| ABT 111 - Office Practices & Management |
Applied Business Technology (ABT) |
Introduction to standard administrative practices used in the workplace. Emphasis on the roles and responsibilities of the administrative
professional in an office setting and developing strategies for workplace success. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 08: Decent Work and Economic Growth
SDG 10: Reduced Inequalities |
| ABT 131 - Adaptive Tech. & Keyboarding |
Applied Business Technology (ABT) |
Introduction to the fundamentals of text-generation methods with an emphasis on speed and accuracy. Students will build proficiencies
in traditional keyboarding techniques as well as in adaptive technologies used in document production such as speech-to-text, screen
recording, captioning, and other accessibility and productivity tools. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 10: Reduced Inequalities |
| ABT 188 - Capstone |
Applied Business Technology (ABT) |
Students will develop a project plan and deliver a capstone project. Emphasis is on using ABT program skills and experiences to explore and refine professional administrative practice. |
Sustainability-inclusive |
SDG 08: Decent Work and Economic Growth |
SDG 10: Reduced Inequalities |
| ADED 210 - Principles & Prac of Adult Ed |
Adult Education (ADED) |
Introduces learners to the principles and practices of adult education. Provides a common foundation of knowledge for adult education |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 03: Good Health and Well-being |
| ADED 215 - Foundations of e-Learning |
Adult Education (ADED) |
Explores how e-learning tools are changing and how they can be used to support diverse adult learners. Offers participants an
opportunity to investigate, apply, and critique a range of e-learning tools and methods from an adult educational perspective. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 03: Good Health and Well-being |
| ADED 325 - Teaching Adults |
Adult Education (ADED) |
Applying theoretical understanding in articulating personal teaching philosophy. Developing skills to teach adults, focusing on short
course design, lesson planning, modes of instruction and assessment, creating professional development plans, and Indigenizing
curricula. Emphasis is on collaborative learning and reflective practice. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities |
| ADED 330AA - Gender in Adult Learning |
Adult Education (ADED) |
Examines how gender, as a social construct, shapes the experiences of adult learners and
educational institutions. Draws on feminist theories to critically analyze learning across diverse
contexts, including workplaces, educational settings, and civil society |
Sustainability-focused |
SDG 05: Gender Equality |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| ADED 330W - Trauma-Informed Pedagogy/Pract |
Adult Education (ADED) |
This course explores trauma-informed teaching and learning models for working with
adult learners. It provides pedagogical approaches and methods for creating more
caring and inclusive learning experiences for adult learners |
Sustainability-focused |
SDG 04: Quality education |
SDG 01: No Poverty
SDG 03: Good Health and Well-being
SDG 05: Gender Equality
SDG 08: Decent Work and Economic Growth
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| ADED 330Z - Race & Anti-Racism in Adult Education |
Adult Education (ADED) |
This course addresses issues related to race, discrimination and equity in adult learning from
social justice perspectives. Students will learn about the definition of racism and discrimination
while investigating the historical, cultural, societal and institutional roots of discrimination and
prejudice within Canadian society. Examines the impact of oppression and unequal power
distribution on marginalized groups and their opportunities to achieve and participate at various
work and educational settings. Examine various anti-racism educational models and pedagogical
approaches to advance social justice in various learning and teaching contexts |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 05: Gender Equality
SDG 08: Decent Work and Economic Growth
SDG 16: Peace, Justice and Strong Institutions |
| 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 405 - Diversity in Adult Education |
Adult Education (ADED) |
Recognizing that Canada is a diverse and multicultural country with Indigenous distinctiveness, discussions will revolve around the diversity (e.g., race, cultures, genders, abilities, class, languages) that makes up the very fabric of Canadian society and its relationship to adult education. Students will explore diverse learning models and Indigenous teaching philosophies for working with adult learners. The course provides pedagogical approaches and methods for decolonization and creating more equitable and inclusive learning experiences for the diverse social identities that make up adult learning communities. |
Sustainability-focused |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities |
| ADED 407 - Organizational & Workplace Learning |
Adult Education (ADED) |
Builds theoretical and practical skills relevant to fostering learning/training in workplaces and organizations. Examines and applies knowledge of the purpose, nature, and meaning of learning/training and concepts, tools, and practices that support learning/training within professional and organizational contexts. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
