and health of native population in Canada
Traditional medicine such as: Chinese medicine, Ayurvedic
medicine, homeopathy, naturopathy ,alternative therapy ,
naturopathy and chiropractic
HIV/AID critical political -economic perspective
Health Administration
(HADM) 335
Learn about the integration of traditional healing into the
formal health care system in Canada.
Detailed Learning Outcomes are not available for Practicum
Courses.
Practicum: Community
Health Administration
This is the final practicum course restricted to Bachelor of
Health Administration program.
Revision
This is a practical work experience course, students are placed
in Hospital, Regional Health, Federal and Provincial Health
Departments, Community Based NGO's and Community Health
Centers anywhere in Canada.
Health Administration
(HADM) 336
Community Health
Planning
2015 May
This course provides practical administrative work experience
to students in health care setting. All students have to spend
almost 4 months for their practicum. This practicum course
synthesizes theoretical knowledge to practical application
under the supervision of the program director as well as the
preceptor from the agency where ever the students are placed.
At the end of the practicum each student has to submit the
project report.
This course is designed to introduce the most common health
problems in Canada and how to plan or design community
based preventive programs to meet the community needs.
Examine the health status of the Canadian population
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Revision
How to do community health planning
What is communicable diseases and non- communicable
diseases
Basic understanding of food and nutrition, environmental
health issues and occupational health etc
Health Administration
(HADM) 339
Organization of the
Canadian Health Care
System
(Cross listed with HSRV 339)
Revision
A systematic approach to public health issues in Canada and the
new public health issues in the twenty first century
Understanding the historical development of Canada's public
health care system.
Knowledge of Federal and provincial jurisdiction on health care
and medical care and the Canada's Health Act.
Health care financing, Federal and Provincial - Federal Cash
Transfer for Health and Social Programs.
Basic understanding of health status of Canadian population
and the current health care issues.
Inequality of health care services: Aboriginal population,
Immigrant population, home care and women's health.
Pharmaceutical Industry in Canada, costs of health care
services, hospital care, long term facilities in Canada and the
major issues.
Canada's mental policy and issues and how provinces provide
mental health services.
Current trends and Issues: health care and health reforms in
provinces and how it affects Canada health Act.
Health Administration
(HADM) 369
Health Policy in Canada
Revision
Analyze critically the health commission reports: Kerby and
Romanow.
Identify and explain the basic concepts and processes
underlying health care policy-making.
Analyze critically the development of the health care system in
Canada.
Examine and apply a critical assessment to current health care
reform initiatives.
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Health Administration
(HADM) 379
Introduction to
Epidemiology
Revision
Communicate clearly in both verbal form and written form.
This is an introductory course in Epidemiology, students will
learn how
Epidemiologic approach to problems of health and disease.
Basic principles and methods of epidemiology
Basic public health research design and evaluation
Systematic approach to disease causation in epidemiology
communicable diseases and epidemiological surveillance
Clinical epidemiology
Epidemiology and health policy planning
Health Administration
(HADM) 400
Basic bio-statistics
In this course, students will learn the legal aspects of health
care law.
Health Care Law
Understanding of health law and the Canadian health care
system and health law and health professional regulations
Revision
Clinical practice and legal liability
(Cross-listed with HSRV 401)
General principles of the law and consent
Reproductive decision making
Specific problems in the law of consent
Liability issues, specific to health care and medical care
Life's end decision making
Health Administration
(HADM) 488
Health law and genetics
The CLA does not currently have learning outcomes for this
course.
Risk Management and
Safety in Health Services
Health Administration
(HADM) 490
The CLA does not currently have learning outcomes for this
course.
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Human Resources
Management in Health
Care
Health Administration
(HADM) 499
The CLA does not currently have learning outcomes for this
course.
Research Methods in
Health Services
(Cross-listed with HSRV 499)
Health Studies (HLST)
Health Studies (HLST) 200
Discuss the concepts of health and wellness.
Introduction to Human
Health I
Describe the major causes of disease and death in Canada,
including cardiovascular disease, cancer, obesity, and other
chronic and communicable diseases.
Revision
Describe the role of the various factors that affect disease,
including nutrition, exercise, tobacco, alcohol, and infectious
agents.
Discuss aspects of sexuality and health concerns related to
sexuality.
Discuss aspects of reproductive heath and health concerns
related to pregnancy.
Health Studies (HLST) 201
Discuss the nature of aging and techniques to help the body
resist the aging process.
Describe and critique various methods of health research.
Introduction to Human
Health II
Outline the influences of behaviour on health and apply
behaviour change techniques.
Revision
Discuss current health issues as they relate to personal
relationships, intentional and unintentional injuries, drugs and
addictions, and environmental health.
Identify and discuss the health issues that are of importance to
Canadians in general, and use appropriate terminology in
discussing human health issues.
Discuss the philosophies behind health planning in Canada and
other countries, and relate clusters of health risks to various
population subgroups.
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Health Studies (HLST) 301
Alternative Therapies
Revision
Identify various consumer issues, including complementary and
alternative therapies and self-care, and describe how they
relate to the general health of Canadians.
Discuss the range of alternative therapies practised in Canada,
including the claims made by the proponents of these
therapies, possible situations in which the therapies maybe
recommended, the contraindications, and relevant evidence
based on research findings.
Describe the research methods used to investigate alternative
therapies.
Health Studies (HLST) 320
Discuss trends and issues in alternative therapies.
Assess critically teaching-learning resources.
Teaching and Learning for
Health Professionals
Apply the principles of the teaching-learning process to a
health-related situation in a systematic manner.
Revision
Describe the complexities and realities of health teaching from
a personal and theoretical perspective.
The CLA does not currently have learning outcomes for this
course.
Health Studies (HLST) 405
Medical Treatment:
Evaluating Cost and
Effectiveness
Heritage Resources Management (HERM)
Heritage Resources
Management (HERM) 301
Introduction to Heritage
Resources Management
Revision
This course will introduce students to the field of heritage
resources management and create a base for further study in
heritage resources management. After completing this course,
you should be able to:
Describe the types of practice that characterize the heritage
field.
Explain how social context and issues shape the heritage field.
Describe current and emerging issues in the heritage field.
Deal with social controversies, ethical questions, and
approaches to practice that characterize the contemporary
heritage field.
Heritage Resources
2015 May
Begin to apply skills and methods to collecting, exhibiting,
interpretation, audience development, and visitor services.
This course introduces students to some of the formative issues
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Management (HERM) 312
Heritage Research
Revision
and practices in heritage research. After completing the course,
you should be able to:
Explain the importance of research in the multidisciplinary field
of Heritage Resources Management.
Identify and use a wide range of documentary and nondocumentary sources for various heritage research needs.
Understand the problems, advantages, and issues that arise
when using various types of sources of evidence including
documentary research, oral history, and material culture.
Heritage Resources
Management (HERM) 322
Heritage Collections
Revision
Plan and undertake basic historical research on a given topic,
using a variety of source types, and present your findings in an
appropriate format.
This course introduces formative issues and practices in
heritage collections management. After completing the course,
you should be able to:
Discuss current methods and rationales of collecting and
collection management in a range of heritage institutions.
Identify and describe some of the important theoretical and
applied issues in collections management in contemporary
heritage institutions.
Heritage Resources
Management (HERM) 327
Heritage Policy in Canada
Revision
Apply knowledge of methods and theory for collecting, storing,
documenting and conserving heritage collections.
Upon completion of this course, students should be familiar
with:
Key policies related to the heritage sector, along with positive
and negative impacts of those policies on preservation and
conservation.
How the broader cultural policy environment at each
government level has shaped heritage policy.
Outstanding or emerging issues for the heritage sector that
need to be addressed at the policy level.
The role that is played, and/or should be played, by the state in
making cultural policy in Canada.
How federal policy shapes cultural institutions and practices.
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Social, industrial, political, economic, and technological issues
that affect cultural institutions.
Heritage Resources
Management (HERM) 339
Conservation
Revision
How policy strategies address the social, industrial, political,
economic, and technological issues that affect cultural
institutions.
This course introduces formative issues and approaches in
conservation practice. After completing the course, you should
be able to:
Explain why and how we conserve movable heritage resources.
Apply basic knowledge of the material characteristics of
heritage collections and of factors contributing to their
deterioration.
Apply the skills to apply a systematic approach to identifying
risks to collections.
Implement a variety of practical means to manage risks by
preventing and minimizing deterioration.
Heritage Resources
Management (HERM) 342
General Principles of
Planning Historic Places
Heritage Resources
Management (HERM) 361
Interpretive Programming
Revision
Use the risk management approach to prioritizing conservation
tasks.
The CLA does not currently have learning outcomes for this
course.
This course introduces students to some of the basic issues and
practices in heritage interpretation. After completing the
course, you should be able to:
Explain the main types of interpretation programming used in
museums and historic sites.
Discuss how interpretive programming contributes to the
“visitor experience.”
Identify and describe current and emerging issues.
Discuss the social controversies, ethical questions, and
methodologies of practice that characterize the current field of
interpretive programming.
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Identify and describe methods and approaches to interpretive
programming and how they relate and form part of related
activities such as exhibition planning, school programming, and
public programming in general.
Heritage Resources
Management (HERM) 491
Identify and describe the objectives and methods used in
evaluating visitor needs.
The CLA does not currently have learning outcomes for this
course.
Heritage Certificate
Practicum
History (HIST)
History (HIST) 201
Western Thought and
Culture I: Before the
Reformation
(Cross-listed with HUMN 201)
Revision
Demonstrate a knowledge of the principal socio-political trends
and the artistic expressions of each historical period.
Examine art, architecture, and literature to decipher
information about the culture within which it was produced.
Classify various art forms according to their historical period.
Identify some significant historical figures and explain their
contribution to the development of the Western world.
Demonstrate an understanding of the varied cultural roles of
women throughout history.
Understand that present trends and issues are connected to
trends and issues of past times.
Demonstrate critical thinking skills in assignments.
History (HIST) 202
Western Thought and
Culture II: Since the
Reformation
(Cross listed with HUMN 202)
Revision
Demonstrate essay-writing skills and the fundamentals of
scholarship in assignments.
Discuss the principal socio-political trends and modes of artistic
expression of each historical period.
Examine art, architecture and literature to decipher information
about the culture within which it was produced.
Classify various art forms according to their historical period.
Identify some significant historical figures, and explain their
contribution to the development of the Western world.
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Discuss the varied cultural roles of women throughout history.
Discuss the ways in which current trends and issues are
connected to trends and issues of past times.
Demonstrate critical thinking skills in assignments.
History (HIST) 203
A Survey of Western Art I
(Cross listed with ARHI 201)
Revision
Demonstrate essay-writing skills and the fundamentals of
scholarship in assignments.
Learn how to look at, analyse, and describe works of visual art,
using such elements as form, line, colour, mass and volume,
light, and texture.
Examine, understand, and enjoy reproductions of significant
works of visual art.
Within the historical parameters of the course, achieve a
general overview of the history and development of western
visual art, its major periods, movements, concepts, and artists,
and its historical, social, cultural, religious, and political
contexts.
Understand the functions of visual art in the periods covered in
the course.
Develop an understanding and appreciation of the art forms,
media, iconography, styles, and techniques of western visual art
as expressed in painting, sculpture, ceramics, and architecture.
Develop an appreciation of each work as an individual work
with its own formal integrity.
Increase your knowledge and understanding of yourself and
others through your experience with western visual art.
Specific learning outcomes
Develop an understanding and working knowledge of the
common terminology/vocabulary of art history and analysis.
Identify and discuss periods, geographical centres, and styles of
major art movements from the prehistoric period to
approximately 1500 A.D., and name artists associated with
these movements.
Discuss the work of major artists from the perspective of their
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artistic concerns, styles, media, and principal influences.
Identify and discuss specific art forms, techniques, styles,
periods, or movements as they are expressed in individual
works of art.
Identify and/or describe and analyse specific works, artists,
periods, and movements through such elements as media,
form, technique, and iconography.
Identify important religious concepts, philosophical
movements, historical and cultural events, and discuss their
relation to the art history of the period.
History (HIST) 204
A Survey of Western Art II
(Cross listed with ARHI 202)
Revision
Compare and contrast the works, periods, and movements
studied.
Improve the critical tools and communication History 201:
Survey of Western Art I.
Learn how to look at, analyse, and describe works of visual art,
using such elements as form, line, colour, mass and volume,
light, and texture.
Examine, understand, and enjoy reproductions of significant
works of visual art.
Within the historical parameters of the course, achieve a
general overview of the history and development of western
visual art, its major periods, movements, concepts, and artists,
and its historical, social, cultural, religious, and political
contexts.
Understand the functions of visual art in the periods covered in
the course.
Develop an understanding and appreciation of the art forms,
media, iconography, styles, and techniques of western visual art
as expressed in painting, sculpture, ceramics, and architecture.
Develop an appreciation of each work as an individual work
with its own formal integrity.
Increase your knowledge and understanding of yourself and
others through your experience with western visual art skills
acquired in Art.
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Specific learning outcomes:
Develop an understanding and working knowledge of the
common terminology/vocabulary of art history and analysis.
Identify and discuss periods, geographical centres, and styles of
major art movements from the prehistoric period to
approximately 1500 A.D., and name artists associated with
these movements.
Discuss the work of major artists from the perspective of their
artistic concerns, styles, media, and principal influences.
Identify and discuss specific art forms, techniques, styles,
periods, or movements as they are expressed in individual
works of art.
Identify and/or describe and analyse specific works, artists,
periods, and movements through such elements as media,
form, technique, and iconography.
History (HIST) 205
Africa in the World –
Between the Atlantic Slave
Trade and the Postcolonial
World
History (HIST) 209
A History of the World in
the Twentieth Century: I
(Cross listed with GLST 209)
Revision
identify important religious concepts, philosophical
movements, historical and cultural events, and discuss their
relation to the art history of the period
The CLA does not currently have learning outcomes for this
course.
Critically discuss the main currents and major patterns of world
history during the twentieth century.
Analyse the diverse ways in which large-scale developments
have affected, and also have been affected by, the lives of
individuals.
Explain the strengths and limitations of different approaches to
historical understanding.
History (HIST) 210
A History of the World in
the Twentieth Century: II
Analyse and compare the effects of major developments in
twentieth-century world history on Canada.
The CLA does not currently have learning outcomes for this
course.
(Cross listed with GLST 210)
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History (HIST) 215
Europe: Ancient to Early
Modern
History (HIST) 216
Modern Europe: 1600 to
1940
History (HIST) 224
History of Canada to 1867
History (HIST) 225
History of Canada, 1867 to
the Present
History (HIST) 235
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
History of the United
States, Civil War to Present
History (HIST) 304
Learning Outcomes are not available for Reading Courses.
Historic England I: Land
and Peoples
(Reading Course)
History (HIST) 307
The Pacific Century
(Cross listed with GLST 307)
Revision
Recognize the geographical outlines, and describe the major
resources, physical characteristics, and ethnic compositions of
the countries of East Asia and Southeast Asia.
Discuss the trading and diplomatic links between the states and
sub-regions of East and Southeast Asia.
Relate how the Chinese empire’s commercial, political, and
cultural links with its tributary states promoted the growth of
Korean and Japanese civilization.
Compare the compositions and roles of the old ruling elites in
China, Korea, Japan, and several Southeast Asian countries.
Explain how differences in the resource bases of the countries
of the Asia-Pacific region affected flows of goods and people
among them.
Discuss how relative degrees of technological and cultural
sophistication in Europe, Asia, and America affected interaction
between them during the nineteenth and twentieth centuries.
Analyse the processes and results of cultural assimilation and
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cultural conflict among the countries of the Asia-Pacific region.
Describe the impact of Western trade, science, technology, and
philosophy on the countries of East Asia and Southeast Asia in
the nineteenth and early twentieth centuries.
Compare the methods of European and American imperialism
with the old Chinese Empire’s drive for hegemony in the
Western Pacific.
Compare the relative successes and failures of China and Japan
in attempting to “modernize” their economic and political
structures.
Evaluate the long-term effects of the Meiji government’s
reforms on the political, economic, social, and educational
systems of Japan.
Describe the way in which Japan’s efforts to assert political
influence on the international stage brought it into military
conflict with other countries before World War II.
Analyse the outbreak and development of military and naval
conflict in the Asian theatre during the Second World War, and
explain how these conflicts came to an end.
Describe and explain the causes and course of the Nationalist
and Communist Revolutions in China.
Examine the consequences for Japan and for Southeast Asia of
the political and economic dominance of the United States
during the decades of the Cold War.
Explain how the peoples of Korea and the European colonies of
Southeast Asia attained independence as new nations.
Analyse the changing political and economic relationships
between Russia and China after the establishment of the
U.S.S.R.
Discuss Japan’s role as a model for the newly industrializing
Asian countries after 1960.
Explain the causes and consequences of U.S. political and
military involvement in Vietnam.
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Describe the competition between Japan and the United States
for markets and technological superiority in recent years.
History (HIST) 309
Discuss whether the security of Southeast Asian nations
depends on economic co-operation between them or on
expansion of markets and opportunities for emigration to North
America.
Mastery of Course Material
Ancient Greece
After completing this course, students should be able to:
(Cross listed with HUMN 309
and CLAS 309)
Revision
Explain the emergence and evolution of Greek kingdoms and
city-states and the rise and fall of the Athenian empire
Explain the literary achievements of the great Greek poets,
historians, and playwrights
Explain the thought of the great Greek philosophers: Socrates,
Plato and Aristotle
Explain the career of Alexander the Great and the civilization of
the Hellenistic empire he founded
Mastery of Historical Skills
After completing this course, students should be able to:
Synthesize the information and scholarly interpretations from
the materials provided in the course
Clearly write original, academic-style essays in response to
questions about ancient Greece
Write two research papers using primary sources as well as
scholarly books and articles
History (HIST) 312
Ancient Rome
Accurately identify primary source passages and comment on
their historical and cultural significance
The CLA does not currently have learning outcomes for this
course.
(Cross listed with CLAS 312 &
HUMN 312)
History (HIST) 313
Early Christians
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course.
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(Cross listed with HUMN 313 &
RELS 313)
History (HIST) 315
Women in Asia:
Colonization,
Modernization, and
Globalization
The CLA does not currently have learning outcomes for this
course.
(Cross listed with GLST 315 &
WGST 315)
History (HIST) 326
Contemporary Canada:
Canada After 1945
History (HIST) 327
Imperial Russia
Revision
The CLA does not currently have learning outcomes for this
course.
After completing this course, you should be able to
Explain the origins of early Russian society, as well as the
formation of Kievan Rus.
Assess the impact of the Mongol conquest of Russia during the
fourteenth century, as well as the long-term consequences for
Russian society.
Explain both the origin and impact of Ivan IV’s Oprichnina.
Outline the reforms carried out under Peter the Great.
Discuss the personal influence of Catherine the Great on
Russian society during the second half of the eighteenth
century.
Account for the confrontation between Westernizers and
Slavophiles during the reign of Nicholas I.
Explain the motives behind and the consequences of Alexander
II’s freeing of Russia’s serfs in the mid-nineteenth century.
Outline the expansion of the Russian Empire during the
eighteenth and nineteenth centuries.
Discuss the consequences for Russia of its defeat in the RussoJapanese War.
History (HIST) 328
2015 May
Explain why the First World War precipitated the collapse of the
Romanov dynasty and ushered in the Bolshevik regime.
Learning Outcomes are not available for Reading Courses.
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History of Canadian Social
Policy
(Reading Course)
History (HIST) 329
Social History of Canada
Outline the major themes and current concerns of social history
by reading representative works by Canadian historians.
(6 credits)
Identify continuity and change in earlier Canadian societies
within a broad historical perspective.
This course has been
temporarily closed. As a result it
is not available for PLAR at this
time.
Assess the impact of significant political, economic, and
technological change on Canadian society at specific
conjunctures.
Identify fundamental social issues, such as gender, ethnicity and
class, to assess their importance in the past, and to interpret
their meaning in particular societies.
History (HIST) 335
Global Labour History
Discuss the specific approaches of several social historians.
The CLA does not currently have learning outcomes for this
course.
(Cross listed with GLST 335 &
LBST 335)
History (HIST) 336
History of Canadian Labour
(6 credits)
Revision
History (HIST) 338
History of the Canadian
West
Outline the major themes in the development of the Canadian
working class and the labour movement in Canada.
Compare labour’s present problems with the problems labour
faced in the past.
Provide factual information about Canadian labour and
working-class history.
Discuss the significance of the sexual, ethnic, regional, political,
and other divisions in the Canadian labour movement and the
working class.
The CLA does not currently have learning outcomes for this
course.
(6 credits)
History (HIST) 363
The Women’s West:
Women and Canadian
2015 May
Outline the major themes and current concerns of historians of
women and western settlement.
Identify continuity and change in western Canadian society
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Frontier Settlement
within a broad historical perspective.
Revision
Assess the impact of gender on social formation in western
Canada at specific times and places.
(Cross listed with WGST 363)
Identify fundamental social issues such as gender, race, and
class, and assess their importance in women’s history in
particular Canadian communities.
History (HIST) 365
Girls and Women in Urban
Canada, 1880s – 1940
Discuss the various methods and approaches historians have
used to study women’s history.
The CLA does not currently have learning outcomes for this
course.
(Cross-listed with WGST 365)
History (HIST) 367
World War II
The CLA does not currently have learning outcomes for this
course.
(Cross listed with GLST 367)
This course has been
temporarily closed. As a result it
is not available for PLAR at this
time.
History (HIST) 368
History of Canada’s First
Nations to 1830
The CLA does not currently have learning outcomes for this
course.
(Cross listed with INST 368)
History (HIST) 369
History of Canada’s First
Nations from 1830
The CLA does not currently have learning outcomes for this
course.
(Cross-listed with INST 369)
History (HIST) 370
The Metis
(Cross listed with INST 370)
This course has been
temporarily closed. As a result it
is not available for PLAR at this
time.
Analyse key perspectives on major issues in Canadian Metis
history, and assess the evidence used by proponents of
opposing views.
Outline the major social, economic, and political events in the
history of the Metis.
Discuss the key sources used by historians in the writing of
Metis history.
Attempt, with confidence, further secondary and possibly
primary research on a topic in Metis history.
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History (HIST) 371
Mastery of Historical Material
The Medieval World I: The
Early Middle Ages
After completing this course, students should be able to:
Revision
Explain reasons for the collapse of the Western Roman Empire
and describe its so-called “barbarian” successors.
Explain the extent to which the Classical and Christian
civilization persisted and was revived in western Europe during
the Early Middle Ages (c.500-c.1100).
Explain the transformations of the Eastern Roman Empire into
the Byzantine and Muslim Arabic civilizations and the
relationships of these “superpowers” to “Dark Age” western
Europe.
Explain who the Vikings were and what effects they had on
Christian Europe.
Explain the concept of “feudalism” and how European political
and social structures developed during the early medieval
period.
Mastery of Historical Skills
After completing this course, students should be able to:
Analyze primary and secondary historical sources to bring out
their essential elements or structures.
Synthesize historical details and interpretations by combining
them into a connected whole.
Clearly write original, academic-style essays in response to
questions about the Early Middle Ages.
History (HIST) 372
Research a medieval topic using primary sources from the
Middle Ages and the interpretations of modern scholars.
Mastery of Historical Material
High Medieval Europe (The After completing this course, students should be able to:
Medieval World II)
Describe the eleventh- and twelfth-century reforms of the
Revision
Catholic Church and the Crusades.
Explain the intellectual and literary developments during the
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“Twelfth-Century Renaissance.”
Describe the lives of Anselm of Canterbury and Peter Abelard
and explain their intellectual contributions.
Explain the economic growth, developments in government,
and religious movements of the High Middle Ages.
Describe the artistic, architectural, and literary achievements of
the High Middle Ages
Explain the development and influence of Bonaventure and
Thomas Aquinas, the High Medieval theologians who
attempted to synthesize the heritage of ancient philosophy with
Christianity.
Mastery of Historical Skills
After completing this course, students should be able to:
Analyze primary and secondary historical sources to bring out
their essential elements or structures.
Synthesize historical details and interpretations by combining
them into a connected whole.
Clearly write original, academic-style essays in response to
questions about the Early Middle Ages.
History (HIST) 373
Research a medieval topic using primary sources from the
Middle Ages and the interpretations of modern scholars.
Learning Outcomes are not available for Reading Courses.
The Renaissance
(Reading Course)
History (HIST) 374
After completing this course, you should be able to
The Northern Renaissance
and the Reformation
Explain how European society was affected and influenced by
the discovery of the Americas.
Revision
Discuss the impact on European society of the discovery of new
trade routes to the Far East.
Outline the spread of the Renaissance to Northern Europe.
Discuss the writings and thought of the leading humanists of
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France, England, the Netherlands and Germany.
Explain the causes of the Protestant Reformation, as well as the
writings and thought of its leading protagonists.
Outline the Catholic response (Counter-Reformation) to the
Protestant Reformation.
Discuss the wars of religion that overshadowed much of the
sixteenth century.
History (HIST) 381
Modern China
Discuss the cultural achievements that characterized the ‘Age of
Shakespeare’.
The CLA does not currently have learning outcomes for this
course.
(Cross-listed with GLST 381)
History (HIST) 382
Contemporary China
The CLA does not currently have learning outcomes for this
course.
(Cross-listed with GLST 382)
History (HIST) 384
Europe Since 1945
The CLA does not currently have learning outcomes for this
course.
(Cross-listed with GLST 384)
History (HIST) 390
The Historian's Craft
History (HIST) 404
Historical Foundations of
Modern Science
History (HIST) 407
The Enlightenment
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
(Cross listed with HUMN 407)
History (HIST) 426
Contemporary Canada:
Canada After 1945
History (HIST) 455
Canada and the Bomb:
Canada and the World in
the Cold War
Revision 3
2015 May
The CLA does not currently have learning outcomes for this
course.
Discuss the main currents in Canadian foreign policy from 1945
to 1991.
Discuss the principal frameworks for the analysis of and the
major debates over Canadian foreign policy during the Cold War
era.
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Assess the impact of the Cold War on the development of
Canadian foreign policy.
Analyse the impact of Cold War ideology on Canadian domestic
policies.
History (HIST) 470
Pre-Industrial Origins of
Labour and Socialist
Thought
(Cross listed with LBST 470)
Revision
Sharpen and hone critical analytical skills through a study of
Canada and the Cold War.
After completing this course, you should be able to
Identify the origins of socialist thought as found in Ancient
Israel and Ancient Greece.
Account for radical socialist thought under the Roman Republic,
as well as the socialist elements found in the New Testament
texts of the early Christian church during the Roman Empire.
Discuss the development of labour and socialist radicalism
during the Middle Ages, with particular reference to the
economic and social upheavals caused by the Black Death and
the Peasants’ Revolt.
Discuss the intellectual development of socialist thought during
the Renaissance, as well as the tradition of utopian writing that
began with Sir Thomas More’s Utopia.
Explain the ideal of republican democracy that surfaced at the
close of the English Civil War of the seventeenth century, with
particular reference to the social radicalism of the Leveller
movement.
Sketch the social history of lower-class life in eighteenthcentury England and France.
Discuss the criticism of society that characterized much of the
work of Jean-Jacques Rousseau, and comment on the
contribution that his writings made to the development of
eighteenth-century socialist thought.
Explain the continuing disagreement among historians on the
extent of the socialist nature of the French Revolution and on
the contribution of the lower classes.
Outline the ways in which the French Revolution influenced the
development of British socialist and economic thought in the
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History (HIST) 471
early nineteenth century.
Learning Outcomes are not available for Reading Courses.
