| ADED 325: Teaching Adults |
Adult Education (ADED) |
Developing theoretical understanding and practical skills to teach adults, focusing on course design, lesson planning, flipped classrooms, teaching face-to-face, blended, and online, developing teaching personas and teaching philosophies, and creating professional development plans. Emphasis is on collaborative learning and reflective practice. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 10: Reduced Inequalities |
| ADED 360: Adult Education in Canada: Histories and Trends |
Adult Education (ADED) |
This course focuses on the development of adult education as a practice and vocation in Canada with critical consideration of the historical, social, political, and economic influences that have shaped the field, both historically and today. Emphasis is on examining how adult education practices shape and are shaped by competing interests and theories of society, human development, and need. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 16: Peace, Justice and Strong Institutions |
| ADED 365: Adult Education in Canada: Indigenous Peoples |
Adult Education (ADED) |
Explores the history of and movements associated with adult education as they impact Indigenous peoples in Canada. Examines how Indigenous adult learners challenge the assumptions, principles, and practices of mainstream Canadian adult education, and the responsibilities adult educators have in addressing these issues. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 04: Quality Education, SDG 16: Peace, Justice and Strong Institutions |
| ADED 410: Adult Education and Social Change |
Adult Education (ADED) |
This course focuses on social change, the creation of new areas of practice and new groups of learners, and the effects on adult education with an emphasis on understanding a range of perspectives concerning the role of adult education in social change and how those perspectives impact practice. |
Sustainability-inclusive |
SDG 04: Quality education |
|
| ADED 421: Advanced Studies of Mindfulness-Based Cognitive Therapy |
Adult Education (ADED) |
Skills-based approach to cultivating self-awareness that combines meditation with Cognitive Behavioural Therapy. Evidence-based means of alleviating stress, anxiety, and depression to promote well-being used in educational and clinical contexts. Introduction to practical mindfulness methods and strategies for mental health promotion. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
|
| ADED 422: Wellbeing and Lifelong Learning |
Adult Education (ADED) |
Combining theoretical and personal inquiry, students investigate wellbeing and its role in lifelong learning. Wellbeing promises to correct the tendency to reduce adult education to a narrow focus on information or workplace learning and skills development. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
|
| ADED 423: Advanced Studies of Mindfulness-Based Stress Reduction |
Adult Education (ADED) |
Using combined scientific and meditative forms of inquiry, this practice-oriented approach to stress-management systematically trains and refines attention and awareness to enhance mindfulness. Participants investigate stress, stress reactivity, and healthier responses to stress in their own experience and more generally. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
|
| AGRI 123: Horticulture Skills and Techniques for Fall |
Agriculture (AGRI) |
Practical horticulture work skills for the late summer and fall seasons complement lecture material from a variety of horticulture production courses. Course work will vary depending on the weather, but will include: propagation, fall turf maintenance, seeding, sodding, ornamental plant pruning, horticulture tool and equipment handling and maintenance, garden renovation, and greenhouse production and maintenance. Students must participate in outdoor labs, regardless of weather, as well as in the greenhouse. All students must have steel-toed work boots, rain gear, work gloves, hand pruners and a pocket knife. Off-campus field trips such as the annual field trip will be required at student expense. |
Sustainability-inclusive |
SDG 15: Life on Land |
SDG 02: Zero hunger, SDG 12: Responsible Consumption and Production |
| AGRI 124: Introduction to Horticulture |
Agriculture (AGRI) |
This course introduces binomial nomenclature; the environmental factors affecting plant growth: physical, biological, and chemical control of plant growth; and an introduction to the major horticultural crop groups: fruits, vegetables, greenhouse crops, nursery crops, and turf. |
Sustainability-inclusive |
SDG 15: Life on Land |
SDG 02: Zero hunger |
| AGRI 129: Horticulture Skills and Techniques for Winter |
Agriculture (AGRI) |
Practical horticulture work skills for the winter and spring seasons complement lecture material from a variety of horticulture production courses. Course work may vary, depending on the weather, but will include propagation, spring turf maintenance, fruit tree pruning, greenhouse production and maintenance work, garden renovation, planting and transplanting, irrigation system trouble shooting, and taxonomic keys. Students must participate in outdoor labs, regardless of weather, as well as in the greenhouse. All students must have steel-toed work boots, rain gear, work gloves, hand pruners, and a pocket knife. Off-campus field trips will be required at student expense. |
Sustainability-inclusive |
SDG 15: Life on Land |
SDG 02: Zero hunger, SDG 12: Responsible Consumption and Production |
| AGRI 143: Introduction to Agriculture |
Agriculture (AGRI) |
An introductory exploration of agricultural production. The focus is on the role that machinery, automation, and robotics plays in the production, harvest, and post-harvest handling of agricultural products. Production in field, barn, and greenhouse operations will be explored. Use of technologies on farms of difference scales will also be explored. Hands-on experiences may include field trips. |
Sustainability-inclusive |
SDG 15: Life on Land |
SDG 02: Zero hunger |
| AGRI 203: Fundamentals of Pest Management |
Agriculture (AGRI) |
This course emphasizes pest management as a decision-making process in a variety of settings, with a focus on collecting pest data via monitoring. Concepts such as economic injury level and action threshold will be discussed, and the concept of pest management strategies and tactics will be explored. Important pesticide issues will also be discussed, including pesticide treadmill, resistance, secondary pest outbreaks, and environmental impact. Examples from local agricultural commodities, horticultural commodities, and livestock will be used throughout the course to illustrate concepts. Students will be required to work in the UFV greenhouses or barn outside of regular class times. Field trips are mandatory. |
Sustainability-inclusive |
SDG 15: Life on Land |
SDG 02: Zero hunger, SDG 13: Climate Action |
| AGRI 204: Introduction to Soils and Soil Fertility |
Agriculture (AGRI) |
This course introduces soil as a medium for plant growth. Soil formation, soil physical, chemical and biological properties are introduced. Plant-essential elements, inorganic and organic fertilizers, amendments, conditioners and environmentally-sustainable nutrient management are also discussed. Soils courses in the Agriculture Technology department emphasize information and practices that can further the development or maintenance of ‘quality’ soils in field, nursery and other in-ground growing environments. |
Sustainability-focused |
SDG 15: Life on Land |
|
| AGRI 212: Introduction to On-Farm Food Safety, Quality and Security |
Agriculture (AGRI) |
This course examines how agriculture addresses food issues with regard to safety, quality, security, biosecurity, and defense. Students will learn how agricultural policy, practices, and human resource management play key roles in these issues by understanding how they work and fit into related on-farm programs used today. Current industry and government recognized programs across all types of commodities, where available, will be used throughout the course to showcase the principles and methods used to control the risks associated with these issues. Actual case studies, field trips, and labs will be used to provide some hands-on experience where possible. Audit preparation and skills will also be introduced to help the future farm manager or auditor prepare for an audit experience in any of these areas. |
Sustainability-inclusive |
SDG 02: Zero hunger |
SDG 12: Responsible Consumption and Production |
| AGRI 220: Plants in the Landscape |
Agriculture (AGRI) |
This course covers the identification, use, and maintenance of herbaceous and woody plants in the landscape. Site selection and individual plant growing requirements will be emphasized. Students must have their own transportation. |
Sustainability-inclusive |
SDG 15: Life on Land |
|
| AGRI 237: Introduction to the Health and Nutrition of Farm Animals |
Agriculture (AGRI) |
This course covers and integrates the basic facts concerning the nature of nutrients and their metabolism with the use of common feedstuffs on farms. The students will study commercial production facilities and practices that lead to or prevent common livestock diseases. Conventional and new procedures used to prevent and control diseases will be covered. |
Sustainability-focused |
SDG 15: Life on Land |
SDG 02: Zero hunger |
| AGRI 272: Agriculture Seminar Series |
Agriculture (AGRI) |
Students will attend, help present, and discuss a series of seminars which address topical agriculture issues in areas such as Policy and Trade, Innovation, Gender, Research, Problem Solving, Natural Resources, World Food Supply, and Demographics. Guest lecturers will be included. Seminar content will change from year-to-year; topics will present information that is new to most students or that adds to information presented in other agriculture department offerings. Students, in groups or individually, will research and present a short seminar in an approved area of interest. Students will be given a problem-solving and decision-making assignment related to one or more topics. |
Sustainability-inclusive |
SDG 02: Zero hunger |
SDG 05: Gender Equality, SDG 09: Industry, Innovation and Infrastructure, SDG 10: Reduced Inequalities, SDG 12: Responsible Consumption and Production, SDG 16: Peace, Justice and Strong Institutions |
| AGRI 311: Sustainable Soil Management |
Agriculture (AGRI) |
Sustainable soil management: stewarding soil as a virtually non-renewable resource. Topics include integrating soil, physical, biological and chemical properties’ information for practical soil management, the main processes of soil degradation—their causes and effects, soil conservation, tillage, soil classification systems and interpretation of soil survey maps. Students will be introduced to the role of geographic information systems, and global positioning equipment in sustainable land use and management. Field trips will be required. |
Sustainability-focused |
SDG 15: Life on Land |
SDG 02: Zero hunger |
| AGRI 321: Vegetable Crop Production: Science and Practice |
Agriculture (AGRI) |
Field production of commonly grown vegetable crops in British Columbia will be discussed. Topics include the biology, physiology and post harvest handling of the crop groups; site selection as influenced by environmental and economic conditions, field preparation, variety selection and cultivation practices. The culture of mushrooms and ginseng are covered as an essential part of the course. Field trips may be required outside regular class hours, including Saturdays. |
Sustainability-inclusive |
SDG 02: Zero hunger |
|
| AGRI 323: Fruit Crop Production: Science and Practice |
Agriculture (AGRI) |
Field production of commonly grown fruit crops in British Columbia will be discussed. Topics include biology, physiology of the crop groups, site selection as influenced by environmental and economic conditions, field preparation, variety selection and cultivation practices. Post harvest physiology, storage and marketing round up the course. If time permits, some tropical fruits may be discussed. Field trips are required outside regular hours, including Saturdays. |
Sustainability-inclusive |
SDG 02: Zero hunger |
|
| AGRI 324: Greenhouse Production: Science and Practice |
Agriculture (AGRI) |
This course will cover the basic structures, facilities and machines used, and review the production of the major florist and vegetable crops grown in the British Columbia greenhouse industry. Students are required to work in the UFV greenhouse outside of regular class hours. Field trips may be required outside regular class hours, including early mornings and Saturdays. |
Sustainability-inclusive |
SDG 02: Zero hunger |
SDG 09: Industry, Innovation and Infrastructure |
| AGRI 327: Nursery Production and Propagation: Science and Practice |
Agriculture (AGRI) |
The production of commonly grown nursery crops in British Columbia will be covered. Topics include propagation, site selection and preparation, and basic nursery management. The scope of the nursery and landscape industry in BC will be explored along with the various aspects that make up this vibrant, growing industry. Special topics such as biosecurity, exports and imports will be discussed. Work in the UFV greenhouse and grounds, as well as several field trips to local nurseries and production areas may be required outside of regular class hours. |
Sustainability-inclusive |
SDG 15: Life on Land |
SDG 02: Zero hunger, SDG 08: Decent Work and Economic Growth |
| AGRI 328: Forage Crop Production: Science and Practice |
Agriculture (AGRI) |
The production and use of commonly grown forage crops will be covered. Topics include forage establishment, maintenance, harvest, and storage. Emphasis will be on maximizing the use of homegrown forages to meet the nutritional requirements of today’s high-producing animals. |
Sustainability-inclusive |
SDG 02: Zero hunger |
|
| AGRI 331: Dairy Production and Management: Science and Practice |
Agriculture (AGRI) |
The feeding, breeding, and nutrition of dairy animals is covered. Topics include the production, processing, and marketing of milk, as well as an overview of dairy farm facilities and management. Emphasis will be placed on dairy herd improvement through sound management and applied genetics. Students will be required to participate in the care of departmental livestock outside of regular class hours. Off-campus field trips are required. The science of milk production and biology of the udder will be covered. |
Sustainability-inclusive |
SDG 02: Zero hunger |
SDG 12: Responsible Consumption and Production |
| AGRI 371: Sustainable Holistic Agriculture: Planning and Practices |
Agriculture (AGRI) |
The concepts of sustainability and holism are applied to agricultural planning and practices. The inter-related social, environmental and economic issues that comprise holistic enterprise planning are discussed and scientifically-sound, practical agri-production information for low-input sustainable systems is presented. Holistic operating practices for an agricultural business and The B.C. – Canada Environmental Farm Planning Program are explored. |
Sustainability-focused |
SDG 02: Zero hunger |
SDG 16: Peace, Justice and Strong Institutions |
| AH 316: Arts in Context: Gender, Art, and Society |
Art History (AH) |
An examination of how gender has influenced the creation and reception of visual arts including a consideration of interrelations of gender, class, race, and sexuality, as well as the impact of feminism and critical theory. |
Sustainability-inclusive |
SDG 05: Gender equality |
SDG 03: Good Health and Well-being, SDG 10: Reduced Inequalities |
| ANTH 102: Culture and Society |
Anthropology (ANTH) |
This course introduces basic concepts, ideas, and methods in social and cultural anthropology, including explanations of social, economic, political, and ceremonial activities of selected Indigenous, global, and Western peoples, and the impacts of colonialism and globalization. This is the foundation course for anthropology. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 16: Peace, Justice and Strong Institutions |
| ANTH 111: First Nations of British Columbia -- Traditional Cultures |
Anthropology (ANTH) |
An introduction to the anthropological literature on the indigenous cultures of the coast and interior of British Columbia. Topics include the archaeological record, languages, resource use, social structure, ceremonies, culture changes following the arrival of Europeans and the expansion of the Canadian state, and the relationship between colonialism and de-colonization. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions |
| ANTH 130: Religions and Cultures |
Anthropology (ANTH) |
Introduces the world’s religions from an anthropological perspective. Topics drawn from a range of ethnographic contexts examine the characteristics and formation of indigenous, world, and new religions; illustrate key concepts; and introduce relevant theories and theorists. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
|
| ANTH 210: Gender and Sexuality across Cultures |
Anthropology (ANTH) |
The most fundamental distinction in all societies is that of gender. There are many similarities and differences in the way that this relationship is organized across cultures. In this course, we explore the nature of social relationships between/among genders, their reliance on particular ideas about femininity and masculinity, their importance to sexuality, the body, and group identity, and the cultural frameworks, stereotypes, inequalities, and misunderstandings that often accompany them. Taking an ethnographic and feminist approach, and emphasizing the everyday, we examine the connections between gender, family, kinship, economy, politics, religion, ethnicity, race, and class. Students will be encouraged to make linkages between theory, literature, and personal experience. |
Sustainability-focused |
SDG 05: Gender equality |
SDG 03: Good Health and Well-being, SDG 10: Reduced Inequalities |
| ANTH 211: Aboriginal Peoples in BC: Contemporary Issues |
Anthropology (ANTH) |
This course will focus on issues of importance to aboriginal communities in BC related to land claims, self-government, and various aspects of community development including education, family, health and wellness, and resource management, as well as urbanization. Relevant historical events, circumstances, and/or current initiatives will be explored using key concepts and methods of analysis used by social scientists. Significant aspects of aboriginal/non-aboriginal interactions, relationships, and experiences will be examined. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities |
| ANTH 220: Anthropology of Globalization and Development |
Anthropology (ANTH) |
An examination of the effects of globalization and development on local cultures, especially peasant and Indigenous societies, across the global South, with an emphasis on Latin America, and their reactions of resistance, accommodation, and transformation. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities |
| ANTH 240: Introduction to Archaeology |
Anthropology (ANTH) |
This course is an introduction to basic archaeological theories, concepts, and methods, with examples drawn from the archaeological record of early societies throughout the world. Special emphasis will be placed on understanding the archaeological and heritage record of Canada and British Columbia. |
Sustainability-inclusive |
SDG 11: Sustainable Cities and Communities |
|
| ANTH 268: Culture and Environment |
Anthropology (ANTH) |
Our world is facing an environmental crisis as a result of increasing population growth, water, soil, air, and noise pollution, and overuse of rural resources. Using anthropological models and methods of analysis, this course will explore the fundamental relationship between people and their environment. We will compare and contrast different cultural perspectives within our own industrial society, as well as among hunters and gatherers and tribal agriculturalists in other societies. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being |
| ANTH 303: Ethnography of a Selected Area |
Anthropology (ANTH) |
This course is a study of the ethnographic and theoretical problems in one area. Different cultures or regions may be selected each term. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
|
| ANTH 310: Special Topics: Regional Studies in Latin America |
Anthropology (ANTH) |
Using sociological and anthropological approaches, this course is designed to provide insights into the society and culture of a specific nation or region within Latin America. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
|
| ANTH 330: Humanitarianism and Complex Emergencies |
Anthropology (ANTH) |
An exploration of the nature and impacts of humanitarian emergencies and humanitarian aid in the global South. Students learn to apply an anthropological perspective and use ethnographic texts to interrogate complex causes of humanitarian emergencies, encounters between humanitarian aid actors and recipients of aid, the humanitarian response, and development challenges faced by “post-conflict” countries. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 01: No poverty, SDG 03: Good Health and Well-being, SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| ANTH/SOC 368: Environment and Society |
Sociology (SOC) |
An examination of selected approaches to ecological and environmental issues, resource use, case studies of resource use conflicts, environmentalism, and the ways in which different cultures view the environment. |
Sustainability-inclusive |
SDG 15: Life on Land |
|
| BIO 083: Adult Basic Education (ABE) Advanced Biology |
Biology (BIO) |
A university preparatory course equivalent to Biology 11. Topics include ecology as it relates to current environmental problems; cell structure, function, and reproduction; and an overview of simple organisms such as algae and their relationship to advanced life forms of plants and animals. An important component of the course is a series of laboratory sessions that reinforce classroom topics. |
Sustainability-inclusive |
|
SDG 14: Life Below Water, SDG 15: Life on Land |
| BIO 106: Ecology from an Urban Perspective |
Biology (BIO) |
Designed for non-science students with an interest in ecology and the environment. Ecosystems, evolution, biodiversity, and features of populations and communities focused on examples found in local urban and rural ecosystems will be studied in lectures and laboratory. |
Sustainability-focused |
SDG 15: Life on Land |
|
| BIO 210: Introduction to Ecology |
Biology (BIO) |
An introduction to fundamental ecological principles, theories, and methods at the individual, population, community, and ecosystem levels. Interactions between organisms and their abiotic and biotic environments are also examined, as well as the interrelationship between humans and the environment. |
Sustainability-focused |
SDG 15: Life on Land |
|
| BIO 301: Anatomy and Physiology of Invertebrates |
Biology (BIO) |
An introduction to one of the most abundant life forms on earth. Form and function, with reference to ecology and human impact, will be discussed and examined. Phylogenetic and evolutionary relationships will be emphasized with local examples of this group. |
Sustainability-inclusive |
|
SDG 14: Life Below Water, SDG 15: Life on Land |
| BIO 308: Plant Physiology |
Biology (BIO) |
Principal mechanisms that govern the functioning and biochemistry of plants such as carbon and nitrogen metabolism, photosynthesis, respiration, water relations, mineral nutrition, response to environmental signals, roles of plant hormones, and plant biotechnology. |
Sustainability-inclusive |
SDG 15: Life on Land |
SDG 13: Climate Action, SDG 14: Life Below Water |
| BIO 310: Conservation Biology |
Biology (BIO) |
Using an interdisciplinary approach drawing from ecology, evolution, genetics, ethics, society, politics, and law, this course examines both theoretical and practical aspects of conservation biology. Students will investigate the causes and extent of human impacts on the natural world and explore practical solutions to maintain biodiversity. |
Sustainability-focused |
SDG 13: Climate Action |
SDG 14: Life Below Water, SDG 15: Life on Land |
| BIO 340: Population and Community Ecology |
Biology (BIO) |
An introduction to the study of ecological populations and communities, including processes that create, modify, and maintain patterns in biodiversity, population dynamics, species interactions, niche theory, ecological networks, community structure and assembly, and metapopulation and metacommunity dynamics. Laboratories will introduce students to research methods used to study populations and communities in both the lab and the field and will further students’ understanding of the process of science in an ecological context, including use of the R language for data analysis. |
Sustainability-inclusive |
SDG 13: Climate Action |
SDG 14: Life Below Water, SDG 15: Life on Land |
| BIO 380: Ornithology |
Biology (BIO) |
An introduction to the study of birds and their diversity. Topics include the origin and evolution of birds; avian taxonomy; avian flight and the design of feathers; long-distance migration; avian reproductive anatomy, physiology, and reproductive strategies; avian behavior and communication; cognition; and the conservation of birds. |
Sustainability-inclusive |
SDG 15: Life on Land |
|
| BIO 407: Applied Biotechnology |
Biology (BIO) |
Biotechnology utilizes biological processes, organisms, or systems for human use. This course examines the application of biotechnology to disciplines such as genetics, biochemistry, microbiology, and molecular biology, and the impact these technologies have on medicine, industry, the environment, and agriculture. |
Sustainability-inclusive |
SDG 09: Industry, Innovation and Infrastructure |
SDG 14: Life Below Water, SDG 15: Life on Land |
| BIO 410/ GEOG 410: Plant Ecology |
Biology (BIO) |
Examines the interactions of plants with their abiotic and biotic environment, population biology, the structure and dynamics of plant communities, ecosystems, landscapes, and climate. Field methods and analysis techniques for studying plant ecology will be covered. |
Sustainability-inclusive |
SDG 15: Life on Land |
|
| BIO 416: Evolution |
Biology (BIO) |
An investigation of the mechanisms and processes of evolution that occur from the molecular to the species level and across a few generations to millennia. Evolutionary analysis will be applied to the study of the history of life, natural selection, sexual selection, speciation, life history characteristics, and contemporary topics such as human medicine and environmental issues |
Sustainability-inclusive |
|
SDG 14: Life Below Water, SDG 15: Life on Land |
| BIO 418: Ethnobotany |
Biology (BIO) |
The relationship between plants and human cultures, with a focus on the Indigenous Peoples and environments of northwestern North America. Use of plants as foods, materials and medicines, plant nomenclature and folk classification, and the role of plants in religion and mythology. |
Sustainability-inclusive |
SDG 15: Life on Land |
SDG 02: Zero hunger, SDG 03: Good Health and Well-being, SDG 10: Reduced Inequalities |
| BIO 421: Special Topics in Applied Biology |
Biology (BIO) |
Students will have an opportunity to explore a specialized aspect of biology with an expert in the field. Field trips and/or laboratory exercises will introduce methodologies of the specialist area. |
Sustainability-inclusive |
|
SDG 14: Life Below Water, SDG 15: Life on Land |
| BIO 426: Environmental Microbiology |
Biology (BIO) |
An examination of pathogenesis, pollution remediation, energy conservation, and the symbiotic relationships between microorganisms and higher organisms which are important to life. This course will use an interdisciplinary approach to study the physiology, ecology, biochemistry, and genetics of microorganisms as they interface with us and our environment, including soil, aquatics, and the atmosphere. |