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 |
SDG 03: Good Health and Well-being
SDG 05: Gender Equality
SDG 10: Reduced Inequalities
SDG 17: Partnerships for the Goals |
| ADED 420 - Adult Education in Global Context |
Adult Education (ADED) |
Explores the purposes, challenges, contexts, and responses of adult learning and education across international and Canadian contexts through various cultural and critical lenses. Examines the work and influences of major local and international players, and their initiatives (e.g., UN’s SDGs, UNESCO’s UNDRIP). Surveys how adult learning and education affords and/or constrains opportunities for freedoms, equality, social and economic justice, and wellbeing. |
Sustainability-focused |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 05: Gender Equality
SDG 10: Reduced Inequalities
SDG 17: Partnerships for the Goals |
| 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 |
SDG 04: Quality education |
| 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 |
SDG 04: Quality education |
| ADED 446 - Community-based ADED Methods |
Adult Education (ADED) |
Use an adult learning approach to explore creative, multi-media, and digital methods to work with community groups, non-profits, community education, etc. Emphasis is on practical application and exploration of non-traditional adult education methods as a means of community development |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 05: Gender Equality
SDG 08: Decent Work and Economic Growth
SDG 11: Sustainable Cities and Communities
SDG 17: Partnerships for the Goals |
| ADED 465 - Indigenous Worldviews and Pedagogies in Adult Education |
Adult Education (ADED) |
Explores Indigenous pedagogies relevant for adult education settings through reflective practice and experiential learning methods
focused on Indigenous worldviews and ways of knowing/doing. Examines decolonization, Indigenization, and reconciliation through
bridging pedagogies between Western and Indigenous education. |
Sustainability-focused |
SDG 05: Gender Equality
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| AGRI 123 - Horticulture Skills 1 |
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) |
Introduction to plant anatomy and physiology; physical, biological, and chemical (hormones) control of plant growth; and postharvest handling. Overview of plant taxonomy and biological nomenclature. Develops knowledge base needed to continue studying major horticultural crop groups. |
Sustainability-inclusive |
SDG 15: Life on Land |
SDG 02: Zero Hunger |
| AGRI 129 - Horticulture Skills 2 |
Agriculture (AGRI) |
Technical skills including tissue culture, sprayer calibration, pruning, and grafting will be practiced. Activities will take place in the lab, Agriculture outdoor classroom, or greenhouse. |
Sustainability-inclusive |
SDG 15: Life on Land |
SDG 02: Zero Hunger |
| AGRI 163 - Pest Biology & Identification |
Agriculture (AGRI) |
An overview of the general biology of key groups of plant/livestock pests, including arthropods, weeds, and pathogens. Emphasis will be on identification using key features for each group of pests, life history strategies within each group, and the ecology of each group of pests. The role of agricultural practices in contributing to the build up of pest populations will be examined. Lab sessions and hands on activities in the greenhouse, outdoor classroom or barns will be incorporated into weekly class meetings. |
Sustainability-inclusive |
SDG 15: Life on Land |
SDG 02: Zero Hunger
SDG 13: Climate Action
SDG 14: Life Below Water |
| 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-inclusive |
SDG 15: Life on Land |
SDG 02: Zero Hunger
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action |
| 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-focused |
SDG 02: Zero Hunger |
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 15: Life on Land |
| 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 |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities
SDG 14: Life Below Water |
| 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 254 - Ruminant Animal Health |
Agriculture (AGRI) |
The principles of disease infection, treatment, and prevention in ruminant livestock are introduced. Topics also include animal physiology, the principles of ruminant nutrition, reproduction and obstetrics, the incidence of respiratory ailments, nutritional and infectious disease, and health management of dairy and beef cattle and small ruminants. |
Sustainability-focused |
SDG 15: Life on Land |
SDG 02: Zero Hunger
SDG 03: Good Health and Well-being
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action |
| 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
SDG 13: Climate Action |
| 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 |
SDG 13: Climate Action
SDG 15: Life on Land |
| 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 |
SDG 13: Climate Action
SDG 15: Life on Land
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| 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
SDG 13: Climate Action
SDG 15: Life on Land |
| 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
SDG 13: Climate Action |
| 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 |
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 15: Life on Land |
| 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 - Agroecology |
Agriculture (AGRI) |
Explores the science of agroecology as the foundation for ecologically, economically, and socially responsible food production.