Labour and Socialist
Thought in the Early
Industrial Revolution, 1800
– 1850
(Reading Course)
(Cross listed with LBST 471)
This course has been
temporarily closed. As a result it
is not available for PLAR at this
time.
History (HIST) 472
Learning Outcomes are not available for Reading Courses.
Labour and Socialist
Thought in the Later
Industrial Revolution, 1850
– 1917
(Reading Course)
(Cross listed with LBST 472)
History (HIST) 486
The Industrial Revolution
Revision
Outline the major themes and concerns of historians of the
Industrial Revolution.
Demonstrate in written assignments a broad knowledge of the
chronological narrative outlined in the five units of the course.
Provide definitions of a number of central terms used in the
course (e.g., industrialization, industrial revolution, working
class).
History (HIST) 491
Directed Studies in North
American History
History (HIST) 492
Offer a sustained discussion of at least one topic from four of
the five units.
Learning Outcomes are not available for Directed Study
Courses.
Learning Outcomes are not available for Project Courses.
Special Project in European
History
History (HIST) 499
Summarize or explain in written assignments how the concept
of the family, and family functions and practices, have changed
The History of the Family
over time.
in Western Europe: From
the Middle Ages to the
Connect changes in the family with economic, social, religious,
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Industrial Revolution
political, and intellectual factors or movements.
Revision
Analyse how class, occupation, geographic location, and other
factors determined the kinds of opportunities available to
families of the past.
Assess the strategies for survival that were adopted by families,
and explain how gender and birth order determined an
individual’s role within the family unit.
Show familiarity with the kinds of research undertaken by
historians of the family and with the methods and sources they
use.
Human Resource Management (HRMT)
Human Resource
Management (HRMT) 208
Introduction to Pension
Representation
Revision
When you have completed this course, you should be able to:
Outline the basics of the legislative and regulatory structure of
pension plans in Canada
Identify both good and bad governance and describe the role
that governance plays in retirement and pension plans and the
impact it can have on plan members
Identify, describe and use pension and retirement savings plan
terms, formulas, and concepts appropriately
Design a basic defined benefit plan and a defined contribution
plan
Define, describe and understand the application of investment
terms such as risk, return, diversification, asset classes, asset
allocation, socially responsible investing, etc.
Human Resource
Management (HRMT) 300
Define and explain fiduciary, describe how this concept relates
to pension/retirement savings plans, and discuss the
relationship between fiduciaries and others involved in the
governance process
Human Resource Planning (HRP) and Business Planning
•
Human Resource Planning
•
Revision
•
2015 May
How are human resource management and strategic planning
related to one another?
How do corporate strategies, business strategies, and
competitive strategies relate to one another?
How are workers framed in discussions of human resource
planning? What are the negative implications of this view?
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Preparing for HRP
•
•
•
What are the purposes and challenges of environmental
scanning?
What are the purposes and challenges of job analysis?
How can IT be used to improve HR planning?
Assessing and Forecasting HR Requirements
•
•
•
How do organizational and environmental variables affect HR
forecasts?
Which HR demand forecasting methods appear to be the
most useful? Why?
Which HR supply forecasting methods appear to be the most
useful? Why?
Succession Management
•
•
•
Why should organizations engage in succession planning?
Why might an organization not do so?
What are the advantages and disadvantages of the five
management development methods?
How do changes in the psychological contract affect
succession management?
Strategic Options and Implications
•
•
•
What risks does downsizing pose? How can HRP mitigate such
risks?
What risks do mergers and acquisitions pose? How can HRP
mitigate such risks?
What risks does outsourcing HR functions pose? How can HRP
mitigate such risks?
Evaluation and Critique
•
•
•
Human Resource
Management (HRMT) 301
Recruitment and Selection
Revision
Is it possible to predict the future?
Does more or better data and analysis improve our
predictions?
Do even imprecise predictions have utility?
After completing this course, you should be able to:
Provide a general description of recruitment and selection
(R&S) and their contribution to employment and organizational
success.
Explain the role of R&S in strategic human resource
management (SHRM).
Describe some of the key issues and underlying choices
involved in R&S systems as they relate to such concepts as a
“people-centred agenda.”
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Explain the essential features of the employment relationship
and the labour market, and relate these to R&S.
Explain the general effect of unions and collective agreements
on R&S.
Identify key elements of human rights and employment equity
and their implications for R&S, with specific reference to
landmark decisions and awards.
Identify and interpret the key components of R&S plans, and
analyze their fit with key HRM policy choices.
Identify and interpret key determinants of R&S plans, including
the impact of a union and a collective agreement.
Identify some of the employee characteristics sought by
organizations and workplaces, and relate them to such key
concepts as “competencies” and “human capital.”
Describe the distinctions between and implications of “low” and
“high” road approaches to employee recruitment,
development, and retention.
Link the process of staffing with employee development.
Critically evaluate trends toward training and development for
either a “learning organization” or a “knowledge economy.”
Human Resource
Management (HRMT) 310
The Canadian Training
System
(Cross-listed with EDUC 310)
Revision
Explain the effect of government policy on training, education,
and development.
Describe the structure of training in Canada, and describe the
roles and responsibilities of the different stakeholders in the
labour market.
Connect training to the concepts of work organization, work
and skill ownership, and the changing nature of the economy
and labour markets in Canada.
Distinguish between the different models for training in the
workplace.
Evaluate the conflicts and convergence in the relationships of
the labour market stakeholders.
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Human Resource
Management (HRMT) 316
Program Planning and
Methods in Adult Learning
(Cross-listed with EDUC 316)
Revision
Discuss the role public policy plays in the shaping of training.
After completing this course, you should have an understanding
of both the theory and practice of program planning.
Specifically:
Understand and critique the major theoretical approaches that
relate to program planning and program evaluation in adult
education
Differentiate between key terms and concepts as well as
describe the implications for practice that are embedded in
them
Identify and critique the various models and practices of
program planning in relation to diverse contexts
Make connections between the theory presented in the class
and practical applications
Select and apply appropriate instructional methods based on
context and objectives
Human Resource
Management (HRMT) 322
Employment Law in
Canada
Revision
Make ethical decisions about program planning by
understanding context
HRMT 322 provides a broad introduction to Canadian individual
employment law, which is concerned with rules that govern the
relations between employers and employees. As such, students
should learn about such foundational features as:
The contract of employment
Creating and modifying the employment relationship
Common law obligations of employee and employer
Employer’s statutory obligations to its employees
Human rights legislation in the workplace
Termination of employment
The primary understanding is that the majority of workers –
even unionized ones – must therefore rely on individual
employment law, including the protective employment
legislation and the common law relating to the contract of
employment. They should also know and understand the
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connection between individual rights and collective bargaining.
The underlying approach to these matters in HRMT 322 is
critical; i.e., it questions such assumptions as the premise that
both parties to the employment relationship have equal
bargaining power in a free market, to provide that basic
justification for protective legislation – and goes further to
show how this does not alter the subservient position in which
the employee is found.
Human Resource
Management (HRMT) 323
Injury Compensation and
Disability Management
Revision
In this course, we argue that employment law cannot be fully
understood without placing it in its social, economic, political
context, particularly now in the new millennium, when fast
developing technology and globalized associated processes will
impact on employment opportunities, terms and conditions of
employment and job losses. As we will learn in this course, the
forces of economics, politics, technology and philosophy impact
on employment law. It also features some of the trends in social
and economic change through which employment law
continues to be reshaped and refocused.
The primary goal of this course is to provide you with an
overview and basic understanding of workers’ compensation
systems as they operate in Canada today. When you have
completed this course you should be able to:
Outline the historical and philosophical bases of workers’
compensation in Canada.
Describe how compensable injuries are classified, and note the
impact that the changing nature of work is having on this
assessment.
Describe the benefits that workers with compensable injuries
are entitled to.
Discuss the way in which workers’ compensation is financed.
Describe the process by which workers’ compensation board
decisions can be appealed.
Human Resource
2015 May
Discuss five contemporary issues in workers’ compensation
(return to tort, privatization, chronic pain, drug testing, and
strikes and lockouts), each of which is important in its own
right, and explain how workers’ compensation is connected to
the broader political and industrial relations environment.
After completing this course, you should be able to:
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Management (HRMT) 326
Wages and Benefits
Revision
Analyze the economic and political conditions under which
wages and benefits management operates.
Describe labour force structures, and explain why different
groups of employees are treated differently.
Describe the key players and the strategies they use in the
management process.
Explain why management practices change over time.
discuss the connections between wages, benefits, and the
welfare state.
Human Resource
Management (HRMT) 386
Introduction to Human
Resource Management
(Cross listed ORGB 386)
Revision
Describe the impact of pension funds on the employment
relationship.
Demonstrate familiarity with and understanding of
responsibilities and functions of the human resource
management field, including the composition of the labour
force, individual behaviour, job performance, and human
resource planning.
Identify key issues facing those engaged in HRM activities.
Recognize and identify, at an introductory level, strategic issues
involved in the “new” HRM.
Human Resource
Management (HRMT) 387
Recognize and identify, at an introductory level, key aspects of
industrial relations, such as labour unions, collective bargaining,
labour law, and occupational health and safety.
Summarize and evaluate the theoretical discourse surrounding
the new HRM paradigm.
Strategic Human Resource
Management
Describe and evaluate the impact of corporate strategy on
human resource management.
Revision
Describe and evaluate the implications of the new HRM model
for trade unions.
(Cross listed ORGB 387)
Evaluate the implications of HRM choices for organizational
performance.
Describe and evaluate how HRM techniques operate to create
knowledge and order, and to regulate the employment
relationship.
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Summarize the process by which recent HRM innovations have
diffused through Canadian workplaces, and evaluate the effects
of this diffusion.
Human Resource
Management (HRMT) 406
Work and Learning
(Cross-listed with EDUC 406)
Revision
Compare international developments in HRM strategies,
policies and practices.
Upon completing this course students will be able to:
Explain the areas of conflict and convergence between
workplace learning and workplace management.
Contemplate the validity of the concept of a "learning
organization", including understanding the major critiques of
this concept and the interests of major stakeholders in it.
Discuss the way in which labour education and employee
development can contribute to worker empowerment and the
democratization of the workplace and opposition to this form
of education in the workplace.
Explain the tensions that exist between economic, social and
cultural objectives of formal education.
Explain why gender and difference issues are so important in
understanding the potential for skills training and work and
learning in Canada and the economic south.
Human Services (HSRV)
Human Services (HSRV)
308
Understanding Statistical
Evidence
(Cross-listed with CMNS 308)
Revision
Learners successfully completed this course should be able to:
Articulate and identify basic concepts and processes related to
statistical analysis including its importance in providing accurate
and reliable scientific knowledge.
Distinguish between research designs and identify poor
research design.
Identify and be able to discuss various research concepts and
constructs including levels of measurement, types of validity,
reliability, types of scores, reporting protocols, means, medians,
modes, standard deviation, distributions, variables, correlations
and correlation coefficients, probability, prediction, and
statistical inference.
Understand the language and logic of research protocols,
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Human Services (HSRV)
311
Practice and Policy in the
Human Services
Human Services (HSRV)
321
specifically confidence intervals and significance tests.
PLAR is not available for this course.
Discuss the ways in which computer mediation is changing our
notion of mediated communication.
Computing in Everyday Life Understand social implications of using the concept of
(Cross-listed with CMNS 321)
“intelligence” with reference to computers.
Revision
Describe applications and challenges to the field of artificial
intelligence with respect to robotics and communication.
Discuss how computers have affected issues of information
access, incorrect information, and disinformation.
Explain how ideas about the nature and structure of
community, and community–building, are challenged by the
Internet.
Discuss opportunities and challenges for the application of
computer technology in classroom and distance education, and
in on-the-job training.
Assess the shift in power relationships that occur with the
introduction of computer-based work and analyze the effects of
information technologies on our definition of work, the
workplace, and workers.
Explain the effects of computer entertainment on definitions of
self, compulsive behaviour, and on group interaction.
Human Services (HSRV)
322
Describe the effects of computers on health, on health care
information, and health delivery.
PLAR is not available for this course.
Ideology & Policy Evolution
Human Services (HSRV)
This course is designed to understand the human ecology and
326
disease
Health Issues: Health and
Healing
(Cross listed with HADM 326)
2015 May
Discuss the medical anthropological perspective of disease and
health
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Revision
Culture and environment of different ethnic population
Culture and health of native population in Canada
Traditional medicine such as: Chinese medicine, Ayurvedic
medicine, homeopathy, naturopathy ,alternative therapy ,
naturopathy and chiropractic
HIV/AID critical political -economic perspective
Human Services (HSRV)
339
Organization of the
Canadian Health Care
System
(Cross listed with HADM 339)
Revision
Learn about the integration of traditional healing into the
formal health care system in Canada.
Understanding the historical development of Canada's public
health care system.
Knowledge of Federal and provincial jurisdiction on health care
and medical care and the Canada's Health Act.
Health care financing, Federal and Provincial - Federal Cash
Transfer for Health and Social Programs.
Basic understanding of health status of Canadian population
and the current health care issues.
Inequality of health care services: Aboriginal population,
Immigrant population, home care and women's health.
Pharmaceutical Industry in Canada, costs of health care
services, hospital care, long term facilities in Canada and the
major issues.
Canada's mental policy and issues and how provinces provide
mental health services.
Current trends and Issues: health care and health reforms in
provinces and how it affects Canada health Act.
Human Services (HSRV)
350
Analyze critically the health commission reports: Kerby and
Romanow.
Describe the evolution of policing to the present day, and
compare traditional policing with community policing.
Community Policing
Describe, explain, and apply the philosophy that underlies
community policing to solving community problems.
Revision
Apply the planning process to implementing community
(Cross-listed with CRJS 350)
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policing in police organizations and in the community.
Describe the application of community policing strategies to
common and unique social and community problems.
Demonstrate an ability to evaluate the effectiveness of
community policing strategies.
Human Services (HSRV)
352
Predict the future of community policing in Canada, having
regard for current trends in Canadian society.
Define criminal victimization, and describe the development of
victimology as a distinct field of study.
Victims of Crime
Recognize the sources and dangers of bias in victimology, and
guard against it in your own involvement with victims of crime.
Revision
Identify, locate, and interpret the various sources of data on
criminal victimization, and identify patterns of victimization.
(Cross-listed with CRJS 352)
Describe the victims of crimes and their victimizers, and discuss
the dynamics of the relationship between the two groups.
Clarify the role of the victim in crime.
Articulate the position of the crime victim within the criminal
justice system, both in the past and in the present.
Demonstrate awareness of the effects of being victimized
through several different types of crime, and explain victim
behaviours, including the phenomenon of multiple
victimization.
Describe and critically analyse the services and programs that
exist for victims of crime in Canadian society.
Delineate societal responses to victims of crime, and describe
the types of redress sought by and offered to victims.
Human Services (HSRV)
363
Discuss the future of criminal victimization and services for
victims of crime in Canada, and apply the principles of
restorative justice to resolving issues for victims of crime.
Evaluate the size, scope, and impact of Canada’s nonprofit and
voluntary sector.
Nonprofit and Voluntary
Sector Governance
Analyze and describe the main roles played by the sector –
building social capital, delivering services, and participating in
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(Cross-listed with GOVN 380)
policy development – and how these roles are evolving.
Revision
Assess the pros and cons of various means of financial support
for voluntary organizations and understand the consequences
of the changes to funding that have occurred in recent years.
Explain why governments have a role in both supporting and
regulating the voluntary sector, assess whether the sector’s
relationships with governments are working effectively, and
how they might be reformed.
Identify the key challenges of governance, accountability, and
management in nonprofit organizations and apply the course
learning to dealing with practical and emerging issues.
Human Services (HSRV)
376
Corporate Communication
Describe the adaptive and mechanical organizational models in
the context of twentieth century trends in organizations and
communications.
(Cross-listed with CMNS 380)
Explain ethical issues for communications managers.
Revision
Define and describe the changing relationship between notions
of leadership and communication.
Evaluate and demonstrate effective consultation.
Discuss and demonstrate the role of communications in
strategic organizations.
Diagnose stages of change and appropriate communication
responses.
Human Services (HSRV)
400
Discuss and critique concepts of the learning organization.
Understand the complexity of the concept and practice of
leadership.
Governance and
Leadership
Learn how sectors and institutions shape ideas of leadership
and the development of leaders.
(Cross-listed with GOVN 400 &
POLI 400)
Revision
2015 May
Understand the basic elements of the governance paradigm.
Consider how the increased entanglement of the public,
voluntary and private sectors, that results from emergence of
the governance paradigm, has changed the interaction among
leaders from the three sectors.
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Think about how new social movements, interest groups, and
“ordinary citizens” relate to the idea and act of public
leadership within the governance paradigm.
Consider the challenges of leadership in the context of the
governance paradigm.
Human Services (HSRV)
401
Consider whether emergence of the governance paradigm has
resulted in greater commonality of interests, roles, and
responsibilities of leaders in the three sectors or whether it has
sharpened differences.
In this course, students will learn the legal aspects of health
care law.
Health Care Law
Understanding of health law and the Canadian health care
system and health law and health professional regulations
Revision
Clinical practice and legal liability
(Cross-listed with HADM 400)
General principles of the law and consent
Reproductive decision making
Specific problems in the law of consent
Liability issues, specific to health care and medical care
Life's end decision making
Human Services (HSRV)
410
Special Needs Policing
(Cross listed with CRJS 410)
Revision
Health law and genetics
Be familiar with the role of law enforcement officials in policing
groups or individuals with special needs. To do so, you will
examine both the historic role of police and their contemporary
role in discerning the policing needs of a community and in
determining how these needs can be met.
Understand and be able to apply the decision-making process
that needs to be used, respectfully, in policing people who are
members of special needs groups.
Acquire a background in the issues and misunderstandings that
occasionally occur when individuals from a majority culture
interact with others from a politically minority culture.
Keep in mind that the overall objective of the course is to equip
you, as a police officer or other criminal justice worker, with the
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Human Services (HSRV)
420
Topics in Communication:
Children and Media
(Cross listed with CMNS 420)
Revision 1
knowledge to identify or suspect that you are dealing with an
individual who has special needs or with situations where an
understanding of a person with a special need may be
beneficial. Should you be in contact with a person with special
needs as you fulfill you professional duties, you need to be able
to recognize the situation and deal with it in the most
productive manner for both yourself and the individual with
special needs.
Understand how children make sense of the world through the
social and intellectual tools at their disposal, and how
developments in media technology affect the ways in which this
process occurs.
Recognize the institutional frameworks that affect children's
exposure to and awareness of media technologies.
Assess the role of media processes in the communication of
texts, with an emphasis on reception rather than on production.
Recognize the need for children to develop sensitivity to how
different media construct images and understanding.
Consider questions of formal and informal media education for
young children.
Develop frameworks for assessing material for young people in
a variety of formats.
Human Services (HSRV)
421
Appreciate how little is known about children's response to
different media.
The CLA does not currently have learning outcomes for this
course.
Advocacy From the
Margins
(Cross listed with WGST 421)
Human Services (HSRV)
422
The CLA does not currently have learning outcomes for this
course.
Being Online
(Cross listed with CMNS 421)
Human Services (HSRV)
427
Discuss Canada’s legal system and the role of human rights in
maintaining a free, liberal, democratic society.
Civil Liberties and
Individual Rights
Explain the general historical background of the origin and
purpose of the Canadian concepts of civil liberties and human
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(Cross listed with CRJS 427)
rights.
Revision
Describe specific sections of the Charter and the jurisprudence
that has arisen under those sections.
Human Services (HSRV)
444
Media Relations
(Cross listed with CMNS 444 &
GOVN 444)
Revision
Discuss the importance of human rights to maintain a fair
criminal justice system and a safe society.
Define the role and nature of media relations within
organizations.
Explain the interconnected history of journalism and media
relations.
Discuss the sociology of news production.
Discuss the fundamental role and nature of the news media.
Understand the design of information in the context of media
and audience.
Describe media ownership and convergence in Canada.
Explain the role and objectives of media relations research.
Build an effective media relations plan on which to base
practice.
Describe key media drivers and the role of the news release.
Describe the growing role of the ‘new media’ in news gathering
and dissemination and their impact on traditional media.
Identify best practices in citizen generated media.
Human Services (HSRV)
487
Alternate Dispute
Resolution
(Cross listed with CRJS 489 &
LGST 489)
Revision
2015 May
Outline the ethical considerations for proper media relations
practice.
Acquire thorough familiarity with the various dispute resolution
methods that are “alternative” to traditional methods on both a
practical and a theoretical level.
Acquire specific skills, procedures, techniques, and practitioner
characteristics needed for an efficient process in the various
forms of alternate dispute resolution.
Recognize specific issues and concerns within ADR, such as
gender, power, and culture, and be aware of the impact of
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these issues on the process, the client, the practitioner, and the
appropriateness of ADR.
Recognize the possible importance of alternate dispute
resolution within the Canadian justice system.
Human Services (HSRV)
489
Consider conflict and conflict resolution in a different way – one
that properly serves clients and contributes to a fair justice
system and a safe community.
The CLA does not currently have learning outcomes for this
course.
Capstone: A Synthesis of
Program Learning
Outcomes
Human Services (HSRV)
491
The CLA does not currently have learning outcomes for this
course.
Offender Rehabilitation
(Cross listed with CRJS 491)
Human Services (HSRV)
493
Risk Assessment and
Threat Management
(Cross listed with CRJS 493)
Revision
When you have satisfactorily completed CRJS 493, you will have
achieved the course outcomes. Specifically, you should
understand and be able to explain and describe:
Recent epidemiological research on violence, focusing on the
prevalence of and risk factors for various forms of violence.
Major theories of violence and the various types of violence
that are relevant to the criminal justice system.
Major approaches to violence risk assessment, including the
strengths and limitations of discretionary (i.e., unstructured and
structured professional judgment) and non-discretionary (i.e.,
actuarial) approaches.
How to conduct comprehensive violence risk assessments in
various contexts using popular guidelines and instruments.
How to conduct comprehensive threat assessments.
Human Services (HSRV)
499
How to develop effective assessment-based plans for managing
violence risk in various contexts.
The CLA does not currently have learning outcomes for this
course.
Research Methods in
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Health Services
(Cross listed with HADM 499)
Humanities (HUMN)
Humanities (HUMN) 201
Western Thought and
Culture I: Before the
Reformation
(Cross listed with HIST 201)
Revision
Demonstrate a knowledge of the principal socio-political trends
and the artistic expressions of each historical period.
Examine art, architecture, and literature to decipher
information about the culture within which it was produced.
Classify various art forms according to their historical period.
Identify some significant historical figures and explain their
contribution to the development of the Western world.
Demonstrate an understanding of the varied cultural roles of
women throughout history.
Understand that present trends and issues are connected to
trends and issues of past times.
Demonstrate critical thinking skills in assignments.
Humanities (HUMN) 202
Western Thought and
Culture II: Since the
Reformation
(Cross listed with HIST 202)
Revision
Demonstrate essay-writing skills and the fundamentals of
scholarship in assignments.
Discuss the principal socio-political trends and modes of artistic
expression of each historical period.
Examine art, architecture and literature to decipher information
about the culture within which it was produced.
Classify various art forms according to their historical period.
Identify some significant historical figures, and explain their
contribution to the development of the Western world.
Discuss the varied cultural roles of women throughout history.
Discuss the ways in which current trends and issues are
connected to trends and issues of past times.
Demonstrate critical thinking skills in assignments.
Humanities (HUMN) 285
2015 May
Demonstrate essay-writing skills and the fundamentals of
scholarship in assignments.
The CLA does not currently have learning outcomes for this
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History of Popular Music I:
Blues to Big Bands, 1900 –
1940
course.
(Cross listed with MUSI 285)
Humanities (HUMN) 286
History of Popular Music II:
Be-bop to Beatles, 1940 –
1970
(Cross listed with MUSI 286)
The CLA does not currently have learning outcomes for this
course.
Humanities (HUMN) 309
Mastery of Course Material
Ancient Greece
After completing this course, students should be able to:
(Cross listed with CLAS 309 &
HIST 309)
Revision
Explain the emergence and evolution of Greek kingdoms and
city-states and the rise and fall of the Athenian empire
Explain the literary achievements of the great Greek poets,
historians, and playwrights
Explain the thought of the great Greek philosophers: Socrates,
Plato and Aristotle
Explain the career of Alexander the Great and the civilization of
the Hellenistic empire he founded
Mastery of Historical Skills
After completing this course, students should be able to:
Synthesize the information and scholarly interpretations from
the materials provided in the course
Clearly write original, academic-style essays in response to
questions about ancient Greece
Write two research papers using primary sources as well as
scholarly books and articles
Humanities (HUMN) 310
Western Music: Beginnings
to Baroque
2015 May
Accurately identify primary source passages and comment on
their historical and cultural significance
The CLA does not currently have learning outcomes for this
course.
Learning Outcomes for Course-Based Portfolios
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(Cross-listed with MUSI 310)
Humanities (HUMN) 312
Ancient Rome
The CLA does not currently have learning outcomes for this
course.
(Cross listed with CLAS 312 &
HIST 312)
Humanities (HUMN) 313
Early Christians
The CLA does not currently have learning outcomes for this
course.
(Cross listed with HIST 313 &
RELS 313)
Humanities (HUMN) 360
East Meets West
Humanities (HUMN) 407
The Enlightenment
(Cross listed with HIST 407 &
CLST 412)
Humanities (HUMN) 412
Cultural Studies in
Twentieth-Century
Western Music
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
(Cross listed with MUSIC 412 &
CLST 412)
Humanities (HUMN) 417
Theoretical Issues in
Cultural Studies and the
Humanities
The CLA does not currently have learning outcomes for this
course.
(Cross listed with CLST 417)
Humanities (HUMN) 420
Learning Outcomes are not available for Reading Courses.
Anglo-American Popular
Music Traditions
(Reading Course)
(Cross listed with MUSI 420)
Humanities (HUMN) 421
Learning Outcomes are not available for Reading Courses.
The Folk Music Revival I:
Before 1945
(Reading Course)
(Cross listed with MUSI 421)
Humanities (HUMN) 423
Learning Outcomes are not available for Reading Courses.
Advanced Studies in
Popular Music
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(Reading Course)
(Cross listed with MUSI 423)
Indigenous Studies (INST)
Indigenous Studies (INST)
111
The CLA does not currently have learning outcomes for this
course.
Introductory Cree I
Indigenous Studies (INST)
112
Comprehend simple written sentences and converse with
relative ease.
Introductory Cree II
Read with a moderate ability in the Roman orthography.
Revision
Have a substantial vocabulary.
Have a basic understanding of Cree culture and protocol.
Have some exposure to Cree syllabics.
Indigenous Studies (INST)
203
Indigenous Studies I
Revision
Have an increased understanding of the Y dialect.
Discuss the anthropological, political, and sociological concepts
currently used in academic discussions analyzing contemporary
Aboriginal—White relations in Canada.
Analyse the main legal and statutory documents that form the
basis of Canadian federal and provincial government policies for
Aboriginal peoples.
Analyse the impact of Canadian government policies on
Aboriginal cultures.
Discuss how different contexts affect the meaning of
terminology used to describe Aboriginal people in Canada, and
how these contexts can change over time.
Analyse the response of Aboriginal leaders and organizations to
challenges posed by loss of Aboriginal independence, and by
non-Aboriginal governments’ attempts to assimilate Indigenous
peoples.
Analyse Indian treaties and Aboriginal rights as defined by
Aboriginal people and by the Canadian judicial system.
Discuss the emergence of the Métis as an Aboriginal ethnic
group, and its role in shaping provincial and federal government
policies in Canada.