Sustainability-focused |
|
SDG 13: Climate Action, SDG 14: Life Below Water, SDG 15: Life on Land |
| BIO 427: Plants and Drugs |
Biology (BIO) |
An investigation into the impact plants have on the development of medicinal compounds. How plants influence the cultural use and linguistic terms associated with healing will be an integral part of this course. An analysis of cultural and medicinal impact both Indigenous and western will be included. |
Sustainability-inclusive |
SDG 15: Life on Land |
SDG 09: Industry, Innovation and Infrastructure |
| BIO 430: Forest Ecology |
Biology (BIO) |
An overview of the structure and function of forest ecosystems, with a special reference to forests of British Columbia and Canada. An introduction to the interaction of forest organisms with their physical and biotic environment. |
Sustainability-inclusive |
SDG 15: Life on Land |
|
| BIO 477: Traditional Ecological Knowledges |
Biology (BIO) |
This course explores Indigenous approaches to botany, zoology, and ecology. Possible topics include classification, traditional ecological knowledge, harvesting, natural resource management, animal care, and relationships to other aspects of Indigenous life, culture, and land claims. Emphasis is on traditional Northwest Coast knowledge. |
Sustainability-focused |
SDG 15: Life on Land |
SDG 04: Quality Education, SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities |
| BIO 330: Plants and Animals of BC |
Biology (BIO) |
An introduction to some of the most common species of plants, birds, and mammals of British Columbia. Through lecture and laboratory experience, students will learn systematic identification of major families of organisms. The ecology and distribution of organisms will be discussed in the context of the Biogeoclimatic Ecosystem Classification system currently used in British Columbia. |
Sustainability-inclusive |
SDG 15: Life on Land |
SDG 14: Life Below Water |
| BIOC 320: Biochemistry |
Biochemistry (BIOC) |
Covers the structures, function, and metabolic interactions of lipids, steroids, vitamins, amino acids, and proteins. An emphasis will be placed on metabolic processes that have an impact on human diseases. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
|
| BUS 201: Human Resource Management |
Business Administration (BUS) |
People are the foundation of all organizations. Managing human resources strategically is crucial for ensuring that organizations can achieve their goals. This course introduces the core human resource functions, while considering the underlying legal framework and global business trends. |
Sustainability-inclusive |
SDG 08: Decent work & economic growth |
|
| BUS 202: Contemporary Management |
Business Administration (BUS) |
Today’s managers are required to develop skills in planning, organizing, leading, and controlling. This course focuses on corporate planning and controlling, including defining corporate objectives, planning and controlling processes, decision-making, ethics and social responsibility, as well as applications and problem solving in practical business contexts. |
Sustainability-inclusive |
SDG 08: Decent work & economic growth |
SDG 10: Reduced Inequalities |
| BUS 203: Organizational Behaviour |
Business Administration (BUS) |
Emphasizing the human side of organizations, this course consists of a general overview of the basic concepts and theories of the behavior of individuals and groups in organizations. Students will participate in a variety of structured learning experiences where theories and concepts can be applied. |
Sustainability-inclusive |
|
SDG 10: Reduced Inequalities, SDG 16: Peace, Justice and Strong Institutions |
| BUS 204: Management of Non-Profit Organizations |
Business Administration (BUS) |
An introduction to management of non-profit organizations, this course will identify the various components in the non-profit world, from social service agencies to Aboriginal organizations, and explore issues unique to this sector for potential managers, board members, employees, and volunteers. |
Sustainability-inclusive |
SDG 08: Decent work & economic growth |
SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities |
| BUS 261: Business Law |
Business Administration (BUS) |
A review of the historical development of our legal system and its impact on all sectors of Canadian society, including Aboriginal and minority communities, and the essential areas of law necessary for a business practitioner and a citizen: torts, contracts, business organizations and relationships, and property. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 08: Decent Work and Economic Growth, SDG 10: Reduced Inequalities |
| BUS 306: Strengths-Based Development |
Business Administration (BUS) |
Everyone has unique talents, but guided self-discovery and critical reflection can be essential for transforming those talents into workplace strengths. Students will learn how to use their strengths to achieve individual and organizational goals. They will also be equipped to identify talents in others, and to coach individuals and teams toward achieving optimal performance. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 08: Decent Work and Economic Growth, SDG 10: Reduced Inequalities |
| BUS 327: Consumer Behaviour |
Business Administration (BUS) |
Students explore attitudes, desires, and motivations of shoppers to explain buyer choice. Theories developed in psychology, sociology, and social psychology, are applied in marketing to create comprehensive Buyer Profiles. Using field studies, students also explore the impact of the purchase environment, culture, and the people who influence the selection decision. |
Sustainability-inclusive |
SDG 08: Decent work & economic growth |
SDG 12: Responsible Consumption and Production |
| BUS 377: Cooperative Enterprises |
Business Administration (BUS) |
Cooperatives are recognized business models for economic democracy. An introduction to the challenges and opportunities in creating, managing and operating cooperative enterprises. Covers cooperative values and principles, history of the cooperative movement, types of cooperatives, and emphasizes how cooperative enterprises are environmentally, socially, equitably, and economically responsible. |
Sustainability-focused |
SDG 08: Decent work & economic growth |
SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| BUS 378: Organizational Culture, Climate, and Change |
Business Administration (BUS) |
This course reviews why organizational culture matters; provides tools for assessing and understanding it; describes the cultures of various organizations; and develops strategies for leading and managing culture change. Students apply intervention strategies about organizational culture change to specific organizations. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being, SDG 05: Gender Equality |
| BUS 379: Cross-Cultural Management |
Business Administration (BUS) |
This course presents an overview of cross-cultural management practices and issues, examining the behaviour of people in international organizations, cross-cultural work teams, with multi-cultural customers, and inter-cultural stakeholders. It emphasizes the development of competencies for managing cultural diversity in the workplace. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being, SDG 08: Decent Work and Economic Growth, SDG 16: Peace, Justice and Strong Institutions |
| BUS 400: Business and Society |
Business Administration (BUS) |
This course examines the moral and ethical issues facing contemporary business. Perspectives on ethics and justice are explored and used to assess moral and ethical obligations of stakeholders such as employees, the public, government, owners, and managers, in a wide range of situations faced by organizations. Such situations may include, among others, corporate social responsibility, employee and shareholder rights, environmental obligations, and fair business practices. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 12: Responsible Consumption and Production, SDG 16: Peace, Justice and Strong Institutions |
| BUS 403: Strategic Management |
Business Administration (BUS) |
The success of an organization requires the development and implementation of a sound business strategy. This course, together with BUS 405, forms a capstone that provides students with the opportunity to integrate and apply knowledge gained in earlier undergraduate courses. Students will learn how to formulate business strategy and gain an understanding of the principles of good strategy execution. |
Sustainability-inclusive |
SDG 08: Decent work & economic growth |
SDG 09: Industry, Innovation and Infrastructure, SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| BUS 405: Business Management Simulation |
Business Administration (BUS) |
This course together with BUS 403 form a capstone that enables students to understand the process of formulating a business strategy with a global perspective and putting it into practice through participating in a business management simulation. Students take on the role of a practicing manager charged with running a company. |
Sustainability-inclusive |
SDG 08: Decent work & economic growth |
SDG 09: Industry, Innovation and Infrastructure, SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| BUS 407: Gender and Diversity in Organizations |
Business Administration (BUS) |
This course examines how gender and diversity interact to affect individuals’ experiences within organizations. Topics include how and why individual experiences differ, differences in labour market experiences, and the effects of external socialization. |
Sustainability-focused |
SDG 05: Gender equality |
SDG 03: Good Health and Well-being, SDG 10: Reduced Inequalities, SDG 16: Peace, Justice and Strong Institutions |
| BUS 418: Workplace Health and Safety |
Business Administration (BUS) |
Human resources practitioners take a leadership role in the integration of safe practices into an organization’s operations. This helps foster an organizational culture that promotes a healthy workforce. This course examines the best practices of stakeholders that support such a work environment. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 16: Peace, Justice and Strong Institutions |
| BUS 420: International Business |
Business Administration (BUS) |
In today’s globalized economy, all businesses need to understand the international business environment. This course focuses on business in this environment, with in-depth studies of cultural, social, and economic factors that influence decision making for global impact. Topics include export and import trade, investment transfers, international production, marketing and global monetary systems. |
Sustainability-inclusive |
SDG 08: Decent work & economic growth |
SDG 09: Industry, Innovation and Infrastructure, SDG 10: Reduced Inequalities, SDG 17: Partnerships for the Goals |
| BUS 421: International Marketing |
Business Administration (BUS) |
Students explore the challenges of navigating and integrating foreign countries’ ethnic diversity, customs, values, policies, and institutions when implementing the marketing mix principles in a global marketplace. Student teams develop an international marketing plan that addresses the strategic implications and applications of different political, cultural, legal, economic, and environmental factors on global marketing management, and on a firm’s ability to allocate resources to meet its international marketing objectives. |
Sustainability-inclusive |
SDG 12: Responsible Consumption and Production |
SDG 08: Decent Work and Economic Growth, SDG 10: Reduced Inequalities |
| BUS 430: Management of Innovation |
Business Administration (BUS) |
Succeeding in today’s economy requires businesses to be more innovative. This course will explore the principles for the management of innovation process, across several industries. Key foci will be on issues of leadership, strategy, resource allocation, performance metrics measurement, and incentive rewards and how they are impacted by organizational structure and culture. |
Sustainability-focused |
SDG 09: Industry, Innovation and Infrastructure |
SDG 07: Affordable and Clean Energy, SDG 08: Decent Work and Economic Growth, SDG 12: Responsible Consumption and Production |
| BUS 477: Fair Trade and Ethical Consumption |
Business Administration (BUS) |
The history and practices of fair trade and ethical consumption movements differ from traditional practices of trade. This course explores the development of these movements and their solidarity roots, the creation of market-driven social justice, and its relationships to cooperatives, retailers, producers, and consumers. |
Sustainability-inclusive |
SDG 12: Responsible Consumption and Production |
SDG 10: Reduced Inequalities, SDG 16: Peace, Justice and Strong Institutions |
| BUS 478: Workspaces, Built Places |
Business Administration (BUS) |
People experience and interact with built environmental places and workspaces. This course examines the role of workspaces and built places on employee productivity and performance. Topics include person-place relationships, place-design experiences, territoriality-belonging, privacy, crowding-density, biophilia, servicescape, sportscape, wayfinding, and universal design. |
Sustainability-inclusive |
SDG 09: Industry, Innovation and Infrastructure |
SDG 03: Good Health and Well-being, SDG 11: Sustainable Cities and Communities |
| CIS 485: Ethics & Other Management Issues in Information Systems |
Computer Information Systems (CIS) |
Issues related to the management of information technology within organizations will be discussed. Topics will include legal, ethical, and managerial issues pertaining to the impact of automation on organizations. Various models related to the management of information technology will be discussed, and the application to the solution of business problems will be illustrated through case studies. Students will be expected to research and present topics. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 03: Good Health and Well-being |
| CIVI 200: Evidence-Based Decision Making |
Civic Studies (CIVI) |
Fundamental approaches to evidence-based decision making examined for use within public/private sector organizations. Students reflect on evidence-based methodologies, including critical thinking skills, various experimental designs, data collection, use of statistics, and Indigenous ways of knowing/being to provide evidentiary basis for decisions. Students develop skills to gather, organize, cite, review, and evaluate the decision-making process. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
|
| CIVI 202: Civic Governance in British Columbia and the Fraser Valley |
Civic Studies (CIVI) |
Provides a conceptual framework and shared language among municipal governments in British Columbia and the Fraser Valley. Examination of the historical and cultural roots of, and legal foundations for, local governments within a broader national political framework. Analysis of the impact of local governments and municipal civil servants on communities they serve. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 17: Partnerships for the Goals |
| CIVI 302: Changemaking in Local Government Systems |
Civic Studies (CIVI) |
Comparative review and analysis of political cultures, disruption, experimentation, and learning within local governance systems across Canada and globally. Consideration of how local government systems work with other levels of government and with community members and partners to balance core needs with planning for future demands. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions |
| CIVI 311: How Cities Work |
Civic Studies (CIVI) |
Examines the mechanisms of local governance through the experience of B.C. municipal and regional governments, including the organization and internal logic of city and regional governments, local bureaucracies, and relationships with the communities they serve. Emphasis is on organizational cultures and practices, and the networks that develop within and across governments. |
Sustainability-inclusive |
SDG 17: Partnerships for the Goals |
SDG 08: Decent Work and Economic Growth, SDG 16: Peace, Justice and Strong Institutions |
| CIVI 312: Risk Tolerance and Capacity Building in Local Governance |
Civic Studies (CIVI) |
Examines dimensions of innovation and learning within local governance contexts needed to confront future challenges. Focus on how organizations take calculated risks and move from risk avoidance to risk acceptance, and how to do so in ways that build from a diversity of voices within local government and through public engagement. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities |
| CIVI 400: Capstone Project in Civic Governance and Innovation |
Civic Studies (CIVI) |
Students work in diverse teams to complete an applied project to solve a problem, conduct an inquiry about an issue, or design an innovation related to civic governance. Focus on consolidating, integrating, and applying students’ discipline-specific and real-world knowledge in ways relevant to their work and the people and communities they serve. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 09: Industry, Innovation and Infrastructure, SDG 11: Sustainable Cities and Communities |
| CMNS 360: Advocacy Writing |
Communications (CMNS) |
Students will practice advocacy writing at an advanced level. The course focuses on writing persuasive requests, advocacy planning, media planning, implementing strategy, and writing advocacy campaigns for social change. This course will address the writing skills connected to larger social and political issues. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 16: Peace, Justice and Strong Institutions |
| CMNS 480: Crisis Communication |
Communications (CMNS) |
Canadian and international examples are used to explore how to (and how not to) deal with crises and serious challenges to public safety. To do so, this course draws on both theoretical and practical approaches to communicating strategically with diverse audiences in crises. |
Sustainability-inclusive |
|
SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities, SDG 17: Partnerships for the Goals |
| COMP 420: Computers and Society |
Computing Science (COMP) |
An investigation of the basic cultural, social, legal, economic, and ethical issues inherent in the discipline of computing. |
Sustainability-focused |
|
SDG 03: Good Health and Well-being, SDG 10: Reduced Inequalities |
| CRIM 103: Introduction to the Criminal Justice System |
Criminology/Criminal Justice (CRIM) |
Analyzes historical and contemporary operational practices of the criminal justice system (CJS). Students are taken through the CJS process, beginning with the moment a crime is reported through the various decision stages to the paroled release of a convicted offender. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
|
| CRIM 104: Sociological Explanations of Criminal and Deviant Behaviour |
Criminology/Criminal Justice (CRIM) |
Examines the sociological, sociocultural, and sociopsychological explanations of criminal and deviant behavior, which include ecological theories of crime and delinquency, conflict theories, control theories, and symbolic interactionist theories. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
|
| CRIM 105: Psychological Explanations of Criminal and Deviant Behaviour |
Criminology/Criminal Justice (CRIM) |
Examines the causes of criminal and deviant behaviour through psychological theories, including psychophysiological, psychoanalytic, behavioral, cognitive, and biological theories |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
|
| CRIM 135: Introduction to Canadian Law and Legal Institutions |
Criminology/Criminal Justice (CRIM) |
This course introduces students to the Canadian legal system in preparation for law-related courses. It examines the origins and role of law, our system of courts, the legal profession, legal reasoning and statutory interpretation, and private and public substantive law. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
|
| CRIM 210: Youth Crime and the Youth Justice System in Canada |
Criminology/Criminal Justice (CRIM) |
This course provides students with an analysis of the nature, prevalence, characteristics, and consequences of youth crime in Canada. It provides an overview of the historical development of Canada’s juvenile justice and child protection systems, and reviews current political, social, legal, and criminological issues associated with youth crime in Canada. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities |
| CRIM 211: Indigenous Peoples, Crime and Criminal Justice |
Criminology/Criminal Justice (CRIM) |
Examines historical and contemporary issues regarding Indigenous peoples, crime, and the criminal justice system, including the impact of colonization, government policies and programs, and the increasing role of Indigenous communities in implementing justice initiatives. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities, SDG 17: Partnerships for the Goals |
| CRIM 212: Women, Crime and Criminal Justice |
Criminology/Criminal Justice (CRIM) |
Examines historical and contemporary issues regarding Indigenous peoples, crime, and the criminal justice system, including the impact of colonization, government policies and programs, and the increasing role of Indigenous communities in implementing justice initiatives. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 05: Gender Equality |
| CRIM 215: Theory and Practice of Restorative Justice |
Criminology/Criminal Justice (CRIM) |
Discusses theoretical, historical, and philosophical perspectives on restorative justice, and the foundational principles and values of restorative justice as a response to crime and violence distinct from traditional methods within the criminal justice system. Processes and program models will be examined. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
|
| CRIM 240: Comparative Criminal Justice Systems |
Criminology/Criminal Justice (CRIM) |
An introduction to the study of several criminal justice systems. Focus will be placed on the role of political institutions, criminal law, history, and culture on the development of criminal justice systems. Includes an exploration of how different criminal justice systems respond to common problems, issues, and events. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 17: Partnerships for the Goals |
| CRIM 250: Customs and Immigration Law |
Criminology/Criminal Justice (CRIM) |
Explores the Canada Border Services Agency through an examination of relevant legislation such as the Customs Act, the Controlled Drugs and Substances Act, the Criminal Code, and the Immigration and Refugee Protection Act. Issues discussed include border security, regulatory procedures, and human rights. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
|
| CRIM 251: Law Enforcement in Canada |
Criminology/Criminal Justice (CRIM) |
Surveys law enforcement agencies, discussing the development of policing in Canada, their role in society, organizational structure and management, and community expectations of their task. Specific police functions and powers are examined. Key issues include use of force, corruption, accountability, ethics, and the political dimension of police work. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 17: Partnerships for the Goals |
| CRIM 265: Problem Management Skills for Criminal Justice Interventions |
Criminology/Criminal Justice (CRIM) |
Provides students with foundational concepts and skills for responding to common criminal justice situations. Students learn and apply communication, teamwork, and leadership concepts and strategies; apply problem-solving, conflict, and ethical decision-making models; and examine their own strengths and weaknesses using personality assessment instruments. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 03: Good Health and Well-being |
| CRIM 310: Advanced Theoretical Perspectives |
Criminology/Criminal Justice (CRIM) |
Explores the diverse nature of knowledge within the field of crime and deviance by focusing on contemporary criminological theories and their related research. Practical and political implications of the theories are also discussed. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
|
| CRIM 311: Diversity, Crime, and Criminal Justice in Canada |
Criminology/Criminal Justice (CRIM) |
Examines the social construction of “difference” and inequalities faced by selected identity groups in their interactions with Canadian laws and the criminal justice system. Students will explore innovative options for social change and social justice. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions |
| CRIM 330: Criminal Procedure and Evidence |
Criminology/Criminal Justice (CRIM) |
Examines the progression of criminal cases through the court system. Topics include jurisdiction, search and seizure, arrest, judicial interim release, the determination of admissibility of evidence, and the impact of the Charter of Rights and Freedoms on criminal procedure and evidence. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
|
| CRIM 335: Justice and Human Rights |
Criminology/Criminal Justice (CRIM) |
Examines the historical, legal, and political nature of human rights in Canada and internationally, emphasizing key tensions in the theory and practice of justice and human rights. Considers the role of justice systems in protecting and denying civil, political, and equality rights and rights of redress, especially for vulnerable groups. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities |
| CRIM 339: Professional Ethics in Criminal Justice |
Criminology/Criminal Justice (CRIM) |
Studies professional ethics in the criminal justice system, with a special focus on law enforcement. Four main subject areas include ethics education, dominant theoretical approaches, development of professional ethics, and ethical leadership. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities |
| CRIM 402: Mental Disorder and Crime |
Criminology/Criminal Justice (CRIM) |
Students will review the history and current legislation that govern mental disorder and crime. The relationship between crime and specific disorders, such as Fetal Alcohol Spectrum Disorder and schizophrenia, will be examined. The response to these disorders by criminal justice agencies will be evaluated. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
|
| CRIM 403: Advanced Studies in Youth Crime and Justice |
Criminology/Criminal Justice (CRIM) |
Provides students with a developmental perspective on serious and violent youth offending, examines specific forms of serious and violent crime by youth, and analyzes the role of the criminal justice system and community agencies in mitigating risk. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities |
| CRIM 412: Organized Crime |
Criminology/Criminal Justice (CRIM) |
Examines the issue of organized crime in Canada and its transnational dimension. Grounded in empirical research on various forms of organized crime and on the effectiveness of the criminal justice system response to this particular threat. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 17: Partnerships for the Goals |
| CRIM 414: Intervention Techniques in Corrections |
Criminology/Criminal Justice (CRIM) |
Examines the techniques that corrections personnel and associated professionals use to change criminal behaviour and reduce recidivism. Intervention techniques include counselling, therapy, and behaviour modification. Evidence of effectiveness of various intervention techniques for different types of offenders will be discussed. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
|
| CRIM 416: Media, Crime, and Criminal Justice |
Criminology/Criminal Justice (CRIM) |
