Courses
EDCS 1540 Interpers Commun/Interpers Relation (3,0,0)
Credits: 3 credits
Delivery: Campus
Self-awareness is a foundation for the development of competent human service workers. By
focusing on personal development this course offers an opportunity to learn and use
interpersonal communication skills effectively. Students will also be introduced to knowledge and
skills that increase effectiveness in helping relationships with client populations. Topics such as
group dynamics, assertive behavior and conflict management will be covered.
Note: Students cannot get credit for more than one of EDCS 1540, HUMS 1540, HUMS 1541, ECED 1340.
For more information, search for this course here.
EDCS 1580 Introduction to Inclusive Practices in School and Community (3,0,0)
Credits: 3 credits
Delivery: Campus
Institutional Learning Outcomes: Lifelong Learning
Students explore the field of inclusive community and education support, including personal and professional values and ethics and self-care. Students will identify the key features of inclusive support roles in school and community environments.
Prerequisite: Admission to the Education Assistant and Community Support program
Note: Students will receive credit one of HUMS 1580, HUMS 1581 or EDCS 1580
For more information, search for this course here.
EDCS 1640 Foundations of Educational and Community Support (3,0,0)
Credits: 3 credits
Delivery: Campus
Institutional Learning Outcomes: Intercultural Awareness
Students will develop a critical awareness of disability and the learning and support needs of people with disabilities in school and community. Students investigate person-centered, strength based strategies and barriers to social inclusion and education.
Prerequisite: Admission to the Education Assistant and Community Support program
Note: Students will only receive credit for one of EDCS 1640 and HUMS 1640.
EDCS 1650 Principles of Behavior (3,0,0)
Credits: 3 credits
Delivery: Campus
This course introduces students to strength-based, educational approaches to understanding challenging behavior with a focus on pro-active, reflexive, emotionally and culturally safe practice.
Note: Students can receive credit for one of HUMS 1650 and EDCS 1650.
EDCS 1660 Health Care Principles (3,0,1)
Credits: 3 credits
Delivery: Campus
This course overviews the theory and application of preventive health care planning and personal care principles. Areas of study include body mechanics, basic anatomy and physiology of body systems, nutrition, recognition of illness, referral procedures to health care services and issues related to basic pharmacology. Ethical and legal concepts of human service work in relation to health care practice will be discussed.
Prerequisite: Admission to the Education Assistant and Community Support program Required
Lab: EDCS 1660L
Note: Students cannot receive credit for both EDCS1660 and HUMS 1660
EDCS 1680 Field Work (0,16,0)
Credits: 4 credits
Delivery: Campus
Students complete a practicum in either a school or community setting that offers supports for individuals with disabilities. This course requires students to be in a scheduled placement and to attend a weekly two-hour practicum seminar. Practicum placements are designed to provide supervised experiences that reinforce and apply learning from other program courses.
Prerequisite: HUMS 1580 (min. grade C) or EDCS 1580 (min. grade C); and EDCS 1540 (min. grade C) or HUMS 1540 (min. grade C); and EDCS 1640 (min. grade C)
Note: Students cannot receive credit for more than one of CSSW 1650, HUMS 1600, HUMS 1601 or EDCS 1680
HUMS 1770 Introduction to Human Service Practice with Indigenous Communities (3,0,0)
Credits: 3 credits
Delivery: Campus
Students examine the historical and continuing process of colonization in Canada, and the resulting
societal, political, linguistic, spiritual, and cultural impacts that are challenging Indigenous peoples
today. The development of cultural understanding and the beginning of culturally competent
practice occur in this course. Additional topics include self-government, cultural healing and
empowerment , and human service practice in Indigenous peoples communities.
Prerequisite: Admission to the Human Service Diploma program or permission from the program coordinator.
Note: Students cannot receive credit for both HUMS 1771 and HUMS 1770.
CYCA 2400 Human Development- Conception to Late Childhood
Credits: 3 credits
Delivery: Campus
This course introduces diverse perspectives and concepts of child and youth wellbeing and development as
a basis for praxis with children, and families. The course explores Indigenous perspectives of children's
health, development and wellbeing that focus on holism and Western theories that focus on different
domains of development. The course focusses on critical thinking about child health and educational equity
and the relevancy of different perspectives to the health, development and wellbeing of diverse child
populations.
Prerequisites: Admission to the ECED, HUMS or CEACS programs or instructor permission.
Note: Students will only receive credit for one of PSYC 2130 and CYCA 2400.
CYCA 2410 Human Development - Adolescence to End of Life
Credits: 3 credits
Delivery: Campus
This course introduces and expands diverse perspectives and concepts of child and youth wellbeing
and development as a basis for praxis with children youth, and families. The course explores
Indigenous perspectives of adolescent and adult health, development and wellbeing that focus on
holism and Western theories that focus on different domains of development. The course focusses
on critical thinking about adolescent and adult health and educational equity and the relevancy of
different perspectives to the health, development and wellbeing of diverse youth and adult and
older adult populations.
Prerequisite: Admission into the ECED or EACS program
Note: Students will only receive credit for one of CYCA 2410 and PSYC 2230
ENGL 1100 Introduction to University Writing
Credits: 3 credits
Delivery: Campus
Students explore the practices of reading and writing in scholarly contexts by investigating a chosen
topic or issue. Students read, critically analyze, and synthesize information and ideas found in
appropriate secondary sources and coming from a variety of disciplinary backgrounds. They also
develop their abilities to communicate knowledge by composing in the genres and sub-genres of
scholarly writing, including the incorporation of research and documentation while using a clear,
persuasive, grammatically-correct style.
Prerequisite: English Studies 12 /English First Peoples 12 with a minimum 73% or equivalent
Note: students cannot receive credit for both ENGL 1100 and ENGL 1101