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Indigenous Studies (INST)
205
Discuss the concepts "colonialism," "decolonization," and
"Indian self-government."
Indigenous Studies II
Compare the process of decolonization underway among
Aboriginal peoples in other countries with that being
undertaken by Aboriginal peoples in Canada.
Revision
Assess the impact of Euro-Canadian-oriented modernization
processes on the indigenous inhabitants of Canada's North.
Describe and assess the responses of northern Aboriginal
communities, and Aboriginal political organizations and leaders,
to the Euro-Canadian-oriented social, cultural, economic, and
political development processes imposed on the Aboriginal
residents of the North.
Discuss the history of Aboriginal land claims in Canada.
Indigenous Studies (INST)
301
Discuss several judicial opinions about Aboriginal land claims.
The CLA does not currently have learning outcomes for this
course.
Indigenous Education
Indigenous Studies (INST)
348
The CLA does not currently have learning outcomes for this
course.
Aboriginal Justice
Indigenous Studies (INST)
357
The CLA does not currently have learning outcomes for this
course.
Contemporary Aboriginal
Issues in Canada
Indigenous Studies (INST)
358
Aboriginal Women in
Canada
Revision
Discuss the variety and importance of Aboriginal women’s
activities in, and contributions to, indigenous and mainstream
societies.
Place indigenous communities of Canada in the context of
global, historical, and contemporary patterns of colonialism,
modernism, and resistance.
Appreciate the strengths to be gained from First Nations’
cultural traditions.
Understand the roots of current patterns of abuse and
oppression arising from, among others, residential schooling.
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Discuss ways of overcoming and reshaping negative
consequences.
Indigenous Studies (INST)
368
Apply your knowledge and understanding to developing
positive approaches at the individual and community level.
The CLA does not currently have learning outcomes for this
course.
History of Canada’s First
Nations to 1830
(Cross listed HIST 368)
Indigenous Studies (INST)
369
Demonstrate knowledge of the major events in Canadian First
Nations history since 1830.
History of Canada’s First
Nations from 1830
Analyze the strategies of First Nations in this period to maintain
as much sovereignty as possible and to retain their lands and
cultures.
Revision
Analyze the attitudes and behaviours of governments in the
area of First Nations policy throughout the period from 1830
onwards.
(Cross listed HIST 369)
Discuss the extent to which First Nations strategies have been
effective in the face of racist government policies.
Compare government and popular attitudes on the part of nonFirst Nations people in 1830 with the more recent period to
illustrate both changes and continuities.
Indigenous Studies (INST)
370
The Metis
(Cross listed with HIST 370)
Revision
This course has been
temporarily closed. As a result it
is not available for PLAR at this
time.
Indigenous Studies (INST)
2015 May
Produce essays that demonstrate an ability to research,
analyze, and write about the history of First Nations in a
manner commensurate with the standards expected in seniorlevel university history courses.
Analyse key perspectives on major issues in Canadian Metis
history, and assess the evidence used by proponents of
opposing views.
Outline the major social, economic, and political events in the
history of the Metis.
Discuss the key sources used by historians in the writing of
Metis history.
Attempt, with confidence, further secondary and possibly
primary research on a topic in Metis history.
The CLA does not currently have learning outcomes for this
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377
course.
Topics in Aboriginal
Governments
Indigenous Studies (INST)
390/391
Detailed Learning Outcomes are not available for project
courses.
Individual / Group
Research Projects in
Indigenous Studies
Revision 1
Choose tasks that you are capable of completing within time
constraints.
Use libraries, museums, books, tapes, computer databases,
television, surveys, and other resources to obtain information.
Plan methods to test hypotheses.
Organize facts and ideas for analysis.
Indigenous Studies (INST)
420
Indigenous Resistance
Indigenous Studies (INST)
426
Aboriginal Government
and Law
(Reading Course)
Revision
Report the ideas and conclusions of yourself and others.
The CLA does not currently have learning outcomes for this
course.
Describe the development of different Aboriginal governance
systems from the past to the present, and compare the
traditional Aboriginal and contemporary Aboriginal governance
models.
Describe, explain, and apply the philosophy that is the basis for
traditional Aboriginal governance and laws in self-determining
First Nations and Aboriginal communities.
Apply the concepts of “treating each other well” and “achieving
balance” to implementing Aboriginal law as a tenet of
Aboriginal governance.
Describe the application of traditional governance structures
and laws to common and unusual social and community
problems in Aboriginal communities.
Evaluate the effectiveness of Aboriginal governance and legal
strategies.
Discuss the pressures on an Aboriginal society when nonAboriginal concepts of law and governance are applied in a
disrespectful or colonizing manner.
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Identify, interpret, and understand the tenets of Aboriginal law,
Aboriginal self-determination, and Aboriginal governance.
Indigenous Studies (INST)
430
Apply specific Aboriginal government and law practices and
models to a variety of situations.
The CLA does not currently have learning outcomes for this
course.
Indigenous Governance
Indigenous Studies (INST)
440
The CLA does not currently have learning outcomes for this
course.
Principles of Indigenous
Business
Indigenous Studies (INST)
450
The CLA does not currently have learning outcomes for this
course.
Financial Management for
First Nations Institutions
and Organizations
Indigenous Studies (INST)
460
The CLA does not currently have learning outcomes for this
course.
Management of
Indigenous Institutions and
Organizations
Indigenous Studies (INST)
The CLA does not currently have learning outcomes for this
470
course.
Leadership of Indigenous
Institutions and
Organizations
Indigenous Studies (INST)
480
The CLA does not currently have learning outcomes for this
course.
Comparative Indigenous
Models of Government:
International Models
Indigenous Studies (INST)
493
Learning Outcomes are not available for Directed Research
Courses.
Individual Directed
Research in Government
and Laws
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Industrial Relations (IDRL)
Industrial Relations (IDRL)
201
Labour Unions
Revision
After completing this course, you should be able to:
Discuss critically the nature and purposes of labour unions.
Explain key elements of contemporary labour union structure.
Identify how union goals and objectives explain union actions.
Industrial Relations (IDRL)
305
Collective Bargaining
Revision
Understand how economic, political, and managerial change
affect labour unions.
Explain the negotiating process.
Explain how the conflicting rights at the heart of the
employment relationship are accommodated in both the
collective agreement and collective bargaining legislation.
Describe the framework of employment and collective
bargaining law.
Explain the principles of contract clause drafting and
interpretation.
Explain the relationship between the design of contract clauses
and arbitral jurisprudence.
Industrial Relations (IDRL)
308
Occupational Health and
Safety
Revision
Describe the major trends in collective bargaining.
Explain the ways in which technological change and changes in
the organization of work are related to health and safety, using
both historical and contemporary examples.
Describe the difficulties associated with determining the full
extent and seriousness of work-related injury, and especially
work-related illness.
Describe, explain, and evaluate the major changes in legal
responses to industrial injuries and disease, including the main
features of current occupational health and safety law and the
way it is implemented.
Compare the differing economic motivations or interests of
workers, managements, and government for controlling
hazards on the job.
Describe and evaluate the major conflicts associated with the
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treatment of scientific evidence concerning health and safety
hazards on the job, with particular reference to such concepts
as “accident-proneness” and “acceptable risk”.
Describe and explain the conflicts facing “experts” and
professionals in doing research on occupational health and
safety, delivering occupational health and safety services, and
advising on health and safety issues.
Summarize and evaluate the scientific and technical evidence
associated with a particular set of occupational health and
safety issues.
Industrial Relations (IDRL)
309
Outline policy recommendations for dealing with the major
problems identified in your summary and evaluation.
Indicate the important parts of those recommendations about
which labour and management would be likely to disagree, with
particular reference to the changing international economic
environment.
The CLA does not currently have learning outcomes for this
course.
Human Rights, the Charter
and Labour Relations
(Cross listed with LGST 310)
Industrial Relations (IDRL)
312
Conflict & Accommodation
Revision
After completing IDRL 312 , you should be able to
Explain how the labour market operates and how it affects the
distribution of power in employment relationships.
Name and summarize the common law and statutory
obligations of employers and workers in non-unionized
workplaces.
Explain the underlying logic of trade unionism and how
collective bargaining takes place.
Identify and explain the main criticisms levelled at the floor of
rights and trade unionism.
Define, compare, and contrast the unitarist, pluralist, and
radicalist perspectives on industrial relations.
Describe the globalization thesis and explain how it may affect
industrial relations.
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Industrial Relations (IDRL)
320
Identify the interests of workers, unions, employers, and the
state; explain how these interests converge and conflict; and
describe how this conflict is reflected in the legal framework of
industrial relations.
The CLA does not currently have learning outcomes for this
course.
Labour Law in Canada
Industrial Relations (IDRL)
404
The CLA does not currently have learning outcomes for this
course.
Rights at Work: Grievance
Arbitration
Industrial Relations (IDRL)
408
The CLA does not currently have learning outcomes for this
course.
Workplace Injury
Industrial Relations (IDRL)
496
Comparative Labour
Education (Reading Course)
Revision
Industrial Relations (IDRL)
498
Discuss critically the development of labour education.
Explain some of the major purposes of labour education.
Relate some of the theories of labour education to practice.
Discuss the impact of social, economic, political, and industrial
relations change on labour education.
Link developments in labour education to those in the
globalization of production.
Learning Outcomes are not available for Directed Study
Courses.
Directed Study in Industrial
Relations
Industrial Relations (IDRL)
After completing this course, students should be able to:
499
Develop a research proposal and conduct original research.
Doing Research in
Organizations
Conduct a review of literature in a specific topic area.
Revision
Prepare a research paper on a selected research topic.
Provide insights into organizational structures and dynamics on
a selected topic
Information Systems (INFS)
Information Systems (INFS) After successfully completing this course, you will be able to:
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200
Information Seeking &
Society in the Information
Age
Revision
Critically reflect on social, economic and political contexts for
the creation, distribution and use of knowledge and information
in the information age.
Apply a broad understanding of what it means to be critical to
the processes of research and evaluation.
Demonstrate an understanding of practices for maintaining
intellectual honesty.
Use knowledge of a wide range of information types and
information systems to explore, join and contribute to
conversations around issues and problems.
Develop and apply online search strategies, evaluate the
effectiveness of strategies and modify strategies as needed.
Discuss the implications of information and communication
technologies for society and citizenship.
Labour Studies (LBST)
Labour Studies (LBST) 200
Explain the range and focus of labour studies.
Introduction to Labour
Studies
Distinguish between different approaches to labour studies.
Revision
Describe key themes in the history of the Canadian labour
movement.
Place your own workplace experiences in a broader social and
historical context.
Explain the relationship between unions, the economy, and
political action.
Labour Studies (LBST) 202
Labour College of Canada:
Introduction to Labour
Studies
Discuss the future of work and unions.
Explain the range and focus of labour studies.
Distinguish between different approaches to labour studies.
Describe key themes in the history of the Canadian labour
movement.
Place their own workplace experiences in a broader social and
historical context.
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Explain the relationship between unions, the economy, and
political action.
Labour Studies (LBST) 330
Workers and the Economy
(cross-listed with ECON 330)
Revision
Discuss the future of work and unions.
After completing Labour Studies 330: Workers and the
Economy, you should be able to:
Describe the both “business” view and the “workers’” view on
economic issues.
Discuss how the positions taken on economic issues are not
neutral, but often depend on one’s social position and ability to
articulate their situation.
Describe how economic ideas are used as a way of presenting
different personal and societal interests.
Explain why economic issues are often considered to be under
the exclusive domain of business managers, company owners,
politicians, and media pundits.
Substitute the business view on economic issues with that of
the working people.
Describe the impact that workers’ job performances,
purchasing decisions, and their association with trade unions,
political parties, and/or nongovernmental organizations (NGOs)
has on the state of the economy.
Describe how the business view and the workers’ view of
economics underlines different aspects of the economy and the
conclusions each group reaches with respect to economic
decision making.
Labour Studies (LBST) 331
Women, Workers, and
Farmers: Histories of
North American Popular
Resistance
Revision
2015 May
Select the appropriate tools, locate the correct information, and
formulate appropriate arguments and analyses of various
economic issues.
Discuss the history of agrarian and working-class ideologies
between 1860 and 1960.
Discuss the history of feminism and the women’s movement
between the 1880s and the 1950s.
Critically evaluate the relationship between the ideologies of
the working-class, agrarian, and women’s movements.
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Labour Studies (LBST) 332
Women and Unions
(Cross listed with SOCI 332 &
WGST 332)
Revision
Appreciate the legacy of class and gender resistance in North
America.
Discuss the development of the union movement, the changing
role of women in the paid work force, and the relationship
between the two.
Appreciate the dynamic interplay among employers, union
organizations, and both men and women union members, and
therefore, the varied outcomes that occur as a result of factors
such as the industry, the size of the union, the proportion of
women members, and so on.
Assess the contribution of the union movement to improving
the status of employed women, in the context of the economic,
legislative and ideological parameters within which unions
work.
Labour Studies (LBST) 335
Global Labour History
Understand the important current issues being debated in the
union movement with regard to the concerns of women
members.
The CLA does not currently have learning outcomes for this
course.
(Cross listed with GLST 335 &
HIST 335)
Labour Studies (LBST) 411
Learning Outcomes are not available for Projects courses.
Special Projects in Labour
Studies I
Labour Studies (LBST) 412
Learning Outcomes are not available for Projects courses.
Special Projects in Labour
Studies II
Labour Studies (LBST) 413
What Do Unions Do?
Revision
Discuss the relationship between unions, strikes, workplaces,
and the state.
Discuss the development of the Energy and Chemical Workers
Union in light of Hyman's theoretical discussion of unions.
Evaluate the significance of the Hormel strike, and Rachleff's
analysis of it in light of Hyman's theoretical discussion of unions.
Use Hyman's theoretical discussion of unions to assess White's
analysis of women in the Canadian Union of Postal Workers.
Comment on the role of trade unions in capitalist societies.
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Labour Studies (LBST) 470
Pre-Industrial Origins of
Labour and Socialist
Thought
(Reading Course)
(Cross listed with HIST 470)
Revision
Detailed Learning Outcomes are not available for Reading
Courses.
After completing this course, you should be able to
Identify the origins of socialist thought as found in Ancient
Israel and Ancient Greece.
Account for radical socialist thought under the Roman Republic,
as well as the socialist elements found in the New Testament
texts of the early Christian church during the Roman Empire.
Discuss the development of labour and socialist radicalism
during the Middle Ages, with particular reference to the
economic and social upheavals caused by the Black Death and
the Peasants’ Revolt.
Discuss the intellectual development of socialist thought during
the Renaissance, as well as the tradition of utopian writing that
began with Sir Thomas More’s Utopia.
Explain the ideal of republican democracy that surfaced at the
close of the English Civil War of the seventeenth century, with
particular reference to the social radicalism of the Leveller
movement.
Sketch the social history of lower-class life in eighteenthcentury England and France.
Discuss the criticism of society that characterized much of the
work of Jean-Jacques Rousseau, and comment on the
contribution that his writings made to the development of
eighteenth-century socialist thought.
Explain the continuing disagreement among historians on the
extent of the socialist nature of the French Revolution and on
the contribution of the lower classes.
Labour Studies (LBST) 471
Outline the ways in which the French Revolution influenced the
development of British socialist and economic thought in the
early nineteenth century.
Learning Outcomes are not available for Reading Courses.
Labour and Socialist
Thought in the Early
Industrial Revolution, 1800
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– 1850
(Reading Course)
(Cross listed with HIST 471)
This course has been
temporarily closed. As a result it
is not available for PLAR at this
time.
Labour Studies (LBST) 472
Learning Outcomes are not available for Reading Courses.
Labour and Socialist
Thought in the Later
Industrial Revolution, 1850
– 1917
(Reading Course)
(Cross listed with HIST 472)
Legal Studies (LGST)
Legal Studies (LGST) 230
The Canadian Legal System
Legal Studies (LGST) 249
Legal Literacy
Legal Studies (LGST) 310
Human Rights, the Charter
and Labour Relations
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
(Cross listed with IDRL 309)
Legal Studies (LGST) 331
In this course, you will learn to:
Administrative Law
Explain what law is and the difference between substantive and
procedural law; statute law and common law; public law and
private law; and statutes and subordinate legislation.
Revision 3
Explain briefly what the Charter of Rights and Freedoms is, and
when it can apply to a tribunal.
Identify the role of government-appointed boards, tribunals,
and agencies.
Discuss the necessity to interpret statutes, regulations, and
bylaws.
Outline the traditional and modern approaches to statutory
interpretation.
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Identify the tools for interpreting statutes.
Explain how administrative agencies and tribunals help carry
out policy in the three branches of government.
Describe how the system of agencies developed and how they
have modified the traditional approach to administering and
enforcing laws.
List the issues these agencies raise for government
accountability and independence.
Describe the various types of tribunals and other agencies and
their differences.
Explain the similarities and differences between tribunals and
courts.
List the principles of administrative law.
Discuss the importance of the concept of jurisdiction for
administrative agencies.
Explain the concept of discretion and how it must be exercised.
Apply the rules of fair procedure in different contexts.
Briefly explain the rule against subdelegation.
Describe the role of the Charter of Rights and Freedoms in
administrative law.
Explain where the rules of procedural fairness come from.
Explain the right to a hearing as the first main component of the
rules of natural justice
Describe the components of a hearing process that complies
with the right to a hearing.
Discuss why impartiality is an essential component of
procedural fairness.
Identify the two elements of impartiality.
Explain the relationship between a tribunal’s independence and
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its impartiality.
List the factors that may be taken into account in determining
whether a tribunal has an institutional bias.
Identify and explain the different kinds of interests that may
lead a party to believe an adjudicator is biased.
Discuss how to effectively represent a party in the
administrative process.
Explain how to obtain the information needed where processes
are not transparent.
Identify the steps to follow in preparing a case before a
tribunal.
Describe how to be an effective advocate before a tribunal.
Outline what is required in a tribunal’s notice of hearing.
Explain what procedures may be used by a tribunal prior to the
hearing to identify participants and issues.
Describe the rights and responsibilities of parties regarding their
participation prior to and during hearings.
Explain the differences between an oral hearing, an electronic
hearing, and a written hearing.
Discuss the advantages and disadvantages of each of these
hearing formats.
Outline the roles of various participants in a hearing.
Identify the stages of a hearing and the procedures usually
followed at each stage.
Distinguish between the kinds of information a tribunal will and
will not receive from parties in a hearing.
Explain how a tribunal determines whether information is
admissible as evidence at a hearing.
Discuss what makes evidence relevant, reliable, necessary, and
fair.
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Explain the difference between direct evidence and
circumstantial evidence, between fact and opinion, and
between direct observation and hearsay.
Explain how the credibility of a witness is assessed.
Describe the order of presentation of evidence.
Identify the source and scope of a tribunal’s authority to
manage and control the conduct of a hearing.
Describe the kinds of conduct at a hearing that are considered
unusual or unacceptable.
List the steps a tribunal can take to deal with unusual or
unacceptable conduct.
Explain why hearing participants should not discuss any aspect
of the case with a tribunal member unless all other participants
are also present.
Explain why tribunal members should limit their social contact
with participants in a hearing and with individuals and
organizations that are likely to appear before the tribunal.
Discuss whether participants and tribunal members should talk
to the media about a case that is underway.
Explain why tribunal members should not comment publicly on
tribunal decisions.
Describe the kind of information on which a decision must be
based.
Identify the sources of assistance to a tribunal in making its
decision and drafting its reasons.
Explain the importance of giving reasons for a decision.
Explain how the requirement of procedural fairness affects the
way the decision is communicated.
List the most common reasons for challenging decisions of
tribunals and administrative agencies.
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Describe the avenues available for challenging decisions.
Discuss the circumstances in which these review mechanisms
are available.
Explain who is entitled to make use of the review process.
Explain how a decision is “stayed” and the effect of that on a
party.
Describe the remedies available in the case of a successful
challenge.
Describe the source of the authority to enforce tribunal
decisions or orders.
Discuss the various methods of enforcing tribunal orders and
the circumstances in which a particular enforcement
mechanism may be used.
Legal Studies (LGST) 369
Commercial Law
Revision 8
Explain the remedies available from a court once it has been
established that a tribunal order has not been followed.
After successfully completing this course, you should be able to:
Explain the structure of the Canadian legal system and describe
common legal processes.
Describe the difference between contractual and noncontractual liability and assess fact situations in relation to both
forms of liability.
Describe the key components of a contract and explain how it
may be formed, discharged and breached.
Identify and evaluate potential legal risks and liabilities from a
business perspective.
Analyze factual situations in order to identify legal issues and
problems which may arise from them.
Analyze legal problems and apply problem solving techniques to
list and describe possible responses to them.
Use this knowledge and these skills to assert and protect rights
and interests.
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Legal Studies (LGST) 377
Issues in Access to
Information & Privacy
Protection
(cross listed with CRJS 377 &
GOVN 377)
Revision 1
When you have completed the course you should be able to
achieve the following objectives:
Explain how controlling information affects the functioning of
democracy and the autonomy of individuals.
Explain the tension that exists between information access and
privacy.
Explain how new technologies are affecting the ability to
collect, store, and disseminate information and describe the
effect this is having on protecting privacy.
Discuss the central issues facing the access and privacy
regulatory regimes in such diverse areas as information
management, research, public safety, and social networking.
Legal Studies (LGST) 390
Women, Equality and the
Law
Legal Studies (LGST) 479
Local Government Law in
Alberta
Legal Studies (LGST) 482
Jurisprudence
Explain the evolution of regulatory regimes globally with
reference to both past events and future possibilities.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
(Cross listed with PHIL 482)
Legal Studies (LGST) 489
Alternative Dispute
Resolution
(Cross listed with CRJS 489 &
HSRV 487)
Revision ?
Acquire thorough familiarity with the various dispute resolution
methods that are “alternative” to traditional methods on both a
practical and a theoretical level.
Acquire specific skills, procedures, techniques, and practitioner
characteristics needed for an efficient process in the various
forms of alternate dispute resolution.
Recognize specific issues and concerns within ADR, such as
gender, power, and culture, and be aware of the impact of
these issues on the process, the client, the practitioner, and the
appropriateness of ADR.
Recognize the possible importance of alternate dispute
resolution within the Canadian justice system.
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Consider conflict and conflict resolution in a different way – one
that properly serves clients and contributes to a fair justice
system and a safe community.
Management Science (MGSC)
Management Science
(MGSC) 301
Statistics for Business and
Economics I
Upon completion of this course, students should be able to:
Understand the role of business statistics in the decisionmaking process
Identify the various types of data that analysts collect
Revision
Compute measure of central tendency and dispersion, and
explain their advantages and disadvantages
Explain and use the basic rules of probabilities
Find probabilities associated with different events
Find probabilities associated with binomial and Poisson
distributions
Comprehend and list the properties of the normal probability
distribution and use the normal distribution to solve business
problems
Determine the impact of sample size on statistical inference
Conduct tests of hypotheses about population means and
population proportions
Management Science
(MGSC) 312
Statistics for Business and
Economics II
Revision
Use hypotheses testing to make business decisions
Upon completion of this course, students should be able to:
Determine whether or not to reject a hypothesized probability
distribution for a multinomial, Poisson and/or normal
distribution - using tests for goodness of fit and independence
Study analysis of variance (ANOVA) procedure to determine
whether or not means of two or more populations are equal
Employ test statistics to examine any difference in treatment
means, and interactions between factors
Analyse and measure the strength of linear relationship
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between two variables
Estimate dependent variable based on independent variables
using computer package Excel – Data Analysis
Determine various index numbers in which weight of each item
is based on quantities in the base and current periods
Learn to predict the value of a variable in future time periods
based on past data
Use statistical methods to determine differences between two
populations involving ordinal, interval/ratio scale or rank order
data
Determine if quality standards are being met and whether or
not the production processes are in control using control limits
and respective MS Excel charts
Management Science
(MGSC) 368
Introduction to Production
and Operations
Management
Revision
Upon completion of this course, students should be able to:
Define and discuss operations management
Determine supply chain transformation processes of various
types of organizations
Discuss the product design and development process tools,
analyse flowcharts, and study breakeven analysis
Analyse and solve some variations of the processing problem
using quantitative or qualitative input and assembling line
balancing problems using task assignment rules
Explain difference between dependent and independent
demand forecasting methods, study time series, moving
averages, exponential smoothing, and seasonal variations
Demonstrate an understanding of management considerations
and trade-offs
Analyse and solve variations of independent demand inventory
models
Represent structure of a product as product structure tree;
develop MRP (Master Production Schedule). Discuss general
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scheduling approaches used by an organization such as project
scheduling, assembling line balancing, and job shift scheduling
Examine process control, and control charts for different
variables
Define project management and draw networks using activityon-the node convention
Management Science
(MGSC) 369
Service Operations
Management
Revision
In this course students will be introduced to the skills associated
with the functional area of production and operations
management, as they are practiced in service organizations.
Upon completion of this course, students should be able to:
Define and discuss service management
Discuss how managing services is different from managing
manufacturing facilities
Define and discuss the different types of services and service
encounters
Discuss the product design and development process tools,
and analyze flowcharts of services
Define and discuss service quality and its five dimensions.
Discuss and differentiate between the key categories in
evaluating service quality
Discuss and use the different tools available for improving
service quality
Make decisions regarding the selection of service facility
location
Discuss strategies for managing demand, and capacity
Discuss the effects of globalization on managing services
Use different forecasting techniques to predict service
demand
Explain the importance of supply chain management and
the bidirectional nature of it, as well as describe the sources
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Management Science
(MGSC) 405
Quantitative Approaches
to Decision Making
Revision
of value in service supply relationships
Upon completion of this course, students should be able to:
Describe the management science approach to problem
formulation and solution, and explain its application to today’s
business and industrial sectors.
Explain how various scientific and quantitative methodologies
can be applied to a managerial decision-making process.
Describe a variety of management science models and
procedures pertaining to the quantitative approaches to
decision making.
List several widely used, computer-aided management science
techniques, and explain how managerial decision makers can
apply and interpret these techniques.
Management Science
(MGSC) 418
Supply Chain Management
Revision
Apply decision-problem modelling and interpret the results, and
use the related mathematical approaches and solution
algorithms.
Upon completion of this course, students should be able to:
Define supply chain management, identifying its important
elements and describing its importance to organizations
Explain the function and role of purchasing in supply chain
management:
•
•
•
•
Identify the major activities involved in purchasing
including the basic manual purchasing process, eprocurement, and supplier sourcing and selection
Explain the factors contributing to the make or buy
decision
Describe the key factors for building successful supplier
partnerships and alliances
Discuss the development and implementation of a
strategic sourcing plan
Explain key operational issues in supply chain management
•
•
2015 May
Discuss demand forecasting and collaborative, planning,
forecasting and replenishment (CPFR), including their
important role in the supply chain
Apply techniques for aggregate planning and inventory
Learning Outcomes for Course-Based Portfolios
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•
management such as materials requirement planning
(MRP), available-to-promise (ATP), and economic order
quantity (EOQ)
Identify key process management techniques and their
main elements, explaining the importance of these to
supply chain management
Explain key distribution issues in supply chain management
•
•
•
Explain transportation and warehousing options and
discuss their strategic importance to an organization and
its supply chain management
Describe customer relationship management,
identifying its importance in supply chain management
Explain the impact facility location has on a supply chain,
identifying the various factors that influence facility
location
Compare and contrast supply chain management in service
companies to that in non-service companies
Apply appropriate management techniques for managing
service capacity, queues, quality and distribution in the service
industry
Identify categories of software systems important in the supply
chain and explain their importance
Design appropriate performance measurement system for SCM,
including identification of key performance measures
Management Science
(MGSC) 419
Information Technology
Project Management
Revision
Identify and discuss issues that will impact upon the future of
supply chain management
Upon completion of this course, students should be able to:
Discuss the importance of projects in today’s organizational
context
Describe the important characteristics of projects
Describe the importance of the five project parameters (scope,
quality, cost, time and resources) for project management
Compare and contrast important project management
approaches (traditional, adaptive and extreme) and their main
variations
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Identify the important project management phases in each
project management approach and the main project
management tools used in each
Describe the relationship between the project management and
software development lifecycles
Use important project definition tools such as the project
overview statement (POS), requirements definition, and use
cases
Apply planning and scheduling techniques such as work
breakdown structures (WBS), critical path method (CPM), and
Gantt charts to manage projects
Apply appropriate risk assessment tools within a project
Identify and apply important monitoring and control tools and
techniques such as earned value analysis and milestone trend
charts
Identify and apply appropriate change control procedures
within a project
Management Science
(MGSC) 499
Describe an appropriate post-implementation audit strategy
Learning Outcomes are not available for Projects courses.