Evidence-based exploration of the environmental impact of current, historic, and emerging practices for the production of both plant and animal-based food.
Field trips to local farms will be required outside of class time throughout the second half of the semester. |
Sustainability-focused |
SDG 02: Zero Hunger |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 08: Decent Work and Economic Growth
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 15: Life on Land |
| AH 204 - Indigenous Art -Northwest Coast |
Art History (AH) |
Students will consider how the art and visual culture of the Indigenous peoples of the Northwest Coast of British Columbia have functioned in rituals and have been appropriated for financial gain, politicized as a vision of Canada and as a tool of Indigenous activism, and integrated into globalized display cultures. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 04: Quality education
SDG 16: Peace, Justice and Strong Institutions |
| AH 270 - Architecture & Nature |
Art History (AH) |
An examination of the changing relationship between architecture and nature from prehistory to the present day that encompasses architecture, urban planning, garden design, and commemorative monuments. This course references both built and imagined examples in art and visual culture.
Note - This course may include field trips. |
Sustainability-inclusive |
SDG 15: Life on Land |
SDG 03: Good Health and Well-being
SDG 13: Climate Action |
| AH 315 - Arts in Context -Contemporary |
Art History (AH) |
Students will learn about production, circulation, and reception of contemporary arts in their relation to social upheaval, political movements, globalization, and emerging critical thought on race, gender, sexuality, Indigeneity, and class. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 05: Gender Equality
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| 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. The complexities of decolonization and Indigenization regarding gender and art are also addressed. |
Sustainability-focused |
SDG 05: Gender Equality |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities |
| AH 321 - Canada - Contact Zone |
Art History (AH) |
An exploration of post-contact art and visual culture as a mediator between Indigenous and settler communities in pre-and post_x0002_Confederation Canada. Considers the social, political, economic, and aesthetic implications of such cross-cultural exchanges, shaped by conflict, negotiation, appropriation, and resistance. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 08: Decent Work and Economic Growth
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| AIS 101 - Fundamentals of Higher Ed |
AIS (Arts and Integrated Studies) |
Students develop the skills needed to thrive in diverse and dynamic post-secondary learning environments, contribute to academic conversations, make connections between disciplines, and identify how their education will impact their lives and their communities. Students will become familiar with key academic skills, institutional and faculty expectations, and the supports and programs offered at UFV through seminar-style classes, group work, and reflexive assignments. |
Sustainability-inclusive |
SDG 08: Decent Work and Economic Growth |
SDG 04: Quality education |
| AIS 111 - Found. of Academic Success |
AIS (Arts and Integrated Studies) |
Students practice lateral, convergent, and divergent thinking skills important for academic and professional success. Students explore creativity, innovation, and collaboration as well as learning and technical skills used in university and the workplace. |
Sustainability-inclusive |
SDG 08: Decent Work and Economic Growth |
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| AIS 299 - Professional Practices I |
AIS (Arts and Integrated Studies) |
Students identify skills gained from a liberal arts education that equip them to self-manage their lives, work, civic, and global participation while exploring equity, diversity, and inclusion (EDI) in the workplace. They produce a personal action plan that connects their university learning to their post-university goals (e.g., career, service, graduate school). |
Sustainability-inclusive |
SDG 08: Decent Work and Economic Growth |
SDG 10: Reduced Inequalities |
| AIS 398 - Prof Practices for Int Studies |
AIS (Arts and Integrated Studies) |
Students explore diverse perspectives on the meaning of work, articulate personal and professional values embedded in one’s work, plan for advancement or improved personal career satisfaction, and create an individualized trajectory that bridges university learning and professional practices and expectations. |
Sustainability-inclusive |
SDG 08: Decent Work and Economic Growth |
SDG 10: Reduced Inequalities |
| AIS 399 - Professional Practices II |
AIS (Arts and Integrated Studies) |
Students engage in critical professional practice discussions related to the future of work, mentorship, civic engagement, workplace innovation, ethical workplace practices, and career wellbeing and sustainability. They develop strategies for successful transition into post-university life, graduate studies, and/or career advancement. |
Sustainability-inclusive |
SDG 08: Decent Work and Economic Growth |
SDG 10: Reduced Inequalities |
| AIS 401 - Reconciliation & Reciprocity |
AIS (Arts and Integrated Studies) |
Students participate in a community of practice to develop a transfer of learning plan and an individualized reciprocity action plan that supports their reconciliation efforts and relationships toward decolonial futures. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 16: Peace, Justice and Strong Institutions |
| 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-inclusive |