Focuses on the relationship between media and the criminal justice system. The “social construction of reality”, role of the media in creating and maintaining ideologies about crime, media distortion and sensationalism, and media as a cause and cure for crime are discussed. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
|
| CRIM 417: Leadership in Groups and Organizations |
Criminology/Criminal Justice (CRIM) |
This theoretical and competency-based leadership course prepares students to assess and develop their potential for leadership. Students will learn the differences between leadership and management, study an overview of leadership theory, including international and Aboriginal perspectives on leadership, and learn a new model for transformative leadership interventions for groups and organizations. Students will assess and develop key knowledge and skill areas that will enable them to facilitate the development of individuals, groups, and organizations. Students will develop the ability to shift styles, skills, and roles appropriately, thereby increasing the effectiveness of their interventions. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 10: Reduced Inequalities, SDG 16: Peace, Justice and Strong Institutions |
| CRIM 418: Techniques of Crime Prevention |
Criminology/Criminal Justice (CRIM) |
Critically examinesthe contemporary field of crime prevention. Studentswill examine the theoretical foundations of various approaches to crime prevention and the evaluative research available to assess the efficacy of these initiatives. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
|
| CRIM 419: Victimology |
Criminology/Criminal Justice (CRIM) |
An introduction to victimology’s key concepts and to the study of various forms of victimization, the risk of victimization, the experience of victims of crime, the rights of victims, and the impact of various forms of victimization and associated trauma. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
|
| CRIM 450: Social Policy Analysis |
Criminology/Criminal Justice (CRIM) |
Discusses how social and criminal justice problems are recognized, defined, and solved with policy. Focuses on the construction, implementation, and evaluation of policy, and examines various influencing forces over policymaking. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
|
| CYC 203: Perspectives on Mental Health and Substance Misuse |
Child and Youth Care (CYC) |
Mental health care and addictions treatment fields are explored. Students will examine their own beliefs about mental health and engage in personal reflection on the role of addictive behaviour and the links with relationships and personal ecology. |
Sustainability-focused |
SDG 03: Good Health and Well-being |
SDG 10: Reduced Inequalities |
| CYC 275: Wellness and Mindfulness-Based Practices |
Child and Youth Care (CYC) |
Mindfulness-based activities are the foundation for this practical, experiential course. Step-by-step guidance and presentations are systematically utilized to introduce mindfulness-based stress reduction. Theoretical foundations and benefits are examined. Personal/professional practice is cultivated in the context of the helping professions. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
|
| CYC 280: Introduction to Policy, Politics, and Practice in Child and Youth Care |
Child and Youth Care (CYC) |
An examination of legislation and standards governing child, youth, and family services. Organizational systems of child welfare, Indigenous authorities, youth justice, and education are explored. Implications of social policy, social justice, and accountability are addressed. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities |
| CYC 296: Inclusive Child and Youth Care Practice |
Child and Youth Care (CYC) |
This course provides students with ecological perspectives of the impact of disability on families. It considers approaches to meeting physical, cognitive, emotional, and social development needs, and the greater implications related to culture, public policy, and social justice. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being |
| DENT 134: Preventive Dentistry |
Dental Assisting (DENT) |
Emphasizes the prevention of and factors influencing common dental diseases. The promotion of oral health through the use of oral self-care and use of therapeutics and fluoride therapy is examined. Students will learn about teaching and learning strategies as it relates to oral health promotion. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
|
| DENT 141: Community Dental Health |
Dental Assisting (DENT) |
Introduces the basic concepts of nutrition. Diet and dental health are examined in relation to the application of dietary analysis in order to provide nutritional counselling relative to oral health. An overview of inclusive dental public health and community based oral health programs are explored. Students will learn how to assess, plan, and deliver health education activities to various groups in the community. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 11: Sustainable Cities and Communities |
| ECE 132: Nutrition, Health, and Safety |
Early Childhoos Education (ECE) |
Comprehensive overview of the health, safety, and nutritional needs of young children. Emphasis is on the development and implementation of policies and practices that promote the well-being of children and early childhood educators. Explores community resources available to support the nutritional and health needs of young children, including the Ministry of Health requirements, planning for safety, emergency procedures, and childhood illnesses. |
Sustainability-focused |
SDG 03: Good Health and Well-being |
|
| ECON 100: Principles of Microeconomics |
Economics (ECON) |
Analyzes the decisions of individuals and firms in a market economy, with an emphasis on the use of the price mechanism to allocate resources. Provides a basic framework for evaluating welfare implications of market outcomes and public policies. |
Sustainability-inclusive |
SDG 08: Decent work & economic growth |
SDG 10: Reduced Inequalities, SDG 12: Responsible Consumption and Production |
| ECON 101: Principles of Macroeconomics |
Economics (ECON) |
Develops a basic understanding of economy-wide issues. Equips students with the theoretical framework and analytical tools to study the current macroeconomic situation and to evaluate public policies aimed at promoting long-term economic growth, full-employment, and price stability. |
Sustainability-inclusive |
SDG 12: Responsible Consumption and Production |
SDG 08: Decent Work and Economic Growth, SDG 10: Reduced Inequalities |
| ECON 199: Selected Topics in Economics |
Economics (ECON) |
This course provides students with an opportunity to investigate a range of topics through application of economic methodologies and analyses. The course will describe, analyze, and account for empirical regularities and phenomena pertaining to various contemporary social, environmental, and economic issues. |
Sustainability-inclusive |
SDG 12: Responsible Consumption and Production |
SDG 08: Decent Work and Economic Growth, SDG 10: Reduced Inequalities |
| ECON 215: Canadian Economic Issues |
Economics (ECON) |
Economic models and methodology are applied to major issues facing Canada, its Indigenous communities, and its relationship with significant trading partners. Students engage in discussion and formal analysis of various economic policy issues related to the challenges examined. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 08: Decent Work and Economic Growth, SDG 12: Responsible Consumption and Production, SDG 16: Peace, Justice and Strong Institutions |
| ECON 242: Economic Geography |
Economics (ECON) |
Concepts and methods of economic geography. Focus on the spatial distribution of and interactions between natural resources and energy, manufacturing, and services in the capitalist economy. Additional consideration of geographies of innovations, competition, and inequality, and of firm location decisions. |
Sustainability-focused |
SDG 12: Responsible Consumption and Production |
SDG 09: Industry, Innovation and Infrastructure, SDG 13: Climate Action |
| ECON 299: Selected Topics in Economics |
Economics (ECON) |
Provides students with an opportunity to investigate a topic not otherwise addressed in course offerings. Through application of economic methodologies, this course will describe, analyze, and account for empirical regularities and phenomena pertaining to various social, environmental, and economic issues. |
Sustainability-inclusive |
|
SDG 08: Decent Work and Economic Growth, SDG 09: Industry, Innovation and Infrastructure, SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities, SDG 12: Responsible Consumption and Production |
| ECON 341: International Trade |
Economics (ECON) |
Topics discussed include trade theory and policy in general equilibrium, empirical tests and extensions of theoretical trade models, economic growth and international trade, multinational enterprises, globalization of the production process, trade and the environment, and international agreements and disputes. |
Sustainability-inclusive |
SDG 17: Partnerships for the Goals |
SDG 12: Responsible Consumption and Production, SDG 16: Peace, Justice and Strong Institutions |
| ECON 352: Technology, Development, and Economic Growth |
Economics (ECON) |
Theoretical models of economic growth and technological progress are used to study the sources of economic growth, the impact of technological advances on growth and economic systems, the social-economic factors that influence innovation and diffusion of technology, and public policy. |
Sustainability-focused |
SDG 08: Decent work & economic growth |
SDG 09: Industry, Innovation and Infrastructure |
| ECON 361: Environmental Resources |
Economics (ECON) |
Explores the relationship between economic activity, government regulation, and environmental outcomes. Students will study the economic framework used to estimate the costs and benefits of environmental regulations in order to evaluate various applied policy questions. |
Sustainability-focused |
SDG 08: Decent work & economic growth |
SDG 11: Sustainable Cities and Communities, SDG 12: Responsible Consumption and Production, SDG 13: Climate Action |
| ECON 398: Development Economics |
Economics (ECON) |
Applies economic methodology to the policy issues of developing economies. Country cases and cross-country comparative studies are used to illustrate the approach of development economics. Utilizing interdisciplinary perspectives, the economic analysis of development issues is considered alongside their institutional, historical, and geographical contexts. |
Sustainability-focused |
SDG 08: Decent work & economic growth |
SDG 10: Reduced Inequalities, SDG 12: Responsible Consumption and Production, SDG 17: Partnerships for the Goals |
| ECON 410: Macroeconomics and Financial Markets |
Economics (ECON) |
Examines macroeconomic phenomena with a focus on the economic function of financial markets. Topics include financial markets and institutions, inflation and unemployment, interest rates in capital markets, savings and investment, business cycles, international finance, and economic growth. |
Sustainability-inclusive |
SDG 08: Decent work & economic growth |
SDG 12: Responsible Consumption and Production |
| ECON 499: Special Topics in Economics |
Economics (ECON) |
Provides students with an opportunity to investigate a topic not otherwise addressed in course offerings. Through application of economic methodologies, this course will describe, analyze, and account for empirical regularities and phenomena pertaining to various social, environmental, and economic issues. |
Sustainability-inclusive |
|
SDG 08: Decent Work and Economic Growth, SDG 09: Industry, Innovation and Infrastructure, SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities, SDG 12: Responsible Consumption and Production |
| ENGL 271: Topics in Contemporary Rhetoric |
English (ENGL) |
Students will be introduced to basic concepts and terms from the field of rhetoric, and apply them to the analysis of a particular contemporary cultural context (e.g. Canadian political debate; Indigenous rights claims; social media; environmental debate; stand-up comedy). |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being |
| ENGL 333: Nineteenth-Century British Novels |
English (ENGL) |
Traces the development of the British novel over the course of the nineteenth century, examining representative works in the context of major social, historical, and cultural transformations including industrialization, shifting concepts of gender, and colonialism. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being, SDG 05: Gender Equality |
| ENGL 366: Contemporary Perspectives on Literary Texts |
English (ENGL) |
This course surveys major trends in twentieth century and contemporary literary theory. Areas of concentration may be selected from psychoanalytical theory, Marxism, feminism, structuralism and poststructuralism, postcolonial theory, new historicism, reader response theory, or indigenous writings on decolonization. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being, SDG 05: Gender Equality |
| ENGL 380: South Asia Literature |
English (ENGL) |
The focus of this course is South Asian literature from India, Pakistan, Bangladesh, Nepal, and/or Sri Lanka. Students explore a broad range of relevant historical and sociocultural contexts, as well as such issues as empire, race, religion, caste, gender, nation, and class. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 05: Gender Equality |
| ENGL 384: Topics in South Asian Diaspora Literature |
English (ENGL) |
This course will examine literatures of South Asian diaspora from Canada, Britian, Australia, the United States, and elsewhere. An overview of the South Asian diasporic (migratory) movements: both colonial and postcolonial: will provide the historical, soci-cultural, political, and/or economical context to understatnd the selected literary texts, including novels. plays, poetry, and/or autobiography. Topics for discussion may include home and homeland, nation, migration, identity and belonging, race and racism, empire and colonialism, and movements and restrictions, among others. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 05: Gender Equality |
| ENGL/ANTH 367: Culture and Theory of Diaspora |
Anthropology (ANTH) |
This seminar course investigates the phenomenon of diaspora in modern, postcolonial, and global contexts. Examining an interdisciplinary literature from the social sciences and humanities, students will become familiar with the social features of diaspora and the cultural expression of the diasporic condition through a consideration of theoretical, literary, and ethnographic texts. Particular attention will be given to the local nuances of diaspora in Canada and Europe. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 17: Partnerships for the Goals |
| ENGR 124: Engineering Design II: Design and Sustainability |
Engineering (ENGR) |
Expands on student’s understanding of engineering design as applied to larger, more self-directed projects. Working in groups, students will follow a structured process to design a system comprising of electrical, mechanical, and software sub-systems over the term. Students will complete one major project through several milestone stages with associated technical reporting. This course includes an introduction to the concept of sustainability and its impact on engineering design, and an exposure to engineering ethics. |
Sustainability-focused |
SDG 09: Industry, Innovation and Infrastructure |
SDG 06: Clean Water and Sanitation, SDG 07: Affordable and Clean Energy, SDG 11: Sustainable Cities and Communities |
| ENV 200: Bioregional Communities |
Environmental Studies (ENV) |
Uses the Fraser Lowlands as a laboratory for the development of multi-disciplinary and hands-on approaches to defining and sustaining our bioregion and the ecological and cultural communities within it. |
Sustainability-focused |
SDG 15: Life on Land |
SDG 14: Life Below Water |
| ENV 299: Environmental Portfolio I |
Environmental Studies (ENV) |
Portfolio development course focused on identifying and expanding on environmental linkages between required and elective courses within the BES and BES (Natural Sciences) program, ideas presented in courses and lived experiences, and academic experiences and employer expectations. Designed to be taken during the winter term of the student’s second year in BES or BES (Natural Sciences) program. |
Sustainability-focused |
SDG 13: Climate Action |
|
| ENV 310: Leadership in Environmental Professions |
Environmental Studies (ENV) |
Develops leadership skills for use in environmental professions. Using case study analysis and guest lectures, learn about holistic, shared, and inclusive leadership principles and practices in facilitating environmental change and addressing environmental conflict. Students will build confidence in key leadership skills, learn from the lived experience of environmental professionals, and use case studies and management methods that aid transparency, communication, and accountability in environmental project and field work. |
Sustainability-focused |
SDG 13: Climate Action |
SDG 12: Responsible Consumption and Production, SDG 16: Peace, Justice and Strong Institutions |
| ENV 330: Sustainable Fashion |
Environmental Studies (ENV) |
Students will explore current impacts associated with the fashion industry, how sustainable fashion strategies are developed to respond to impacts, and how the role of communication affects consumer demands. Socio-cultural, economic, and environmental data is analyzed using real-world fashion case studies. Collaborative research projects will provide experiential learning opportunities. |
Sustainability-focused |
SDG 12: Responsible Consumption and Production |
SDG 13: Climate Action |
| ENV 399: Environmental Portfolio II |
Environmental Studies (ENV) |
Portfolio development course focused on identifying and expanding on environmental linkages between required and elective courses within the BES program, ideas presented in courses and lived experiences, and academic experiences and employer expectations. Designed to be taken during the winter term of the student’s third year (between 60 and 90 credits) in the BES or BES (Natural Sciences) program. |
Sustainability-focused |
SDG 13: Climate Action |
|
| ENV 410: Environmental Seminar |
Environmental Studies (ENV) |
Seminar course structured for in-depth exploration of an environmental issue, body of literature, or research question. Topic will be approached from multiple disciplinary perspectives. |
Sustainability-focused |
SDG 13: Climate Action |
SDG 14: Life Below Water, SDG 15: Life on Land |
| ENV 499: Environmental Portfolio III |
Environmental Studies (ENV) |
Advanced portfolio development course focused on identifying and expanding on environmental linkages between required and elective courses within the BES and BES (Natural Sciences) program, ideas presented in courses and lived experiences, and academic experiences and employer expectations. Designed to be taken during the winter term of the student’s final year in BES or BES (Natural Sciences) program. |
Sustainability-focused |
SDG 13: Climate Action |
|
| FAM 04: Health, Safety, and Nutrition |
Family Child Care (FAM) |
This course will familiarize participants with the health, safety and nutritional needs of young children. It will emphasize how family child care providers can offer a safe home environment that is consistent with the healthy growth and development of children. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 02: Zero hunger |
| FILM 311: Gender, Sexuality, and Film |
Film (FILM) |
Students analyze film’s representational modes and critical practices in relation to theories of gender and sexuality. Emphasis is placed on historically and culturally nuanced analysis and examples of works by feminist, Indigenous, transgender, and queer filmmakers. |
Sustainability-inclusive |
SDG 05: Gender equality |
SDG 10: Reduced Inequalities |
| FNST 275: Contemporary Issues and Policies in Aboriginal Education |
First Nations Studies (FNST) |
This course examines the major issues and policies impacting Aboriginal education in Canada. By understanding the multifaceted influences that continue to affect the capacity of Aboriginal communities, students will be better prepared to enhance the learning environment in the classroom, as well as to validate Aboriginal youth and their families. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities, SDG 17: Partnerships for the Goals |
| GDS 100: A World of Development |
Global Development Studies (GDS) |
An introduction to the processes and practices of development in global and local contexts. Examples from around the world are used to illustrate both “natural” and planned development activities and their consequences. Students will learn to critically assess and apply various development approaches and methods. |
Sustainability-focused |
SDG 11: Sustainable Cities and Communities |
SDG 04: Quality Education, SDG 12: Responsible Consumption and Production, SDG 13: Climate Action |
| GDS 204: Development in Sub-Saharan Africa |
Global Development Studies (GDS) |
Students are introduced to key social, economic, political, and environmental issues and challenges that have faced post-colonial Sub-Saharan Africa, with a focus on writings by scholars and development actors from the African continent. |
Sustainability-focused |
SDG 11: Sustainable Cities and Communities |
SDG 04: Quality Education, SDG 09: Industry, Innovation and Infrastructure, SDG 12: Responsible Consumption and Production, SDG 13: Climate Action |
| GDS 220: Anthropology of Globalization and Development |
Global Development Studies (GDS) |
An examination of the effects of globalization and development on local cultures, especially peasant and Indigenous societies, across the global South, with an emphasis on Latin America, and their reactions of resistance, accommodation, and transformation. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 11: Sustainable Cities and Communities, SDG 12: Responsible Consumption and Production |
| GDS 260: Gender and Global Development |
Global Development Studies (GDS) |
Explores the gendered nature of development, drawing upon a wide variety of themes from several regions in the Global South. Examines the evolution and debates related to gender and development, as well as the diverse methods and approaches used by development practitioners to integrate gender issues and concerns into their work in international development organizations. Also, focuses on the policies of development actors, including Global Affairs Canada. |
Sustainability-focused |
SDG 05: Gender equality |
SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities, SDG 17: Partnerships for the Goals |
| GDS 270: Fundamentals of Global Health and Development |
Global Development Studies (GDS) |
An introduction to key issues in global health, and an exploration of critical perspectives on health policy and practice in the contexts of the global South and marginalized groups in the global North. Students will learn about intersecting social determinants of health and social inequalities, and health and development interlinkages. |
Sustainability-focused |
SDG 03: Good Health and Well-being |
SDG 04: Quality Education, SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities |
| GDS 299: Special Topics in Development Studies I |
Global Development Studies (GDS) |
An examination of a selected topic within development studies that is not addressed in current course offerings. Topics may include, but are not limited to, crisis and disaster relief, gender and development, and sustainable development. |
Sustainability-focused |
|
SDG 01: No poverty, SDG 03: Good Health and Well-being, SDG 05: Gender Equality, SDG 09: Industry, Innovation and Infrastructure, SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities, SDG 12: Responsible Consumption and Production, SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| GDS 330: Humanitarianism and Complex Emergencies |
Global Development Studies (GDS) |
An exploration of the nature and impacts of humanitarian emergencies and humanitarian aid in the global South. Students learn to apply an anthropological perspective and use ethnographic texts to interrogate complex causes of humanitarian emergencies, encounters between humanitarian aid actors and recipients of aid, the humanitarian response, and development challenges faced by “post-conflict” countries. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 01: No poverty, SDG 16: Peace, Justice and Strong Institutions |
| GDS 332: Refugees, Displacement, and Development |
Global Development Studies (GDS) |
Students explore the nature, impacts, and socio-political, economic, and environmental root causes of forced migration and internal displacement in the global South, while making linkages between displacement and development. Students analyze representations and narratives surrounding refugees and displaced persons and refugee camps, and responses and policies of governments and actors in the global South and North. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 01: No poverty, SDG 03: Good Health and Well-being, SDG 17: Partnerships for the Goals |
| GDS 340/GEOG 340: Geography of Poverty and Development |
Geography (GEOG) |
This course uses an interdisciplinary framework to critically examine diverse approaches to implementing socially, economically, and environmentally sustainable development initiatives, in Canada and internationally, with emphases on the environment, food security, natural resources, climate change, and community participation. |
Sustainability-focused |
SDG 01: No poverty |
SDG 02: Zero hunger ,SDG 03: Good Health and Well-being, SDG 10: Reduced Inequalities, SDG 13: Climate Action, SDG 17: Partnerships for the Goals |
| GDS 399: Special Topics in Development Studies II |
Global Development Studies (GDS) |
An examination of a selected topic within development studies that is not addressed in current course offerings. Topics may include, but are not limited to, education and development, health and development, migration and refugees, Indigenous peoples’ development, and development project planning and management. |
Sustainability-focused |
|
SDG 03: Good Health and Well-being, SDG 04: Quality Education, SDG 05: Gender Equality, SDG 09: Industry, Innovation and Infrastructure, SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities, SDG 12: Responsible Consumption and Production, SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| GDS 400: Global Development Seminar |
Global Development Studies (GDS) |
This is the capstone course for the Global Development Studies program. It brings together GDS students to present, analyze, and compare different field experiences and to see how various activities fit together in the pursuit of development. Student-selected development issues are subjected to critical discussion. Students work toward an understanding of their personal values in relation to the practice of development. |
Sustainability-focused |
|
SDG 03: Good Health and Well-being, SDG 04: Quality Education, SDG 05: Gender Equality, SDG 09: Industry, Innovation and Infrastructure, SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities, SDG 12: Responsible Consumption and Production, SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| GEOG 103: The Physical Environment |
Geography (GEOG) |
This course explores, through a scientific and quantitative framework, how physical processes shape the natural environment. It focuses on the interconnected processes of the atmosphere, hydrosphere, lithosphere, and biosphere. Impacts of human activities on the natural environment are also discussed. |
Sustainability-inclusive |
SDG 13: Climate Action |
SDG 14: Life Below Water, SDG 15: Life on Land |
| GEOG 105: Natural Hazards and Hollywood |
Geography (GEOG) |