Applied Projects in
Management Science
Marketing (MKTG)
Marketing (MKTG) 396
Introduction to Marketing
Revision
Describe the major concepts, terminologies, frameworks and
practices utilized in the field of marketing.
Examine the breadth of current and emerging contemporary
marketing trends facing today’s organizations and discuss the
implications of these trends for marketing professionals.
Recognize how value is created for customers and that not all
customers perceive value in the same way, and examine
methods and practices for consistently delivering value to
customers through the marketing mix.
Delineate the differences between business-to-consumer
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marketing from business-to-business practices as well as the
variations in consumer behavior and decision making compared
to business markets and industrial buying behaviour.
Describe the concepts of market segmentation, targeting and
positioning and explain the advantages of niche marketing.
Identify the major product, branding and life cycle strategies
describe how they are used in marketing decisions.
Identify the main types of pricing strategies and distribution
decisions used by organizations.
Marketing (MKTG) 406
Consumer Behaviour
Revision
Examine the major tools and theories related to integrated
marketing communication strategies and understand how to
select appropriate tools for a variety of business situations.
Consumer behaviour is a discipline that looks at why people buy
the things they do. This marketing discipline applies knowledge
from areas such as psychology, sociology, anthropology, and
economics to describe and understand how consumers are
likely to behave in many different consumption situations.
Knowledge of consumer behaviour principles allows marketers
and other managers to become more effective at making good
decisions. They can better predict consumer actions, determine
the needs of target markets, and understand how consumers
perceive and make use of marketing information. An awareness
of consumer behaviour may also assist individuals in
understanding their own buying decisions.
After providing an overview of consumer behaviour, the course
will begin by looking at consumers as individuals. More
specifically, how consumers make decisions. After obtaining
such understanding, we will expand to how consumers are
influenced by the subcultures and culture.
The study of consumer behaviour is intended to acquaint you
with both what it means to be a consumer in a market-oriented
society and what, as a marketer, you need to know to
understand the role of meeting consumers’ needs in the
development of marketing strategy.
Accordingly, students will be asked to:
Learn the key terms, definitions and concepts used in the
consumer behaviour field.
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identify and discuss major ideas, processes and research
perspectives that characterize the consumer behaviour field
Understand the consumer at the micro level (as individuals).
At the macro level, develop an awareness of behaviours of large
groups of people in their social settings.
Understand the role of meeting consumers’ needs in the
development of marketing strategy.
Marketing (MKTG) 410
E-Marketing
Marketing (MKTG) 414
International Marketing
and Exporting
Revision
Through the term paper, be able to develop and utilize
academic research and analytical skills in reviewing consumer
behaviour issues.
The CLA does not currently have learning outcomes for this
course.
After completing this course, students should be able to:
Explain the scope and challenge of international marketing
Demonstrate the awareness of the international environment
Assess global market opportunities
Develop global marketing strategies
Marketing (MKTG) 420
Advertising and Promotion
Revision
Implement and control global marketing strategies
After completing this course, students should be able to:
Discuss various concepts and frameworks necessary for
understanding, developing, implementing, and evaluating
marketing communication campaigns.
Research and evaluate an organization’s marketing and
promotional situation.
Design creative strategies and tactics.
Use different elements of the promotional mix to develop
effective marketing communication strategies and programs.
Marketing (MKTG) 440
2015 May
Develop and implement media plans.
After completing this course, students should be able to:
Discuss the foundations of strategic marketing management
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Marketing Strategy
Revision
Assess marketing opportunities
Develop marketing strategies and positioning
Identify key strategic marketing issues related to product,
pricing, distribution, and communications
Conduct marketing audit
Marketing (MKTG) 454
Sports Marketing
Marketing (MKTG) 466
Marketing Research
Revision
Implement and control marketing programs
The CLA does not currently have learning outcomes for this
course.
Discuss the role of marketing research in strategic planning.
Examine the research process, and describe specifically how to
define the research problem and set research objectives.
Identify the main sources of secondary data, and delineate the
situations where the use of secondary data is most
advantageous to the researcher.
Explore the role of marketing decision support systems and
business intelligence systems in enhancing business decisions.
Critically appraise a variety of primary data collection
techniques including exploratory designs, descriptive research,
and observation techniques and identify the most appropriate
method for a variety of different organizational information
needs.
Discuss the main theories, designs and issues in marketing
research sampling techniques.
Describe the main processes used to code, edit, prepare, and
analyse data.
Explain the steps involved in preparing and presenting a
marketing research report.
Math (MATH)
Math (MATH) 100
Developmental
Mathematics
2015 May
The CLA does not currently have learning outcomes for this
course.
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Math (MATH) 101
Transitional Mathematics
Math (MATH) 209
Finite Mathematics
Revision
The CLA does not currently have learning outcomes for this
course.
Calculate break-even points using linear and quadratic functions
to model cost, revenue, and profit.
Identify polynomial, rational, exponential and logarithmic
functions.
Solve problems that require the use of exponential and
logarithmic functions.
Compute commissions due to purchase or sale of stock.
Establish saving plans for retirement.
Establish the savings for refinancing a mortgage.
Solve problems by construct mathematical models that lead to
a system of equations.
Solve linear programming problems.
Establish the difference between the graphical solution method
and an algebraic method called the simplex method.
Solve any linear programming problems using the simplex
method.
Solve problems on probability theory.
Display data using, bar graphs, broken-line graphs, pie forms,
histograms, frequency polygons and cumulative frequency
polygons.
Calculate probability distributions of the number of successes in
a sequence of Bernulli trials.
Math (MATH) 215
Determine the long-run behavior of a regular and absorbing
Markov chain.
Learners completing this course should be able to:
Introduction to Statistics
Organize, summarize, and display data in a meaningful way.
Revision
Compute various measures of center, variability, and position of
data sets.
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Apply basic rules of probability to calculate likelihoods of
random events.
Use appropriate probability distributions to estimate and test
hypotheses about parameters of single and multiple
populations.
Perform goodness-of-fit tests and analyze cross-tabulated data.
Math (MATH) 216
Computer-Oriented
Approach to Statistics
Revision
Use linear correlation and regression methods to analyze
relationships in bivariate data.
Learners completing this course should be able to:
Utilize a comprehensive set of descriptive statistical methods,
using industry standard statistical software, in order to
organize, summarize, and display data in a meaningful way.
Use probability theory and industry standard statistical
software in order to evaluate the probability of real world
events.
Apply discrete and continuous probability distributions using
industry standard statistical software, in order to evaluate the
probability of real world events.
Construct confidence interval estimates for population
parameters, using industry standard statistical software, for
single and multiple populations, based on sample data.
Conduct hypotheses tests concerning population parameters,
using industry standard statistical software, for single and
multiple populations, based on sample data.
Perform correlation analysis, using industry standard statistical
software, in order to estimate the nature and the strength of
the linear relationship that may exist between two variables of
interest.
Perform regression analysis, using industry standard statistical
software, in order to: predict the value of one variable based on
the value of the other variable; and to estimate the magnitude
of change in one variable due to a given change in the other
variable.
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Apply a comprehensive set of statistical tools using industry
standard, statistical software, in making practical decisions and
creating reports in workplace situations; and in completing
papers and research projects in other university and college
courses.
Math (MATH) 244
In this course, students will:
Business Mathematics
Review basic mathematical operations including addition,
division, fractions and ratios, percentages, the quadratic
formula, solution of systems of linear equations.
Revision
Learn basic mathematical aspects of simple and compound
interest.
Math (MATH) 260
Calculus for Social Sciences
and Economics
Math (MATH) 265
Learn mathematics of debt extinction, sinking funds, annuities,
and amortization.
The CLA does not currently have learning outcomes for this
course.
Use functions to establish mathematical models.
Introduction to Calculus I
Apply definitions and theorems to evaluate limits.
Revision
Give the geometric and physical interpretation of the derivative
of a function.
Differentiate algebraic and trigonometric functions
Solve related rate problems.
Apply differentiation to sketch graphs of elementary and
trigonometric functions.
Apply differentiation to solve optimization problems.
Math (MATH) 266
State and interpret the Fundamental Theorem of Calculus
Apply integration to find areas between curves, solve problems
on work, and find the average value of a function.
Identify invertible functions.
Introduction to Calculus II
Define exponential, logarithmic and hyperbolic functions.
Revision
Evaluate limits using L’Hospital’s Rule.
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Apply different techniques in order to integrate.
Find the volume of solids of revolutions.
Find the arc length of a function and the area of a surface of
revolution.
Determine convergent and divergent series.
Represent a function as power series.
Math (MATH) 270
Linear Algebra I
Math (MATH) 271
Linear Algebra II
Math (MATH) 309
Discrete Mathematics
Revision
Apply Taylor polynomials in differentiation and integration.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
Explain what discrete mathematics is.
Use fundamental set properties, and proved propositions to
prove relationships between sets.
Establish the truth value of a compounded statement.
Establish logical equivalences and rules of inference.
Prove if a statement is a tautology.
Analyze claims that contain an implication.
Analyze claims that contain quantifiers.
Apply different proof strategies.
Prove statements involving existential and universal quantifiers.
Establish the validity of statements using Mathematical
Induction.
Solve problems using combinations, permutations and other
basic counting principles.
Use the pigeon-hole principle to solve problems.
Use the principle of inclusion and exclusion to solve problems
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Establish the equivalence between partitions of a set and
equivalent relations.
Describe the outputs of finite-state machines.
Create finite automata with specific given characteristics.
Math (MATH) 365
Calculus – Several
Variables
Revision
Establish a language generated by a grammar.
Find areas and lengths in polar coordinates.
Establish the parametric equations of lines and planes.
Identify quadratic surfaces.
Give the equations of quadratic surfaces in rectangular,
cylindrical and spherical coordinates.
Describe curves given by vector valued functions.
Differentiate and integrate vector valued functions.
Apply calculus to identify the curvature and twisting properties
of a curve.
Give the partial derivative of a function of several variables.
Give the tangent plane and normal vectors of surfaces
determined by functions of several variables.
Solve optimization problems of functions of several variables.
Evaluate double and triple integrals.
Use double integrals to find areas of surfaces.
Evaluate triple integrals in cylindrical and spherical coordinates.
Establish Green’s theorem, the Divergence theorem and Stoke’s
theorem.
Math (MATH) 366
Complex Variables I
Math (MATH) 376
2015 May
Apply linear and surface integrals to analyze properties of
vector fields and flows.
The CLA does not currently have learning outcomes for this
course.
Learning Outcomes are not available for Reading Courses.
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Ordinary Differential
Equations
(Reading Course)
Math (MATH) 409
Number Theory
Math (MATH) 476
Partial Differential
Equations
Math (MATH) 480
Mathematical Modeling I
Math (MATH) 495
Mathematics Projects I
Math (MATH) 496
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
Learning Outcomes are not available for Projects courses.
Learning Outcomes are not available for Projects courses.
Mathematics Projects II
Music (MUSI)
Music (MUSI) 267
Begin an exploration of music of all cultures and periods.
Sound and Sense:
Listening to Music
Acquire a basic music vocabulary.
Revision
Become aware of the common features of all music.
Identify a large number of pieces aurally.
Identify aurally the different types of voice, and identify visually
and aurally the most common instruments.
Music (MUSI) 285
History of Popular Music I:
Blues to Big Bands, 1900 –
1940
Write descriptively and analytically about music.
The CLA does not currently have learning outcomes for this
course.
(Cross listed with HUMN 285)
Music (MUSI) 286
History of Popular Music II:
Be-bop to Beatles, 1940 –
1970
The CLA does not currently have learning outcomes for this
course.
(Cross listed with HUMN 286)
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Music (MUSI) 310
Western Music: Beginnings
to Baroque
The CLA does not currently have learning outcomes for this
course.
(Cross listed with HUMN 310)
Music (MUSI) 412
Cultural Studies in
Twentieth-Century
Western Music
The CLA does not currently have learning outcomes for this
course.
(Cross listed with CLST 412 &
HUMN 412)
Music (MUSI) 420
Learning Outcomes are not available for Reading Courses.
Anglo-American Popular
Music Tradition
(Reading Course)
(Cross listed with HUMN 420)
Music (MUSI) 421
Learning Outcomes are not available for Reading Courses.
The Folk Music Revival I:
Before 1945
(Reading Course)
(Cross listed with HUMN 421)
Music (MUSI) 423
Advanced Studies in
Popular Music
The CLA does not currently have learning outcomes for this
course.
(Cross listed with HUMN 423)
Nursing (NURS)
Nursing (NURS) 250
Exploration of Professional
Nursing Practice
Revision 4
After completing Nursing 250 you will be able to do the
following:
Describe and analyze the effect of personal values, beliefs, and
assumptions on the development of one's own professional
identity and self-concept as a Baccalaureate prepared RN.
Demonstrate awareness of the concepts of role transition and
change throughout the journey from LPN to Baccalaureate
prepared RN.
Identify the effect of significant historical events on the
development of professional nursing.
Articulate the role changes of the professional nurse as the
focus changes from illness to health promotion and care shifts
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from the individual to families, groups, and communities.
Discuss how cultural diversity is pertinent to the care of
individuals, families, and communities.
Articulate similarities and differences between the LPN to
Baccalaureate prepared RN in relation to the ethical and legal
foundations for professional nursing practice as outlined in the
code of ethics, professional competencies, and the standards of
nursing practice.
Distinguish credible sources of literature, conduct advanced
library searches, and present all work in current APA format.
Nursing (NURS) 322
Nursing Informatics
Revision 6
Begin an e-Portfolio.
Nursing 322: Nursing Informatics is designed to assist you to:
Develop a deeper appreciation of the concept of nurse as
knowledge worker.
Become a more effective user of health information and
information technology.
Describe how healthcare information systems and electronic
health records can be used to enhance client care.
Explore privacy, confidentiality and security of information in
electronic environments.
Describe some of the trends in health care that have lead to the
increased use of information technology.
Examine the use of e-health and telehealth to deliver health
care at a distance.
Investigate the utility of social networking tools, personal digital
assistants and e-portfolios in health care environments.
Discuss ergonomic considerations in electronic environments.
Nursing (NURS) 324
Nursing 324, in completing this course you will:
Concepts and Theories in
Nursing Practice
Articulate and demonstrate the relationship between values,
ethics, scholarship, and professional integrity.
Revision 7
Apply ethical theory and ethical decision-making models to your
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academic conduct and professional practice behaviour.
Compare and contrast the relationship between the art of
nursing and the science of nursing.
Describe the relationship between nursing philosophy, nursing
theory, and nursing practice.
Articulate your nursing practice philosophy including;
knowledge, values, beliefs, standards, theory, and ethical
principles.
Nursing (NURS) 326
Health Assessment
Revision 6
Upon completion of NURS 326, the student will achieve or
exceed the following learning outcomes:
Identify the components of a complete health assessment;
Identify the equipment and skills required to perform a
complete health assessment;
Identify developmental and cultural considerations in the
performance of a health assessment;
Collect and document a complete health history with a healthy
adult volunteer;
Conduct and document a physical examination with a healthy
adult volunteer;
Adapt the techniques of health assessment for children and
older adults;
Identify the relationship between health assessment and the
nursing process; and
Identify patient teaching and health promotion activities
appropriate for a healthy adult volunteer.
Nursing (NURS) 327
Home Health Nursing
Nursing (NURS) 328
Understanding Research
Revision 6
2015 May
Due to licensure restrictions PLAR is not available for this
course.
Explain the importance of research to evidence-based
professional practice.
Describe ethical considerations in research.
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Describe quantitative and qualitative approaches to research.
Nursing (NURS) 400
Adult Health and Health
Alterations
Revision 2
Critically appraise research reports.
Upon completion of NURS 400, the student will achieve or
exceed the following learning outcomes:
Practice nursing in a manner consistent with the acts governing
nursing, standards for nursing practice, and existing legislation;
Adhere to Athabasca University policies and procedures during
course participation;
Use the nursing process, a selected nursing practice model, and
the principles of primary health care as a basis for providing
care to adults experiencing a wide range of acute and chronic
alterations in health and their families in a culturally sensitive
manner;
Assess health influencing and health promoting factors for
adults and their families who are experiencing acute and
chronic alterations in health;
Assess client coping patterns in relationship to comfort/pain,
hope, loss, knowledge of illness process, and the client's
meaning of illness, and provide assistance with coping patterns
as determined from assessment data;
Assess client knowledge levels regarding health alterations and
apply teaching/learning methods in line with assessment;
Apply accurate and current knowledge of human
pathophysiology, pharmacology, and
alternative/complementary therapies in the provision of client
care;
Implement leadership and management skills in the delivery of
client care;
Demonstrate professional accountability for own learning and
own performance evaluations throughout the course;
Apply relevant nursing research findings in the care of ill adults
and their families; and
Communicate effectively using oral, written and technological
methods to establish therapeutic/functional relationships with
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Nursing (NURS) 401
Professional Practice with
Adults Experiencing Health
Alterations
clients, team members, peers and instructors.
Due to licensure restrictions PLAR is not available for this
course.
(6 credits)
Nursing (NURS) 432
Management and
Leadership in Nursing
Practice
(4 credits)
Revision 7
Compare and contrast nursing leadership and nursing
management.
Explore the organizational context within which nursing
leaders/managers function.
Discuss the skills required by nurse managers/leaders to create
an effective work environment.
Describe human resource procedures and processes utilized by
nurse leaders/managers.
Practice selected management/leadership skills through a
virtual preceptorship experiences.
Nursing (NURS) 434
Community Health
Promotion
(4 credits)
Revision 6
Experience a deepened confidence in your ability to be a person
of influence.
Integrate population health concepts into community health
nursing practice.
Apply principles of primary health care, strategies of health
promotion, and epidemiology concepts in working with
aggregates, groups, and communities.
Apply the nursing process in developing health promotion
programs for aggregates, groups, and communities.
Analyze professional, legal/ethical, economic, cultural, and
environmental issues as they apply to the provision of primary
health care in the community.
Develop research questions that remain unanswered both in
your personal learning and in the profession of community
health nursing.
Nursing (NURS) 435
2015 May
Practice selected community health nursing skills through the
virtual preceptorship experiences.
Due to licensure restrictions PLAR is not available for this
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Professional Practice in
Community Mental Health
Promotion
course.
(6 credits)
Nursing (NURS) 436
Family Health Promotion
(4 credits)
Revision 4
Explain the meaning of family from experiential, theoretical,
and statistical perspectives in how family has been and is
defined.
Discuss family nursing assessment models that can be applied in
nursing practice.
Explain the relationship between health promotion and family
nursing practice.
Discuss the meaning of family centered-care in nursing practice.
Nursing (NURS) 437
Professional Practice in
Family Health Promotion
Describe how social and political realities affect health care
outcomes of families.
Due to licensure restrictions PLAR is not available for this
course.
(6 credits)
Nursing (NURS) 438
Trends and Issues in
Nursing and Health
Systems
Revision 6
Articulate the relationship between one’s personal values,
beliefs and assumptions and one’s professional nursing
practice.
Discuss possibilities resulting from positioning oneself to be
open to new ideas.
Articulate and analyze current nursing and health care trends
and issues.
Articulate and analyze societal change and resulting challenges
for nursing practice.
Discuss appropriate resolution strategies for selected issues.
Demonstrate understanding of ethical and legal issues in
nursing practice.
Demonstrate understanding of the major nursing organizations
and their interrelated role in regulating Canadian nursing.
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Discuss the relationship between nursing education and
professional nursing practice.
Nursing (NURS) 440
Independent Study
Revision
Nursing (NURS) 441
Consolidated Professional
Practice
Analyze nursing workplace environments for current trends and
issues.
Investigate a particular area of study, following the specified
guidelines of a self-directed learning contract.
Develop a body of knowledge for use in improving the quality of
nursing care.
Develop specific, content-related objectives in the learning
contract, and fulfill those objectives in a way defined as suitable
in the contract.
Due to licensure restrictions PLAR is not available for this
course.
(9 credits)
Revision
Nursing (NURS) 442
Identify the unique health needs of older adults.
Gerontological Nursing
Identify strategies related to assessment and prevention in the
older adult.
Revision 5
Explore the importance of families and other social supports.
Identify nursing interventions related to a variety of health
problems in the older adult.
Critically analyze ethical issues related to the care of the older
adult.
Identify research questions that remain unanswered both in
your personal learning and in the profession of gerontological
nursing.
Nutrition (NUTR)
Nutrition (NUTR) 330
Introductory Nutrition
Revision
2015 May
Define the science of nutrition, and discuss the importance of
nutritional adequacy and balance for optimal growth and
health.
Identify the dietary sources of the major nutrients, and describe
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their digestion, absorption, and metabolism.
Discuss the functions of the major nutrients, and the effects on
health of deficiency and excess.
Interpret the scientific knowledge of basic nutrition into
language appropriate for the lay public.
Nutrition (NUTR) 331
Nutrition for Health
Revision
Apply the principles of good nutrition to the assessment of
dietary intakes and the planning of healthy eating.
Discuss normal human nutrition.
Discuss the role of diet in the causation and prevention of
various diseases, particularly the so-called Western diseases.
Describe methods used to assess nutrition status, and explain
how dietary recommendations are made.
Describe the methods used to carry out nutrition research.
Distinguish sound from unreliable nutritional information.
Nutrition (NUTR) 405
Nutrition in Health and
Disease
Nutrition (NUTR) 406
Modern Concepts in
Nutrition
Nutrition (NUTR) 495/496
Make sensible food choices, and explain the basis on which
such choices are made.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
Learning Outcomes are not available for Projects courses.
Nutrition Projects
Organizational Behaviour (ORGB)
Organizational Behaviour
(ORGB) 300
Organizational Culture
Revision 3
After successfully completing this course, you will be able to:
Understand the concept of organizational culture including its
importance as a field of study, the characteristics,
consequences, and benefits of culture and subcultures to the
success of organizations, and why it is difficult to study the
culture of organizations.
Define culture, being able to describe the Organizational
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Culture Model, the differences between organizational culture
and organizational climate, and those aspects of organizational
culture considered to be controversial.
Understand the sociohistorical context of organizational culture
explaining key past influences on North American corporate
culture such as the protestant ethic and ongoing influences
such as influential North American values, extra-organizational
sources, and key ideological elements.
Describe how organizational culture is understood, defining and
explaining how ideology, etic and emic approaches, cultural
forms, symbolism, and metaphors guide the study and
classification of organizational culture.
Discuss the purpose of organizational culture for influencing the
behaviour and beliefs of group members differentiating
between the influences of sagas, myths, and workplace rites.
Describe the socialization process within organizations
identifying the influences of organizational tactics, individual
members’ characteristics, and other relevant socialization
agents.
Explain the development and influences of subcultures within
organizations identifying the necessary social conditions for
their formation and the impact of occupational and
administrative principles, unions and professional associations,
collective bargaining, and occupational symbols such as
uniforms.
Organizational Behavior
(ORGB) 319
Motivation and
Productivity
Revision 5
Understand the possible dysfunctional consequences of
organizational relationships, clarifying how the different
relationships, managerial subcultures, and countercultures can
contribute to conflict within organizations.
After successfully completing this course, you will be able to:
Define performance and describe the evaluative and
multidimensional nature of performance, including the various
factors that determine performance, such as declarative
knowledge, procedural knowledge, and motivation, and
approaches to and components of performance measurement.
Explain performance management from concept to
implementation, including design, advantages of, multiple
purposes of (strategic, administrative, informational,
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developmental, etc), key features, and the relationship of a
performance management system to other HR functions,
including recruitment, selection, and training and development
and the work system as a whole.
Define and create a strategic plan and describe its function,
overall goal, and relationship to the organization and its subparts.
Discuss the concept and value of mission and vision statements,
goals, and strategies, their importance, and their relationship to
planning and job descriptions.
Understand how to conduct a job analysis to determine the job
duties, needed knowledge, skills, abilities (KSAs), and working
conditions of a particular job and write an appropriate job
description.
Describe the role and functions of teams and team
management, training programs, communication plans,
feedback, and appeal processes and their relationship to
performance management.
Describe the managerial role in performance management,
including key skills, the importance of personality and
behavioural preferences, and the relationship of coaching style
to management and to employees' developmental progress.
Discuss the nature and importance of motivation and reward
systems, including pay plans, in performance management.
Organizational Behavior
(ORGB) 326
Organization Theory
Revision 6
Understand and describe the nature of illegal discrimination
and its relationship to implementing effective performance
managements systems.
Analyse how organizations are structured within the context of
the larger social, political, and economic environment.
Analyse why systems of control and coordination vary across
organizations and change over time.
Analyse how organizational theory may contribute towards
improving the design and management of organizations.
Organizational Behavior
2015 May
Analyse how the larger social environment affects
organizational cultures and processes.
After successfully completing this course, you should be able to:
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(ORGB) 327
Leadership in
Organizations
Revision 4
Define concepts of leadership and ethical behaviour in
leadership.
Describe leadership theories, styles, paradigms, models, and
traits; and identify managerial roles of leaders.
Discuss the importance and influence of organizational culture,
including concepts of power, networking, negotiation, politics,
and effective meeting protocols.
Describe and explain conflict management styles and models of
conflict resolution.
Describe and explain the feedback model and how to
encourage feedback from others.
Explain the concept of followership, followership styles, and
follower-influencing characteristics.
Identify and explain the characteristics of effective teams,
including self-managed teams; team-based work; types of
teams; and team decision-making
Organizational Behaviour
(ORGB) 364
Organizational Behaviour
Revision 12
Explain and discuss the concepts of charisma, and
transformational and transactional leadership
After successfully completing this course, you should be able to:
Define and describe the field of OB and its importance,
including key concepts such as values, ethics, social identity
theory and social learning theory, attribution, self-fulfilling
prophecy, behaviour modification, contingencies and
reinforcement, and conflict.
Define and describe knowledge management, its processes, and
its importance.
Define and describe concepts around emotions and attitudes in
the workplace including emotional intelligence, job satisfaction,
organizational commitment, and psychological contracts.
Explain and discuss theories of motivation and performance,
including concepts of goal-setting, feedback, equity, justice, and
empowerment.
Explain concepts, model, and steps of/in decision-making.
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Explain concepts and types of teams, stages of team
development and effectiveness, characteristics, problems,
team-building,
Explain and discuss communication models, barriers to good
communication, the effects of power dynamics in
communication, and the nature of grapevine communication.
Define leadership and list types of leadership.
Explain and describe sources and types of conflict and
approaches to conflict management.
Organizational Behaviour
(ORGB) 386
Introduction to Human
Resource Management
(Cross listed with HRMT 386)
Revision 7
Define and discuss the concepts and elements of organizational
culture and subculture and the relationship between culture,
performance, and ethics.