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 |
SDG 03: Good Health and Well-being
SDG 16: Peace, Justice and Strong Institutions |
| 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 235 - Intercultural Relations |
Anthropology (ANTH) |
Students explore the foundations of intercultural relations, using best practices and case studies in intercultural competence, via an anthropological lens. Provides structured opportunities for expanding cultural awareness, personal reflection, and intercultural dialogue |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being
SDG 05: Gender Equality
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| 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 368 - Power Inequality Environment |
Anthropology (ANTH) |
Investigates and questions how framings of environmental issues reflect broader power structures, cultural categories, and social anxieties. Focuses on how we—as scholars, citizens, and activists—can work to alter current environmental conditions in ways that foster social and ecological justice for all living beings. |
Sustainability-focused |
SDG 13: Climate Action |
SDG 01: No Poverty
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 08: Decent Work and Economic Growth
SDG 12: Responsible Consumption and Production
SDG 16: Peace, Justice and Strong Institutions |
| ANTH 470E - Ethnicity Race & Nationalism |
Anthropology (ANTH) |
This seminar course seeks to answer these questions with specific regard to ethnicity, race, and nationalism – intersecting and complex forms of identity that are socially and culturally constructed (and at times, imposed). We consider a range of theories concerning difference, belonging, social boundaries, and the making and assertion of claims to identity, territory, and power, including primordial and constructivist approaches. We examine the cultural basis of ethnicity; the emergence (and everyday life) of ethnic consciousness; its potential politicization in racial and national projects; the interplay of colonialism, post-colonialism, migration and diaspora with ethnic, racial, and national identities and claims to territory and identity; the contemporary creation and deployment of genocide and terrorism; and, the intersections between these phenomena and other forms of difference, such as religion, gender, caste, and class. Our readings, discussions, and assignments explore the local and global resonances of these questions. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being
SDG 05: Gender Equality
SDG 16: Peace, Justice and Strong Institutions |
| ANTH 470G - Colonialism’s Accumulative Effects |
Anthropology (ANTH) |
Colonialism has played a fundamental role in shaping politics and society, and the intersection of
colonial social hierarchies and ‘rules of difference’ with processes of accumulation and dispossession underpins contemporary forms of racism and ethnic conflict. Drawing on a range of case studies, from South Asia to settler colonies like Canada, this course explores how the imperatives of economic extraction and strategies of colonial rule created racial and ethnic imaginaries that legitimized and institutionalized the marginalization and exploitation of colonized peoples around the world. The course also examines the enduring effects of these colonial processes through an exploration of debates around the construction of national identity, the persistence of racism, and the dynamics of ethnic conflict in the present-day |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 05: Gender Equality
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 16: Peace, Justice and Strong Institutions |
| ANTH/LAS/SOC 388 - Global Indigeneity |
Anthropology (ANTH) |
Explores the social and cultural experiences of Indigenous peoples outside of Canada within the context of settler colonialism. Students will then consider the parallels and differences between case studies discussed and the experiences of Indigenous peoples in Canada. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 05: Gender Equality
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| ANTH/SOC 368 - Environment & Society |
Anthropology (ANTH) |
Investigates and questions how framings of environmental issues reflect broader power structures, cultural categories, and social anxieties. Focuses on how we—as scholars, citizens, and activists—can work to alter current environmental conditions in ways that foster social and ecological justice for all living beings. |
Sustainability-focused |
SDG 15: Life on Land |
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 |
| 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 |
SDG 06: Clean Water and Sanitation
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 14: Life Below Water |
| 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 |
SDG 13: Climate Action
SDG 14: Life Below Water |
| 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 06: Clean Water and Sanitation
SDG 13: Climate Action
SDG 15: Life on Land |
| BIO 307 - Anatomy & Diversity of Plants |
Biology (BIO) |
Focuses on the diversity, morphology, and life cycles of plants. Indigenous knowledge, evolutionary relationships, advances in forensics, and medicinal uses of plants will be explored. Laboratory exercises will utilize examples of plants selected from British Columbia flora. |
Sustainability-inclusive |
SDG 15: Life on Land |
SDG 12: Responsible Consumption and Production |
| 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 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production
SDG 14: Life Below Water
SDG 15: Life on Land |
| 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 |
| BIO 335 - Freshwater Ecology |
Biology (BIO) |
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.