This course will consider the science, evolution, human preparedness, and the management of recovery from natural hazards (hurricanes, earthquakes, and diseases). In part this information will be used to assess how accurately film and television portray the science, preparedness, and response to these events. |
Sustainability-focused |
SDG 13: Climate Action |
|
| GEOG 109: A World of Development |
Geography (GEOG) |
An introduction to the processes and practices of development in global and local contexts. Examples from around the world are used to illustrate both “natural” and planned development activities and their consequences. Students will learn to critically assess and apply various development approaches and methods. |
Sustainability-inclusive |
SDG 12: Responsible Consumption and Production |
SDG 11: Sustainable Cities and Communities, SDG 13: Climate Action |
| GEOG 111: Environmental Issues and Strategies |
Geography (GEOG) |
Contemporary environmental challenges in a global and local context. Students use citizen science and geographic methods to design a local environmental research project and identify strategies for adaptation. |
Sustainability-focused |
SDG 12: Responsible Consumption and Production |
SDG 11: Sustainable Cities and Communities, SDG 13: Climate Action, SDG 14: Life Below Water |
| GEOG 130: Geography of Canada |
Geography (GEOG) |
This geographic introduction to the land now known as Canada examines the landscape through cultural, social, political, economic, environmental, and physical lenses. The course uses historical and contemporary knowledges to analyze the patterns, processes, and relationships between space, place, and time. |
Sustainability-inclusive |
SDG 15: Life on Land |
SDG 10: Reduced Inequalities, SDG 14: Life Below Water, SDG 16: Peace, Justice and Strong Institutions |
| GEOG 140: Human Geography |
Geography (GEOG) |
A broad survey course of human geography applying the concepts and tools of the discipline to the regions, societies, and landscapes that result from the interaction between humans and their environment and cultural, economic, social, and political landscapes. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions |
| GEOG 201: Climate and People |
Geography (GEOG) |
An exploration of the physical processes responsible for determining Earth’s weather and climate. This exploration will include the human dimension of weather and climate phenomena. |
Sustainability-inclusive |
SDG 13: Climate Action |
|
| GEOG 202: Understanding Your Earth: Landforms and Processes |
Geography (GEOG) |
Describes and explains the geomorphic processes that result in the origin, evolution, morphology, and distribution of landforms in British Columbia and elsewhere. This course also describes and explains how landform change is quantified, dated, and used as a proxy for environmental (e.g. climate) change. Practical geographic skills will be developed in field and laboratory settings. |
Sustainability-inclusive |
SDG 15: Life on Land |
SDG 13: Climate Action, SDG 14: Life Below Water |
| GEOG 219: Biogeography |
Geography (GEOG) |
Biogeography integrates geography, biology, geology, paleontology, and ecology. Learn how biogeographers study species distribution, track continental drift, and use fossils to help understand evolutionary changes in flora and fauna through geologic time. |
Sustainability-focused |
SDG 15: Life on Land |
SDG 14: Life Below Water |
| GEOG 233: Geography of Selected Regions |
Geography (GEOG) |
This course provides a comprehensive introduction to the regional geography of a major world region. Subject matter will be drawn from physical and human geography, with an emphasis placed on human-environment interactions, and the development of distinct cultural, economic, and social landscapes. Field trips outside of class time may be required. |
Sustainability-inclusive |
|
SDG 13: Climate Action, SDG 14: Life Below Water, SDG 15: Life on Land |
| GEOG 240: World Regional Geography |
Geography (GEOG) |
Provides students with a broad overview of the physical, socio-political and cultural characteristics of different regions of the world, using the concepts and tools of geography. In light of debates over the merits of globalization, this course also considers how human/environment relationships and diverse landscapes are changing due to increasing technological and economic interconnections between the world’s peoples and cultures. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions |
| GEOG 241: Social Geography: The Urban Experience |
Geography (GEOG) |
An introduction to geographical interrelationships between society, spatial change, and intercultural processes within urban environments. Selected themes may include experiences of refugees, vulnerable children, racial minorities, and immigrants and their experiences in the urban realm. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 14: Life Below Water, SDG 15: Life on Land, SDG 16: Peace, Justice and Strong Institutions |
| GEOG 242: Economic Geography |
Geography (GEOG) |
Concepts and methods of economic geography. Focus on the spatial distribution of and interactions between natural resources and energy, manufacturing, and services in the capitalist economy. Additional consideration of geographies of innovations, competition, and inequality, and of firm location decisions. |
Sustainability-focused |
SDG 09: Industry, Innovation and Infrastructure |
SDG 08: Decent Work and Economic Growth, SDG 11: Sustainable Cities and Communities, SDG 12: Responsible Consumption and Production |
| GEOG 253: Introduction to Geographic Information Systems |
Geography (GEOG) |
This course explores how to manage, map, and analyze information related to our world using a geographic information system (GIS). Emphasis is on concepts and software techniques used to manipulate data and examine problems from a variety of subject areas. |
Sustainability-inclusive |
SDG 09: Industry, Innovation and Infrastructure |
SDG 11: Sustainable Cities and Communities |
| GEOG 257: Environment: Science and Communications |
Geography (GEOG) |
Introduces students to the methods of scientific inquiry and the principles of effective communication in environmental science. Students will apply the scientific method to case studies of environmental issues to highlight challenges and possible solutions at local, regional, and national scales, while exploring the interface between science, politics, and popular perceptions. Students will also use research methods and digital tools to gather and share qualitative and quantitative data with various audiences, including stakeholder groups, other scientists, policy makers, and the general public. |
Sustainability-focused |
SDG 13: Climate Action |
SDG 14: Life Below Water, SDG 15: Life on Land |
| GEOG 260: Global Goals Studio: Sustainable Communities by Design |
Geography (GEOG) |
Introduction to the critical issues of our times including food security, climate change, biodiversity loss, sea-level rise, and sustainable land use. Exploration of land-based planning policies, scientific data, and concepts of spatial justice required to address global challenges. Applying the lens of UN Sustainable Development Goals, and specifically SDG 11 and Human Rights legislation as a global challenge statement where students work with community partners to design a response to secure more sustainable, equitable, and resilient communities. |
Sustainability-focused |
SDG 11: Sustainable Cities and Communities |
SDG 12: Responsible Consumption and Production, SDG 13: Climate Action |
| GEOG 300: Special Topics in Geography |
Geography (GEOG) |
An opportunity to explore a topic or subfield in a new and significant area of geographical research and scholarship. Topics will be chosen from a wide range of physical, human, regional, and technical areas in geography. |
Sustainability-focused |
|
SDG 05: Gender Equality, SDG 06: Clean Water and Sanitation, SDG 07: Affordable and Clean Energy, SDG 09: Industry, Innovation and Infrastructure, SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities, SDG 12: Responsible Consumption and Production, SDG 13: Climate Action, SDG 14: Life Below Water, SDG 15: Life on Land, SDG 17: Partnerships for the Goals |
| GEOG 302: River Geomorphology |
Geography (GEOG) |
Provides a comprehensive understanding of the processes responsible for shaping the river environment and the landforms that result from them. Emphasis is placed on understanding the theoretical basis of river geomorphology and the identification and formative processes of these |
Sustainability-inclusive |
SDG 14: Life Below Water |
SDG 06: Clean Water and Sanitation, SDG 13: Climate Action |
| GEOG 303: Environmental Hydrology |
Geography (GEOG) |
Investigates hydrological processes, the impact of climate change on the hydrological cycle, water resource management, and concerns of water quality. The impact of human use on the hydrology of a region will be addressed. |
Sustainability-focused |
SDG 13: Climate Action |
SDG 06: Clean Water and Sanitation, SDG 14: Life Below Water |
| GEOG 304: Coasts and Climate Change |
Geography (GEOG) |
The coastal zone represents one of the most dynamic and complex environments on the earth’s surface. This course will investigate the complex interactions between people, coastal processes, and landform zones in times of environmental change and sea-level rise. |
Sustainability-focused |
SDG 13: Climate Action |
SDG 06: Clean Water and Sanitation, SDG 11: Sustainable Cities and Communities, SDG 14: Life Below Water, SDG 15: Life on Land |
| GEOG 307: Climates of Cities |
Geography (GEOG) |
An exploration of the climatic effects of urbanization with a focus on the collection and analysis of urban climate data. Human-weather interaction in the urban setting including the degradation of the urban atmosphere and potential mitigation techniques are investigated. |
Sustainability-focused |
SDG 13: Climate Action |
SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| GEOG 308: Climate Change and Variability |
Geography (GEOG) |
This course investigates the causes and characteristics of regional and global climate change and variability. The significance of understanding past climates and their reconstruction is addressed. Environmental and socio-economic impacts of climate change, policy responses to climate change, and mitigation and adaptation strategies are examined. |
Sustainability-focused |
SDG 13: Climate Action |
SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions |
| GEOG 311: World Resources and Environment |
Geography (GEOG) |
Investigation of relationships between communities, markets, and the environment in the management of natural resources. Consideration of how global markets influence spatial patterns of energy and resource development, the use of common pool resources, environmental assessment, and sustainable planning principles. |
Sustainability-focused |
SDG 12: Responsible Consumption and Production |
SDG 11: Sustainable Cities and Communities, SDG 13: Climate Action, SDG 17: Partnerships for the Goals |
| GEOG 312: Nature, Power, and Place |
Geography (GEOG) |
Through a political ecology lens, this course examines the ways social, cultural, political, and economic processes influence human-environment relations, unequal distribution of natural resource wealth, and various understandings of nature. Case studies explore co-production of Indigenous and scientific knowledge, livelihood and environmental change, marginalization, environmental conflict, social movements, conservation and development. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities, SDG 13: Climate Action, SDG 17: Partnerships for the Goals |
| GEOG 313: Agriculture and Rural Life |
Geography (GEOG) |
Agriculture is essential to our well-being, and yet for the majority it is easy to separate this fact from our day to day lives. For those who live in rural areas, however, the features of agriculture and rural life are often inseparable. Fertilizer in the ground water, agricultural noise pollution, housing development, seasonal workers—these are just a few of the issues for exploration under the topic of agriculture and rural life. This course is an applied introduction to agriculture and rural life in the North America context, with students conducting their own primary research on a subject of relevance to the course and under guidance of the instructor. Class time will be spent learning about a specific case study or studies related to agriculture and rural life, and discussing practical and theoretical aspects of conducting a research project. |
Sustainability-focused |
SDG 02: Zero hunger |
SDG 06: Clean Water and Sanitation, SDG 08: Decent Work and Economic Growth, SDG 12: Responsible Consumption and Production, SDG 13: Climate Action, SDG 15: Life on Land |
| GEOG 314: Geography of Flood |
Geography (GEOG) |
Food is used as a lens through which global relationships between nature and culture are explored. Topics include the geography of food production and food security. Characteristics of diverse culinary cultures are explored and culinary cultural norms and biases identified. |
Sustainability-focused |
SDG 02: Zero hunger |
SDG 10: Reduced Inequalities, SDG 12: Responsible Consumption and Production, SDG 14: Life Below Water, SDG 15: Life on Land |
| GEOG 315: Soilscapes |
Geography (GEOG) |
Soils result from the interface of bedrock and biota regulated by climate. In this course students will learn how soils vary along environmental gradients across the landscape according to physical, chemical, and ecological processes that define key soil horizons. |
Sustainability-inclusive |
SDG 15: Life on Land |
|
| GEOG 316: Geography of Food II: Fermentation |
Geography (GEOG) |
Covers the role of fermentation processes in the global food system, introducing students to historic and current uses of fermentation in culinary applications, and exploring fermented foods and beverages and their culinary geographies. Fermentation as an element of culinary knowledge, cultural geography, and economic geography will be discussed, with applications in food processing and tourism. |
Sustainability-inclusive |
SDG 02: Zero hunger |
SDG 10: Reduced Inequalities, SDG 12: Responsible Consumption and Production, SDG 14: Life Below Water, SDG 15: Life on Land |
| GEOG 318: Water Resources Management |
Geography (GEOG) |
This course examines the issues surrounding water as a global resource and the scientific principles involved in water resources management. Emphasis is placed on the understanding of the role that water as a resource has within our societies, including our perception of water as a resource, contamination of water, treatment of water, and possible impacts on water supply resulting from climate change. Field trips outside of class time may be required. |
Sustainability-focused |
SDG 14: Life Below Water |
SDG 06: Clean Water and Sanitation, SDG 12: Responsible Consumption and Production, SDG 13: Climate Action, SDG 16: Peace, Justice and Strong Institutions |
| GEOG 319: Swamps and Bogs |
Geography (GEOG) |
Swamps, bogs, and other types of wetlands provide essential ecosystem functions to watersheds that support them. Using hydrology, soils, and vegetation, students will learn how to delineate wetland boundaries and assess biogeochemical cycling along environmental gradients. |
Sustainability-inclusive |
SDG 15: Life on Land |
SDG 14: Life Below Water |
| GEOG 323: Geography of War, Terrorism, and Peace |
Geography (GEOG) |
This course in geopolitics focuses on how space and place shapes, and is shaped by, terrorism and war. The focus is on conflict emerging from and after the Cold War, and in particular on geographies of conflict between 1991 and today. Topics include the diffusion and globalization of war and terrorism; gendered, ethnic, and religious spaces of conflict; the surveillance of and conflict in urban settings; the role of natural resources (oil, minerals, and drugs) in war; the ecological impacts of war; and landscapes of peace, remembrance, and post-war recovery. Field trips outside of class time may be required. Refer to the Department of Geography website for field trip information. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 03: Good Health and Well-being, SDG 05: Gender Equality, SDG 08: Decent Work and Economic Growth, SDG 10: Reduced Inequalities, SDG 12: Responsible Consumption and Production, SDG 13: Climate Action, SDG 15: Life on Land |
| GEOG 331: Environmental Assessment and Management |
Geography (GEOG) |
Examination of environmental assessment and ecosystem management frameworks utilized in natural resource management. Specific investigation of processes, policies, and procedures used in B.C. and Canada, the U.S., and selected global contexts. |
Sustainability-focused |
SDG 15: Life on Land |
SDG 13: Climate Action, SDG 14: Life Below Water, SDG 16: Peace, Justice and Strong Institutions |
| GEOG 335: Freshwater Ecology |
Geography (GEOG) |
The study of inland waters including lakes, wetlands, rivers, and streams. Topics include the biotic components of freshwater ecosystems such as invertebrate and fish communities, the hydrology and geology of lake and stream systems, and the fundamentals of surface water chemistry and physics. |
Sustainability-focused |
SDG 14: Life Below Water |
SDG 06: Clean Water and Sanitation, SDG 13: Climate Action |
| GEOG 340: Geographies of Poverty and Development |
Geography (GEOG) |
This course uses an interdisciplinary framework to critically examine diverse approaches to implementing socially, economically, and environmentally sustainable development initiatives, in Canada and internationally, with emphases on the environment, food security, natural resources, climate change, and community participation. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 02: Zero hunger, SDG 05: Gender Equality, SDG 11: Sustainable Cities and Communities, SDG 12: Responsible Consumption and Production, SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| GEOG 344: Geography of Urban Development |
Geography (GEOG) |
This course applies the principles of urban geographical analysis to the study of urbanization as exemplified in the development of North American cities in a global context. |
Sustainability-inclusive |
SDG 11: Sustainable Cities and Communities |
SDG 12: Responsible Consumption and Production, SDG 13: Climate Action, SDG 16: Peace, Justice and Strong Institutions |
| GEOG 353: Geography of Religion and Peacebuilding |
Geography (GEOG) |
The influence of religion on intercultural practices, built and natural environments, territory, conflict, and peace is examined. Consideration is given to deconstructing belief systems to understand their role in the nexus of human rights, migration, identity, development, and peacebuilding. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 16: Peace, Justice and Strong Institutions |
| GEOG 357: Conservation GIS |
Geography (GEOG) |
Concepts in conservation planning and management will be investigated through the application of spatial analysis techniques and Geography Information Systems (GIS). |
Sustainability-focused |
SDG 09: Industry, Innovation and Infrastructure |
SDG 12: Responsible Consumption and Production, SDG 14: Life Below Water, SDG 15: Life on Land |
| GEOG 358: Forensic Geographic Information Systems |
Geography (GEOG) |
Concepts in crime mapping, environmental criminology, and geographic profiling will be investigated through the application of spatial analysis techniques and Geography Informational Systems (GIS). |
Sustainability-inclusive |
SDG 09: Industry, Innovation and Infrastructure |
SDG 11: Sustainable Cities and Communities |
| GEOG 360: Introduction to Regional and Community Planning |
Geography (GEOG) |
Concepts in the field of planning and current policy issues and debates are addressed. Partnering with a local agency, students work on addressing a planning challenge that introduces them to careers in development policy, local government, and registered professional planning. |
Sustainability-inclusive |
SDG 11: Sustainable Cities and Communities |
SDG 08: Decent Work and Economic Growth, SDG 09: Industry, Innovation and Infrastructure, SDG 12: Responsible Consumption and Production, SDG 13: Climate Action |
| GEOG 362: Geography of Tourism and Recreation |
Geography (GEOG) |
Introduction to tourism and recreation systems from a geographic perspective. Use of applied and critical approaches to study of spatial patterns of and impacts resulting from tourism and recreation activities, both locally and globally. |
Sustainability-focused |
SDG 11: Sustainable Cities and Communities |
SDG 05: Gender Equality, SDG 10: Reduced Inequalities, SDG 12: Responsible Consumption and Production, SDG 13: Climate Action, SDG 17: Partnerships for the Goals |
| GEOG 364: International Planning and Development Policy: Adapting to Climate Change |
Geography (GEOG) |
International development strategies within the context of climate change are discussed. Focus on consequences of policy on societal systems and marginalized groups, including transportation and housing, agriculture and energy production, and ecological systems in which humans interact. |
Sustainability-focused |
SDG 17: Partnerships for the Goals |
SDG 01: No poverty, SDG 02: Zero hunger, SDG 06: Clean Water and Sanitation, SDG 07: Affordable and Clean Energy, SDG 13: Climate Action, SDG 16: Peace, Justice and Strong Institutions |
| GEOG 400: Advanced Topics in Geography |
Geography (GEOG) |
This course provides students with an opportunity to conduct advanced field research in a subfield in a significant area of geographical scholarship. Topics will be chosen from a wide range of physical, human, regional, and technical areas in geography, and will build on programming and learning at the 300-level. The course often runs as an Independent Studies. Topics include Dendrochronology, Luminescence Dating, and Sustainable Development, among others. |
Sustainability-inclusive |
|
SDG 02: Zero hunger, SDG 05: Gender Equality, SDG 06: Clean Water and Sanitation, SDG 07: Affordable and Clean Energy, SDG 09: Industry, Innovation and Infrastructure, SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities, SDG 12: Responsible Consumption and Production, SDG 13: Climate Action, SDG 14: Life Below Water, SDG 15: Life on Land |
| GEOG 402: Quaternary Geology and Geomorphology |
Geography (GEOG) |
Examines selected aspects of stratigraphy, geomorphology, glacial geology, and long-term climate history of the Quaternary Period. Glacial and fluvial sedimentary models introduced in GEOG 202 and GEOG 302 will be reviewed. Regional emphasis will be placed on southwestern British Columbia and adjacent regions. |
Sustainability-focused |
SDG 13: Climate Action |
SDG 09: Industry, Innovation and Infrastructure, SDG 14: Life Below Water, SDG 15: Life on Land |
| GEOG 412: Environmental Geography Practicum |
Geography (GEOG) |
This course enables students to integrate applied practical experience and training into their academic studies in environmental geography. Students will participate in up to a semester-long practicum that will provide them with the opportunity to build upon their skills in a supervised and usually unpaid work experience in environmental practice with an employer or institution. |
Sustainability-inclusive |
SDG 13: Climate Action |
SDG 06: Clean Water and Sanitation, SDG 07: Affordable and Clean Energy, SDG 11: Sustainable Cities and Communities, SDG 12: Responsible Consumption and Production, SDG 14: Life Below Water, SDG 15: Life on Land |
| GEOG 419: Paleoecology |
Geography (GEOG) |
Paleoecology is the study of past environments through the use of fossils, geochemistry, and radiometric dating. During this course students will learn how to reconstruct past environmental change driven by climate, sea-level change, earthquakes, floods, and fire. |
Sustainability-inclusive |
SDG 13: Climate Action |
SDG 09: Industry, Innovation and Infrastructure, SDG 14: Life Below Water, SDG 15: Life on Land |
| GEOG 433: Advanced Geography of a Selected Region |
Geography (GEOG) |
Regional study is one of the foundational approaches in the discipline of geography. This course allows for the advanced study of the physical, demographic, cultural, economic, and political geography of a selected region. This course is also intended to serve as a capstone course for geography students, integrating concepts introduced in foundational human and physical geography courses. Individual regions are denoted with a letter designation (e.g. GEOF 433I: South Asia |
Sustainability-inclusive |
|
SDG 06: Clean Water and Sanitation, SDG 07: Affordable and Clean Energy, SDG 09: Industry, Innovation and Infrastructure, SDG 11: Sustainable Cities and Communities, SDG 12: Responsible Consumption and Production, SDG 13: Climate Action, SDG 14: Life Below Water, SDG 15: Life on Land |
| GEOG 447: Aboriginal Geography |
Geography (GEOG) |
Using geographical models and methods of analysis, this course will explore the different human geographies created by, and the various geographical imaginations of, aboriginal, indigenous, and/or non-western peoples and cultures before, during, and after contact with Europe. Field trips outside of class time are required. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 12: Responsible Consumption and Production, SDG 13: Climate Action, SDG 15: Life on Land, SDG 16: Peace, Justice and Strong Institutions |
| GEOG 452: Advanced Field Methods and Techniques |
Geography (GEOG) |
In this course, students apply concepts and techniques acquired in previous human and physical geography courses to research problems in the field. Working both in the classroom and in field sites in Southwest B.C., students will define and formulate research questions, collect and analyze appropriate data, and design and write formal research reports on their findings. The course is offered in multiple versions, with each version addressing a specific issue area, e.g. natural hazards risk along the Sea-to-Sky corridor; environmental history and landscape change in the Fraser Valley; etc. Multiple field trips outside of classroom time will be required. Please refer to department website for field trip scheduling information. |
Sustainability-inclusive |
SDG 09: Industry, Innovation and Infrastructure |
SDG 11: Sustainable Cities and Communities |
| GEOG 453: Remote Sensing of the Environment |
Geography (GEOG) |
Remote sensing is the art and science of studying Earth features from a distance. Students will learn the principles of remote sensing science and the characteristics of imagery collected from aircraft and satellite sensors. Students will use remote sensing to interpret and map geologic, hydrologic, vegetative, and urban features. |
Sustainability-inclusive |
SDG 09: Industry, Innovation and Infrastructure |
SDG 14: Life Below Water, SDG 15: Life on Land |
| GEOG 464: Community Planning and Development: Local Applied Studio |
Geography (GEOG) |
Introduction to planning practice, from problem definition to data collection, analysis, drafting of a design concept, and participating in a client presentation. Through the application of planning theory and design techniques, students will study urban precedents and critically consider alternatives for a local planning challenge. |
Sustainability-inclusive |
SDG 11: Sustainable Cities and Communities |
SDG 09: Industry, Innovation and Infrastructure, SDG 12: Responsible Consumption and Production, SDG 13: Climate Action, SDG 16: Peace, Justice and Strong Institutions |
| GEOG/SOC 313: Agriculture and Rural Life |
Sociology (SOC) |
Agriculture is essential to our well-being, and yet for the majority it is easy to separate this fact from our day to day lives. For those who live in rural areas, however, the features of agriculture and rural life are often inseparable. Fertilizer in the ground water, agricultural noise pollution, housing development, seasonal workers—these are just a few of the issues for exploration under the topic of agriculture and rural life. This course is an applied introduction to agriculture and rural life in the North America context, with students conducting their own primary research on a subject of relevance to the course and under guidance of the instructor. Class time will be spent learning about a specific case study or studies related to agriculture and rural life, and discussing practical and theoretical aspects of conducting a research project. |