Demonstrate familiarity with and understanding of
responsibilities and functions of the human resource
management field, including the composition of the labour
force, individual behaviour, job performance, and human
resource planning.
Identify key issues facing those engaged in HRM activities.
Recognize and identify, at an introductory level, strategic issues
involved in the “new” HRM.
Organizational Behaviour
(ORGB) 387
Recognize and identify, at an introductory level, key aspects of
industrial relations, such as labour unions, collective bargaining,
labour law, and occupational health and safety.
Summarize and evaluate the theoretical discourse surrounding
the new HRM paradigm.
Strategic Human Resource
Management
Describe and evaluate the impact of corporate strategy on
human resource management.
Revision 2
Describe and evaluate the implications of the new HRM model
for trade unions.
(Cross listed with HRMT 387)
Evaluate the implications of HRM choices for organizational
performance.
Describe and evaluate how HRM techniques operate to create
knowledge and order, and to regulate the employment
relationship.
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Summarize the process by which recent HRM innovations have
diffused through Canadian workplaces, and evaluate the effects
of this diffusion.
Organizational Behaviour
(ORGB) 390
Managing Change
Revision 4
Compare international developments in HRM strategies,
policies and practices.
Describe the nature of organizational change.
Diagnose change issues that need intervention.
Identify forces facilitating change, and build on them.
Identify forces constraining change, and address them.
Develop appropriate resources and tools to facilitate your own
and an organization’s readiness for change.
Create a portfolio of organizational development (OD)
strategies designed to facilitate change.
Facilitate implementation of appropriate strategies for change.
Facilitate change transition and integration.
Evaluate change outcomes.
Philosophy (PHIL)
Philosophy (PHIL) 152
Basic Critical Thinking
Revision
Analyse and understand the content of complex university-level
material.
Recognize errors, omissions, and faulty reasoning both in
reading passages and in your own work.
Plan, write, and edit your own paragraphs and short essays to
maximize clarity and effectiveness of communication.
React appropriately to and evaluate the ideas in reading
materials you encounter.
Philosophy (PHIL) 231
Introduction to
Philosophy: West and East
2015 May
Monitor and correct your own thinking processes more
effectively.
Appreciate the main philosophical traditions of West and East –
not only Greek and Chinese philosophies, but also a variety of
philosophical traditions in the West and the East.
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Revision
Analyse similarities and differences among various traditions.
Develop critical tools of philosophical inquiry – comprehension,
analytical, and evaluative skills -- while understanding their
limits.
Describe the central teachings of major traditions.
Relate these traditions to the historical and more contemporary
developments of ideas.
Philosophy (PHIL) 252
Critical Thinking
Revision
Understand how justification of propositions in the areas of
ethics, metaphysics, and epistemology proceeds, using the
method of critical thinking.
Recognize arguments and distinguish them from explanations,
descriptions, and expressions of opinion.
Analyse complex arguments and indicate their structure using
diagrams.
Evaluate inductive and deductive arguments, including
syllogisms.
Identify the most common fallacies of reasoning, and avoid
being “taken in” by them.
Analyse and evaluate empirical and conceptual theories.
Philosophy (PHIL) 254
Symbolic Logic
Philosophy (PHIL) 333
Professional Ethics
Revision
Philosophy (PHIL) 334
Professional Ethics in
2015 May
Write clear and coherent summaries and evaluations of short
argumentative or theoretical passages on a wide variety of
topics.
The CLA does not currently have learning outcomes for this
course.
Identify the special moral issues and questions facing
professionals, and discuss representative positions on those
issues.
Analyse concepts and issues in professional ethics, and develop
and defend your own position on a variety of issues.
Discuss in a case study how positions you have developed might
apply to circumstances arising in professional practice.
The CLA does not currently have learning outcomes for this
course.
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Heritage Resources
Management
Philosophy (PHIL) 335
Biomedical Ethics
Revision
Identify the special moral issues and questions that are faced in
biomedical ethics.
Analyse concepts and issues in biomedical ethics, and develop
and defend your own position on a variety of issues.
Discuss in a case study how positions you have developed might
apply to circumstances arising in biomedical ethics.
Philosophy (PHIL) 342
Seventeenth and
Eighteenth Century
Philosophy
Revision
Philosophy (PHIL) 350
Ethics
Revision
Present organized and well structured critical short essays and a
case study by applying the appropriate criteria of evaluation for
moral arguments and critical reasoning skills in defense of a
position on an issue in biomedical ethics.
Identify and analyze the metaphysical and epistemological
views of the major figures of seventeenth and eighteenth
century Western philosophy.
Discuss with confidence how these views compare and stand up
under critical scrutiny.
Rationally debate the respective implications for science and
scientific practice of each of these views.
Identify and analyze the main approaches to ethics recognized
by the history of western philosophy and in current use.
Discuss with confidence how these approaches compare with
one another.
Critically scrutinize the strengths and weaknesses of each
approach.
Philosophy (PHIL) 367
Existentialism and
Phenomenology
Philosophy (PHIL) 371
Ethics, Science,
Technology, and the
Environment
Revision
2015 May
Identify instances of the use of each approach in practice.
The CLA does not currently have learning outcomes for this
course.
Identify selected moral issues in science and technology, and
discuss representative positions on those issues.
Analyse ethical concepts and issues in science and technology,
and develop and defend in essay form your own position on a
variety of issues.
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Philosophy (PHIL) 375
Philosophy of the
Environment
Revision
Discuss, in a brief case study, how positions you have developed
might apply to circumstances arising from scientific and
technological practices.
Articulate, analyse, and evaluate the central issues that have
characterized debates in environmental thought and ethics.
Formulate responses to these debates in a systematic manner,
based on critical thinking.
Discuss the historical influences on environmental thought,
including political, economic, religious, cosmic, and
psychological influences.
Critically assess environmental policy and protection measures.
Philosophy (PHIL) 482
Jurisprudence
Write well structured critical position papers, both critiques and
case studies.
The CLA does not currently have learning outcomes for this
course.
(Cross listed with LGST 482)
Physics (PHYS)
Physics (PHYS) 200
It is expected that students will:
Introductory Physics I
Identify the units of measurement used in describing physical
quantities and demonstrate the ability to convert from one
system of units to another
Revision
Demonstrate an understanding of the relationships between
time, displacement, velocity, and constant acceleration and
apply them to situations involving objects in one and two
dimensions
Differentiate between vector and scalar quantities and perform
vector analysis in one and two dimensions
Demonstrate knowledge of “Newton's laws of motion” and
apply them to situations involving constant acceleration and
friction
Demonstrate an understanding of the “law of conservation of
energy” and the relationships between work, kinetic energy,
potential energy, and thermal energy
Demonstrate an ability to apply the concept of conservation of
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momentum to solve problems that involve one and twodimensional (elastic and inelastic) collisions
Analyse the gravitational attraction between masses and solve
problems involving the force of gravity
Write and apply the kinematic equations of situations involving
uniform rotational motion
Physics (PHYS) 201
Introductory Physics II
Revision
Define centripetal force, centripetal acceleration torque and
moment of inertia and use them to explain the dynamics of
rotational motion and solve problems involving static
equilibrium
It is expected that students will:
Define the “Young’s modulus” and the “bulk modulus” of a
certain material and calculate linear and volume changes in
different solids caused by external forces
Explain the dynamics of oscillatory systems and solve problems
involving simple harmonic motion, such as simple pendulum
Solve problems of linear and volume expansion of solids and
liquids resulting from temperature change
Write the mathematical statement for the “Ideal Gas Law” and
solve problems related to the volume, pressure and
temperature of an ideal gas
Define “specific heat” and “latent heat” and use them in
practical applications of calorimetry
State and interpret the “First Law” and the “Second Law of
Thermodynamics” and use them to solve problems involving
heat engines
Define and explain “Coulomb’s Law” and compute the electrical
forces between two or more electric charges
Calculate the “electric field” and the “electric potential” at a
point due to a set of charges and solve related problems
Define voltage, current and resistance and explain how they are
related by “Ohm’s Law”
Apply “Ohm’s Law” and “Kirchhoff’s laws” to analyze direct
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current circuits
Physics (PHYS) 202
Introductory Physics III
Revision
Define the capacitance of a capacitor and solve problems
involving RC circuits
It is expected that students will:
Illustrate the magnetic field generated around a currentcarrying wire and recognize the force exerted by the magnetic
field on an electric current or a moving charge
State and discuss “Lenz’s Law” & “Faraday’s Law of Induction”
and use them to determine the size and direction of induced
currents due to changing magnetic fields
Apply the principle of Induction to solve problems involving
electric generators, motors, transformers and LR circuits
Describe the production and properties of electromagnetic
waves and calculate the energy transported by them
Use the laws of reflection & refraction and light rays to locate
and describe images formed by mirrors and thin lenses
Apply geometrical optics to study various optical systems, such
as telescopes, microscopes, the human eye and corrective
lenses
Use the wave nature of light to explain and calculate the
interference patterns produced by double slits, diffraction
gratings and thin films.
Discuss the concept of “wave-particle duality” as it applies to
matter and electromagnetic waves and explain the
photoelectric effect
Physics (PHYS) 204
Physics for Scientists and
Engineers I
Physics (PHYS) 210
Conceptual Physics
Physics (PHYS) 302
2015 May
Describe the “Bohr’s model” of the atom and use it to calculate
the energy levels of a single electron and the resulting spectrum
lines
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
Learning Outcomes for Course-Based Portfolios
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Vibrations & Waves
Physics (PHYS) 495/496
course.
Learning Outcomes are not available for Projects courses.
Physics Projects
Political Economy (POEC)
Political Economy (POEC)
230
Develop critical and creative capacities for understanding the
process of globalization.
Globalization and World
Politics
Introduce some of the basic controversies and approaches to
the process of globalization.
Revision
Develop skills in formulating, organizing, integrating, and
articulating individual ideas.
(Cross listed with GLST 230)
Political Economy (POEC)
302
Develop an informed interest in the world beyond our borders.
The CLA does not currently have learning outcomes for this
course.
Introduction to Political
Economy
Political Economy (POEC)
393
The CLA does not currently have learning outcomes for this
course.
Canada and the Global
Political Economy
Political Economy (POEC)
395
Global Development
Strategies
(Cross listed with GLST 395)
Revision
Explain the origin and diverse meanings of the category, “Third
World,” and whether you think it continues to have analytical
utility.
Describe and explain the major theories of development in the
postwar period; that is, modernization, dependency, neoMarxism and neo-liberalism.
Outline and discuss the major approaches to development in
Latin America and the Caribbean and illustrate their
characteristics by drawing on specific case studies.
Outline and discuss the major approaches to development in
Africa and illustrate their characteristics by drawing on specific
case studies.
Outline and discuss the major approaches to development
throughout SOUTH, Southeast Asia, and China, and illustrate
their characteristics by drawing on specific case studies.
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Assess whether, and in what ways, Russian development is best
conceptualized as “non-Western”.
Compare and contrast India’s and China’s strategies of
development.
Critically analyse the major approaches to development in the
Middle East in the postwar period, with emphasis on the postCold War period (i.e., after 1989).
Compare and contrast the various theories of development, as
well as approaches to development, within and across regions
of the “Third World”.
Political Economy (POEC)
483
Compare and contrast “Western models” of development with
“indigenous models of development”.
The CLA does not currently have learning outcomes for this
course.
International Political
Economy: The Politics of
Globalization
(Cross listed with GLST 483)
Political Economy (POEC)
499
Learning Outcomes are not available for Directed Study
Courses.
Directed Study in Political
Economy
Political Science (POLI)
Political Science (POLI) 277
Identify the basic principles of political analysis.
Define the basic concepts of politics.
Introduction to Political
Science I: Concepts,
Structures, and Institutions Be able to discuss and critique the liberal-democratic state.
Revision
Political Science (POLI) 278
Introduction to Political
2015 May
Analyse the basic institutions of Canadian government
(constitutions, executives, bureaucracies, legislatures, and
judiciaries).
Compare the institutions and operation of the Canadian
government with that of Britain and the United States.
The CLA does not currently have learning outcomes for this
course.
Learning Outcomes for Course-Based Portfolios
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Science II: Political
Processes and Political
Behaviour
Political Science (POLI) 291
Upon completing the course, you should be able to:
Media and Power in
Canadian Society
Describe the basic patterns of mass media development in
Canada, including principles, institutions and policies;
(Cross listed with CMNS 202)
Revision
Discuss social, cultural, political, and economic implications of
current and future media systems for Canadian society and
cultural identities;
Identify current and developing media structures, institutions
and technologies;
Political Science (POLI) 301
Governance, the Public
Sector and Corporate
Power
(Cross-listed with GOVN 301)
Revision
Describe implications of new technologies and regulations in a
global context.
Understand the broad social, economic and political context in
which Canadian business operates within society.
Assess the impact of recent socioeconomic developments (such
as globalization and technological change) on Canada’s political
structure and the changing role for corporate Canada.
Discern the contested ideological environment in which public
sector restructuring and corporate concentration are occurring.
Comprehend the impact that the new public
management/managerialism and the reinventing government
movement are having on transforming public administration
and the Third Sector in Canada.
Ascertain the threats to societal cohesion and the challenge to
Canadian governance in the 21st Century.
This course will assist the student in attaining various skills and
learning competencies. Among these are:
Analytical skills
The ability to critically assess documents and perspectives
Writing competencies
Foundational knowledge of the changes to governance and
state-society-business relations
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Political Science (POLI) 307
Political Ideologies
Revision
Contextual knowledge of the work environment and culture in
which public sector professionals and managers function
Discuss and appreciate the origins and development of modern
(and now, post-modern) political ideologies in their historical,
cultural, and socio-economic contexts.
Compare, interrelate, and evaluate the major tenets of central
belief systems as they have evolved in time and place.
Analyse and evaluate the premises and internal logic of past
and contemporary ideologies.
Be aware of contemporary ideological developments in your
own (Western) society, while maintaining an informed
appreciation of non-Western ideologies and minority-based
ideologies and discourses.
Political Science (POLI) 309
Canadian Government and
Politics
Revision
Through readings from primary sources, “argue” with and
otherwise relate to the principal ideologists of the past two
hundred years and, in the process, gain an awareness of the
terms and tenets of ideological discourse.
Describe how the Canadian political system (i.e., government)
relates to the broader societal environment.
Discuss how conflict is generated in Canadian society, and
describe the role of the political system in alleviating this
conflict.
Describe how Canadians differ from Americans and from one
another in their basic political values and beliefs.
Describe how the Canadian political system is organized to
make decisions, and specify the key players in the process.
Political Science (POLI) 311
Aboriginal Politics and
Governments
Revision
Discuss various ways in which Canadians may participate in the
political process.
Outline important concepts associated with Aboriginal politics
and Aboriginal governments in Canada.
Discuss Aboriginal governing traditions, the evolution of
Aboriginal politics and changes in Aboriginal governance
systems, and current trends and issues associated with
Aboriginal governments.
Understand the complexity of the issues related to Aboriginal
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Political Science (POLI) 325
Canadian Environmental
Policy and Politics
Revision
politics and governments, and discuss how Canadian society
both influences and is influenced by Aboriginal governments
and politics.
Understand and describe how the Canadian policy process
works with regard to three dimensions of environmental
protection: ecology, human health, and sustainability.
Describe, generally, the effects of environmental ideas and
environmental organizations on politics and on governmental
decision-making in Canada.
Identify and define your own value priorities as they relate to
environmental protection, and cite some of the costs of
achieving that level of protection.
Analyse and prioritize environmental policies, and identify the
information that is needed before a quality policy decision can
be made.
Describe the differences between personal, private, and
regional interests in the short term, and between national and
global interests in the long term, and explain why it is so hard
(but not impossible) to get effective attention for the latter
within the contemporary political process.
Political Science (POLI) 330
International and Global
Politics
Political Science (POLI) 342
Introduction to
Comparative Politics
Political Science (POLI) 345
American Government &
Politics
Political Science (POLI) 350
Women in Canadian
Politics
2015 May
Explain how making proper environmental and resource
decisions requires input from many disciplines, including
economics, ecology, epidemiology, ethics, history, forestry,
chemistry, botany, geography, urban planning, and political
science.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
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Political Science (POLI) 355
Political Philosophy: Plato
to Machiavelli
Political Science (POLI) 357
Political Philosophy:
Hobbes to Human Rights
Political Science (POLI) 383
Canadian Political
Economy in the Global Era
Revision
Political Science (POLI) 390
Canadian Federalism
Revision
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
Describe the principal models or approaches to political
economy.
Apply these models to different situations.
Demonstrate that, in spite of the usefulness of each model,
each has inherent weaknesses and fails to provide a fully
adequate explanation of the subject matter.
Develop an ongoing interest in the serious problems of
Canada’s political economy.
Identify and explain the distinctive social, legal, and institutional
features of Canadian federalism.
Account for the historical evolution of the Canadian federal
system from 1867 until the present.
Analyse the consequences of the long-term attenuation of
federal power and an increase in the power and influence of
the provinces.
Evaluate the ability of the Canadian federal system to manage
conflict and promote effective intergovernmental policy-making
procedures.
Assess the workability of the Canadian federal system, and
evaluate the prospects for future changes to Canada’s
constitutional regime.
Political Science (POLI) 392 Discuss the character of public bureaucracy and provide a
theoretically informed analysis of the contrast between a classic
Public Policy and
Weberian bureaucracy and the type of public bureaucracy
Administrative Governance advocated by the New Public Management (NPM).
(Cross-listed with GOVN 390)
Revision
Outline and discuss the role of bureaucratic, political and nonstate actors in the policy process.
Contrast the various policy instruments and service delivery
mechanisms used in policy implementation, and comment on
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the factors shaping the possibility of successful policy
implementation.
Comment on the significance of social diversity to the making
and implementation of public policy, and discuss the
relationship between social diversity and the “differential
impact” of public policy.
Political Science (POLI) 400
Governance and
Leadership
(Cross-listed with GOVN 400 &
HSRV 400)
Revision
Contrast the governing paradigms associated with the
administrative welfare state and those of the neoliberal state,
and explain the relationship of the NPM to the neoliberal mode
of governance.
Understand the complexity of the concept and practice of
leadership.
Learn how sectors and institutions shape ideas of leadership
and the development of leaders.
Understand the basic elements of the governance paradigm.
Consider how the increased entanglement of the public,
voluntary and private sectors, that results from emergence of
the governance paradigm, has changed the interaction among
leaders from the three sectors.
Think about how new social movements, interest groups, and
“ordinary citizens” relate to the idea and act of public
leadership within the governance paradigm.
Consider the challenges of leadership in the context of the
governance paradigm.
Political Science (POLI) 403
Public Policy in a Global
Era
(Cross-listed with GOVN 403 and
GLST 403)
Revision
Consider whether emergence of the governance paradigm has
resulted in greater commonality of interests, roles, and
responsibilities of leaders in the three sectors or whether it has
sharpened differences.
Outline the essential features of the Canadian policy-making
process.
Discuss the globalized context of Canadian public policy.
Compare and discuss competing approaches to explaining and
understanding Canadian public policy.
Define and discuss the internationalization of Canadian public
policy, with specific reference to trends in Canadian social
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Political Science (POLI) 405
Innovative Public
Management
(Cross-listed with GOVN 405)
Revision
This course has been
temporarily closed. As a result it
is not available for PLAR at this
time.
policy.
Discuss the major differences between old and new public
management – structures, relationships, and implications.
Summarize and assess the major environmental changes that
have led to efforts to reinvent government and reform public
administration.
Evaluate the efforts to innovate and pursue alternative
methods of delivering public services.
Assess changes in public management in Canada from a
comparative perspective.
Carefully consider the theoretical arguments both for and
against the adoption of the principles of New Public
Management (NPM).
Political Science (POLI) 440
Global Governance and
Law
(Cross-listed with GOVN 440 &
GLST 440)
Revision
This course has been
temporarily closed. As a result it
is not available for PLAR at this
time.
Reflect critically on the long-term implications for democratic
rule and citizenship of the focus on new methods of public
management.
Discuss the significance of modern forms of state and global
governance.
Analyse the challenges to the sovereign state system and the
possibilities of legal governance in globalization.
Offer a detailed account of the many ways that globalization is
manifested.
Discuss the significance of global social movements in
globalization.
Analyse contributions that social movements make to food,
environmental, military and human rights security globally.
Evaluate the different kinds of democracy that global social
movements propose.
Discuss the interrelationship of the environment, gender,
human rights, and social and economic well-being.
Understand the politics of legal systems, whether global or
domestic.
Gain an understanding of how to read and write with critical
interpretation.
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Political Science (POLI) 470
Democratic Theory and
Practice
Develop a sense of how theories inform policy and legal
decisions.
The CLA does not currently have learning outcomes for this
course.
Political Science (POLI) 480
Assess critically how the information technology revolution has:
The Politics of Cyberspace
Reshaped power and economic production on a global scale
Revision
Facilitated globalization in the form of a new informational
economy
Assisted globalization in the form of resistance from networked
civil society organizations and social movements
Made possible the creation of alternative identities
Transformed understandings of space and time, and created
new political space
Influenced democratic processes, political institutions,
administration, and civil society.
Psychology (PSYC)
Psychology (PSYC) 200
Introduction to Career
Development
Revision
Discuss the history of career development in North America
including key (a) terms, (b) figures, (c) events, and (e) myths.
Describe common activities of career counsellors, and outline
the associated competencies necessary to fulfill these tasks.
Explain the importance of theory to career development and (b)
identify the basic premises of the theory attributed to:
I.
II.
III.
IV.
Holland
Super
Savickas
Krumboltz
(a) Illustrate with an example the importance of the relationship
in career counselling and (b) describe strategies that help the
relationship.
Outline some steps that could help a career counsellor define
2015 May
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and prioritize a client’s problems from his or her presenting
story
(a) Explain how assessment tools fit into the career counselling
process and (b) who does them, and (c) how we can tell that
they are useful.
(a) Explain the importance of contextual factors in career
development and (b) illustrate with an example.
(a) Identify types of data needed by clients, and (b) give
examples of resources that can be used to gather contextual
and labour market information for each type of data.
Explain how technology-based interventions can be used
effectively in the career planning process.
Explain (a) the purpose of an Action Plan (b) why it is important
for the client to be involved in it, (c) its place in the counselling
process, and its limitations. (d) Create an example of an Action
Plan.
(a) Identify four conditions that have been proven therapeutic
in all cultures, and (b) explain how career counsellors can
develop these conditions with clients from diverse
backgrounds.
(a) Explain how the following factors can affect career
development: culture, gender, disability, and sexual orientation,
and (b) Identify what career counsellors can do to prepare to
work with diverse client populations
Psychology (PSYC) 210
Experiential Learning in
the Celebration of
Diversity
Revision
Discuss how career development theory can be applied to help
society.
Define “cultural ambassador” and demonstrate enhancing
ambassador behaviours, i.e., positive, engaged attitude; openended questions to expand the discussion; close-ended
questions to prompt for specifics; use of eye contact and
expression; stating understanding of what was heard;
summarizing key points.
Compare and contrast “ambassador” behaviours and effective
communication skills used in cultural outing situations.
Identify and analyze the changes in cultural beliefs, values and
assumptions, through the use of a before and after student
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cultural profile.
Identify and analyze the similarities and differences of his/her
personal cultural heritage with someone who has a different
cultural heritage.
Develop / enhance theoretical knowledge base, i.e., Experiential
Learning Theory, Transformative Learning Theory, and Adult
Learning Theory.
Create a personalized cultural web site.
Psychology (PSYC) 228
Enhance written communication and research skills [APA
Standards, where applicable].
A student who completes this course should be able to:
Introduction to Child
Development
Define developmental psychology and discuss the changing
attitudes toward children.
Revision
Examine and assess child developmental issues in accordance
with the theories and principles of child development.
Identify different methods of studying children and outline
factors to consider when evaluating developmental resources.
Explain the fundamental processes of genetic inheritance and
conceptualize the complex interaction of genes and nature.
Define the periods of prenatal development and identify the
effects of teratogens and the environment on the developing
fetus.
Present an overview of the social, cognitive and physical
changes that occur from infancy to middle childhood.
Psychology (PSYC) 289
Discuss the pressures and challenges faced by adolescents
encountering puberty in a demanding social environment.
A person who completes this course should be able to:
Psychology as a Natural
Science
Explain the philosophical and physiological underpinnings of
psychology as a science.
Revision
Describe the following disciplines within psychology and
illustrate how different schools of thought have influenced
these disciplines: clinical, educational, industrial and
organizational, and counselling.
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Identify the seven areas of major research in psychology.
Explain the logic of empirical research in psychology, and
discuss its contributions and limitations.
Explain the following: neuron transmission, limbic system
activity, thalamus and hypothalamus activity, the central and
peripheral nervous systems, the basic principles of genetics,
and the endocrine system.
Describe the following brain imaging methods: computerized
tomography, magnetic resonance imaging, and positron
emission tomography.
Explain the psychophysics for the following sensations: visual,
auditory, olfactory, gustory, tactile, and pain.
Define the Gestalt principles of: proximity, closure, continuity,
and similarity.
Describe the four principal bands of brain wave activity.
Explain the five stages of sleep with reference to physiological
data.
Identify four groups of psychoactive drugs, and for each group,
explain: methods of ingestion, desired effects, tolerance, and
health risks.
Explain classical and operant conditioning.
Differentiate between negative reinforcement and punishment.
Explain the four schedules of reinforcement: fixed-ration
schedule, variable-ratio schedule, fixed-interval schedule, and
variable-interval schedule.
Explain the process of human memory.
Explain the following three types of amnesia: anterograde,
retrograde, and post-traumatic.
Psychology (PSYC) 290
2015 May
Identify and explain four strategies of mnemonics. Be sure to
include examples of both verbal and visual strategies.
Upon successful completion, students will:
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General Psychology
Describe the evolution of psychology.
Revision
Compare and contrast the types of research design to problems
in human behaviour
Discuss relevant research issues.
Discuss intelligence as it relates to socio-historical, cultural, and
heredity vs. environmental contexts.
Compare and contrast different types of intelligences tests.
Discuss their strengths and weaknesses.
Discuss the theories of emotions. Identify the factors that
account for human behaviour.
Establish the relationship between heredity and the
environment in light of shaping one’s cognitive and social
development.
Compare and contrast the various theoretical perspectives of
personality.
Define stress and establish possible causes. Discuss the
emotional, physiological, and behavioural responses to stress.
Identify a psychological disorder. Discuss the contribution of
biological, cognitive, personality, conditioning, and stress
factors to the etiology of the problem.
Identify various types of therapies associated with psychological
disorders. Discuss their strengths and weaknesses. Outline
factors to consider when selecting an appropriate therapy.
Psychology (PSYC) 300
Theories of Career
Development
Revision
2015 May
Define social psychology. Discuss human behaviour that defies
logic and common sense. Discuss how this leads to stereotypes
and generalization.
Discuss the relevance of career development theory with clients
and practitioners.
Discuss each theory below by indicating its: basic premises,
major concepts and principles, origins, methods, contributions,
limitations, and practical applications including its generality.
Learning Outcomes for Course-Based Portfolios
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The theories include: trait and factor theory, work adjustment
theory, Holland’s theory of types, Super’s life-span theory,
Social learning theory, and Career decision-making theory.
Outline the contributions of several Canadian career
development theorists.
Psychology (PSYC) 304
Research Methods in
Psychology
Revision
Illustrate how a practitioner can optimize his or her
effectiveness by drawing on several theories at the same time.
Discuss how psychology incorporates the scientific method in
the research process.
Explain the basic principles, objectives, and assumptions of the
scientific method.