Note - This course is offered as BIO 335 and GEOG 335. |
Sustainability-inclusive |
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 |
| BIO 360 - Insect Biology |
Biology (BIO) |
Topics include internal and external anatomy, moulting and growth, locomotion, reproduction, insects and their relationships with plants and animals, insects as pests, and social insects. A survey of major insect orders and families and an insect collection will be required. |
Sustainability-inclusive |
SDG 15: Life on Land |
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 14: Life Below Water |
| 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 |
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 14: Life Below Water |
| BIO 390 - Animal Behaviour |
Biology (BIO) |
An introduction to the relationship between the behaviour of animals and their survival and reproduction in natural environments. This course surveys the theory and principles used in ecological and evolutionary analyses of animal behaviour. |
Sustainability-inclusive |
SDG 15: Life on Land |
SDG 13: Climate Action
SDG 14: Life Below Water |
| 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 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-focused |
SDG 15: Life on Land |
SDG 02: Zero Hunger
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities |
| BIO 421UU - Field Tech Amphibian Ecology |
Biology (BIO) |
Northwestern salamanders (Ambystoma gracile) are the most common species of amphibians found on the UFV campus. Despite their prevalence in many areas of the Pacific west coast, little is known about the habits and movements of the terrestrial adults. This directed studies project will work to build on the research currently being done by Christine Dalton on the aquatic neotenic Northwest salamanders, and the work I did last semester and this fall with terrestrial amphibian coverboard surveys, which confirmed the presence of terrestrial Northwestern salamanders on the UFV campus.
This project will use radio telemetry to track the movements of several Northwestern salamanders on the UFV campus. This will be used to determine home range size, behavior, and general activity, including movement and feeding times of the salamanders. It will also look to access the preferred movement corridors of the Northwestern salamanders through the UFV campus, and the activity times of this species. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 15: Life on Land |
| BIO 421WW - Applied Ecological Parasitology |
Biology (BIO) |
Applied ecological parasitology is the study of intra- and inter-specific interactions and environmental influences on the behaviors abundance, and survival of parasites and/or host organisms |
Sustainability-inclusive |
SDG 04: Quality education |
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 15: Life on Land |
SDG 13: Climate Action
SDG 14: Life Below Water |
| 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-focused |
SDG 15: Life on Land |
SDG 09: Industry, Innovation and Infrastructure
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action |
| 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 498CC - Mechanisms of Misinformation |
Biology (BIO) |
This directed study will explore the psychological mechanisms that drive the acceptance and spread of misinformation in science-based contexts, with a focus on understanding how cognitive biases and personal identity influence the rejection of scientific consensus. The project will aim to connect theoretical research with real world implications and identify possible ways to improve how science-based information is communicated to the public. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 08: Decent Work and Economic Growth
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| BIO 498X - Wildlife Diseases |
Biology (BIO) |
This course offers a comprehensive exploration of North American wildlife parasitology with a specialized focus on veterinary and One Health perspectives. The course integrates theoretical knowledge with practical applications, fostering an understanding of the complex interactions between parasites, wildlife hosts, and the broader ecosystem. This course is designed for students interested in wildlife conservation, veterinary medicine, and the One Health approach. It provides a unique opportunity to explore the intricate relationships between parasites and North American wildlife while fostering a holistic understanding of health in interconnected ecosystems. |
Sustainability-focused |
SDG 15: Life on Land |
SDG 03: Good Health and Well-being
SDG 13: Climate Action
SDG 14: Life Below Water
SDG 16: Peace, Justice and Strong Institutions |
| BIO 498Y - Environmental Ethics |
Biology (BIO) |
This directed studies course delves into the complex interplay between environmental ethics, policy-making, indigenous rights, and conservation efforts in Canada. Students will explore the ethical frameworks shaping environmental decisions, analyze the impact of policies on natural resources and ecosystems, and examine the intersection of indigenous knowledge and Western conservation practices. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 04: Quality education
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 14: Life Below Water
SDG 15: Life on Land |
| BIO/GEOG 319 - Swamps and Bogs |
Biology (BIO) |
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 06: Clean Water and Sanitation
SDG 13: Climate Action
SDG 14: Life Below Water |
| BIO/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 |
SDG 13: Climate Action