Sustainability-inclusive |
SDG 11: Sustainable Cities and Communities |
SDG 02: Zero hunger, |
| HCA 111: Health II: Lifestyle and Choices |
Health Care Assistant (HCA) |
This course introduces students to a holistic concept of health and the components of a health-enhancing lifestyle. Students will be invited to reflect on their own experience of health, recognizing challenges and resources that can impact lifestyle choices. Students will be introduced to a model that can be applied in other courses to understand the multi-faceted aspects of health and healing. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
|
| HCA 112: Healing I: Caring for Individuals Experiencing Common Health Challenges |
Health Care Assistant (HCA) |
This course introduces students to the normal structure and function of the human body and normal bodily changes with aging. Students will explore common challenges to health and healing in relation to each body system. Students will also be encouraged to explore person-centered practice as it relates to the common challenges to health and, in particular, to end-of-life care. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 10: Reduced Inequalities |
| HCA 113: Healing II: Cognitive and Mental Health Challenges |
Health Care Assistant (HCA) |
This course builds on content from other courses to assist students to explore concepts and care-giving approaches that will allow them to work effectively with individuals experiencing cognitive or mental challenges. The emphasis in this course is on supporting clients with dementia, recognizing responsive behaviours, and identifying person-centered intervention strategies. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 10: Reduced Inequalities |
| HCA 114: Health and Healing: Concepts for Practice |
Health Care Assistant (HCA) |
This course provides students with the opportunity to develop a theoretical framework for practice. Students will be introduced to the philosophical values and theoretical understandings that provide a foundation for competent practice as a Health Care Assistant. The course focuses on: concepts of caring and person-centered care, basic human needs, human growth and development; and family, culture and diversity as they relate to health and healing. Students will also be introduced to a problem-solving model that will be critical to their practice. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 10: Reduced Inequalities |
| HIST 102: Canada: 1867 to the Present |
History (HIST) |
Examines post-Confederation Canadian events such as overseas conflicts, the Depression, the Constitution, and Canada’s international role. Multiple perspectives consider aboriginal claims and conflicts, political struggles, personalities, immigration, social reform, regionalism, women’s rights, modernization, and multiculturalism. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 05: Gender Equality, SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities |
| HIST 122: Europe Since 1850: Imperialism, Total War, and the Question of Unity |
History (HIST) |
Examines the ascendancy of Europe from the mid-1800s to its destruction in two world wars, and its political, cultural, social, and economic reconstruction during and after the Cold War. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities, SDG 17: Partnerships for the Goals |
| HIST 205: British Columbia: Pre-Contact to the Present |
History (HIST) |
Examines themes beginning prior to European contact and concluding with recent social trends. These will include relations between settlers and Indigenous peoples, the staple export economy, gold rush society, B.C.’s confederation with Canada, social reform movements, the rise of organized labour, the theory and practice of racism, and evolving political tradition. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 16: Peace, Justice and Strong Institutions |
| HIST 314: The Rise and Fall of the British Empire |
History (HIST) |
An examination of the forces that shaped the emergence, development, and collapse of the British Empire from the 17th to the 20th century. The impact of the empire on the British economy and society as well as its impact on its colonial subjects will be considered. Issues such as race, gender, and class in the context of constantly changing metropolitan and imperial cultural structures will receive special consideration. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 05: Gender Equality, SDG 10: Reduced Inequalities |
| HIST 315: War and Society in the Modern West |
History (HIST) |
Examines the interrelationship between Western society and war from the Renaissance to the present. The influence of politics, economics, social stratification, and technology on war will be emphasized along with the reciprocal effects of war on society. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities, SDG 17: Partnerships for the Goals |
| HIST 316: Violence and War in the West: A Cultural History |
History (HIST) |
Examines the place of violence and war in Western culture since ancient times. From ancient combat sports to modern mass-media representations of warfare, this cultural history will consider how officially and socially accepted forms of violence and war helped to shape Western culture in this chronological and thematic survey. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 16: Peace, Justice and Strong Institutions |
| HIST 340: Colonial America and the Early Republic to 1815 |
History (HIST) |
Explores the development of colonial America and its first years as an independent republic. Themes will include contact and First Nations, environmental imperialism, religion, gender, slavery, and imperial rivalry. It also explores the evolution of a popular historical narrative of colonial America. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 01: No poverty, SDG 05: Gender Equality, SDG 16: Peace, Justice and Strong Institutions |
| HIST 357: From the Big Stick to the CIA: The Troubled History of Inter-American Relations |
History (HIST) |
Examines the complex, often contentious, relationship between Latin America, the United States, and Canada, from the 19th century to the present. Topics may include political and military intervention; human rights; trade, investment, and globalization; drug policy; cultural influences; and Latin American communities north of the Mexican border. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities, SDG 17: Partnerships for the Goals |
| HIST 358: African Slavery in the Americas |
History (HIST) |
This course explores the development of the Atlantic slave trade and the history of African slavery in the Americas. It takes a broad view, examining the institution of slavery over four centuries, while considering the diverse experiences of slaves in the hemisphere’s distinct colonies and early nation–states. Topics may include the impact of slavery on African polities; the formation of Afro-American societies and cultures; the perspectives of both slaves and slave owners; the genesis of new identities and ideologies regarding race, class, and gender; the mechanisms used to keep slaves under control and the forms of resistance they practiced; and the struggle to achieve personal freedom and abolition. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 01: No poverty, SDG 05: Gender Equality, SDG 16: Peace, Justice and Strong Institutions |
| HIST 364: Indian Social History |
History (HIST) |
Examine the forces shaping the emergence of modern Indian society from the 17th century to the 1980s. Issues such as imperialism, nationalism, urbanization, and industrialization will be explored with reference to their impact on ethnicity, caste, class, and gender in Indian society to recent times. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 01: No poverty, SDG 05: Gender Equality, SDG 10: Reduced Inequalities |
| HIST 369: History of the United States Civil War and Reconstruction Eras, 1840-1877 |
History (HIST) |
Examines the causes, events, and consequences of the American Civil War and the period of national reconstruction that followed it. Major themes covered include sectionalism, slavery, race, and emancipation; the social experiences of war for individuals and society; the political and social challenges of Reconstruction; myth and memory in US history. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities |
| HIST 370: The American Civil Rights Movement |
History (HIST) |
This course examines African-Americans’ struggle for racial justice since the late 19th century. Topics include the use of nonviolence as a strategy for social change, armed resistance and black nationalism, and the place of religion and culture. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| HIST 454: Gender in the United States |
History (HIST) |
Introduces students to major themes in the history of gender in the United States from the colonial era to the present. Examines changing constructions of masculinity and femininity, and the impact of prescribed social and cultural norms in political and public life, paid work, family, and sexuality. |
Sustainability-inclusive |
SDG 05: Gender equality |
SDG 10: Reduced Inequalities, SDG 16: Peace, Justice and Strong Institutions |
| HIST 465: British India |
History (HIST) |
This course will explore the rise of the British presence in India and the emergence of a distinct Anglo-Indian society from the 18th century to Indian independence. The impact of Anglo-British society on Britain as well as India will be considered. Issues such as imperialism, racism, gender, and class in the context of a hybrid colonial–metropolitan society will receive special consideration. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 05: Gender Equality, SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| HIST/LAS 162: Soccer and Song in Latin America |
History (HIST) |
Explores the history of modern Latin America through the study of soccer and music. Using these themes students examine national and local identities; class, ethnicity, and gender; politics and military rule; resistance and exile; the drug trade; and globalization. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 05: Gender Equality, SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| HIST/LAS 457: Sexuality and Gender in Latin America |
Latin American Studies (LAS) |
Examines the history of sexuality and gender in Latin America, from the colonial era to the present. Topics include the historical construction of sexuality and gender; patriarchy, honour, contested gender relations, and the family; machismo and notions of masculinity and femininity; sexual identities, the state, and politics; and the intersection of gender, sexuality, class, and ethnicity. |
Sustainability-inclusive |
SDG 05: Gender equality |
SDG 10: Reduced Inequalities, SDG 16: Peace, Justice and Strong Institutions |
| HIST/LAS 458: History of Indigenous Peoples in Latin America |
History (HIST) |
Explores the history of Indigenous peoples in Latin America through the in-depth study of a particular region. Topics include the transformation of Indigenous societies under colonial rule; the complex relationship between Indigenous peoples and the nation-state; repression and resistance; struggles over land, labour, and Indigenous rights; cultural dynamism; and the impacts of resource extraction and climate change. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| HIST/LAS 460: State Terror, Human Rights, and the Politics of Memory in Latin America |
Latin American Studies (LAS) |
Examines the state terror policies of the Argentine and Chilean military regimes in the 1970s and 1980s, the struggle for human rights in both countries, the transition to civilian government and the legacies of repression, and the ensuing—and ongoing—debates over impunity, justice, and historical memory. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities |
| HSER 160: Introduction to Aging & Working with Older Adults |
Human Services (HSER) |
Introduces the concept of aging at the individual and societal level within the context of changing demographics and biological, psychological, and sociological determinants: health, economics, employment, housing, family life, cultural diversity, elder abuse and neglect, and end-of-life issues. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being, SDG 08: Decent Work and Economic Growth, SDG 11: Sustainable Cities and Communities |
| INCS 390: Canada-India Field Studies |
Indo Canadian Studies (INCS) |
This course will involve field study in India and explore the historical and social relationships between Canada and India, in particular between the Punjab region of India and British Columbia. The course is organized around a study tour to Chandigarh, capital city of Punjab, to engage in a cross-cultural study of institutional and social/family networks in the city. This course will identify services and institutional programs in social services and policing in India and compare services offered in B.C. and the Punjab. |
Sustainability-inclusive |
SDG 17: Partnerships for the Goals |
SDG 10: Reduced Inequalities, SDG 16: Peace, Justice and Strong Institutions |
| INCS 392: Immigration & Social Integration: The Indo-Canadian Experience |
Indo Canadian Studies (INCS) |
This course focuses on the lived experience of Indo Canadians to explore the context of cultural transfer for immigrants from the Indian Subcontinent. A century of cultural adjustment and integration will be explored in the context of cross cultural relations and conflict. Students will examine the use of social services (in its broadest definition) by the Indo Canadian community. Integration into the social, educational, cultural, and economic areas will also be explored. Intergenerational conflict will be discussed as well as the experience of 2nd and 3rd generation individuals. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 16: Peace, Justice and Strong Institutions |
| INCS 396: Identity, Cultural Politics, and Service Delivery |
Indo Canadian Studies (INCS) |
This course will explore contemporary social issues within the IndoCanadian community in Canada. The effects of the 21st century on India and their implications for IndoCanadians will be addressed. The impact of the ongoing relationship between India and IndoCanadians will be a focus of the course. Connections, frictions, and dialogue will be explored and studied with a view to enhance an understanding of the interconnectedness of social identity of Canadians of Indian origin. The development of social and human services that are culturally sensitive and appropriate will be examined. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| IPK 092: Academic Learning and Indigenous Cultures |
Indigenous Peoples Knowledge (IPK) |
Students will incorporate indigenous ways of knowing with academic approaches to learning. Students will also balance academic and cultural expectations in order to achieve success in the university community. Career planning, goal setting, study skills, time management, and learning styles which reflect aboriginal cultural experiences will be examined. Multi-literacies encompassing communication technologies will be developed to support academic success. A facilitative approach to information gathering will be taken in order to encourage a collaborative approach to learning. |
Sustainability-focused |
SDG 04: Quality education |
SDG 03: Good Health and Well-being, SDG 10: Reduced Inequalities |
| IPK 093: Critical Thinking from Indigenous Perspectives |
Indigenous Peoples Knowledge (IPK) |
Students will apply critical thinking to a variety of written, visual, and auditory works; critical thinking will incorporate aboriginal perspective and academic standards with an emphasis on Stó:lō tradition. Collaborative group work is an important part of this course. Students will learn about different argumentation strategies, and will develop an increased awareness of bias and the difference between appropriately and credibly supported and unsupported arguments. A facilitative approach to instruction will be taken in order to encourage a collaborative approach to learning. |
Sustainability-focused |
SDG 04: Quality education |
SDG 10: Reduced Inequalities |
| IPK 100: Learn Today, Lead Tomorrow |
Indigenous Peoples Knowledge (IPK) |
Provides students with the aptitudes required to achieve academic success today and become leaders tomorrow. Builds critical-thinking and interpersonal skills. Develops a sense of belonging in a post-secondary setting while respecting Indigenous identities and worldviews. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 10: Reduced Inequalities |
| IPK 101: University and College Access Seminar II |
Indigenous Peoples Knowledge (IPK) |
This seminar is an academic support program that continues from IPK 100. It is designed to assist the learner in preparing for success in post-secondary education. This seminar provides a collaborative learning opportunity that builds on skills learners acquired in IPK 100 to develop classroom, critical thinking, and interpersonal skills required for a variety of post-secondary studies. Students, taught by an Indigenous instructor, will recognize the importance of maintaining an Indigenous perspective while engaged in university and college study. This second seminar provides students an opportunity to practice and strengthen on the skills learned in IPK 101. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 10: Reduced Inequalities |
| IPK 102: Introduction to Indigenous Studies |
Indigenous Peoples Knowledge (IPK) |
This course will give students the basic foundation to understand impacts of colonization and processes of decolonization vital to Indigenous resurgence and empowerment. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 16: Peace, Justice and Strong Institutions |
| IPK 105: Introduction to Stó:lō People and Communities |
Indigenous Peoples Knowledge (IPK) |
Introduces students and professionals working with the Stó:lō people to Stó:lō community development and acts of resistance to colonial policies and settlement. Students will examine the historical, socioeconomical, political, cultural, and social development. Students will also explore Stó:lō cultural philosophy, values, and beliefs and the relationship between the Stó:lō and S’ólh Téméxw. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 16: Peace, Justice and Strong Institutions |
| IPK 106: Stó:lō Ways of Healing and Helping |
Indigenous Peoples Knowledge (IPK) |
By learning about Stó:lō ways of healing and helping, students will build upon a sense of self and connection to family and community responsibilities. Based within and from Stó:lō ways of being, students will reflect on the importance of holistic healing and building "self-in-relation" to healing, maintaining health, and building strong Stó:lō communities. |
Sustainability-focused |
SDG 03: Good Health and Well-being |
SDG 10: Reduced Inequalities, SDG 16: Peace, Justice and Strong Institutions |
| IPK 202: Introduction to Indigenous Resurgence |
Indigenous Peoples Knowledge (IPK) |
Students will be exposed to a variety of ways in which Indigenous peoples around the world have resisted colonization, revitalized Indigenous knowledge, and shaped Indigenous identities in both the past and the present. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 16: Peace, Justice and Strong Institutions |
| IPK 206: Stó:lō Communications and Worldview |
Indigenous Peoples Knowledge (IPK) |
Students will learn Stó:lō protocol while learning with and from the Stó:lō worldview and Stó:lō ways of knowing. This will include Stó:lō learning styles and Stó:lō oratures. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 16: Peace, Justice and Strong Institutions |
| IPK 207: Introduction to Canadian Indian Residential Schools |
Indigenous Peoples Knowledge (IPK) |
Students will learn the history and impact of residential schools in Canada by examining both the policies that directed the schools and personal testimony of residential school survivors. Through examination and exposure to this history, students will gain understanding about the generational impacts of these institutions on Indigenous peoples in Canada. Through this understanding, students will then be able to begin reconciling this past through Xwela ye totelo:met qas ye slilekwel (toward understanding and harmony). |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| IPK 275: Indigenous Education: Contemporary Issues and Policies |
Indigenous Peoples Knowledge (IPK) |
Examines the major issues and policies impacting Indigenous education in Canada. By examining current and past policies from Indigenous perspectives, students will be better prepared to enhance the learning environment in the classroom as well as validate and center Indigenous ways of knowing and being. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 04: Quality Education, SDG 16: Peace, Justice and Strong Institutions |
| IPK 277: Indigenous Art: Stories and Protocols |
Indigenous Peoples Knowledge (IPK) |
With a focus on B.C., learners will make connections within the evolution of Indigenous art, from precontact protocols and practice through to contemporary applications. Students will be able to describe and discuss the effects of teachings, colonial impacts, contemporary revivals, and their personal “gift” as an artist/creator. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being |
| IPK 302: Colonial Trauma and Indigenous Resilience |
Indigenous Peoples Knowledge (IPK) |
Explores the pervasive impact that trauma can have upon human lives. Grounded in Indigenous principles of health and well-being, students will learn strength-based, culturally-relevant interventions that recognize how experiences of trauma and healing are shaped by the interlocking impacts of colonization, age, gender, sexuality, and ability. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 05: Gender Equality, SDG 16: Peace, Justice and Strong Institutions |
| IPK 332: Indigenous Governance and Leadership |
Indigenous Peoples Knowledge (IPK) |
Students will acquire the ability to explain and discuss effective Indigenous governing principles and leadership along with an enhanced awareness and understanding of Indigenous histories, realities, and challenges. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities, SDG 17: Partnerships for the Goals |
| IPK 344: Indigenous Research Methodologies |
Indigenous Peoples Knowledge (IPK) |
Students will examine the complexity of Indigenous research frameworks while identifying differences in Indigenous and historically western methodologies. Students will connect and incorporate Indigenous philosophies, knowledge, identity, and policy learning into their own research. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 09: Industry, Innovation and Infrastructure, SDG 10: Reduced Inequalities |
| IPK 386: Indigenous Worldviews of Turtle Island |
Indigenous Peoples Knowledge (IPK) |
An exploration of the philosophies of the knowledge holders of Turtle Island and their connection to Indigenous peoples worldwide. Students will develop understanding and appreciation for the validity and relevance of the alternative perspective of Indigenous philosophies and the modern world. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 13: Climate Action, SDG 16: Peace, Justice and Strong Institutions |
| IPK 401: Indigenous Worldviews and Spirituality |
Indigenous Peoples Knowledge (IPK) |
This course will explore the ways in which Indigenous spirituality differs from Western religions and the impact this difference has had on Indigenous and non-Indigenous worldviews, and ways of understanding and relating in the world. Much of this course will be based upon experiential learning and mandatory fieldwork. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being |
| IPK 403: Indigenous Studies Capstone |
Indigenous Peoples Knowledge (IPK) |
Students working both in the classroom and in a First Nations community will apply an Indigenous research methodology in one of the following specific issue areas: land and treaty making, resource management, Indigenous governance, social justice and education, or health. |
Sustainability-inclusive |
|
SDG 03: Good Health and Well-being, SDG 04: Quality Education, SDG 10: Reduced Inequalities, SDG 13: Climate Action, SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| IPK 404: Directed Studies in Indigenous Studies |
Indigenous Peoples Knowledge (IPK) |
This course is designed for students to examine in greater depth a particular issue relevant to Indigenous peoples of Canada, or other colonized Indigenous peoples around the world through the examination, interpretation, or analysis of scholarly sources. |
Sustainability-inclusive |
|
SDG 03: Good Health and Well-being, SDG 04: Quality Education, SDG 10: Reduced Inequalities, SDG 13: Climate Action, SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| IPK 477: Traditional Ecological Knowledges |
Indigenous Peoples Knowledge (IPK) |
This course explores Indigenous approaches to botany, zoology, and ecology. Possible topics include classification, traditional ecological knowledge, harvesting, natural resource management, animal care, and relationships to other aspects of Indigenous life, culture, and land claims. Emphasis is on traditional Northwest Coast knowledge. |
Sustainability-inclusive |
SDG 15: Life on Land |
SDG 04: Quality Education, SDG 10: Reduced Inequalities, SDG 13: Climate Action, SDG 14: Life Below Water |
| KIN 103: Concepts of Physical Fitness |
Kinesiology (KIN) |
Introduces students to the concepts of fitness development and active lifestyles. Components of fitness and basic training principles are introduced to help students understand how to improve physical fitness and overall health. |
Sustainability-focused |
SDG 03: Good Health and Well-being |
|
| KIN 160: Contemporary Health Issues |
Kinesiology (KIN) |
Introduces students to issues such as physical fitness, stress management, nutrition, weight management, illness and disease, substance abuse, and personal safety. Students will be prepared to make informed decisions that affect their own personal well-being and that of others. |
Sustainability-focused |
SDG 03: Good Health and Well-being |
|
| KIN 163: Introduction to Exercise Physiology |
Kinesiology (KIN) |
Students acquire applied knowledge of the physiological, anatomical, and mechanical aspects of human movement as they relate to health and performance. |
Sustainability-focused |
SDG 03: Good Health and Well-being |
|
| KIN 222: Teaching Fitness and Lifestyle Recreation |
Kinesiology (KIN) |
A foundational course in individual physical and lesure activities for young adults. Participation in traditional and novel exercise and fitness activities is taught through a pedagogical approach to help students learn how to lead others and be a role model in the fields of physical education, recreation and sport. Active participation is required. |
Sustainability-focused |
SDG 03: Good Health and Well-being |
SDG 04: Quality Education |
| KIN 260: Topics in Human Nutrition |
Kinesiology (KIN) |
An introduction to the principles of human nutrition with an emphasis on topics of current interest. Students gain an understanding of the scientific function that nutrients and eating habits play in maintaining good health. |
Sustainability-focused |
SDG 03: Good Health and Well-being |
|
| KIN 261: Sociocultural Aspects of Physical Activity and Sport |
Kinesiology (KIN) |