Acquire a basic understanding of how non-experimental and
experimental approaches are used to conduct psychological
research.
Critically evaluate research reports in terms of strengths and
weaknesses, and be able to offer constructive alternatives.
Discuss the ethical issues in conducting research in psychology.
Write an empirical research report.
Psychology (PSYC) 305
The Career Development
Portfolio
Psychology (PSYC) 310
Learning and Instruction
(Cross-listed with EDPY 310)
Revision
Describe the limitations of science in psychological research.
Not available for PLAR
At the end of the course, students should be able to do the
following:
Explain what educational psychology is, and discuss its potential
role in improving education.
Describe and contrast the behaviourist and cognitive
approaches to research on learning and instruction.
Describe the concept of learning from each of the behaviourist
and cognitive approaches with respect to three metaphors of
learning.
Describe the types of knowledge and the types of
understanding a learner can achieve, and provide relevant
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examples of each. Explain which approaches to learning would
typically result in knowledge and which approaches would
result in understanding, and outline the underlying implications.
Explain the concept of transfer with respect to a
positive/negative continuum and general/specific continuum.
Discuss transfer with respect to behaviourist and cognitive
approaches.
Describe how the cognitive processes of selecting (new)
information, organizing this information, and integrating new
information with existing knowledge produces understanding,
and describe how these processes interact with the three
memory stores.
Describe the prior knowledge and cognitive processes involved
in learning how to read (fluently and for comprehension) and
write and in learning mathematics and science, and discuss
their instructional implications.
Describe, differentiate, and produce typical measures (tasks or
items) used to assess different types of learning and
understanding (e.g., literal/retention, inference, and transfer
questions).
Describe the following general instructional approaches, and
indicate their efficacy in promoting learning: providing
feedback, providing concrete examples and activities, providing
worked out examples and cases, guiding cognitive processes,
strategy instruction, and cognitive apprenticeship.
Psychology (PSYC) 315
Psychology and the Mass
Media
Revision
Discuss how self-efficacy, (self) attributions, and goalorientation may affect students’ motivation to learn and their
approach to learning.
Describe and discuss psychological processes by which the mass
media affect us and through which we respond to the mass
media.
Discuss past and current issues about the mass media from a
psychological perspective, and defend your position on these
issues.
Apply what you have learned in this course to your personal life
as a consumer of mass media and to your professional life as a
producer of mass media, if applicable.
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Psychology (PSYC) 323
Developmental Psychology
Revision
Describe and discuss, from a psychological perspective, the
research in an area or issue that is of particular interest to you.
Explain the following developmental concepts: qualitative
change, normative development, and individual development.
For each of the following theories of human development,
outline and critique the major characteristics of each:
Information-processing theory, Socio-cultural theory,
Psychoanalytic theory, Social learning theory, and, Adaptational
theory.
Explain Urie Bronfenbrenner’s model of child development.
Discuss the influence of socio-economic status and culture on
child development.
Explain development of the brain, learning and memory, motor
skills, and sensation and perception during infancy.
Explain the formation of attachment between caregivers and
infants during the child’s first year.
Explain the components of language, and the process of
language acquisition in regard to language development in
children.
Debate the environmentalist and nativist approaches to
language acquisition.
Discuss the following in regard to a child’s development of self:
the process of development, the role of peers, and the role of
parents.
Explain the emotional and social development of each of the
following developmental stages: toddlers, preschoolers, early
childhood, middle childhood, and adolescence.
Distinguish between socialization from the outside and
socialization from the inside.
Explain and critique Piaget’s theory of development.
With regard to the biological changes of adolescence, explain
the following: neurological changes associated with puberty,
physical development of adolescents, and impact of puberty on
body image.
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Discuss models of psychopathology using a biological
perspective and an environmental perspective.
Explain the risk factors and protective factors of developmental
psychopathology.
Psychology (PSYC) 333
Sensation and Perception
Revision
Explain the following childhood disorders: Autism, conduct
disorders, attention deficit/hyperactivity disorder, and anorexia
nervosa.
Describe the importance of perception and the perceptual
process.
Describe receptors and neural processing.
Discuss the importance of the lateral geniculate nucleus and
striate cortex.
Identify the processes involved in higher-level visual processing
and the significance of the binding problem.
Discuss the perceptual organization of objects.
Describe the perception of colour and the theories of colour
vision.
Differentiate between monocular and binocular depth cues,
describe the perception of size, and identify visual illusions.
Discuss neural feature detectors and movement perception.
Discuss the visual control of action and the neural pathways for
perception and action.
Describe the stimulus for sound and the structure and function
of the auditory system.
Discuss the characteristics of sound localization.
Identify the speech stimulus and the dimensions of speech
perception.
Describe the cutaneous and chemical senses.
Discuss the development of the perceptual system.
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Psychology (PSYC) 340
Introduction to Applied
Social Psychology
Revision
Identify the consequences of damage to the visual and auditory
systems.
Delineate clearly the difference between mainstream social
psychology and applied social psychology. In doing so, you
should be able to define applied social psychology, recognize
the difficulties inherent in the application of applied social
psychology, and recognize areas that are applicable to
investigation through the paradigm of applied social
psychology.
Describe the research methods used by applied social
psychologists to investigate specific social problems.
Develop a clear understanding of the social problems noted in
Part 2 of the course, including family violence and forensics,
youth violence, suicide, substance abuse, stress and job
satisfaction, and media issues. You should be able to comment
on the problems and suggest possible solutions to them.
Psychology (PSYC) 345
The Psychology of Women
Psychology (PSYC) 347
Introduction to Feminist
Counselling
Psychology (PSYC) 350
Adolescent Psychology
Revision
Demonstrate the skills required to prepare a proposal for
effecting social change. You must be able to collect relevant
data, analyze it, and then use it in support of your proposal for
social change.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
A student who completes this course should be able to:
Discuss adolescence from a physiological, cognitive and
sociological perspective and discuss why adolescence issues
have to be understood within a given context.
Describe the physical changes occurring in adolescence and
illustrate the relationship between these changes and
psychological changes in adolescence.
Discuss Piaget’s contributions to the cognitive development in
adolescence and discuss how other theories of cognitive
development supplement, complement or differ from Piaget’s
perspectives.
Discuss the benefits and limitations of using theories to
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translate the issues of identity in adolescence.
Discuss the relationship between an adolescent and family
members, describe the implications of some major changes in
Canadian families to the relationship and discuss how parenting
styles have changed with the changes.
Identify school activities that are based on theories of
adolescent development and discuss the extent to which they
help students through their adolescence.
Compare and contrast the breakdown on how adolescents
spent their time in the early 90’s and now, identify the factors
that might have influenced the changes discuss the
implications.
Identify life events that can cause stress in adolescence describe
how stress manifest itself in adolescents and identify ways of
coping with the stress.
Illustrate how one would draw from classical, social learning
and blocked opportunity to understand adolescence
delinquency and prevention and, discuss the impact of the
Juvenile Delinquency Act.
Outline the types of adolescence violence discuss how an
understanding of the adolescent’s family, culture and social
background can help in formulating intervention strategies.
Psychology (PSYC) 355
Identify and define an adolescence problem, establish possible
causes, outline intervention strategies and discuss the
advantages and disadvantages of proposed intervention
strategies.
A person who completes this course should be able to:
Cognitive Psychology
Explain the origins of cognitive psychology.
Revision
Explain and (evaluate the following approaches to cognitive
processing: parallel distributed processing approach, and the
artificial intelligence approach.
Describe four theories of pattern recognition.
Distinguish between bottom-up and top-down processing and
illustrate each type of processing with an example.
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Regarding attention, explain the following: stroop effect,
bottleneck theories, feature-integration theory, and the
biological basis of attention.
Explain and assess the following models of memory: AtkinsonShiffrin Model, the Levels-of-Processing Approach, and Tulving’s
Model.
Explain the following aspects of memory: sensory memory,
short-term memory, long-term memory, and autobiographical
memory.
Explain how the following determinants affect memory:
context, mood, and expertise.
Demonstrate at least four strategies that will improve memory.
Explain the characteristics of mental imagery.
Debate the analog and propositional positions of mental
storage, state your preferred theory, and justify your position.
Explain and provide examples of “cognitive maps”.
Describe semantic memory, and discuss the following models:
Feature Comparison Model, Collins and Loftus Network Model,
Anderson’s ACT* Theory, and the Exemplar Approach.
Regarding memory performance, explain the affects of:
schemas, and metacognition.
Discuss the following approaches to speech perception: the
Phonetic Module and the Special Mechanism Approach.
Discuss the importance of context in speech perception and
reading.
Regarding word recognition, explain the following: direct-access
hypothesis, indirect-access hypothesis, and the dual-encoding
hypothesis.
Explain the process of problem solving, and discuss the
following issues in relation to problem solving: algorithms,
insight, attentional processes, and functional fixedness.
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making.
Describe creativity and suggest ways creativity can be
improved.
Psychology (PSYC) 356
Introduction to Personality
Theories and Issues
Revision
Regarding logical reasoning, explain the propositional calculus
and syllogisms.
Effectively relate the broad theoretical underpinnings of the
field in a sound historical context, with links to contemporary
research efforts and theory.
Effectively relate each of the four strategies with explicit
attention to both its earliest roots and its links from other
strategies.
Describe the broader historical, cultural, and scientific contexts
from which each of the four strategies emerged.
Weave together coverage of the most up-to-date research with
currently important theoretical issues and significant practical
applications.
Determine the primary emphasis of each strategy as well as the
range and limitations of its applications.
Effectively recognize, associate, and define the key terms or
concepts applied to the field and listed by each strategy.
Compare the applied elements of each strategy and contrast
these across each of the other strategies.
Effectively relate the material to your own everyday
experiences, thereby enhancing your ability to process, retain,
and recall the material.
Psychology (PSYC) 365
Behaviour Modification
Principles
Psychology (PSYC) 375
History of Psychology
2015 May
Effectively synthesize the broad scope of the field and
demonstrate written skills of course integration and sound
critical analysis.
The CLA does not currently have learning outcomes for this
course.
A person who completes this course should be able to:
Discuss the scientific views of Karl Popper and Thomas Kuhn.
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Revision
Discuss and provide examples of various types of: Determinism,
and Dualism.
Explain the main features of philosophy of: four prominent
Greek cosmologists, as well as Hippocrates, Socrates, Plato, and
Aristotle.
Explain Skepticism and Cynicism, and identify the philosophical
responses to these philosophies.
Identify and discuss the teachings of prominent spiritual and
philosophical leaders during the: Roman period, Scholastic
period, and the period of Renaissance humanists.
Explain the main highlights of scientific thinking from 15th to
the 17th century.
Summarize Descartes’ philosophy, and discuss his contributions
to psychology.
For each school of philosophy, identify the major theorists,
summarize important influences in their life, and explain the
main concepts of their philosophy: British empiricism, French
Sensationalism, Positivism, Rationalism, Romanticism, and
Existentialism.
Explain and contrast the theories of Helmholtz and Müller.
Explain the basic principles of phrenology.
Describe the life and work of Wilhelm Wundt and Edward
Titchener.
Explain how the centre of psychological research shifted from
Europe to the United States. In your discussion, include theories
of evolution and intelligence testing.
Discuss the biological, psychological, and supernatural
explanations of mental illness.
Explain how the treatment of mentally ill patients was
transformed during the 18th and 19th centuries.
Explain and evaluate the work of Sigmund Freud and (early
alternatives to psychoanalysis.
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For each school of thought, identify the major theorists and
explain the school’s key principles: Functionalism,
Behaviourism, Neobehaviourism, Gestalt psychology,
Humanistic psychology, Cognitive psychology, and
Psychobiology.
Psychology (PSYC) 379
Discuss diversity and eclecticism in contemporary psychology.
A person who completes this course should be able to:
Social Psychology
Identify the major historical developments in social psychology.
Revision
Explain and critically evaluate the following attribution theories:
Correspondent Inferences Model, Covariation Model, and
Theory of Achievement Attributions.
Explain how the following factors influence social perceptions:
Schemas, the illusion of control, and Heuristics.
Discuss how one’s self-concept: is formulated through
introspection, is formulated through a larger social context, and
influences one’s actions and experiences.
Distinguish self-enhancement from self-verification, and discuss
each position in light of recent research.
Distinguish between values and attitudes, and discuss their:
characteristics, functions, relationship, and influence on
behaviour.
Explain the following: the four stages of persuasion, the
Elaboration Likelihood Model, Peripheral Route Persuasion, and
the Cognitive Dissonance Theory.
Explore social facilitation. Include conformity, compliance, and
obedience in your discussion.
Describe the characteristics of verbal and non-verbal
communication.
Describe the process of becoming bilingual. Include factors that
facilitate or hinder language acquisition.
Explain the development and dissolution of Exchange, and
Communal relationships.
Discuss the acquisition of prosocial behaviour (altruism).
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Identify and explain different types of conflict, and suggest
strategies of resolution for each.
Regarding human aggression, explain the role of: social
learning, child-rearing practices, and media.
Distinguish social categories from social groups, and explain the
characteristics of each.
Describe collective behaviour. Include contagions and
deindividuation in your discussion.
Outline court proceedings, and discuss the following: witness
reliability and credibility, biases in the courtroom, deception,
and inconsistencies in sentencing.
Explain how prejudice is acquired, and suggest strategies to
reduce prejudice.
Psychology (PSYC) 381
The Psychology of Adult
Development
Revision
Identify and explain psychosocial factors that contribute to
personal illness.
A student who completes this course should be able to:
Describe the pattern of demographic change in Canadian
society establish the causes summarize the implications of an
aging population and outline strategies for minimizing these
impacts.
Identify three research papers on adult education using
different research methods outline the strengths and
limitations of each research method, identify the threats to
internal and external validity for each research method and
explain the threats and how to reduce them.
Describe the two basic principles of normal aging, and discuss
the impact of this aging process on daily life.
Identify changes in sensory- motor functioning caused by aging
and the implications of these changes on daily functioning and
describe how the impact of these changes could be minimized.
Establish the relationship between chronic disease and one’s
gender and socioeconomic status discuss the relevance of such
relationships.
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Indicate those parts of the Canada Health Act and the Canadian
health care system that impact an aging population and identify
strengths of the Act, limitations to it and propose changes and
justify those proposed changes.
Describe the three major mental disorders including a
description of the epidemiology and etiology for each disorder
and discuss the deinstitutionalization movement in relation to
the above.
Establish the relationship between age and intelligence and
identify instruments that measure adult intelligence and outline
the instruments’ limitations.
Discuss the evidence on memory performance with age and
identify diseases related to memory performance.
Outline the factors that contribute toward divorce and discuss
these factors within the context of theories of love.
Describe the changes in family relations and responsibilities
that accompany the aging of the family members.
Summarize the differences between men and women in terms
of career importance, career earnings, and career success and
discuss the factors that are likely to account for these
differences
Psychology (PSYC) 387
Learning
Revision
Discuss the role played by hospice care, home care, and
hospital care in issues related to death.
A student who completes this course should be able to:
Explain and discuss the following: behaviour, summary labels,
and target behaviour.
Illustrate, with the use of an example, how each behavioural
technique works below, and discuss conditions that influence
the effectiveness of each procedure: positive reinforcement,
punishment, and feedback.
Explain and evaluate the following response-reduction
procedures: extinction, differential reinforcement of zero
responding (DRO), and differential reinforcement of
incompatible behaviours (DRI).
Discuss the advantages and disadvantages of punishment.
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Distinguish escape from avoidance conditioning, and discuss
types of aversive stimuli.
Distinguish fading from shaping and illustrate each of these
techniques with an example.
Identify and explain eight types of reinforcement schedules,
and illustrate each of these schedules with an example.
Explain the following behavioural techniques, and discuss
factors that influence their effectiveness, and illustrate each of
these techniques with an example: stimulus discrimination,
prompting, stimulus response training, and rule-governed
behaviour.
Explain modeling, and six types of generalization, and provide
illustrations for each.
Distinguish rule-governed behaviour from contingency-shaped
behaviour.
Explain and contrast classical conditioning from operant
conditioning.
Identify and explain four types of Pavlovian Conditioning
Therapies, and discuss conditions that influence the
effectiveness of each therapy.
Psychology (PSYC) 388
Introduction to Counselling
Revision
Explain, evaluate, and illustrate with examples: conceptual
learning, generalized response classes, and stimulus
equivalence.
Analyse and apply an integrated knowledge of the historical and
professional foundations in counseling.
Describe the personal qualities of effective and ineffective
counselors, and compare counseling to other helping
professions.
Discuss various aspects of the counseling profession, including
ethical, legal, and multicultural issues.
Demonstrate your understanding of the counseling process and
counseling skills from the initial interview to termination, and
apply it to specific (hypothetical) counseling situations.
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Describe the features of assessment and diagnosis in the
counseling profession, and identify the strengths and limitations
of psychological testing.
Describe the distinguishing features of a wide range of
counseling theories, including psychoanalytic, cognitive,
behavioral, humanistic, systemic, and brief theories.
Psychology (PSYC) 389
Describe the general distinguishing features of seven counseling
specializations, and demonstrate your in-depth knowledge of at
least one counselling specialty.
A person who completes this course should be able to:
Learning Disabilities: Issues Explain how the definition of learning disabilities has evolved. In
and Interventions
your discussion, include historical and contemporary themes of
(Cross listed with EDPY 389)
learning disabilities.
Revision
Identify and evaluate the two leading definitions of learning
disabilities.
Identify and explain the major anatomical features of the
human brain.
Explain how the following factors may contribute to
neurological dysfunctions: hereditary, teratogenic,
physiological, and environmental factors.
Regarding the assessment of learning disabilities, discuss the
following: theories of assessment, domains of assessment, and
assessment strategies.
Identify four contemporary models of learning disabilities, and
for each model (b) explain the: theoretical foundations,
emphasis in assessment, and emphasis in intervention.
For each of the following areas, identify specific problems
associated with learning disabilities, and suggest strategies for
assessment and remediation: social, emotional, behavioural,
cognitive, metacognitive, and attentional.
For disabilities in language, reading, writing, and mathematics,
discuss the following: normal development, specific learning
disabilities, assessment, and intervention strategies.
Discuss alternate models of service delivery state your model of
choice and justify your opinion.
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Identify potential problems associated with early identification
of learning disabilities.
Explain the historical development of P.L. 99-457, and discuss
the implications of this law.
Discuss the prognosis for young adults with learning disabilities
and outline the transitional services available to them.
Psychology (PSYC) 395
Psychology and Law
Revision
Discuss major challenges faced in the following sets of
relationships: disabled children and their parents, disabled
children and their siblings, disabled children and their teachers,
and parents of disabled children and their kids’ teachers and
the school system?
Upon successful completion, students will:
Outline the historical development of psychology and law.
Explain how the two disciplines contrast and interact.
Compare and contrast the 2 forms of law from which the
Western world derived.
Describe the psychological foundations of investigative
procedures. Assess the reliability of investigative techniques.
Compare and contrast jury selection in Canada and the United
States.
Describe the “presumption of impartiality” in Canada. Discuss
three strategies used to rectify the probability of juror partiality
or prejudice.
Discuss psychological processes underlying jury behaviour.
Regarding sentencing in Canada, discuss sentence structure,
sentence disparity, the role of the media, and research
underlying sentence procedures.
For each offender population, explain the relevant law, salient
characteristics, assessment, and treatment strategies.
Distinguish “legal insanity” from “fitness to stand trial.” Discuss
criminal responsibility in Canada.
Describe and evaluate current approaches to risk assessment.
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Discuss civil commitment and civil competence in Canada.
Regarding child legislation in Canada, discuss child abuse, child
protection, and custody and access issues.
Psychology (PSYC) 400
Teaching and Managing
the Child with Learning
Difficulties
(Cross listed with EDPY 400)
Revision
Regarding personal injury litigations, discuss sexual
victimization and motor vehicle accidents
A student who completes this course should be able to:
Discuss the concept of inclusive education and identify program
factors that contribute to its success.
Discuss the key elements of an instructional environment and
establish their relevancy to meeting the needs of students with
learning problems.
Identify ways of enhancing classroom organization and groupbased instruction.
Evaluate the relevancy of assessment in determine what to
teach and how to teach students with learning difficulties.
Interpret the concept of a continuum of instructional choices
and discuss its relevance to students with learning difficulties.
Discuss the conditions that affect learning styles and establish
techniques for adapting teaching to meet the various learning
styles.
Assess students’ social, emotional and behavioral development
and develop interventions utilizing appropriate activities.
Diagnose language difficulties, reading difficulties, spelling
difficulties, handwriting and written expression difficulties,
math difficulties, and establish strategies and activities to
address identified problems.
Describe the learning strategies approach and discuss its
importance to students with learning difficulties
Identify activities that can be used to promote: preparatory
study skills, acquisition study skills, expression study skills, and
Illustrate how the activities could be used in your teaching
situation.
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Identify developmental reading approaches and discuss their
advantages and disadvantages.
Use Gentry’s proposed five stages of spelling development to
assess a student’s level of spelling competency
Outline components of essential mathematics and discuss their
implications for planning math instruction for students with
learning difficulties.
Psychology (PSYC) 401
Learning Through Life
(Reading Course)
Revision
Design and implement an individual program plan for a student
with learning or behavioral difficulties residing in a province of
your choice.
Define "meaning perspectives" and "meaning schemes," and
compare these terms to similar terms used by other authors.
Describe the role of meaning perspectives and meaning
schemes.
Describe the place of language in meaning perspectives and
meaning schemes.
Discuss the contribution of Habermas's theory of
communicative competence to Mezirow's theory of adult
learning. Your discussion should include instrumental,
communicative, and emancipatory learning.
Outline four forms of adult learning based on meaning
perspectives and meaning schemes.
Describe the role and importance of reflective learning
according to Mezirow.
Define content, process, and premise reflection by giving
concrete examples of each.
Explain a range of distortions, including their origins, that may
lead to dysfunctional meaning perspectives in adult life.
Describe the development of meaning perspectives, and
identify factors that facilitate such development.
Outline at least six major philosophical and ethical
considerations when fostering transformative adult education.
Analyse the development and change of meaning perspectives
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and meaning schemes within a case study.
Analyse the development and change of meaning perspectives
and meaning schemes using a case study from your own life
experience. You may draw from your work situation, your
community volunteer activities, or your hobbies, travel, and
personal study.
Psychology (PSYC) 402
Biological Psychology
Revision
Evaluate the usefulness and limitations of Mezirow's analysis of
the creation of meaning with particular reference to your case
study.
Describe the biological view of human behaviour with reference
both to the evolution of behaviour and to philosophical and
empirical perspectives of the mind-body relationship.
Identify the major components, functions, and mechanisms of
the human nervous system, with reference to appropriate
methods of investigation.
Describe the anatomical structures, functions, and control
mechanisms involved in vision, hearing, taste, olfaction, touch,
and pain.
Discuss the anatomy and other brain mechanisms of
movement, as well as the major disorders of movement.
Identify and describe major sleep and activity rhythms and their
roles in human behaviour.
Describe and explain major homeostatic motivations (especially
temperature regulation, hunger, and thirst) as well as
nonhomeostatic processes (primarily sexual motivation).
Describe the biological basis of human learning and memory.
Describe the biological basis of language.
Describe the different types of brain damage, the mechanisms
of recovery from each, and the likelihood of recovery from
each.
Discuss the basis of pharmacological reinforcement, and
identify common psychoactive drugs, their mechanism of
action, and abuse characteristics.
Identify and describe the symptoms and treatment of the major
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Psychology (PSYC) 405
psychological disorders, such as major depression, bipolar
disorder, and schizophrenia.
Define the working alliance and describe its main components.
Creating A Working
Alliance
Describe the relationship between the working alliance and
counselling.
Revision
Explain how client and counsellor characteristics influence the
working alliance.
Describe strategies for enhancing the working alliance that
address issues of motivation and client resistance.
Discuss the potential problems, including role conflict and role
ambiguity, associated with a working alliance that involves a
boss and a subordinate, and outline strategies for dealing with
these problems.
Describe a taxonomy of skills for creating a working alliance and
demonstrate the use of such skills.
Describe characteristics and of an effective collaboration,
identify the benefits of such a collaboration and suggest key
skills for developing it.
Outline a model for problem-solving and decision-making and
identify the purpose of each step and the skills associated with
each.
Outline the stages of group development and the fundamental
factors that enhance such a development.
Discuss what is meant by partnerships, the implications in terms
of applicable skills, and how partnerships relate to the working
alliance and collaboration.
Outline potential conflicts in a partnership, the steps involved in
solving them, and the skills associated with each step.
Psychology (PSYC) 406
Introduction to Theories of
Counselling and
2015 May
Outline your plan for the first meeting of a potential
partnership, including the issues you would address and the
skills you would use, and justify your decisions.
Describe the relationship between world view, personal
characteristics, and counselling theory.
Articulate the importance of establishing a personal theory of
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Psychotherapy
counselling and psychotherapy and the process(es) by which
that might occur.
Identify the various components that are essential in making up
a complete "theory" of counselling or psychotherapy.
Articulate the way in which those components are addressed
across the various theoretical models.
Critically assess the similarities and differences across
approaches, as well as the strengths and limitations of each
approach.
Identify personal values, beliefs, and world view, and evaluate
the impact of those assumptions on the personal fit of each
theoretical framework as well as components of the counselling
and psychotherapy processes.
Describe the application of the various models to the process of
addressing various client presenting concerns through the use
of case studies.
Critically evaluate the viability of an integrative approach that
draws on components of various conceptual models.
Psychology (PSYC) 418
Special Projects in
Psychology
Psychology (PSYC) 426
Psychology of Families and
Parenting
Psychology (PSYC) 432
Psychology and the Built
Environment
Revision
Begin to articulate a personal perspective on human nature,
development and definition of client problems, the nature of
the client-counsellor relationship, and the process and
techniques for facilitating change and growth.
Learning Outcomes are not available for Projects courses.
The CLA does not currently have learning outcomes for this
course.
Describe the area of environmental psychology.
Describe and discuss some of the theories and research about,
and applications of, the interrelationships between our
behaviours and our everyday physical environments.
Apply what you have learned in this course to the design and
alteration of the physical environments in your personal and
professional life.
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Psychology (PSYC) 435
Abnormal Psychology
Revision
Describe and discuss the research in a specific area that is of
special interest to you.
Describe the historical emergence of abnormal psychology as a
concept and as an area of clinical practice.
Identify and compare several theories about the causes of
abnormal behaviour.
Discuss issues in the assessment and diagnosis of mental
disorders.
Describe the wide variety of treatment approaches available to
modern clinicians.
Identify and describe several common and relatively easily
treated disorders, such as adjustment, anxiety, phobias, and
somatoform disorders.
Identify and describe the more difficult-to-treat disorders, such
as schizophrenia, paranoia, and the affective disorders.
Describe and discuss disorders that involve some violation of
legal or social standards, including sexual variations, alcohol and
drug abuse patterns, impulse control, and violence.
Recognize relationships between various central nervous
system impairments and abnormal behaviour patterns.
Explain aspects and implications of various types and levels of
mental retardation.
Identify, describe, and discuss special disorders of childhood,
adolescence, adulthood, and aging.
Psychology (PSYC) 441
Experiential Learning and
Reflective Practice I
Revision
Discuss the major ethical and legal considerations associated
with abnormal behaviour.
Provide a brief overview and personal narrative of your
experiential learning in career development.
Summarize your personal and educational goals, and indicate
where those goals should appear in this course.
Identify significant learning experiences that are work-based or
have otherwise occurred outside of the context of formal
learning, and describe how they are related to career
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development theory and practice. (Part of this outcome will be
the construction of a chronological record.)
Provide the necessary background and context to these learning
experiences, and indicate the various themes and features that
were important to each learning experience.
Explain why each particular learning experience was significant.
Describe how the learning you achieved from these experiences
relates to theoretical constructs in the field of career
development, in the field of learning, and to your personal
theories of both. (Part of this outcome will be the construction
of a competence area outline.)
Document and situate the effects of this experiential learning
on yourself and on your work as a career development
practitioner.
Psychology (PSYC) 442
Experiential Learning and
Reflective Practice II
(Reading Course)
Revision
Compile a mini-portfolio that includes a course description and
lists the learning outcomes of your experiential learning in
career development.
Provide a brief overview and personal narrative of your
experiential learning in career development.
Summarize your personal and educational goals, and indicate
where those goals should appear in this course.
Identify significant learning experiences that are work-based or
have otherwise occurred outside of the context of formal
learning, and describe how they are related to career
development theory and practice. (Part of this outcome will be
the construction of a chronological record.)
Provide the necessary background and context to these learning
experiences, and indicate the various themes and features that
were important to each learning experience.
Explain why each particular learning experience was significant.
Describe how the learning you achieved from these experiences
relates to theoretical constructs in the field of career
development, in the field of learning, and to your personal
theories of both. (Part of this outcome will be the construction
of a competence area outline.)
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Document and situate the effects of this experiential learning
on yourself and on your work as a career development
practitioner.
Psychology (PSYC) 443
Special Projects in Career
Development I
Revision
Compile a mini-portfolio that includes a course description and
lists the learning outcomes of your experiential learning in
career development.
Select an appropriate research topic in the area of career
development, and state how that topic relates to your personal
and educational goals.
Develop a list of specific objectives for your research project
Conduct a literature review of your selected topic that spans at
least 10 years.
Identify, analyse, compare, and evaluate career development
theories and the prevalent explanations in the literature, and
relate this research information to your selected topic.
Integrate your personal, informal experiential learning with the
research information gathered on your selected topic.
Psychology (PSYC) 444
Special Projects in Career
Development II
Revision
Prepare an organized and well written research paper that
synthesizes the above competencies, and draws logical
conclusions with respect to your selected topic.
Select a research topic and relate it to personal and educational
goals. Provide a list of specific objectives for the project.
Assess the strengths and limitations of one’s own learning and
life situation and be able to suggest ways of using the strengths
and limiting the liabilities.
Carry out a literature review covering at least 10 years on the
selected topic.
Identify, analyze, compare, and evaluate career development
theories and prevalent explanations in the literature and relate
these to the selected topic.
Integrate one’s own informal, experiential learning with the
selected topic.
Prepare a research paper that synthesizes the above
competences and draws conclusions regarding the chosen
topic.
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Psychology (PSYC) 450
Drugs and Behaviour
Psychology (PSYC) 465
Psychology of
Sustainability
Psychology (PSYC) 469
Principles of Psychological
Assessment
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
(Cross listed with EDPY 469)
Psychology (PSYC) 470
A student who completes this course should be able to:
Consultation and
Collaboration for Students
with Special Needs
Explain the following concepts and their relevance to inclusive
education: consultation, collaboration, and teamwork.
(Cross listed with EDPY 470)
Revision
Illustrate with an example each of the following terms: role
delineation, role clarification, role parity, and role expectations.
Use the elements of school consultation to design an effective
method of consultation.
Apply a model of collaborative consultation to a given situation
and justify your choice.
Identify individual and cultural differences and discuss their
importance and discuss strategies for enhancing them within
the context of school consultation and collaboration.
Establish the parties involved in home school collaboration
discuss their contributions, and ways of effectively bringing
them to work towards a common goal.
Identify problem-solving steps, identify hidden problems and
mention skills and techniques that can be utilized to overcome
such problems.
Utilize technology in enhancing collaborative consultation and
indicate how you would use technology to meet the needs of
students with disabilities.
Discuss the underlying principles of professional development
and design an in-service program on a specific topic.
Design an evaluation plan and critique the evaluation of
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content, process and context of consultation.
Formulate management strategies that minimize stress and
burnout for effective and efficient consultation and
collaboration.
Discuss the following strategies for inclusion concepts and
illustrate how you would implement them: curriculum
adaptation, co-operative learning, and co-teaching.
Plan for remedial instruction and support and justify how this
differs from regular instruction and support.
Identify entities and resources outside the school system that
can contribute to the learning programs of special needs
students and discuss ways of forging effective links of
collaboration.
Psychology (PSYC) 471
Indicate what social changes might impact consultation and
collaboration in an inclusive school system and hypothesize
what may be their impact.
A student who completes this course should be able to:
Managing Behavioural
Problems in the Classroom
Identify a working definition of behavioral disorder and discuss
it implications on problem identification procedures and
intervention strategies.
Revision
Discuss the significance of the nature of the problem to the
assessment and intervention of behaviour problems.
(Cross listed with EDPY 471)
Design an appropriate recording strategy for a given behaviour
problem, justify your design and Illustrate your data in a graph
or chart.
Discuss the selection and evaluation of intervention strategies
as an on going process.
Outline behaviour management techniques for a specific
behaviour problem and discuss how you would integrate the
techniques with your teaching style and philosophy.
Discuss the principles behind behavioural self-control and the
techniques derived from these principles.
Design a school survival and social skills curriculum and justify
the assessment approaches and intervention strategies to be
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implemented.
Identify a student with aggressive behaviour and establish
cause and formulate intervention strategies based on the
causes of the aggressive behaviour.
Discuss the motivation behind the various types of self-injurious
and self-stimulatory behaviours and identify ethical issues that
guide your intervention strategies.
Plan an interview for determining presence of a psychological
problem and outline your interview strategies.
Discuss the characteristics and myths of Attention
Deficit/Hyperactivity Disorder and identify ways of modifying
the classroom to accommodate students with ADHD.
Discuss the rationale behind ‘extending intervention and
establish the role of the teacher, parents and other professions
have in maintaining the desired behavior.
Describe the limitations of educators working in school settings
in the following areas and discuss strategies for working
effectively within these limitations: ecological constrains, role
constrains, and legal constrains.
Psychology (PSYC) 476
Assistive Technology for
Students with Special
Needs
Discuss the impact of trauma on students’ behaviour in the
classroom and the implications to the teacher.
Participate in identifying assistive technology needs of students
with special needs.
Access appropriate assistive technology resources.
(Cross listed with EDPY 476)
Actively participate in a multi-disciplinary team assessment.
Revision
Implement assistive technology in the classroom or other
educational setting.
Participate in an evaluation of the effectiveness of assistive
technology.
Religious Studies (RELS)
Religious Studies (RELS)
204
Introduction to World
2015 May
Discuss the several dimensions of religious phenomena, and
evaluate the major issues confronting any student of religious
studies.
Learning Outcomes for Course-Based Portfolios
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Religions
Revision
Outline the various methodological means for examining any
religious tradition or phenomenon.
Religious Studies (RELS)
206
Demonstrate a detailed understanding of the historical, literary,
doctrinal, and practical features of Judaism, Christianity, Islam,
Hinduism, Buddhism, and the Chinese religions.
The CLA does not currently have learning outcomes for this
course.
The Islamic Tradition
Religious Studies (RELS)
218
The CLA does not currently have learning outcomes for this
course.
Introduction to Religion &
Popular Culture
Religious Studies (RELS)
313
The CLA does not currently have learning outcomes for this
course.
Early Christians
(Cross listed with HIST 313 &
HUMN 313)
Religious Studies (RELS)
380
Advanced Studies in the
Hebrew Bible
Revision
Describe the contents of major portions of the Hebrew Bible.
Identify a variety of critical issues that affect interpretation of
ancient texts.
Research and reconstruct the ancient meaning of texts from the
Hebrew Bible.
Science (SCIE)
Science (SCIE) 326
Scientific Reasoning
Science (SCIE) 495
Science Projects I
Science (SCIE) 496
The CLA does not currently have learning outcomes for this
course.
Learning Outcomes are not available for Projects courses.
Learning Outcomes are not available for Projects courses.
Science Projects II
Social Sciences (SOSC)
Social Sciences (SOSC) 366
Research Methods in the
Social Sciences
2015 May
Understand the ethical responsibilities of a social science
researcher toward research subjects and clientele.
Explain the principles and objectives of social science research.
Learning Outcomes for Course-Based Portfolios
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Revision
Describe the use of common research methods in the social
sciences.
Define a research problem.
Write a research proposal.
Conduct an independent research project involving the
collection of empirical data.
Social Sciences (SOSC) 378
Human Sexualities
Revision
Analyse and report findings from a research project.
Recognize that a multitude of sexual attitudes, beliefs, and
customs for sexual practice exist within and across cultures.
Acknowledge diversity as a key starting point for the study of
human sexualities.
Appreciate how culture shapes people's attitudes about
sexuality.
Recognize that sexuality is essential to being human and a
fundamental aspect of overall human well being.
Discuss comparative sexualities.
Discuss gender and sexual orientation and the implications of
each on human development.
Discuss the impact that AIDS, abuses of power, and sexually
explicit media in cross-cultural circumstances have on society.
Sociology (SOCI)
Sociology (SOCI) 231
Sociology of Religion
Sociology (SOCI) 287
Introduction to Sociology I
Revision
The CLA does not currently have learning outcomes for this
course.
Explain what it means to think sociologically and why sociology
is include in the social sciences.
Describe how individuals are shaped for social interaction and
social roles.
Define culture and describe cultural variation.
Explain why the idea of social structure is important in
understanding society and identify variations of it.
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Outline the social transformation that led to the international
development of capitalism.
Describe the central ideas of the founders of sociology.
Evaluate the claim that most societies have been patriarchal.
Outline the extent of social inequality in Canada and discuss
different perspectives on inequality.
Summarize the key features of a model free-enterprise
economy and assess the applicability of the model to Canada.
Sociology (SOCI) 288
Explain the concern that modern economies and cultural
attitudes may pose a threat to both the local and the global
environment.
Outline what it means to think sociologically.
Introduction to Sociology II
Analyse inequality in Canadian society.
Revision
Analyse the role of the state in modern capitalist society.
Explain how work is organized in modern society and the
consequences of such organization.
Describe how the organization of education is linked to
inequality and to the workplace in modern society.
Identify ways in which capitalism has changed modern family
life.
Sociology (SOCI) 290
Social Problems
Sociology (SOCI) 300
Analyse how deviance may arise from the way society is
organized.
The CLA does not currently have learning outcomes for this
course.
Distinguish macrosociological from microsociological levels of
social organizational analysis.
Organizations and Society:
How To Make Sense of
Distinguish structuralist from interactionist approaches to the
Modern Organizational Life study of social organization.
Revision
2015 May
Distinguish order/integration from conflict/coercion theories of
society and organization in terms of their key concepts and
basic assumptions.
Learning Outcomes for Course-Based Portfolios
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Define and explain such basic concepts of social organizational
analysis as “status,” “role,” “goal,” “norm,” “social identity,”
and “social group”.
Define and apply such basic institutional elements of
organizational analysis as “environment,” “technology,”
“population,” and “social structure”.
Recognize the role of kinship as a central principle in the social
organization of traditional societies.
Identify and explain the social practices and beliefs that
contribute to the maintenance of social equality in egalitarian
band societies.
Identify and explain the ideal-typical characteristics of the
bureaucratic organization, as formulated by Max Weber.
Explain what is meant by the process of rationalization, and
identify the four main dimensions of this process.
Provide concrete examples of how the process of
rationalization has influenced organizations in our own society.
Show that what may be rational from one perspective in society
may be irrational from another.
Define and explain the “iron law of oligarchy”.
Outline, with examples, the problems associated with
bureaucracies in the modern world.
Explain how the growth of management theory was related to
the managerial revolution in organizations.
Evaluate critically the Scientific Management tradition of
organization studies.
Explain, with concrete examples, how the behaviour of
members of any organization may be strongly influenced by the
presence of informal social groups.
Evaluate critically the Human Relations tradition of organization
studies.
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Analyse and apply the distinction between primary and
secondary adjustments to formal organization.
Analyse and explain the role of primary group relationships in
formal organizational settings.
Define, explain, and critically evaluate the concept of “total
institution”.
Identify and explain the processes involved in the “mortification
of self”.
Identify the basic indicators of gender inequality in work
organizations.
Review critically the common myths which have served to
justify the subordinate status of women in work organizations.
Analyse and explain the feminist critique of bureaucracy.
Define and explain such feminist concepts of organizational
analysis as “masculine ethic” and “organizational class”.
Distinguish among different models of workplace organization.
Identify and explain the factors underlying the successes of
worker-owned or worker-controlled enterprises.
Sociology (SOCI) 301
Social Statistics
Sociology (SOCI) 305
Sociology and Crime
Revision
Identify and explain the factors underlying the failures of
worker-owned or worker-controlled enterprises.
The CLA does not currently have learning outcomes for this
course.
Think about crime in a sociological manner.
Apply the three sociological perspectives of symbolic
interactionism, ethnomethodology, and structural conflict
theory to the study of crime.
Discuss a critical sociological approach for the study of crime,
and explain how it is able to analyse the shortcomings of more
traditional correctional views of crime.
Discuss the ways in which sociology can provide valuable
insights into the phenomenon of crime, and describe how the
study of crime can provide an interesting vehicle for learning
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Sociology (SOCI) 316
Sociology of Families
Sociology (SOCI) 321
The Sociology of Work and
Industry
Revision
about sociology.
The CLA does not currently have learning outcomes for this
course.
Identify the major work-related trends in Canada today, and
assess how these trends have changed over time.
Compare key theoretical perspectives about capitalist
industrialization, labour markets, work organizations, industrial
relations, technology, individual work experiences, and other
major topics central to the sociological study of work and
industry.
Evaluate the usefulness of theories and concepts in the
sociology of work and industry in light of available research
findings and other empirical evidence.
Describe the dynamic interplay between individuals, on one
hand, and institutions or organizations, on the other, that
continually shapes and reshapes work; and appreciate the
importance of combining these “micro” and “macro”
perspectives into a comprehensive analysis of work.
Illustrate how themes central to a sociological perspective –
change, power, inequality, conflict – are expressed in work
settings.
Sociology (SOCI) 329
Aging and You (I): An
Introduction to
Gerontology
Revision
Assess the implications of major work and industrial trends for
Canadian society, and more specifically, for public policy.
Outline the “whole person model of aging” and indicate its
significance to the study of gerontology in Canadian society and
in other societies.
Present and explain biological, sociological, and psychological
characteristics of older persons.
Describe the developmental aspects of aging.
Show the significance of certain variations in aging based on
different lifestyles and life opportunities.
Sociology (SOCI) 330
Aging and You (II): An
2015 May
Be familiar with some of the best studies in Canadian
gerontology.
Outline the “whole person model of aging” and indicate its
significance to the study of gerontology in Canadian society and
in other societies.
Learning Outcomes for Course-Based Portfolios
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Introduction to
Gerontology
Revision
Present and explain the significance of environments for older
people.
Describe and critically assess the scope and limitations of the
social policies and programs that affect the day-to-day lives of
older persons.
Identify and critically analyse the major issues in long-term care
innovation and the reasons for dissatisfaction with nursing
homes and homes for the elderly.
Contrast and compare the experiences of aging populations in
other countries with the Canadian experience.
Appreciate the many and varied contributions of older persons
to Canadian society as a whole.
Direct older adults to the major organizations and associations
that deal with issues and work for changes in society and social
policy.
Sociology (SOCI) 332
Women and Unions
(Cross listed with LBST 332 &
WGST 332)
Revision
Identify and reflect on the ways in which your own ideas,
attitudes, and understandings have changed as a result of
knowledge you have gained from the course.
Discuss the development of the union movement, the changing
role of women in the paid work force, and the relationship
between the two.
Appreciate the dynamic interplay among employers, union
organizations, and both men and women union members, and
therefore, the varied outcomes that occur as a result of factors
such as the industry, the size of the union, the proportion of
women members, and so on.
Assess the contribution of the union movement to improving
the status of employed women, in the context of the economic,
legislative and ideological parameters within which unions
work.
Sociology (SOCI) 335
Classical Sociological
2015 May
Understand the important current issues being debated in the
union movement with regard to the concerns of women
members.
Outline the intellectual, social, and political factors that gave
rise to the scientific study of society.
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Theory: The SocioHistorical Roots of
Sociology as a Discipline
Revision
Identify the understandings of the nature of men (and women)
and society in the works of the Enlightenment thinkers, and
outline and explain the response of the Romantic-Conservative
thinkers to the Enlightenment.
Identify the positivist trends in the first generation of social
scientists.
Discuss the importance of Karl Marx’s work and demonstrate
how much of the sociology of the second generation of classical
sociologists is “arguing with his ghost”.
Explain the changing understandings of social order and social
change developed by the second generation of sociologists.
Compare and contrast the nature of the individual as
understood by the first and second generations of sociological
thinkers.
Sociology (SOCI) 337
Contemporary Sociological
Theory
Revision
Identify the classical debates from which a number of key
sociological concepts emerged and identify the social problems
which were addressed using these concepts.
Outline the theory of social systems developed by Talcott
Parsons including the basic assumptions, key concepts, and
underlying argument of his theory.
Explain, using examples, why structural functionalism is often
seen as a conservative theory of society.
Explain the logical and methodological criticisms that have been
made of structural functionalism.
Show how Robert Merton tried to revise structural
functionalism by introducing new concepts, questioning old
assumptions, and providing a more empirical framework for
theory construction.
Discuss ways in which Ralf Dahrendorf’s theory of social conflict
(including his basic assumptions, key concepts, and underlying
arguments) may be seen as an alternative to that of the
structural functionalists.
Review the main differences between recent versions of
neofunctionalism and earlier versions of structural
functionalism.
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Identify the more prominent conflict theorists currently
contributing to sociological theory.
Explain the significance of Hegelian Marxism, and outline the
basic assumptions, key concepts, underlying arguments, and
major representatives of this theoretical school.
Review the achievements of the Frankfurt School of Critical
Theory, and include some examples of their key concepts,
targets of criticism, underlying arguments, and major
representatives.
Outline as many of the schools of contemporary Marxism as
you can, including the basic assumptions, key concepts,
underlying arguments, and major representatives of each
school.
Discuss the main elements of the systems theory of Niklas
Luhmann, and review the criticisms made of his theory.
Explain how the work of George Herbert Mead revolutionized
the study of human behaviour.
Review ways in which the work of Herbert Blumer helped to
systematize and formalize the tradition of symbolic
interactionism.
Explain the novelty of Erving Goffman’s dramaturgical approach
to the study of everyday life, and show how his approach
departs, in some respects, from mainstream symbolic
interactionism.
Discuss several ways in which symbolic interactionism has
changed in recent years.
Show how ethnomethodologists have developed a set of
theoretical concepts, methods of research, and basic
assumptions that sharply distinguish their work from that of
mainstream sociologists, and that imply a strong critique of
mainstream sociology.
Compare and contrast the work of ethnomethodologists with
that of other microsociologists, such as exchange theorists,
symbolic interactionists, and rational choice theorists.
Evaluate critically the claim that social exchange theory is nonsociological because it is based on hedonistic and
2015 May
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psychologically reductionistic assumptions.
Compare and contrast the different generations of behavioural
theorists (including their key concepts, basic assumptions, and
research examples) represented in the works of Skinner,
Homans, and Blau.
Discuss whether contemporary feminist theory is best viewed
as a critical perspective on mainstream sociological theory or as
a sociological theory in its own right.
Distinguish between the generations or waves of feminism, as
well as between the divisions within contemporary feminism,
and show how these divisions correspond to social and
historical changes in the larger society.
Discuss the more important criticisms that have been made by
feminists of classical and contemporary sociological theories
and theorists.
Evaluate critically the extent to which Anthony Giddens’ theory
of structuration successfully integrates macrosociological and
microsociological levels of analysis.
Show, using examples, how the key concepts of Pierre
Bourdieu’s theory of genetic structuralism can be used to
analyse and explain real-life situations of social conflict.
Identify historical forces that have led to the rise of modernity
and, using appropriate sociological concepts, show what such
modern institutions as the Nazi death camps and fast-food
franchises have in common.
Outline the main features of Jurgen Habermas’ theory of late
capitalism, including his concepts of “systematically distorted
communication,” “colonization of the life-world,” and
“legitimation crisis”.
Explain what Habermas means by the expression
“emancipatory project” and why he regards modernity as an
“incomplete project”.
Discuss ways in which postmodernist social theory differs from
mainstream sociological theory.
Show how the work of Jean Baudrillard (including his key
2015 May
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concepts, basic assumptions, and arguments) may be
understood as a critical theory of popular consumer culture.
Identify the major stages in the intellectual development of
Michel Foucault and show how each stage represents a
different method of analysis and a distinct set of concepts.
Sociology (SOCI) 339
Sociology of War and
Armed Conflict
Sociology (SOCI) 345
Women and Work in
Canada
(Cross listed with WMST 345)
Revision
Evaluate criticisms that have been made of postmodern social
theory.
The CLA does not currently have learning outcomes for this
course.
Describe the paid and unpaid work that women have
historically carried out in Canada, drawing on specific examples.
Describe the change and continuity in Canadian women’s paid
and unpaid work today and in the past, drawing on specific
examples.
Summarize and critically assess the major theories that attempt
to explain women’s work in the formal economy and the home.
Explain how paid work has been a site of equality and
empowerment for women, as well as a site of inequality and
disadvantage.
Sociology (SOCI) 348
Sociology of Environment
and Health
Sociology (SOCI) 365
Sociology of Deviance
Revision
Identify three important work issues currently facing Canadian
women, and outline potential strategies for change.
The CLA does not currently have learning outcomes for this
course.
Identify the areas of investigation that are central to the
sociology of deviance.
Discuss the meaning of “deviance” and “deviants” as socially
defined phenomena.
Criticize some biological, psychological, and psychiatric theories
of deviance causation, and describe how they are different from
other sociological theories.
Describe in critical terms the following sociological theories of
deviance causation: social disorganization, functionalist,
anomie, control/containment, differential association, cultural
2015 May
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transmission, culture conflict.
Sociology (SOCI) 378
Media Construction of
Social Movements and
Issues
(Cross listed with CMNS 385)
Revision
Recognize particular sociological theories and explain how they
are good examples of other general types of theories.
Discuss the significance of mass media in contemporary
democratic society.
Identify the key role that media play in shaping and organizing
public discourse.
Apply a critical sociological imagination to assessing the role of
mass media in our society.
Discuss the role of propaganda in a democratic society.
Explain what is meant by "media power" and the relationship of
this term to issues of ownership and control.
Sociology (SOCI) 380
Canadian Ethnic Studies
Revision
Explain why the media cover social movements the way they
do, and why social movements attempt to use the media.
Identify and explain the key terms used in sociological studies of
ethnic relations.
Identify and explain the three major sociological perspectives of
race and ethnic relations.
Explain the historical conditions that led to the growth of mass
immigration to Canada.
Analyse the relations between ethnic stratification and
occupational stratification.
Examine and evaluate sociological data on the social mobility of
ethnic groups in Canadian society.
Relate the myth of white supremacism to the political culture of
colonialism.
Compare the problem of racial discrimination against visible
minority groups with that of ethnic discrimination against
European minority groups.
Summarize the historical experiences of Third World immigrant
groups in Canada.
Analyse and explain the role of immigration in race relations in
2015 May
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Canada.
Identify the major sources of institutional racism in
contemporary Canadian society.
Summarize the historical experiences of native peoples in
Canada.
Identify and explain the major indicators of social
underdevelopment in native communities across Canada.
Review and interpret the historical provisions of the Indian Act
in Canada.
Identify and explain the historical goals of Indian policy in
Canada.
Apply the concept of “internal colonialism” to the situation of
Canadian Indians.
Understand and explain how Indians adapt to their stigmatized
social and moral status in Canadian society.
Review the historical colonization of New France.
Examine the origins of the historical inequality between the
French and English nations in Canada.
Review and interpret the provisions of the Quebec Act.
Relate the role of the local power elites in Quebec society to
the colonial institutions of indirect rule.
Identify and explain the primary causes of the historical
underdevelopment and stagnation of Quebec society.
Identify and explain the factors that led to the modernization of
Quebec society and to the Quiet Revolution.
Discuss the options of federalism and independence for
Quebec.
Review the events of the October Crisis.
Summarize the primary political events in the recent history of
Quebec.
2015 May
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Sociology (SOCI) 381
The Sociology of Power
and Inequality
Sociology (SOCI) 425
Special Projects in
Sociology I
Revision
The CLA does not currently have learning outcomes for this
course.
Select a research topic and relate it to personal, professional
and educational goals.
Carry out a literature review covering at least ten years on the
selected topic.
Identify, compare and evaluate competing theories and
explanations in the area of the selected topic.
Compile a comprehensive bibliography on the selected topic as
part of the research paper.
Sociology (SOCI) 426
Special Projects in
Sociology II
Revision
Identify any gaps or omissions in the current literature which
appear to provide opportunities for original research on
particular aspects of the selected topic.
Critically compare and contrast social and historical approaches
to your topic.
Critically employ sociological concepts in the analysis of your
topic area.
Sociology (SOCI) 427
Undertake a major research paper dealing with an area of your
interest.
Conduct a comprehensive literature review.
Special Projects in
Sociology III
Develop a comprehensive overview of a research area of
interest.
Revision
Identify areas where further empirical research or areas where
further theoretical considerations would benefit the discipline
of sociology.
Execute a research study.
Write a senior-level theoretical paper or research report.
Sociology (SOCI) 435
Theories of Social Change
Revision
2015 May
Compile a comprehensive bibliography for an area of interest.
Compare critically and contrast four grand visions of social and
historical change: the evolutionary, the cyclical, the dialectical,
and the post-developmentalist.
Critically employ concepts such as social process, development,
Learning Outcomes for Course-Based Portfolios
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progress, social time, historical tradition, modernity,
postmodernity, and globalization.
Draw upon these visions and concepts of social change to
determine the role of individual agency, social structure, ideas
and norms, social movements, and revolutions in social change.
Apply some of these theories and concepts when analyzing the
many crucial social changes and social transformations
occurring at the beginning of the twenty-first century.
Assess critically the role of superpower dominion in the current
world order.
Assess critically the relation between the media and public
opinion, and access the media’s role in reporting on major
social changes and controversies.
Sociology (SOCI) 437
Deciphering Our Social
Worlds
Sociology (SOCI) 445
Selected Topics in
Canadian Society
Revision
Undertake a critical research paper dealing with social change
in an area of your interest.
The CLA does not currently have learning outcomes for this
course.
Identify the contributions of various approaches to the critical
sociology of Canada.
Apply a critical sociological perspective to a range of Canadian
social issues.
Read and assess both essay-length and book-length sociological
arguments.
Prepare an accomplished research essay proposal.
Sociology (SOCI) 450
Environmental Sociology
Sociology (SOCI) 460
The Sociology of
Information Technology
2015 May
Conduct library research and develop a competent senior-level
sociology research essay.
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
Learning Outcomes for Course-Based Portfolios
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Sociology/Anthropology (SOAN)
Sociology/Anthropology
(SOAN) 384
Explain how anthropological approaches include historical and
sociological strategies for studying families.
The Family in World
Perspective
Explain some of the concepts and theories related to the family
in cross-cultural and global perspectives.
Illustrate the importance of different definitions of family,
kinship, marriage, and divorce.
Revision
Describe the diversity of cultural family systems observed in a
global context today.
Compare and contrast the continuities and discontinuities seen
throughout the cross-cultural history of the family.
Discuss some of the effects that economies and ideologies have
had on families in different times and places.