Provides students with an opportunity to learn about the sociological and cultural aspects of physical activity and sport. A combination of literature review and discussion as well as hands on experience in collecting and analyzing data provides students with a broad understanding of social settings and cultural issues as they relate to sport and physical activity. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 05: Gender Equality, SDG 10: Reduced Inequalities |
| KIN 266: Exercise and Sport Psychology |
Kinesiology (KIN) |
Provides insight into the theories, subject matter, and latest empirical research concerning the cognitive processes and emotional states that regulate and influence performance in sports, exercise, and other physical activities. |
Sustainability-focused |
SDG 03: Good Health and Well-being |
|
| KIN 350: Stress and Chronic Disease |
Kinesiology (KIN) |
Provides students with knowledge on the relationship between stress and chronic disease. The focus is on understanding disease states that can be produced in part by elevated stress levels. A secondary focus is coping skills with the aim of minimizing stress levels exhibited by the individual. |
Sustainability-focused |
SDG 03: Good Health and Well-being |
|
| KIN 360: Health Programming Across the Lifespan |
Kinesiology (KIN) |
Provides an understanding of effective theory and application toward planning, implementation, and delivery of health promotion and programming concepts for healthy populations across the lifespan. |
Sustainability-focused |
SDG 03: Good Health and Well-being |
SDG 11: Sustainable Cities and Communities |
| KIN 362: Theoretical Exercise Physiology |
Kinesiology (KIN) |
Discusses the physiological response to exercise, examining both the acute and chronic adaptations to an exercise stress. From a physiological systems perspective, this course examines the functional capacity of individual physiological systems discussing the system’s response to submaximal and maximal exercise and its impact on human performance. The environmental impact on physical performance is also discussed. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
|
| KIN 460: Macronutrients: Applications to Sport and Disease |
Kinesiology (KIN) |
Covers fundamental concepts related to carbohydrate, protein, and lipid metabolism and their application to practical situations such as eating for athletic performance, and the prevention, management, and treatment of disease. Nutritional supplements and ergogenic aids are also discussed. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
|
| KIN 461: Vitamins and Minerals: Applications to Sport and Disease |
Kinesiology (KIN) |
Covers fundamental concepts related to vitamin and mineral metabolism and their application to practical situations, such as eating for sport and physical activity, and the prevention, management, and treatment of disease. Phytochemicals and nutritional supplements are also discussed. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
|
| KIN 462: Advanced Exercise Testing and Prescription |
Kinesiology (KIN) |
Integrates knowledge of exercise physiology and laboratory testing techniques with the practical application of cardiorespiratory fitness, musculoskeletal fitness, body composition, testing, analysis, and prescription. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
|
| KIN 463: Advanced Clinical Exercise Therapy |
Kinesiology (KIN) |
Examines exercise prescription for specific musculo-skeletal and metabolic disorders. Exercise prescriptions for the purpose of improving function and reducing disability are discussed. The role of exercise therapists in the present health care model is also examined. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 10: Reduced Inequalities |
| KIN 465: Adapted Physical Activity |
Kinesiology (KIN) |
An applied course focusing on the theory and practice of adapting physical activity and programming considerations for individuals with mental or physical challenges. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
|
| KIN 466: Psychological Skills for Sport and Life |
Kinesiology (KIN) |
Examines theoretical and practical aspects of peak performance, not only in sport, but in other fields. Sensitizes students to emotional, cognitive, rational, and behavioural techniques utilized in understanding and developing advanced sport psychology techniques. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
|
| KIN 481: Applied Ethics for Health Sciences |
Kinesiology (KIN) |
An overview of ethical topics where students gain familiarity with terminology, moral theory, decision-making models, and issues for ethical analysis in allied health (care), sport and medical science, and physical education. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being |
| LAC/SOC 200: Social Issues in Latin America |
Sociology (SOC) |
Latin America is a diverse region of considerable importance to Canadians for political, commercial, and social reasons. In this course we explore key facets of social life in this volatile region. We look at the forces that have shaped Latin American society, at the situation Latin America finds itself in now, and at the region’s prospects for the future. In the process we examine class, race, gender, socio-economic development, and other social issues. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 05: Gender Equality, SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions |
| LAS 363/SOC 363/ANTH363/GDS 363: Processes of Development and Underdevelopment: Latin America |
Global Development Studies (GDS) |
This course is an examination of theories and strategies of socioeconomic development and underdevelopment as applied to the Global South from 1945 until the present. Special attention will be paid to Latin America as the source of several development theories and the best example of the application of related development strategies. |
Sustainability-focused |
SDG 09: Industry, Innovation and Infrastructure |
SDG 08: Decent Work and Economic Growth, SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions |
| LAS/SOC/ANTH 388: Minority Indigenous Peoples of the World |
Anthropology (ANTH) |
This course will examine the social and cultural experiences of indigenous peoples within various modern industrial nation-states and relations of these peoples with majority societies and other indigenous groups throughout the world. Case studies will be drawn from Latin America and other areas. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| LAS/SOC/ANTH 472: Latin America: Race, Ethnicity, and Immigration |
Anthropology (ANTH) |
Concepts of race and ethnicity have been crucial elements in the formation of Latin American society, culture, and identity. Migration has further shaped identity and society among Latin Americans inside and outside Latin America. This course explores various aspects of Latin American concepts of race, ethnicity, and immigration from several perspectives. It also examines patterns of migration from Latin America to Canada and the effects of Canadian concepts of identity, race, ethnicity, and multiculturalism on the integration of Latin Americans into Canadian society. Topics covered may include: the push/pull factors causing immigration, immigration policy, the development of immigrant identities, the meaning of exile, and the formation of immigrant communities and their relationship to the dominant culture of Canadian society. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 01: No poverty, SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| LIBT 383: Diversity in the Workplace |
Library and Information Technology (LIBT) |
This course will examine discrimination, bias, and diversity in the context of information centres. Students will have an opportunity to explore the wide variety of elements that contribute to bias and methods that library technicians can adopt to confront discrimination while working productively with diversity. This course will enhance the student’s ability to positively interact with diversity while incorporating methods to enhance service excellence. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 05: Gender Equality, SDG 09: Industry, Innovation and Infrastructure |
| MACS 130: Introduction to Digital Media and Communications |
Media and Communication Studies (MACS) |
Students examine digital media and communications in all its forms, and the political, social, cultural, economic, legal, and geographic factors that shape them. |
Sustainability-inclusive |
SDG 09: Industry, Innovation and Infrastructure |
|
| MACS 201: Popular Music and Society |
Media and Communication Studies (MACS) |
Popular music is everywhere in our day-to-day lives, yet we seldom consider how it was made, what it means, and how it affects us. In this course, we’ll draw on different scholars’ ideas to reflect on the diverse social contexts in which people create and listen to popular music. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
|
| MACS 206: The Politics of Art in Latin America |
Media and Communication Studies (MACS) |
In this course, we examine Latin American artistic culture from the perspectives of the social sciences. Focuses may include art, architecture, literature, film, music, dance, folk art, and popular culture. The intent will be to relate these to the social context in which they are located. In particular, we will be interested in the ways in which artistic expression helps to legitimize or to challenge particular social orders. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 16: Peace, Justice and Strong Institutions |
| MACS 210: History of Communication |
Media and Communication Studies (MACS) |
This course focuses on the historical development of systems of communication, from ancient pictographs and oral traditions to the social networks of today. Focusing primarily on Western civilization, the course assesses how and why these systems arose, how their adoption affected existing technologies, and what their myriad social effects were. It shows that today’s optimistic and pessimistic assessments of new communication technologies have numerous precedents |
Sustainability-inclusive |
SDG 09: Industry, Innovation and Infrastructure |
SDG 10: Reduced Inequalities |
| MACS 221: Media and Popular Cultures |
Media and Communication Studies (MACS) |
This course provides an introduction to the field of cultural studies, particularly as it relates to contemporary popular culture. Writers in cultural studies take a critical look at the mass media and their audiences. How do media and audiences affect each other, and how does this relationship make for a better or a worse society? |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 04: Quality Education, SDG 11: Sustainable Cities and Communities |
| MACS 230: Cultural Industries in Canada |
Media and Communication Studies (MACS) |
Conglomerates produce and distribute most of the information and entertainment that we encounter in our day-to-day lives. Much of this mass culture is American in origin. Nevertheless, through public and private initiatives, Canadians over the decades have managed to create a space for their own industries. MACS 230 explores this situation by focusing on specific cultural industries in Canada – how they came about, how they are organized, and where they are going – and their impact on Canadian audiences. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions |
| MACS 369: Media Law and Ethics |
Media and Communication Studies (MACS) |
Knowledge of moral and legal issues can assist media professionals in their everyday activities. Indeed, ethical values like fairness, respect, and truthfulness can guide them in their decision-making. Moreover, familiarity with the law as it applies to copyright, defamation, and other areas can help them assess the limits of what they can do. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities |
| MACS 375: Indian Mediascapes |
Media and Communication Studies (MACS) |
In this course, students will critique how Indian society and socio-cultural issues are represented in South Asian media through their comparison with the ethnographic record. Taking an anthropology of media approach, the complexities of belonging to a diversity of regional South Asian communities are examined in both ethnographic and media interpretations. In particular, the course will consider religious, ethnic, caste, class, and gender communities, the influence of postcoloniality, and processes of modernity and diaspora. Note: This course is offered as ANTH 375 and MACS 375. Students may take only one of these for credit. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 05: Gender Equality, SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions |
| MBTL 700: Introduction to Mindfulness: Research, Theory, and Practice |
Mindfulness-Based Teaching and Learning (MBTL) |
Introduces students to the range of mindfulness practices, concepts, theories, and research. As the first course in the MBTL graduate certificate program, it focuses on the historical, cross-cultural, and contemporary contexts of mindfulness and its role in the promotion of wellbeing, health, and lifelong learning. |
Sustainability-focused |
SDG 03: Good Health and Well-being |
SDG 04: Quality Education, SDG 10: Reduced Inequalities |
| MC 700: Contexts and Patterns of Migration |
Migration and Citizenship (MC) |
This course examines migration to Canada: who has come, when, why, under what circumstances, and with what impacts? Special attention will be paid to understanding these questions in the contexts of policy, governance, globalization, transnationalism, post-coloniality, and decolonization. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 11: Sustainable Cities and Communities, SDG 17: Partnerships for the Goals |
| MC 720: Racial, Ethnic, and Intercultural Relations |
Migration and Citizenship (MC) |
This course examines the theorization, construction, and representation of race and ethnicity and their effects on migration. Taking a postcolonial approach, migrant-settler and other intercultural relations are explored via such means as experiential, narrative, media, interpretive, observational, and policy frameworks. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| MC 725: Families, Gender, and Migration |
Migration and Citizenship (MC) |
This course examines the gendered and familial contexts of migration to Canada using a case study approach. The course focuses on the intersections of gender and race, ethnicity, social class, shifting immigration statuses, aging, and intergenerationality, among other issues. |
Sustainability-focused |
SDG 05: Gender equality |
SDG 10: Reduced Inequalities, SDG 16: Peace, Justice and Strong Institutions |
| MC 730: Human Security, Rights, Citizenship, and the State |
Migration and Citizenship (MC) |
This course provides a critical and theoretical analysis of rights, policies, and laws regarding the protection and security of refugees, migrants, and citizens in international and Canadian contexts. Particular attention will be paid to statecraft, borders, security, asylum, and settlement. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 01: No poverty, SDG 10: Reduced Inequalities, SDG 17: Partnerships for the Goals |
| MENN 300: Mennonite Development and Relief Organizations |
Mennonite Studies (MENN) |
This course focuses on the philosophical underpinnings and work of local and international Mennonite development and relief organizations. Students analyze and evaluate this work through in-class lectures, course readings and assignments, meeting the organizations’ representatives, and field work. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
|
| MGMT 350: Creativity and Innovation |
Management (MGMT) |
Creativity and innovation are central to the emergence and survival of organizations. Participants will learn essential concepts in the management of creativity, innovation, and organizational change. This course will allow participants to leverage their professional experience and relate them to the theory and practice of innovation in organizations. |
Sustainability-focused |
SDG 09: Industry, Innovation and Infrastructure |
SDG 10: Reduced Inequalities |
| MGMT 400: Ethics and Sustainability |
Management (MGMT) |
The interrelationship between business and society means that managers are responsible to deliver economic results while maintaining the social, ethical, and moral standards that stakeholders demand. Students in this course focus on ethical values and moral principles like fairness and integrity. Students will also explore sustainability as a worthwhile managerial approach that integrates economic, ethical, and environmental responsibilities. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 16: Peace, Justice and Strong Institutions |
| NURS 101: Foundations of Health and Wellness |
Nursing (NURS) |
This course provides an overview of health, environment and person as key concepts of nursing. Health within the context of primary health care philosophy and determinants of health will be explored through exemplars. The individual will be the focus. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
|
| NURS 201: Health and Wellness: Acute and Chronic Care I |
Nursing (NURS) |
The concepts of health, environment, and person will be explored with a focus on the adult surgical population. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
|
| NURS 204: Health and Wellness: Acute and Chronic Care II |
Nursing (NURS) |
In this course the concepts of health, environment, and person will be explored in relation to individuals experiencing medical and/or mental health illnesses. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
|
| NURS 301: Health and Wellness: Maternal/Child |
Nursing (NURS) |
In this course the concepts of health, environment, and person will be explored with a focus on the care of families during perinatal period and during childhood. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
|
| NURS 304: Health and Wellness: Complex Care |
Nursing (NURS) |
In this course, health, environment, and person will be explored with a focus on the care of individuals and families experiencing complex health challenges including acute care, end of life care, and symptom management. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 10: Reduced Inequalities |
| NURS 401: Health and Wellness: Community Health |
Nursing (NURS) |
The social determinants of health and the role of the community nurse in meeting health goals will be analyzed through local, regional, and global perspectives. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 16: Peace, Justice and Strong Institutions |
| PACS 100: Introduction to Peace and Conflict Studies |
Peace and Conflict Studies (PACS) |
This course surveys the history, concepts, scholarship, and analytical framework of the multidisciplinary field of Peace and Conflict Studies, and it introduces students to the underlying causes of structural and physical violence, and to numerous peacebuilding strategies. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
|
| PACS 200: Conflict Analysis and Peacebuilding in the Fraser Valley |
Peace and Conflict Studies (PACS) |
This course examines how the diverse cultural groups of the Fraser Valley approach conflict and peacebuilding within their own communities, and in relation to others. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities |
| PACS 310: Conflict Transformation |
Peace and Conflict Studies (PACS) |
This course examines conflict transformation methodology that addresses the root causes of violence in personal, communal, and international realms. Strategies are explored for the creation of new conditions that satisfy all parties, and that are able to sustain peace long-term. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 17: Partnerships for the Goals |
| PACS 390: Conflict Analysis and Peacebuilding Directed Study |
Peace and Conflict Studies (PACS) |
This course is an intensive study of a particular aspect of the field of Peace and Conflict Studies. In consultation with the supervising professor, students will select a specific concept or case for examination. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
|
| PACS 391: Conflict Analysis and Peacebuilding Field Work |
Peace and Conflict Studies (PACS) |
This course centers on a real-life scenario that incorporates the central components of Peace and Conflict Studies. In consultation with the supervising professor, students will find placement in a peacebuilding organization, which will provide the basis for their field work project. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
|
| PACS 400: Conflict Analysis and Peacebuilding Seminar |
Peace and Conflict Studies (PACS) |
This course centers on a major project that analyzes and proposes the implementation of peacebuilding tools related to the community or workplace. The project, and the seminar paper presentations and discussions, are designed to increase self-awareness, and to equip students with vigorous and appropriate communication and peacebuilding skills. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
|
| PHIL 210: Contemporary Issues in Morality and Politics |
Philosophy (PHIL) |
Through seminars and directed reading, problems of current interest in moral and political philosophy are dealt with, including conflicts between dominant moral theories, between the demands of morality and of politics, and between theories of justice, freedom, and human nature. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities |
| PHIL 309: Feminist Philosophy |
Philosophy (PHIL) |
Investigates contemporary feminist thought from a variety of perspectives and theoretical orientations. Examines how issues of gender have entered into discussions within major fields of philosophy, including ethics, epistemology, metaphysics, and social and political philosophy. Explores the ways in which these issues intersect with race, class, and colonialism. |
Sustainability-inclusive |
SDG 05: Gender equality |
SDG 10: Reduced Inequalities, SDG 16: Peace, Justice and Strong Institutions |
| PHIL 310: Ethics and Public Policy |
Philosophy (PHIL) |
Applies ethical principles to practical problems in public policy. Issues to be discussed include examining the ethical differences between individual and social decisions. Topics include healthcare, international relations, business and economic development, employment relations, government, and technological innovations. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 09: Industry, Innovation and Infrastructure, SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| PHIL 318: Environmental Ethics |
Philosophy (PHIL) |
An exploration of ethical issues in the context of the environment. Topics include defining nature, animal rights and their use in scientific research, climate change and the politicization of science, pollution caused by human activities, and obligations to future generations. |
Sustainability-focused |
SDG 13: Climate Action |
SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities |
| PHIL 412: Corporations, Globalization, and Ethics |
Philosophy (PHIL) |
This course examines the roles of corporations within society and the impacts of their actions on various stakeholders, including indigenous populations. What limitations, if any, can rightly be imposed on these organizations? What are the rights and duties of employees? |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 11: Sustainable Cities and Communities |
| PNUR 140: Health Promotion I |
Practical Nursing (PNUR) |
Introduces the concepts of health promotion, the determinants of health and health inequities, and develops a beginning knowledge of normal growth and development. Topics include health enhancement, health protection, disease prevention, and health restoration (recovery, care, and support). |
Sustainability-focused |
SDG 03: Good Health and Well-being |
|
| PNUR 144: Integrated Nursing Practice I |
Practical Nursing (PNUR) |
Emphasizes the art and science of nursing, focusing on the development of basic nursing care and assessment. Learners will apply nursing knowledge through the practice of clinical decision-making, nursing assessment skills, and nursing interventions aimed at the promotion of health, independence, and comfort. A variety of approaches (e.g. simulation) will be used to assist learners to integrate theory from other level one courses. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
|
| PNUR 150: Health Promotion II |
Practical Nursing (PNUR) |
Focuses on health promotion as it relates to the aging process including exploring activities aimed at supporting clients to maintain their health. The concepts of health promotion, physical and mental wellness, normal aging changes, and continued independence are examined. |
Sustainability-focused |
SDG 03: Good Health and Well-being |
|
| PNUR 154: Integrated Nursing Practice II |
Practical Nursing (PNUR) |
Builds on the foundation of level one and emphasizes the development of clinical decision making, nursing assessments, and interventions to promote the health of older adults. A variety of approaches (e.g. simulation) will help learners to integrate theory from level one and two courses to provide safe, competent, and ethical nursing care with older adults. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
|
| PNUR 240: Health Promotion III |
Practical Nursing (PNUR) |
Focuses on health promotion as it relates to the continuum of care across the lifespan. Health promotion in the context of mental illness, physical and developmental disabilities, and maternal/child health is highlighted. Normal growth and development from conception to middle adulthood is addressed. |
Sustainability-focused |
SDG 03: Good Health and Well-being |
|
| PNUR 246: Integrated Nursing Practice III |
Practical Nursing (PNUR) |
Builds on the theory and practice from levels one and two. Through a variety of approaches, including simulation, learners will continue to develop knowledge and practice comprehensive nursing assessment, planning for, and interventions for clients experiencing multiple health challenges in a variety of settings. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
|
| PNUR 250: Health Promotion IV |
Practical Nursing (PNUR) |
Focuses on health promotion in the context of caring for clients experiencing an acute exacerbation of chronic illness or an acute episode of illness, including examination of health-promoting strategies during hospitalization to improve or help maintain clients’ health status after discharge occurs. Topics also include how to prepare clients for discharge from care, through teaching and learning of health-promoting strategies. |
Sustainability-focused |
SDG 03: Good Health and Well-being |
|
| PNUR 254: Integrated Nursing Practice IV |
Practical Nursing (PNUR) |
Emphasizes the development of nursing skills aimed at promoting health and healing with individuals experiencing acute health challenges across the lifespan. A variety of approaches, such as simulation, will help learners build on theory and practice from levels one, two, and three to integrate new knowledge and skills relevant to the acute care setting. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
|
| POSC 100: Introduction to Politics |
Political Science (POSC) |
This course will introduce you to the key concepts and ideas of politics. It offers an introduction to major areas of study in the discipline, including political theory, Canadian politics, comparative politics, international politics, gender and politics, and Indigenous politics. To explain and clarify the fundamental concepts and theories used by political scientists, the course will draw on historical and contemporary political cases and examples. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 05: Gender Equality, SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities, SDG 17: Partnerships for the Goals |
| POSC 110: Introduction to Canadian Politics |
Political Science (POSC) |
This course will examine the constitutional foundations of Canadian politics, the key institutions in the Canadian political system, the role of citizens in Canadian politics including Aboriginal peoples, and the challenges of political reform. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities |
| POSC 120: Ideology and Politics |
Political Science (POSC) |
The study of major ideologies and their philosophical underpinnings sheds light on historical and current events. With a view to understanding Canadian and world politics, this course introduces and surveys a wide range of thinkers and ideas that have shaped our world. Through the study of the ideological visions of liberalism, conservatism, Marxism, socialism, feminism, anti-colonialism, anarchism, and environmentalism, we will explore theories of power, government, freedom, and liberation. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 05: Gender Equality, SDG 16: Peace, Justice and Strong Institutions |
| POSC 260: International Relations and Global Politics |
Political Science (POSC) |
This course will introduce students to the study of global politics and international relations. The course will examine international relations theory, the sources of power in world politics, international security and war, the formulation of foreign policy, international political economy, international law, human rights, and globalization. |
Sustainability-focused |
SDG 17: Partnerships for the Goals |
SDG 10: Reduced Inequalities, SDG 16: Peace, Justice and Strong Institutions |
| POSC 300: Research Methods and Approaches in Political Science |
Political Science (POSC) |
This course will provide an overview of the principal research methods and approaches in political science. The course will outline the principles of qualitative, quantitative, and comparative research methods, and students will be introduced to various approaches in political science, such as normative theory, behaviouralism, rational choice, feminism, institutionalism, and Marxism. |
Sustainability-inclusive |
SDG 09: Industry, Innovation and Infrastructure |
SDG 05: Gender Equality, SDG 10: Reduced Inequalities |
| POSC 301: The Canadian State and Indigenous Governance |
Political Science (POSC) |
This course will provide an introduction to the political theories and practices of colonial and Indigenous governance. We will explore the historical and evolving political relationships between Indigenous nations in Canada and the Canadian state and society. Topics for examination may include colonialism, identity, Indigenous traditions of governance, urban Indigenous governance, political culture, treaties, Indigenous rights and title, gendering Indigenous governance, and the political economy of Indigenous life in a settler state. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| POSC 305: Government and Politics in British Columbia |
Political Science (POSC) |
This course will examine the government of British Columbia and the enduring political themes in the province, such as populism, the ideological polarization between right and left, and the urban-rural cleavage. The course will also consider the ways in which politics might be changing in BC through globalization, immigration, and the attempt to forge a new relationship with Aboriginal peoples in the province. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities |
| POSC 309: Canadian Constitutional Politics |
Political Science (POSC) |
This course will examine the development of the Canadian constitution, the events leading to its patriation in 1982, and the legacies of patriation: the impact of the new constitution on Quebec and national unity, the effect of the Charter of Rights and freedoms on Canadian politics and society, and the implications of recognizing and affirming Aboriginal Rights. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities, SDG 17: Partnerships for the Goals |
| POSC 310: Canadian Federalism and Intergovernmental Relations |
Political Science (POSC) |
This course will examine the origin and development of federalism in Canada from 1867 to the present. It will focus on the difficulties of creating and managing a social welfare state in a federal political system. Particular attention will be paid to the challenge of dividing and sharing fiscal resources. Special attention will be paid to how the governments of Canada jointly manage social programs and tackle problems that cross jurisdictional boundaries, such as the environment and health care. |
Sustainability-inclusive |
SDG 17: Partnerships for the Goals |
SDG 16: Peace, Justice and Strong Institutions |
| POSC 312: Order, Liberty, and Equality: Western Political Thought from the 17th Century to 1900 |
Political Science (POSC) |
This course will cover the history of Western political thought from the 17th, 18th and 19th centuries. The course will focus on the writing of Hobbes, Locke, Rousseau, Bentham, JS Mill, Madison, Hegel, and Marx. It provides a good overview for students in History, English, and other disciplines, as well as Political Science. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
|
| POSC 321: Global Issues in Indigenous Politics |
Political Science (POSC) |
Examines how Indigenous Peoples built the global Indigenous rights movement by studying Indigenous politics from the point of view of Indigenous Peoples. Covers topics including international law and Indigenous Peoples; colonialism, genocide, and state violence; Indigenous lands, self-governance, and autonomy; and gender and sexuality in Indigenous politics. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 05: Gender Equality, SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| POSC 324: Nationalism and Ethnic Politics |
Political Science (POSC) |
Examines how nationalism and ethnic divisions become salient politically. Introduces the major theoretical approaches in political science to the study of nationalism, ethnic identification, and ethnic politics. Covers topics including nationalism, ethnicity, Indigeneity and politics, race and racism, populism, separatist movements, and theories of ethnic accommodation. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities |
| POSC 325: Social and Environmental Justice in the Americas |
Political Science (POSC) |
Examines how Canada, the United States, Latin American, and Caribbean countries have dealt with complex political challenges, including public health, poverty, inequality, and environmental protection. |
Sustainability-focused |
SDG 13: Climate Action |
SDG 10: Reduced Inequalities, SDG 16: Peace, Justice and Strong Institutions |
| POSC 330: International Human Rights |
Political Science (POSC) |
This course will examine the history and development of human rights. The course will also explore how human rights are implemented and enforced by governments and international organizations and how they are interpreted by international tribunals including the international criminal court. |
Sustainability-focused |
SDG 17: Partnerships for the Goals |
SDG 10: Reduced Inequalities |
| POSC 331: Western Peace Traditions |
Political Science (POSC) |
War and peace seem to be a perennial aspect of the human condition. This course will examine how peace has been understood, at the level of theory and practice, within the Western Tradition. The course will cover Classical Greek, Roman, and Jewish perspectives, the complex Classical Christian synthesis, the 16th century Magisterial and Anabaptist notions of war and peace, and peace activists on the stage of world politics today. The major peace themes such as pacifism, various forms of just war theory, and peace through strength will be examined. The course will conclude with a discussion of the Canadian Peace Tradition. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities |
| POSC 332: The Politics of Multiculturalism |
Political Science (POSC) |
This course explores and critically assesses various perspectives on multiculturalism. Through an analysis of different theoretical perspectives and various political topics (such as Indigenous self-government, reasonable accommodation, Shariah law debates, the ‘war on terror’, etc.), students are invited to reflect critically on issues of power, citizenship, belonging, diversity, difference, and liberal and democratic principles and practices. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 16: Peace, Justice and Strong Institutions |
| POSC 335: Civil Liberties and the Charter in Canada |
Political Science (POSC) |
A study of the relationship between the government and individual liberty in Canada. The focus is upon the Canadian Charter of Rights and Freedoms and its interpretation by our judiciary. Examination of the issues of equality before the law, freedom of speech, freedom of religion, hate literature, and obscenity. Consideration of the rights of incarcerated individuals and the rights of individuals designated as mentally disordered. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities, SDG 17: Partnerships for the Goals |
| POSC 350: Sex, Gender, and Women in Political Thought |
Political Science (POSC) |
This course will provide a survey of some of the key debates in gender and feminist political theory, including meanings of gender, the idea of women in political thought, differences among gender identities, and how gendered identities are conceived and organized in politics and society. |
Sustainability-focused |
SDG 05: Gender equality |
SDG 16: Peace, Justice and Strong Institutions |
| POSC 360: The United Nations and International Organizations |
Political Science (POSC) |
This course will examine the history and roles of international organizations in global politics. Special attention will be paid to the United Nations, but organizations such as the European Union, NATO, and Amnesty International may also be examined. |
Sustainability-focused |
SDG 17: Partnerships for the Goals |
SDG 16: Peace, Justice and Strong Institutions |
| POSC 365: War, Terrorism, and Global Security |
Political Science (POSC) |
The course will explore traditional warfare between states as well as new security threats such as international terrorism and military extremism, cyberterrorism, child soldiers, human and drug trafficking, and environmental threats. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 14: Life Below Water, SDG 15: Life on Land, SDG 17: Partnerships for the Goals |
| POSC 368: Global Issues and Canadian Foreign Policy |
Political Science (POSC) |
This course will explore Canada’s response to major global issues, such as humanitarian intervention in foreign conflicts, peacekeeping, international trade, assistance to developing countries, climate change, and Canada’s role in international organizations. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 13: Climate Action, SDG 17: Partnerships for the Goals |
| POSC 420: Seminar in Political Theory |
Political Science (POSC) |
In this reading-intensive seminar course, students will examine some important modes and substantive domains of inquiry that distinguish the practice of political theory. Students will explore: the disputed identity of political theory as a field of inquiry and its location with Political Science; debates about political theory methodologies, drawing on major historical and contemporary thinkers and texts as case studies; and constitutive concept(s) in political theory, such as power, democracy, difference, and citizenship. Together, these overlapping domains of inquiry will illuminate the historical, normative, empirical, analytical, and critical value of political theory. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
|
| POSC 430: Seminar in Comparative Politics |
Political Science (POSC) |
In this reading intensive seminar course, students will examine the history and development of comparative politics as a field of study in political science. Students will explore the enduring issues in comparative politics and survey the different approaches employed in the discipline. In the process, students will be introduced to the key thinkers and major texts in the field, as well as contemporary debates and critical approaches to the subject. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities |
| POSC 460: Seminar in International Relations |
Political Science (POSC) |
This reading intensive seminar course will examine the history and development of international relations as a field of study in political science. The course will explore traditional theories, concepts, and critical approaches to the field. As well, the course will explore the enduring issues and contemporary debates that have animated the field. In the process, students would be introduced to key thinkers, and the subfields of the discipline including security and multilateral governance, foreign policy, gender, and political economy. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 17: Partnerships for the Goals |
| POSC 480: Special Topics in Political Theory |
Political Science (POSC) |
This course will give students the opportunity to pursue an advanced topic in political science through a detailed exploration of one or more topics in political theory, such as feminism, multiculturalism, or Marxism. The course topic is determined by the instructor and will vary from semester to semester under different letter designations. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 05: Gender Equality, SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities, SDG 17: Partnerships for the Goals |
| POSC 481: Special Topics in Canadian Politics |
Political Science (POSC) |
This course will give students the opportunity to pursue an advanced topic in political science through a detailed exploration of one or more topics in Canadian politics, such as Aboriginal treaty negotiations, the Charter of Rights and Freedoms, or political parties and elections. The course topic is determined by the instructor and will vary from semester to semester under different letter designations. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities, SDG 17: Partnerships for the Goals |
| POSC 483: Special Topics in International Relations |
Political Science (POSC) |
This course will give students the opportunity to pursue an advanced topic in political science through a detailed exploration of one or more topics in international relations, such as diplomacy, human security, or north-south relations. The course topic is determined by the instructor and will vary from semester to semester under different letter designations. |
Sustainability-focused |
SDG 17: Partnerships for the Goals |
SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions |
| POSC 484: Special Topics in Public Policy |
Political Science (POSC) |
This course will give students the opportunity to pursue an advanced topic in political science through a detailed exploration of one or more topics in public policy, such as the environment, citizenship and immigration, health care, or foreign policy. The course topic is determined by the instructor and will vary from semester to semester under different letter designations. |
Sustainability-focused |
|
SDG 02: Zero hunger, SDG 03: Good Health and Well-being, SDG 04: Quality Education, SDG 05: Gender Equality, SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities, SDG 13: Climate Action, SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| POSC/IPK 331: History of Indigenous Leadership |
Indigenous Peoples Knowledge (IPK) |
An exploration of colonial and pre-colonial styles of Indigenous Leadership, with a focus on the Stó:lō Sí:yá:m system. This course focuses on the ways in which Indigenous leaders have shaped, and continue to shape, the cultural, political, and economic fabric of modern Canada and First Nations in Canada. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| POSC/SOC 352: Public Policy Analysis |
Sociology (SOC) |
This course examines the art of policy analysis by exploring its normative nature through a diversity of theoretical and practical approaches. Students will explore various policy analysis models within the social, political, economic, and legal contexts that situate the action and inaction that is social policy. legal contexts that situate the action and inaction that is social policy. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
|
| PSYC 305: The Psychology of Gender |
Psychology (PSYC) |
This course will look at the research on gender issues in a variety of subfields of psychology, including developmental, cognitive, abnormal, social, personality, psycholinguistics, and biopsychology. It will focus equally on men and women. Students are encouraged to apply relevant research to understanding the construction of gender in their own and other cultures. |
Sustainability-focused |
SDG 05: Gender equality |
SDG 03: Good Health and Well-being |
| PSYC 343: Psychology of Health |
Psychology (PSYC) |
This course presents a blend of basic theory and research along with clinical perspectives and interventions in health psychology. An expanded biopsychosocial systems perspective is presented and used to study psychological factors in health and illness. Topics include models and psychophysiological mechanisms of stress; applicable research designs; personality and health; psychological treatments for stress related disorders; lifestyle and health behaviours; and social and societal factors in health and health care. |
Sustainability-focused |
SDG 03: Good Health and Well-being |
SDG 10: Reduced Inequalities |
| PSYC 362: Cultural Psychology |
Psychology (PSYC) |
Examines how the cultures in which people are embedded influence their thoughts, feelings, and actions. Weekly readings in the primary and secondary literature examine issues such as methodology, acculturation, and the relationships of culture with thinking, interpersonal relationships, the self, morality, mental health, aggression, and prejudice. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being, SDG 16: Peace, Justice and Strong Institutions |
| PSYC 364: Environmental Psychology |
Psychology (PSYC) |
Environmental problems are widespread and, in many cases, growing in severity. Though many technological fixes have been and are being proposed, it is likely that substantial changes in people’s behavior will also be needed to deal with those problems. This course attempts to survey what is known about the roots of various behaviours that have environmental impacts, and attempts to outline how we can change environmentally relevant behaviours, both our own and those of other people. This course also examines impacts of a variety of environmental variables on human psychological functioning. |
Sustainability-focused |
SDG 13: Climate Action |
SDG 10: Reduced Inequalities, SDG 15: Life on Land, SDG 16: Peace, Justice and Strong Institutions |
| RLST 380: Religion, Nature and Science |
Religious Studies (RLST) |
This course will examine, in an historic and thematic manner, how various religious traditions of West and East and science have interpreted Nature and the continuing consequences of such interpretations. Is nature benign to humans, a source of material and spiritual sustenance? Or is it indifferent, mere raw material to be mastered and used as we see fit? Or is nature a recurrent threat to our material and spiritual well-being? The relationship between theory and practice will be an essential aspect of this course. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 13: Climate Action, SDG 14: Life Below Water, SDG 15: Life on Land |
| SOC 101: Introductory Sociology |
Sociology (SOC) |
This course is an introduction to and analysis of the basic concepts, methods, and theoretical orientations characteristic of sociology. It is designed to acquaint the student with the discipline and to facilitate critical and logical thought concerning explanations of society, social interactions, organizations, and institutions. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
|
| SOC 210: Social Problems of Canadian Society |
Sociology (SOC) |
This course examines selected social issues, both in terms of their historical development and their relationship to the structure of Canadian society. Particular attention is paid to the core structural and institutional issues pertaining to Canada, such as class, ethnic and gender inequality, regionalism, racism, poverty, technological development, and the transformation of community life. Additional issues such as Aboriginal land claims, US/Canada relationships, issues of Canadian foreign policy, immigration, and the environment may be addressed. Attention will also be given to Canadian strategies for participation in contemporary world affairs and the processes of globalization. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 05: Gender Equality, SDG 10: Reduced Inequalities, SDG 17: Partnerships for the Goals |
| SOC 220: Sociology of Women in Canada |
Sociology (SOC) |
This course will use feminist sociological perspectives used in understanding the changing roles of women in Canada. After introducing the process whereby women and men learn gender roles, the course will emphasize the changes occurring for Canadian women in the family, the labour force, and the community. Students will have the opportunity to examine changes in their own social world. |
Sustainability-focused |
SDG 05: Gender equality |
SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions |
| SOC 230: The Individual and Society |
Sociology (SOC) |
This course is an introduction to sociological social psychology. It has been designed to give an overview of the important concepts, issues, and debates within the field. The main paradigm of the course will be interpretive and include such theories as symbolic interactionism and phenomenology. Students will be introduced to the historical development of North American sociological thought and the social construction of self-identity within North American society. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities |
| SOC 246: Deviant Behaviour |
Sociology (SOC) |
This course provides a critical introduction to the sociological study of deviance and social control. The aim is to explore the essence of deviant behaviour--its construction, explanation, commission, and control. The course may cover both classical and contemporary approaches including lifecourse, general strain, institutional anomie, and feminist theories. In addition, we will apply the theories to various topics including violence, substance use, mental illness, stigma, identity management, and social control. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 03: Good Health and Well-being, SDG 05: Gender Equality, SDG 10: Reduced Inequalities |
| SOC 247: Culture of Capitalism |
Sociology (SOC) |
This course examines capitalism as a cultural manifestation. While most of us take it for granted, capitalism is not a state of nature, nor is it simply about trade in goods. It is, rather, a culture that has been so successful that many of its key aspects are taken to be the unalterable conditions of western industrial society—rather than as socially constructed (and thus alterable) patterns of economic and social relations. This course will provide a broad overview of capitalism’s historical, productive, and ideological aspects, with particular attention paid to how economic issues are integrated with social and political relations. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 09: Industry, Innovation and Infrastructure, SDG 10: Reduced Inequalities |
| SOC 265: Social Inequality |
Sociology (SOC) |
This course will examine a number of theories and empirical studies related to social inequality and stratification. The origins, persistence, and consequences of inequality, as well as proposed solutions (such as multiculturalism and equity legislation), will be explored. Forms of inequalities discussed are broad and include race, class, gender, sexuality, age, and physical ability. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being, SDG 05: Gender Equality |
| SOC 275: Sociology of Death and Dying |
Sociology (SOC) |
The course provides a critical exploration of topics related to the sociology of death and dying. The course will explore the social construction of death and dying as it occurs through various agents of socialization (e.g. families, religious institutions, schools, peer groups) and other social, economic, and political organizations such as the funeral industry, health care systems, and political lobbies. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions |
| SOC 280: Health and Illness |
Sociology (SOC) |
This course explores how social conditions, perceptions, and behaviors affect health and the treatment of health and illness. Topics to be covered may include: conceptualization of the body, health, and illness; the structure of the Canadian health care system and the implications of this for health; differences in health, illness, and healthcare by social class, race/ethnicity, and gender; environmental links to health; alternative approaches to healthcare; health and illness over the lifecourse; the politics of pharmaceuticals; and health care in a cross-cultural context. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being, SDG 05: Gender Equality, SDG 11: Sustainable Cities and Communities, SDG 15: Life on Land, SDG 16: Peace, Justice and Strong Institutions |
| SOC 289: Sociology of Animals in the Western World |
Sociology (SOC) |
The Sociology of Human-Animal Relations is a new and rapidly expanding field of sociology that looks at human-animal relationships and their sociological significance within human societies. Special topics in this course will include an examination of the impact of human-animal relations on the development of Western societies, the importance of cultural worldviews concerning the status of animals, the significant social roles animals play in our modern everyday experiences, and some of the critical social issues emerging within a contemporary Western setting. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 11: Sustainable Cities and Communities, SDG 15: Life on Land, SDG 17: Partnerships for the Goals |
| SOC 335: Gender Relations and Social Issues |
Sociology (SOC) |
A sociological study of the position of women and men in one or more of the major social institutions in western industrial societies, in particular Canada. Social institutions that may be examined include the family, education, the economy, the polity, the law, and the mass media. Various social policy issues and controversial topics related to gender may also be examined. |
Sustainability-focused |
SDG 05: Gender equality |
SDG 12: Responsible Consumption and Production, SDG 16: Peace, Justice and Strong Institutions |
| SOC 346: Environmental Justice |
Sociology (SOC) |
Environmental justice is the intersection of environmental concerns with social equity: it is where social marginalization—by ethnicity, class, gender, or geography, amongst others—is disproportionately affected by negative environmental impacts. This intersection often finds institutional support. This course introduces students to the study of environmental justice through theory and case study, and it will cover both the structural and ideological bases of environmental injustice. Particular attention will be paid to the U.S. deep south, as the birthplace of the environmental justice movement. Environmental justice from Canadian, indigenous, and global perspectives will also be covered. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities, SDG 17: Partnerships for the Goals |
| SOC 348: Social Movements |
Sociology (SOC) |
This class examines social movements through a wide range of their manifestations and social contexts. Particular attention will be paid to the relationship between the state and social movements. Students will be exposed to a number of theoretical perspectives, terms, and concepts important to the study of social movements, as well as to case studies of social movements in both democratic and repressive states. With the help of these tools, students will have the opportunity to think critically about the variety of protest activities which have become the norm in our “social movement society”. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities |
| SOC 430: Knowledge, Power, Science, and Society |