Spanish (SPAN)
Spanish (SPAN) 200
Introduce yourself and others.
Spanish for Beginners I
Participate in simple conversations on such topics as family, the
weather, food, and travel.
Revision
Express obligations, wishes, and actions in the near future.
Ask simple questions and respond to straightforward requests.
Express likes and dislikes.
Describe a person, an event, or a situation.
Discuss aspects of Hispanic culture.
Tell stories in the present, past and future.
Describe your daily routines and those of others.
Spanish (SPAN) 201
Spanish for Beginners II
Revision
2015 May
Name articles of clothing, days of the week, months, seasons.
Participate in simple conversations on such topics as family, the
weather, food, travel, business, and economy.
Express obligations, wishes, opinions, and actions in the
subjunctive mood as well as in the near future.
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Ask simple questions and respond to straightforward requests
in all simple tenses of the indicative mood: present, pretérite,
imperfect, conditional, and future, both simple and perfect
tenses.
Express likes and dislikes.
Describe a person, an event, or a situation in the past tense.
Discuss different aspects of Hispanic culture (family relations,
sports, the role of women, the arts, drama, economics,
recreation).
Narrate in the present and past of perfect tenses.
Describe your own and other people’s daily routines in present,
past, and future tenses.
Use expressions that demand the subjunctive mood.
Use conditional clauses with “if.”
Spanish (SPAN) 300
Intermediate Spanish I
Revision
Use a wider range of vocabulary, including names of parts of
the human body, health and medicine, places in a city, stores,
geography, professions and occupations, personal relations,
business, real estate, travel, restaurants and food, hobbies,
sports, and recreation.
Increase your competence in oral communication.
Expand and enhance your knowledge of Spanish grammatical
structures.
Reinforce and expand your vocabulary.
Broaden your knowledge of Hispanic cultures.
Spanish (SPAN) 301
Improve your writing skills in Spanish.
Review and expand grammar structures.
Intermediate Spanish II
Improve written skills.
Revision
Reinforce and expand vocabulary.
Strengthen oral communicative competency.
Broaden knowledge of Hispanic cultures.
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Spanish (SPAN) 330
Textual Analysis &
Composition
Spanish (SPAN) 400
Advanced Spanish
Grammar I
The CLA does not currently have learning outcomes for this
course.
The CLA does not currently have learning outcomes for this
course.
Taxation (TAXX)
Taxation (TAXX) 301
Course Outline
Taxation I
Lesson 1: Basic Income Taxation Concepts
Revision
List some of the different bases that can be used by the various
levels of government to assess taxes.
List all of the types of entities that are subject to paying federal
income taxes.
Explain the relationship between the assessment of income
taxes at the federal level and the assessment of income taxes at
the provincial level.
List some of the ways that taxation is used to achieve economic
objectives.
Describe the differences between progressive, regressive, and
flat tax systems, including some of the advantages and
disadvantages of each system.
Discuss the issue of who ultimately pays the cost of various
types of taxes. (paragraphs 1-30 and 1-31)
Explain the nature of tax expenditures.
Evaluate issues in tax policy on the basis of the qualitative
characteristics of tax systems.
Describe the general structure of the Income Tax Act .
List and explain the nature of other sources of income tax
legislation.
Describe other sources of income tax information.
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Lesson 2: Procedures and Administration
Explain the nature of and need for source deductions.
Discuss the situations in which an individual is required to file
an annual income tax return.
List the dates on which income tax returns must be filed by
individuals.
Explain the circumstances that result in an individual having to
make income tax instalment payments.
Calculate the amount of any income tax instalment payments
required for individual taxpayers.
Explain how the prescribed interest rate is used to calculate
interest on late or insufficient income tax instalments for
individuals.
Calculate the penalties that will be assessed for the late filing of
individual income tax returns.
Identify the dates on which balances owing by individuals are
due.
Identify the dates on which income tax returns must be filed by
corporations.
Calculate the amount of income tax instalment payments
required for corporations.
Identify the dates on which balances owing by corporations are
due.
Explain how the prescribed interest rate is used to calculate
interest on late or insufficient income tax instalments for
corporations.
Calculate the penalties that will be assessed for the late filing of
corporate income tax returns.
List provisions regarding returns and payments for trusts.
Describe the assessment, reassessment and adjustments to
income tax returns for all taxpayers.
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Explain the procedures for filing a notice of objection.
Describe further appeals procedures, including those made to
the Tax Court of Canada, the Federal Court of Appeals, and the
Supreme Court of Canada.
Explain the difference between tax avoidance and tax evasion,
including the concepts involved in the General Anti-Avoidance
Rule.
Describe the avenues of collection and enforcement available
to the CRA.
Describe the penalties applicable to tax preparers and
promoters.
List the provisions of the fairness package.
Lesson 3: Liability for Tax
Describe the charging provisions of the Income Tax Act.
Determine the residence of an individual based on an
evaluation of primary and secondary residential ties.
Evaluate the residency status of an individual who is
temporarily absent from Canada.
Explain the rules associated with the taxation of individuals in
years in which they immigrate to Canada or emigrate from
Canada.
Identify the types of individuals who will be deemed to be
Canadian residents without regard to their actual physical
location.
Determine the residence of corporations.
Determine the residence of trusts.
List the three circumstances that will result in non-residents
being subject to Canadian income taxes.
Describe, in general terms, the various views of income that are
held by economists, accountants, and tax authorities.
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Calculate Net Income For Tax Purposes by applying the rules
found in Section 3 of the Income Tax Act .
Discuss the concept of tax planning.
Explain and provide examples of tax avoidance or reduction.
Explain and provide examples of tax deferral.
Explain and provide examples of income splitting.
Lesson 4: Goods and Services Tax
Describe the different ways in which transaction taxes can be
assessed.
Describe the meaning of commercial activity for GST purposes.
Describe the relationship between amounts determined for
accounting purposes and amounts required for the filing of GST
returns.
Outline the difference between fully taxable supplies, zerorated supplies, and exempt supplies, and provide examples of
each.
Discuss the concept of consideration for GST purposes.
Determine whether or not an entity is required to register for
GST.
Apply the rules for calculating input tax credits on current
expenditures.
Apply the rules for calculating input tax credits on real estate
acquisitions.
Apply the rules for calculating input tax credits on acquisitions
of capital property other than real estate.
Describe input tax credits as they relate to vendors of exempt
and zero-rated supplies.
Apply the quick method of accounting for GST.
Describe the simplified method of accounting for input tax
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credits.
Outline the basic procedures and administration of the GST.
Briefly describe specific applications of the GST as listed in the
textbook.
Describe the general provisions of the harmonized sales tax
(HST) as it applies to some provinces.
Lesson 5: Employment Income
Explain the basic concept of employment income.
Explain the reasons for using, and rules associated with, bonus
arrangements for employees.
Distinguish between an employee and a self-employed
individual earning business income.
List the benefits that can be excluded from employment income
under ITA 6(1)(a).
List the benefits that must be included in income under the
other paragraphs contained in ITA 6(1).
Apply the content of IT-470R with respect to the tax status of
the various employee benefits described in the Bulletin.
Explain the basic elements of tax planning for employee
benefits.
Describe the effects of GST on taxable benefits.
Explain the treatment of board and lodging benefits.
Calculate the standby charge and operating cost benefits that
apply to employees who are provided with an automobile that
is leased or owned by their employer.
Explain the basic elements of tax planning for company cars.
Explain the tax treatment of allowances that are provided by
employers to their employees for travel costs.
Describe the tax status of various types of insurance benefits
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that are provided by employers to their employees.
Calculate the tax consequences of low-rate or interest free
loans to employees.
Calculate the employment income benefits that result from
employers granting stock options to their employees (including
the exercising of the options and the subsequent sale of the
acquired shares).
List and describe other inclusions.
List and describe specific deductions against employment
income.
Explain the conditions that must be met for employees to
deduct home office costs.
Lesson 6: Taxable Income and Tax Payable for Individuals
Calculate federal Tax Payable before the consideration of any
tax credits using a supplied schedule of rates and other data.
Calculate the personal tax credits using a supplied schedule of
rates and other data.
Calculate the age tax credit using a supplied schedule of rates
and other data.
Calculate the pension income tax credit using a supplied
schedule of rates and other data.
Calculate the adoption expenses tax credit using a supplied
schedule of rates and other data.
Calculate the charitable donations tax credit using a supplied
schedule of rates and other data.
Calculate the medical expenses tax credit using a supplied
schedule of rates and other data.
Calculate the refundable medical expense supplement using a
supplied schedule of rates and other data.
Calculate the disability tax credit using a supplied schedule of
rates and other data.
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Calculate the education related tax credits using a supplied
schedule of rates and other data.
Calculate the amount of education related tax credits that can
be transferred to another individual.
Calculate the Employment Insurance and Canada Pension Plan
credits using a supplied schedule of rates and other data.
List the types and amounts of tax credits that can be transferred
to a spouse or common-law partner.
Calculate the political contributions tax credit using a supplied
schedule of rates and other data.
Calculate the labour sponsored funds tax credit using a supplied
schedule of rates and other data.
Calculate the new Canada Employment credt and public transit
passes credit using a supplied schedule of rates and other data.
Recall details of the new children's fitness credit and
apprenticeship job creation credit.
Explain the basic provisions of the refundable GST tax credit and
the child tax benefit system.
Calculate the OAS and EI clawbacks using a supplied schedule of
rates and other data.
Create a simple tax return using tax preparation software.
Lesson 7: Capital Cost Allowances and Cumulative Eligible
Capital
Describe the differences between the accounting procedures
used for depreciable assets and the tax procedures used for
these assets.
Determine the types of costs that are included in the amounts
added to depreciable asset classes.
Recall details of the available for use rules.
Describe the general rules for segregating depreciable assets
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into classes.
Recall the types of assets that must be allocated to separate
classes.
Discuss the basic elements of the CCA system.
Recall the rates and methods that are applicable to common
CCA classes in order to determine the maximum CCA for the
period.
Apply the first year rules in the determination of maximum CCA
for the period.
Apply the short fiscal period rules in the determination of
maximum CCA for the period.
Explain the tax planning considerations that are involved when
a business takes less than maximum CCA.
Determine the tax consequences associated with dispositions of
depreciable assets, including recapture, terminal losses, and
capital gains.
Apply the provisions relating to separate class elections.
Apply the replacement property rules associated with voluntary
and involuntary dispositions of depreciable assets.
Determine the tax consequences of changing the use of a
depreciable asset.
Apply the provisions relating to eligible capital expenditures.
Lesson 8: Business Income
Distinguish between business income and capital gains,
including the criteria used by the courts in making this
distinction.
Describe the major differences between net business income
and Net Income as determined under GAAP.
Recall the various items that are included in net business
income.
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Apply the system of reserves that can be used in determining
net business income.
Apply the restrictions on deductions that apply to business or
property income.
Apply the restrictions on deductions that apply to business
income.
Recall the restrictions on claiming input tax credits.
Apply the inventory valuation procedures that are used for
determining net business income.
Recall the deductions that are specified in the Income Tax Act
for calculating net business income.
Reconcile accounting Net Income with net business income.
Recall the rules for determining taxation years.
Apply the special provisions related to farming activities.
Apply the special rules for the income of professionals.
Apply the special rules that apply to scientific research and
experimental development expenditures.
Apply the provisions related to the disposition of inventories
and accounts receivable in situations where a business is being
sold.
Discuss general concepts relating to Taxable Income and Tax
Payable for corporations.
Lesson 9: Property Income
Explain the nature of property income.
Describe the rules applicable to the deductibility of interest
payments and be able to apply these rules to various types of
borrowing.
Apply the provisions relating to the treatment of discount and
premium on long-term issued debt.
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Calculate the taxable amount of interest income for both
individuals and corporations.
Explain the tax treatment of discounts and premiums on longterm debt holdings.
Explain the tax treatment of prescribed debt obligations and
indexed debt obligations.
Apply the provisions related to accrued interest at the time of
transfer of debt obligations.
Describe tax procedures for royalties and payments based on
production or use.
Calculate net rental income.
Apply the gross up and tax credit mechanism to determine the
tax consequences of receiving eligible and non-eligible dividend
income.
Compare the after-tax returns from various types of
investments.
Explain the general treatment of stock dividends and capital
dividends.
Discuss the provisions that relate to mutual funds.
Discuss the provisions that relate to income trusts.
Calculate the tax consequences of receiving foreign source
income.
Determine the tax consequences of various shareholder
benefits.
Lesson 10: Capital Gains and Losses
Explain the economic basis for treating capital gains more
favourably than other types of income.
Apply the general rules for the determination of gains and
losses on the disposition of capital assets.
Discuss why capital gains and losses on assets acquired prior to
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December 31, 1971 are determined using alternative rules.
Calculate capital gains and losses on dispositions of identical
properties.
Calculate capital gains and losses on partial dispositions of
capital property and on properties that are sold with
warranties.
Determine the tax consequence of a bad debt arising on debts
acquired through the sale of capital assets.
Apply the rules related to capital gains reserves.
Apply the deferral provisions for capital gains arising on
voluntary and involuntary dispositions of property that is
subsequently replaced.
Apply the deferral provisions available on the disposition of
small business investments.
Determine the amount of capital gain or loss resulting from a
change in the use of a capital asset.
Apply the basic rules related to the reduction of taxation of
capital gains arising from the disposition of a principal
residence.
Describe the principal residence elections that are available
under ITA 45(1), 45(3), and 40(6).
Describe procedures associated with the disposition of farm
property that is also a principal residence.
Determine the tax consequences that result from dispositions
of personal use property.
Determine the tax consequences that result from dispositions
of listed personal property.
Determine the tax consequences that result from foreign
currency transactions.
Determine the tax consequences that result from dispositions
of options.
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Explain the role of capital gains and losses in tax planning.
Lesson 11: Other Income and Other Deductions
Identify the major other sources of income that are listed under
Subdivision d of the Income Tax Act.
Discuss the tax treatment of child support and spousal support
payments.
Identify the income inclusions from deferred income plans and
annuity payments.
Apply the rules related to education assistance payments, social
assistance, and workers’ compensation payments.
Apply the rules related to lump-sum payments.
Describe the provisions associated with Registered Education
Savings Plans (RESPs), Canada Education Savings Grants, and
Canada Learning Bonds.
Identify the other deductions under Subdivision e for annuity
payments, support payments, and CPP contributions.
Determine the deductible amount of moving expenses for an
individual.
Determine the deductible amount of child care expenses.
Apply the provisions related to the disability supports
deduction.
Lesson 12: Non-Arm's Length Transactions, Income
Attribution, and Deemed Dispositions
Determine the tax consequences of non-arm's length transfers
of property to related individuals at values other than fair
market value.
Describe the special rollover provisions applicable to inter vivos
transfers of property to a spouse and inter vivos transfers of
farm property to a child.
Apply the income attribution rules to inter vivos transfers of
property to a spouse and to related individuals who are under
the age of 18.
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Describe some of the anti-avoidance provisions that relate to
the income attribution rules.
Describe some of the tax planning techniques that are available
to mitigate the income attribution rules.
Describe the income attribution rules applicable to transfers to
other related parties.
List the types of assets that are subject to the deemed
disposition rules on entering or leaving Canada.
Describe the tax provisions related to immigration to Canada.
Describe the tax provisions related to emigration from Canada.
Describe the availability and use of elective dispositions on
departures from Canada.
Explain the security for departure tax and its application.
Describe the provisions available for unwinding a deemed
disposition on departure from Canada.
Explain the rules applicable to short-term residents of Canada.
Calculate the tax consequences of the deemed disposition on
departure from Canada of shares acquired through the exercise
of stock options.
Calculate the tax consequences resulting from the deemed
disposition of all capital property at the time of an individual's
death.
Apply the rollover provisions that are available at the time of an
individual's death.
List the different tax returns that can be filed by the
representatives of a deceased person and the dates each return
is due.
Explain the reasons for filing multiple tax returns for a deceased
person in the year of death.
Explain why certain credits and deduction can be claimed on
any return in the year of death, while there are restrictions for
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other returns.
Explain the concept of a rights or things return and the
treatment of unpaid wages at death.
Describe the procedures for the payment of taxes arising on the
death of a taxpayer.
Discuss the treatment of allowable capital losses in relation to a
deceased taxpayer.
Describe the treatment of charitable donations and medical
expenses in the year of death.
Lesson 13: Retirement Savings and Other Special Income
Arrangements
Explain the general procedures used to provide tax deferral on
retirement saving.
Describe the difference between a defined benefit pension plan
and a defined contribution (a.k.a. money purchase) pension
plan.
Describe the basic operation of RRSPs.
Calculate the RRSP Deduction Limit for an individual.
Calculate an individual’s Unused RRSP Deduction Room.
Calculate Earned Income for RRSP purposes.
Discuss the concepts underlying Pension Adjustments (PAs).
Discuss the concepts underlying Past Service Pension
Adjustments (PSPAs).
Discuss the concepts underlying Pension Adjustment Reversals
(PARs).
Apply the tax treatment of undeducted RRSP contributions.
Determine whether an individual has made "excess"
contributions to an RRSP and identify associated tax planning
issues.
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Recall the tax treatment of RRSP and RRIF administration fees.
Apply the provision relating to voluntary withdrawals and
conversions of RRSPs.
Apply the provisions relating to RRSP terminations due to age
limitation.
Apply the provisions relating to departure from Canada and
death of the registrant.
Apply the provisions associated with spousal RRSPs and identify
associated tax planning issues.
Describe and apply the provisions of the Home Buyers' Plan.
Describe and apply the provisions of the Lifelong Learning Plan.
Discuss the provisions associated with Registered Pension Plans
(RPPs).
Describe the role that RRIFs play in tax planning related to
retirement, as well as the basic operation of these plans.
Describe the provisions related to Deferred Profit Sharing Plans
(DPSPs).
Discuss the basic concept of Profit Sharing Plans (PSPs).
Recall the tax free transfers that can be made between various
types of plans.
Apply the special rules associated with retiring allowances.
Recall the provisions related to Retirement Compensation
Arrangements.
Recall details regarding Salary Deferral Arrangements.
Taxation (TAXX) 304
Be aware of the existence of Individual Pension Plans (IPPs).
After completing this course, the student will be able to
Introduction to U.S. Tax
Explain the basic principles underlying the U.S. tax system.
Revision
Enumerate the items that must be included in income and
those that are allowed to be deducted in the calculation of U.S.
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taxable income.
Calculate adjusted gross income and taxable income.
Carry out the calculation of and determine the tax treatment of
gains and losses on the disposal and exchange of assets.
Outline the advantages and disadvantages of the various
organization forms under which entities may operate.
Explain the similarities and differences between the tax
treatment of individuals and corporations.
Taxation (TAXX) 401
Taxation II
Describe basic tax planning concepts and compliance
requirements.
The CLA does not currently have learning outcomes for this
course.
Women’s and Gender Studies (WGST)
Women’s and Gender
Studies (WGST) 200
The CLA does not currently have learning outcomes for this
course.
Feminist Research and
Women’s Lives
Women’s and Gender
Studies (WGST) 266
Recognize and analyse the bias of the materials with which you
are presented in a wide range of academic fields.
Thinking from Women’s
Lives: An Introduction to
Women’s Studies
Find and use the growing body of research on women
presented in books and journals.
Women’s and Gender
Studies (WGST) 270
Observe in yourself, if you are a woman, an increased
acceptance of the validity and historical significance of your
own experiences and those of other women; or, if you are a
man, an increased acceptance of the validity and significance of
women’s experiences and points of view.
The CLA does not currently have learning outcomes for this
course.
Introduction to Gender
Studies
Women’s and Gender
Studies (WGST) 301
The CLA does not currently have learning outcomes for this
course.
Revision
Gender, Sexuality and
Society
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Women’s and Gender
Studies (WGST) 302
Communication Skills:
Feminist Practice
Revision
Demonstrate a broad understanding of the complexities of
interpersonal communication and the impact of language on
the communication process.
Demonstrate an understanding of the theoretical frameworks
underlying feminist counselling practice.
Demonstrate knowledge of assessment processes and
principles of a feminist approach to counselling and distinguish
it from other counselling approaches.
Demonstrate a knowledge of ethics and the ethical code of
conduct governing counsellors.
Demonstrate a knowledge of depression, suicide myths and
facts surrounding suicide.
Demonstrate counselling skills and the ability to make critical
appraisals of exchanges occurring within a counselling role.
Critically analyze processes underlying client-counsellor
communication and begin making suggestions to improve
client-counsellor communication.
Recognize “crisis” in a counselling situation.
Demonstrate effective use of consultation, supervision, and
referral strategies when evaluating risks and accessing
resources.
Exhibit university-level skills in academic writing, including
research and argumentation, and apply their academic writing
skills to communication and feminist counselling practice
problems and issues.
Employ basic research skills to access and critically evaluate
information from scholarly and popular sources, including
electronic (web) sources, video and audio sources, archival and
printed sources.
Women’s and Gender
Studies (WGST) 303
2015 May
Feminist insights and alternatives in communication and
counselling that foster tolerance for diversity of human
experience and ways of life.
Demonstrate a broad understanding of the philosophic,
feminist and political tools needed to effectively analyze
Canada’s health care system.
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Issues in Women’s Health
Revision
Demonstrate an understanding of how gender expectations
affect health, caregiving and health care.
Demonstrate an understanding of the historical, cultural and
social factors affecting menstruation and menopause.
Demonstrate a global knowledge of issues and challenges
surrounding birth control, sexuality, and sexual health.
Demonstrate knowledge of the factors surrounding women’s
choice for abortion.
Critically discuss the medicalization of pregnancy and childbirth.
Critically discuss the effects of violence on women’s health.
Critically discuss the diagnosis and treatment of cancer in
relation to gender.
Critically discuss the aging process in relation to women’s
health.
Demonstrate knowledge of the relationship between women’s
health and the environment.
Exhibit university-level skills in academic writing, including
research and argumentation, and apply their academic writing
skills to issues surrounding women’s health.
Employ basic research skills to access and critically evaluate
information from scholarly and popular sources, including
electronic (web) sources, video and audio sources, archival and
printed sources.
Women’s and Gender
Studies (WGST) 304
Feminist insights and alternatives in relation to women’s health
issues that foster tolerance for diversity of human experience
and ways of life.
The CLA does not currently have learning outcomes for this
course.
Issues in Aboriginal
Women’s Health and
Wellness
Women’s and Gender
Studies (WGST) 305
The CLA does not currently have learning outcomes for this
course.
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Counselling with
Indigenous Women
Women’s and Gender
Studies (WGST) 310
Feminist Approaches to
Counselling Wowen
Revision
Demonstrate a broad understanding of the historic trends in
feminism and rationale for developing a feminist approach to
counselling.
Demonstrate an understanding of the foundations of crisis
theory and a triage assessment model of crisis intervention.
Demonstrate an understanding of ethical practice in crisis
counselling situations.
Demonstrate an understanding of feminist intervention
strategies and skills as they apply in specific situations relevant
to women.
Demonstrate skills related to a feminist approach to crisiscounselling.
Demonstrate skills related to crisis-intervention assessment.
Demonstrate skills in crisis counselling and applying triage
assessment method.
Exhibit university-level skills in academic writing, including
research and argumentation, and apply their academic writing
skills to feminist crisis counselling practice, problems, and
issues.
Employ basic research skills to access and critically evaluate
information from scholarly and popular sources, including
electronic (web) sources, video and audio sources, archival and
printed sources.
Women’s and Gender
Studies (WGST) 315
Feminist insights and alternatives in crisis counselling that
foster tolerance for diversity of human experience and ways of
life.
The CLA does not currently have learning outcomes for this
course.
Women in Asia:
Colonization,
Modernization, and
Globalization
(Cross listed with GLST 315 &
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HIST 315)
Women’s and Gender
Studies (WGST) 332
Women and Unions
(Cross listed with LBST 332 &
SOCI 332)
Revision
Discuss the development of the union movement, the changing
role of women in the paid work force, and the relationship
between the two.
Appreciate the dynamic interplay among employers, union
organizations, and both men and women union members, and
therefore, the varied outcomes that occur as a result of factors
such as the industry, the size of the union, the proportion of
women members, and so on.
Assess the contribution of the union movement to improving
the status of employed women, in the context of the economic,
legislative and ideological parameters within which unions
work.
Women’s and Gender
Studies (WGST) 333
Understand the important current issues being debated in the
union movement with regard to the concerns of women
members.
The CLA does not currently have learning outcomes for this
course.
Goddess Mythology,
Women’s Spirituality and
Ecofeminism
Women’s and Gender
Studies (WGST) 345
Describe the paid and unpaid work that women have
historically carried out in Canada, drawing on specific examples.
Women and Work in
Canada
Describe the change and continuity in Canadian women’s paid
and unpaid work today and in the past, drawing on specific
examples.
Revision
Summarize and critically assess the major theories that attempt
to explain women’s work in the formal economy and the home.
(Cross listed with SOCI 345)
Explain how paid work has been a site of equality and
empowerment for women, as well as a site of inequality and
disadvantage.
Women’s and Gender
Studies (WGST) 363
Identify three important work issues currently facing Canadian
women, and outline potential strategies for change.
Outline the major themes and current concerns of historians of
women and western settlement.
The Women’s West:
Women and Canadian
Identify continuity and change in western Canadian society
within a broad historical perspective.
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Frontier Settlement
(Cross listed with HIST 363)
Revision
Assess the impact of gender on social formation in western
Canada at specific times and places.
Identify fundamental social issues such as gender, race, and
class, and assess their importance in women’s history in
particular Canadian communities.
Women’s and Gender
Studies (WGST) 365
Discuss the various methods and approaches historians have
used to study women’s history.
The CLA does not currently have learning outcomes for this
course.
Girls and Women in Urban
Canada 1880 to 1940
(Cross listed with HIST 365)
Women’s and Gender
Studies (WGST) 401
The CLA does not currently have learning outcomes for this
course.
Contemporary Feminist
Theory
Women’s and Gender
Studies (WGST) 421
The CLA does not currently have learning outcomes for this
course.
Advocacy From the
Margins
(Cross listed with HSRV 421)
Women’s and Gender
Studies (WGST) 422
Discuss the concept of global human rights within the context
of women’s rights and freedoms.
Violence Against Women:
A Global Perspective
Identify methodological difficulties in studying about violence
against women.
Revision
Describe the extent and forms of violence against women from
national and global perspectives and understand how violence
and threats of violence affect women’s lives.
Identify, discuss and critically evaluate theories of violence
against women.
Understand the politics of violence and how violence against
women is accomplished through individual and institutional
acts and practices.
Critically discuss the effects of development and globalization
on women’s vulnerability to violence.
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Learning Outcomes for Course-Based Portfolios
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Demonstrate knowledge of how gender, race, sexual
orientation, mental and physical ability, culture, and religion
impact on women’s experience of violence globally.
Exhibit university-level skills in academic writing, including
research and argumentation, and apply their academic writing
skills to issues surrounding violence against women globally.
Employ basic research skills to access and critically evaluate
information from scholarly and popular sources, including
electronic (web) sources, video and audio sources, archival and
printed sources.
Women’s and Gender
Studies (WGST) 425
Feminist insights and alternatives in understanding violence
against women in a way that fosters tolerance for diversity of
human experience and ways of life.
The CLA does not currently have learning outcomes for this
course.
Feminist Family Therapy
Women’s and Gender
Studies (WGST) 447
The CLA does not currently have learning outcomes for this
course.
Rethinking Science and
Technology: Gender,
Theory and Practice
Women’s and Gender
Studies (WGST) 499
Learning Outcomes are not available for Projects courses.
Applied Project
2015 May
Learning Outcomes for Course-Based Portfolios
Page 312 of 312