Sociology (SOC) |
This course is an examination of scientific and other knowledge about the “natural” world. In it we explore how social factors such as power relationships influence what is known and how knowledge is used. For example, who decides if a medical procedure is used—the doctor, patient or the government? The course is a critical examination of the ways in which social factors influence whether a claim is considered to be knowledge, a cultural belief, or a misinformed idea; how methods of observation and analysis influence what becomes known (or not known); and who has authority to say what is “the truth.” This course draws on material from the areas of sociology of science and sociology of knowledge. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
|
| SOC 435: Sociology of Sexuality |
Sociology (SOC) |
This course examines sexuality from a sociological perspective. It is designed to allow students to investigate the social, moral, and political controversies that surround sexuality, the loaded meanings attributed to sexual experiences, the varied social identities and social movements constructed around sexual practices, and how definitions of "normal" sexuality shift over time. The course will investigate a range of positivist and post-positivist theories which may include the social construction of sexuality and queer theory. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 05: Gender Equality, SDG 10: Reduced Inequalities |
| SOC 445: Advanced Topics in Deviant Behaviour |
Sociology (SOC) |
The course will allow the student to investigate a specific topic in the sociological study of deviance and social control. Topics covered will vary from semester to semester and may include, but are not limited to, the sociology of mental illness, stigma, sexual deviance, surveillance, and substance use, abuse and control. |
Sustainability-focused |
|
SDG 03: Good Health and Well-being, SDG 10: Reduced Inequalities, SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| SOC 450: Selected Issues in Sociological Theory |
Sociology (SOC) |
An examination of the ideas of a particular thinker or group of thinkers, or of the different approaches to a particular theoretical problem. Examples include, but are not limited to, feminist theory, post-structuralism, and neo-Marxism. |
Sustainability-focused |
|
SDG 03: Good Health and Well-being, SDG 05: Gender Equality, SDG 10: Reduced Inequalities, SDG 16: Peace, Justice and Strong Institutions |
| SOC 475: Communities, Difference, and Belonging |
Sociology (SOC) |
This course explores the relationship between diversity and communities. For this course, diversity is broadly defined to include all sorts of social differences, but there will be special attention paid to minority groups and alternative subcultures (e.g. ethnic, religious, LGBT, the deaf, etc). The course will primarily focus on internal and inter-group/community relations. There will only be a minor focus on policy and government structures. Topics covered include: normativity and belonging, internal group/community dynamics (e.g. formal structures and organization, social cohesion, the role of communication, and common experience), and external pressures on communities (e.g. cross-cultural tensions, misunderstandings, power relations within society). Students conduct their own qualitative research project as a major portion of their coursework. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions |
| SOC/ANTH 260: Food for Thought: Food, Culture and Society |
Anthropology (ANTH) |
While food is a material necessity of everyday life, it also bears a wide number of social and cultural meanings and is thus ‘food for thought’. Taking an ethnographic and cross-cultural perspective, this introductory course in the anthropology and sociology of food examines food production and consumption, the social and symbolic uses of food, the relationships between food and cultural identity, and the politics of food. |
Sustainability-focused |
SDG 12: Responsible Consumption and Production |
SDG 02: Zero hunger, SDG 10: Reduced Inequalities, SDG 16: Peace, Justice and Strong Institutions |
| SOC/ANTH 325: Culture and Theory of the City |
Anthropology (ANTH) |
In this seminar course, we examine the application of ethnographic theory and techniques to the city, with a special emphasis on the theoretical approaches anthropologists, sociologists, and others have taken to cities and urban life. Our explorations in reading and discussion will draw attention to cities as sites of power and magnetism as well as of social differentiation and disempowerment. A special focus of the course will be on the urban ethnography of Canadian communities in order to permit a consideration of urban theory amid local and regional contexts, and particularly concerning the influences of colonialism, migration, ethnicity, and globalization on Canadian urban milieux. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions |
| SOC/ANTH 344: Indigenous Research Methodologies |
Anthropology (ANTH) |
Students will examine the complexity of Indigenous research frameworks while identifying differences in Indigenous and historically western methodologies. Students will connect and incorporate Indigenous philosophies, knowledge, identity, and policy learning into their own research. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 04: Quality Education, SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| SOC/ANTH 360: Eating and Thinking: Food, Identity, and Power in Global Societies |
Anthropology (ANTH) |
In the modern world, it is increasingly the case that people neither eat what they grow nor grow what they eat. This seminar course examines the global ethnographic, social, political-economic, and theoretical implications of this conundrum. We explore a number of issues in the contemporary anthropology and sociology of food, including the gender, status and identity meanings of food; the relationships between food, power, and development; the local and global impacts of food production and consumption; and the growing importance of food-based movements for social change. |
Sustainability-focused |
SDG 12: Responsible Consumption and Production |
SDG 02: Zero hunger, SDG 05: Gender Equality, SDG 10: Reduced Inequalities, SDG 16: Peace, Justice and Strong Institutions |
| SOC/ANTH 387: Aboriginal Peoples of Canada |
Anthropology (ANTH) |
This course looks at selected studies of cultural patterns and contemporary issues of Aboriginal peoples in Canada (including First Nations, Inuit, and Metis). |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| SOC/ANTH 470: Race and Racism: Selected Topics |
Anthropology (ANTH) |
Questions of race and ethnicity arise frequently in the context of popular discussions of social problems, national identity, and even national unity. They are equally important in academic discussions about modern societies around the world. This course explores selected topics related to race, racism, and ethnicity from sociological and anthropological perspectives. Topics covered may include ethnic conflict, immigration and immigration policy, multiculturalism, racism, the development of immigrant identities and communities, charter groups/dominant cultures, indigenous and migrant subordination, the meaning of exile, etc. Students should consult the department to determine the content for a particular semester. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| SOC/ANTH/MACS 270: Dynamics of Racism in Canada |
Media and Communication Studies (MACS) |
This course is a critical introduction to the area of race and ethnic relations within the Canadian context. In particular racism, inequality, and the social construction of racial and ethnic categories and identities will be examined. The student will develop an awareness of competing conceptual definitions and theoretical interpretations of racism, examine controversies about the extent and meaning of racism in Canada, and investigate how the process of racialization occurs within institutions such as education, the media, and the criminal justice system. Course material will draw upon a variety of historical and contemporary sources, cases, and examples, particularly those relevant to the Fraser Valley. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 16: Peace, Justice and Strong Institutions |
| SOC/GDS 250: Sociology of Development – The Global South |
Global Development Studies (GDS) |
Examines the nature and development of the global South, its relationship to the global North, and major explanations of underdevelopment. Examples from around the world, particularly Latin America, are used to critically evaluate development issues (e.g. gender, environment, health, education, fair trade, etc.) and alternative development paths. |
Sustainability-focused |
SDG 17: Partnerships for the Goals |
SDG 01: No poverty, SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities, SDG 15: Life on Land, SDG 16: Peace, Justice and Strong Institutions |
| SOC/LAS/ANTH/MACS 492: Directed Studies in Social, Cultural, and Media Studies |
Media and Communication Studies (MACS) |
This course is designed for upper-level students who wish to examine in greater depth a particular problem/issue in Anthropology, Sociology, Latin American Studies, or Media and Communication Studies. |
Sustainability-inclusive |
|
SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| SOC/MACS 334: Cultural Policy in Canada |
Media and Communication Studies (MACS) |
Examines the essential role played by the federal government in shaping and supporting culture in Canada. Explores Ottawa’s involvement in such areas as radio and television broadcasting, Indigenous media, the fine and performing arts, and multiculturalism. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 09: Industry, Innovation and Infrastructure, SDG 10: Reduced Inequalities, SDG 11: Sustainable Cities and Communities, SDG 17: Partnerships for the Goals |
| SOC/MACS 337: Taste and Culture |
Media and Communication Studies (MACS) |
This course is an interdisciplinary examination of the concept of taste. Why do we value certain cultural artifacts while we denigrate others? How do our choices reflect who we are? What is “bad taste”? What role do class and subculture play within these notions of taste? This course will investigate theories of aesthetics, identity, subcultures, and taste in such areas as art, film, music, photography, food, and advertising. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
|
| SOC/MACS 385: Television and Social Values: The Simpsons |
Media and Communication Studies (MACS) |
In well over four hundred episodes, The Simpsons TV series has explored innumerable aspects of contemporary North American life, always with humour and often with profound insight. This course uses both the series and scholarly writings based on it to explore a diversity of social and cultural issues, focusing on such areas as education, family, the media, religion and work. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
|
| SOC/MACS 460: Issues in the Information Society |
Media and Communication Studies (MACS) |
This course explores the social, political, and cultural dimensions of information technology and what has come to be known as the “information society”. Students will examine technology in relationship to a variety of social issues such as the changing nature of: work, individual identity formation, social roles, democracy, privacy, and community. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 09: Industry, Innovation and Infrastructure, SDG 16: Peace, Justice and Strong Institutions |
| SOCA 401: Critical Theory for Creative Arts |
Scholarship of Creative Arts (SOCA) |
Students become familiar with a range of theoretical and methodological approaches to creative arts and apply theory to arts practices including digital media, visual art, film, and performance. Examples of Indigenous theories, methodologies, and creative practices are incorporated into the course. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
|
| SOWK 110: Introduction to Social Work and Social Services |
Social Work (SOWK) |
Provides an introduction to social work and social services in Canada. Students will learn the history, values, theoretical perspectives, and ethical principles that inform the profession of social work, and explore social justice approaches to diverse social issues. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities |
| SOWK 210: Introduction to Social Welfare |
Social Work (SOWK) |
This course provides an overview of social welfare policies and income security programs in Canada. Beginning with a historical review of social welfare, students will analyze the political, economic, and ideological influences on policy development. The role of social work will be explored in the context of a critical examination of the impact of policy on marginalized groups and Indigenous Peoples. The colonization and issues of the income security of Indigenous Peoples as well as the impact of policy on marginalized segments of the population will be critically examined. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| SOWK 225: Human Behaviour and the Social Environment |
Social Work (SOWK) |
This course emphasizes a critique of theories and knowledge of human bio-psycho-social development, including theories and knowledge about the range of social systems in which individuals live and diversity of human behaviour throughout the life cycle. Students will develop an understanding of the interactions between and among biophysical, social, psychological, and cultural systems as they affect human development. This will include the influence of gender, age, disability, economic class, sexual orientation, and race. The impact of various social and economic forces, including forms and mechanisms of oppression and discrimination, are examined as they affect human development and act to promote or impede optimal health and well-being. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being, SDG 05: Gender Equality, SDG 11: Sustainable Cities and Communities, SDG 15: Life on Land, SDG 16: Peace, Justice and Strong Institutions |
| SOWK 297: Introduction to Mental Health and Substance Use |
Social Work (SOWK) |
An introduction to current theories, models, and practices relating to mental health, substance use, and co-morbidity. Topics include assessment, evidence-based treatment, ecological perspectives, and the impact of practitioner attitudes on service engagement and delivery. |
Sustainability-focused |
SDG 03: Good Health and Well-being |
SDG 10: Reduced Inequalities |
| SOWK 311: Social Work Theory and Ethics |
Social Work (SOWK) |
Grounded in the epistemological foundations of social work, this course examines theories of practice and professional ethics. Students articulate their emerging practice frameworks by exploring social construction, ideology, power, oppression, and the intersection of personal, professional, and societal values. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities |
| SOWK 312: Legal Knowledge for Social Work Practice |
Social Work (SOWK) |
This course uses a critical perspective to introduce students to federal and provincial laws relevant to social work practice. Students will examine legislation in the areas of adoption, child protection, consent and capacity, family law, human rights, immigration and refugees, mental health, social assistance, social work records, victims of violence, and youth criminal justice. Students will be introduced to the Canadian legal system, including the constitutional division of powers, the structure of the courts, and legal procedures, particularly as these affect the social justice aspirations of vulnerable and marginalized populations. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 01: No poverty, SDG 03: Good Health and Well-being, SDG 10: Reduced Inequalities, SDG 17: Partnerships for the Goals |
| SOWK 320: Anti-Racist and Cross Cultural Social Work |
Social Work (SOWK) |
This course is intended to introduce students to the knowledge, theories, and skills necessary for social work practice in diverse cultural settings. Within a framework that incorporates an anti-oppressive perspective and a critical analysis of social justice and inclusion, this course engages students in self-reflection and an exploration of their own experiences, knowledge, beliefs, and attitudes about race, culture, and ethnicity. This course involves students in an examination of various theories and practice frameworks required for anti-racist social work practice. Historical and current events, policies, and social work practices affecting ethno-cultural groups and marginalized peoples will be analyzed and critiqued. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions |
| SOWK 380: Social Work and Community Development |
Social Work (SOWK) |
This course focuses on community development approaches that build local capacity and empower marginalized populations. Students will be encouraged to develop an anti-oppressive framework to examine the impact of social location, identity, and intersectionality on community dynamics and processes. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 01: No poverty, SDG 08: Decent Work and Economic Growth, SDG 16: Peace, Justice and Strong Institutions |
| SOWK 392: Indigenous Social Work |
Social Work (SOWK) |
Students examine allyship between Indigenous Peoples (First Nation, Metis, and Inuit) and social work practitioners. Students critically reflect on their social location, values, and beliefs about working with Indigenous Peoples so that they develop a practice framework based on social justice. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 11: Sustainable Cities and Communities, SDG 16: Peace, Justice and Strong Institutions, SDG 17: Partnerships for the Goals |
| SOWK 394: Substance Misuse Issues |
Social Work (SOWK) |
This course will provide students with the theoretical knowledge and introductory social work practice skills needed to work with people with substance use/misuse concerns and/or addictive behaviours from an evidence-based, social work perspective. Students will explore various theoretical perspectives of substance use, including the bio/psycho/social/spiritual model, strengths-based practice, and harm reduction. Other specific topics include an overview of psychoactive drugs; the use/misuse/abuse continuum; individual, family, and community issues; ethics in the field of addiction; social costs and policy issues related to substance use/misuse; co-occurring disorders; HIV/AIDS; prevention issues; and treatment of addictions (including motivational interviewing and the stages of change). The particular focus of social work and related professions in the continuum of care will also be examined. Students are expected to actively participate in class discussions and problem-based learning activities. There will be emphasis on issues related to indigenous people, gender, ethnicity, culture, LGBTQ persons, age, and disability. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being, SDG 05: Gender Equality, SDG 16: Peace, Justice and Strong Institutions |
| SOWK 410: Social Policy Analysis |
Social Work (SOWK) |
Examines social policies that affect diverse populations, including Indigenous communities. Students learn how policy development is shaped by a range of processes and stakeholders, including politicians, corporations, news media, and social workers. The role of the social worker in influencing the development of policy that promotes social justice is also examined. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
|
| SOWK 412: Legal Skills for Social Work Practice |
Social Work (SOWK) |
This course focuses on both the development and demonstration of statutory social work practice skills in child welfare, youth criminal justice, and family court counselling. Students learn and demonstrate skills related to the various mandates that govern their work as professional social workers. The course involves experiential learning related to dispute resolution, advocacy, and legal skills such as investigation, evidence-giving, and report writing. Fundamental to practicing these skills is an understanding of empowerment, partnership, working across differences, and individual and systemic change. The course uses a critical perspective and promotes an understanding of the strengths and limitations of these skills and the legal system. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities |
| SOWK 493: Feminist Social Work |
Social Work (SOWK) |
The course will examine social work issues from a feminist perspective, incorporating an analysis of the ideology and conceptual practices underpinning social welfare policy in Canada. Beginning with the historical development of feminist social work and feminist theories as they relate to social work practice, the class will explore gender role stereotypes, social welfare policies, ethics, research as empowerment, and specific issues experienced by women in areas such as disability, sexual orientation, and violence. |
Sustainability-focused |
SDG 05: Gender equality |
SDG 03: Good Health and Well-being, SDG 16: Peace, Justice and Strong Institutions |
| SOWK 497: Social Work in Mental Health |
Social Work (SOWK) |
Students will develop an understanding of mental health issues in Canada across the lifespan and the legal and policy framework in which mental health services are provided. Contributing factors in the experience of mental illness arising from systemic forms of oppression and factors affected by social class, ability, age, gender, race, and sexual orientation will be considered. Issues related to stigma, poverty, and housing will be explored. Approaches to social work assessment including risk of suicide and self-harm will be included as well as consideration of classification and diagnosis of mental health problems and psychiatric medications. Students will learn about evidence-based social work practice and approaches to assisting individuals and families experiencing mental health problems. Challenges and opportunities related to working in multidisciplinary teams will be discussed. Students will learn of a Recovery Model approach to mental health and the importance of hope and the belief that people can and do recover from severe mental illness. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being, SDG 16: Peace, Justice and Strong Institutions |
| THEA 111: Acting Skills for Work and Life |
Theatre (THEA) |
An introduction to acting techniques relevant to various disciplines and to the workplace. Students will improve verbal and non-verbal communication skills; enhance their presentation, public speaking, and vocalization abilities; and practice sustained attention, active listening, personal reflection, collaboration, and problem solving. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 03: Good Health and Well-being |
| THEA 203: Performance History I: Antiquity to 1600 |
Theatre (THEA) |
This course examines how theatre and performance traditions developed in diverse geographic and cultural contexts, from antiquity to 1600. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 09: Industry, Innovation and Infrastructure |
| THEA 204: Performance History II: 1600-1900 |
Theatre (THEA) |
Examines how theatre and performance traditions developed in diverse geographic and cultural contexts, from 1600-1900. Examples from Indigenous cultures of Turtle Island will be included. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 09: Industry, Innovation and Infrastructure |
| THEA 303: Gender and Performance |
Theatre (THEA) |
Considers gender as constructed and displayed in performance, exploring theories of gender and their application to the analysis of performance practices. Historical, theoretical, and artistic perspectives from the fine arts, humanities, and social sciences are included. |
Sustainability-focused |
SDG 05: Gender equality |
|
| THEA 304: Applied Theatre and Performance Methods |
Theatre (THEA) |
This course explores applied theatre and performance methods used by educators and practitioners in a variety of fields outside of traditional, professional theatre contexts, such as training of teachers, lawyers, and healthcare-workers; addressing political and social issues. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 16: Peace, Justice and Strong Institutions |
| THEA 305: Theatre for Young Audiences |
Theatre (THEA) |
Investigates the purpose, philosophy, and methods for creating theatrical performances for or with young audiences, ranging from very young children to older adolescents. Explores the history of theatre for young audiences, significant scripts, devising and adapting stories, and the professional theatre. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
|
| THEA 306: History of Musical Theatre |
Theatre (THEA) |
Examines the development of musical theatre from the 18th century to the present. Content may include analyses of individual musicals that have transformed the genre, an exploration of the place of musical theatre in popular culture, and an overview of Canadian musical theatre. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities |
| VA 101: Figure Drawing |
Visual Arts (VA) |
This is an introductory drawing course focused on the human figure. Students will learn how to draw from a live model, utilizing a variety of techniques and materials in both draped and undraped settings. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being, SDG 05: Gender Equality |
| VA 113: Introduction to Drawing |
Visual Arts (VA) |
This is an introductory drawing course that is designed to give the student technical art training and skill development balanced with experimental processes. Students will be exposed to both traditional and non-traditional methods, materials, ideas, and techniques. This course will emphasize the importance of drawing from three distinct positions: technical skill development, development of personal expression, and the important role art plays in describing and formulating our society today. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 09: Industry, Innovation and Infrastructure |
| VA 271: Image, Sound, and Performance Art I |
Visual Arts (VA) |
Students create image, sound, and performance art projects. Students focus on technical and conceptual skills while developing critical approaches to extended media art practices. |
Sustainability-inclusive |
SDG 09: Industry, Innovation and Infrastructure |
|
| VA 272: Image, Sound, and Performance Art II |
Visual Arts (VA) |
This course builds on the principles and practices introduced in VA 271. Building on new themes and materials, students continue to explore image, sound, and performance art practices while deepening their academic research related to their art production. |
Sustainability-inclusive |
SDG 09: Industry, Innovation and Infrastructure |
|
| WMST 101: Introduction to Women's Studies I |
Women's Studies (WMST) |
This course uses a multidisciplinary approach to introduce students to the study of women in society and academia. It explores the development of feminist theories and methodologies, and the construction and meaning of gender. It examines women's experiences within the context of class, race, age, and sexual orientation. |
Sustainability-focused |
SDG 05: Gender equality |
SDG 09: Industry, Innovation and Infrastructure |
| WMST 201: Introduction to Women's Studies II |
Women's Studies (WMST) |
This course continues the multidisciplinary approach to the study of women developed in WMST 101. Specific topics may include women in science and medicine, law, politics, culture and philosophy. The analysis of Canadian women is placed within an historical and global context to allow for cross-cultural comparison as well as class, race, and age differences between groups of women. |
Sustainability-focused |
SDG 05: Gender equality |
SDG 09: Industry, Innovation and Infrastructure, SDG 16: Peace, Justice and Strong Institutions |