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 |
SDG 04: Quality education
SDG 15: Life on Land |
| 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 and Economic Growth |
SDG 03: Good Health and Well-being
SDG 16: Peace, Justice and Strong Institutions |
| 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 08: Decent Work and Economic Growth |
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 and 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 304 - Organization Theory & Design |
Business Administration (BUS) |
Organizations have a life cycle - they are born, mature, and die. During their lifespans they may evolve, conflict with, and cooperate with other organizations in an increasingly turbulent global environment. This course will equip students with a variety of analytical tools and perspectives to help them make sense of the organizational world around them locally and internationally. Students will also be introduced to Indigenous organizations in Canada |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 08: Decent Work and Economic Growth
SDG 09: Industry, Innovation and Infrastructure
SDG 11: Sustainable Cities and Communities |
| BUS 315 - Positive Workplaces |
Business Administration (BUS) |
Discover how to develop personal strengths, design motivating jobs, create positive connections with others, and experience meaningfulness in the workplace. Students will learn a variety of frameworks and tools for enhancing their own well-being at work, as well as cultivating workplaces that help others thrive. |
Sustainability-inclusive |
SDG 08: Decent Work and Economic Growth |
SDG 03: Good Health and Well-being
SDG 11: Sustainable Cities and Communities
SDG 16: Peace, Justice and Strong Institutions |
| 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 and Economic Growth |
SDG 12: Responsible Consumption and Production |
| 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-inclusive |
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 390N - Business in Emerging Markets |
Business Administration (BUS) |
Students examine the position of emerging markets in the new global economy and the business opportunities available in these countries. It highlights challenges and opportunities associated with organizational management and business strategy in emerging economies. Topics include understanding emerging economies; markets and institutions; operating in emerging markets; emerging markets’ innovations; managing risk in emerging markets; targeting emerging market clients; and business ethics in emerging markets. |
Sustainability-focused |
SDG 08: Decent Work and Economic Growth |
SDG 09: Industry, Innovation and Infrastructure
SDG 10: Reduced Inequalities
SDG 12: Responsible Consumption and Production
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| BUS 400 - Business, Society, and Nature |
Business Administration (BUS) |
Explores how businesses are embedded within social and ecological systems. Provides students with an analysis of complex organizational challenges. Topics like climate change, corporate governance, Indigenous peoples’ rights, Indigenous worldviews, and business-community relations intertwine. Students foster a global sustainability mindset, learning frameworks and tools to enhance social and ecological resilience in changing times. |
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 and 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-inclusive |
SDG 05: Gender Equality |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| BUS 408 - Teamwork in Organizations |
Business Administration (BUS) |
Teams are essential to organizations. This course blends theoretical insights into team development and performance with practical applications of teamwork, emphasizing the importance of interconnectedness between the individual, team, organization, and the community. |
Sustainability-focused |
SDG 03: Good Health and Well-being |
SDG 05: Gender Equality
SDG 08: Decent Work and Economic Growth
SDG 11: Sustainable Cities and Communities
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 08: Decent Work and Economic Growth
SDG 09: Industry, Innovation and Infrastructure
SDG 12: Responsible Consumption and Production
SDG 16: Peace, Justice and Strong Institutions |
| 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-inclusive |
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 433 - Investments |
Business Administration (BUS) |
Focuses on developing students' abilities to evaluate investments in securities and extensively assess the theories and application of the risk-return relationship. Students are introduced to portfolio-analysis and performance-measurement techniques and use them in an applied project. |
Sustainability-inclusive |
SDG 08: Decent Work and Economic Growth |
SDG 09: Industry, Innovation and Infrastructure
SDG 12: Responsible Consumption and Production
SDG 16: Peace, Justice and Strong Institutions |
| CIS 385 - Project Management |
Computer Information Science (CIS) |
This course is designed to complement existing information technology knowledge, skills, and experience with the project management skills required to effectively manage development projects that involve computer hardware, computer software, and telecommunications technology. |
Sustainability-inclusive |
SDG 08: Decent Work and Economic Growth |
SDG 09: Industry, Innovation and Infrastructure
SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production
SDG 16: Peace, Justice and Strong Institutions |
| CIS 485 - Ethics & Other Management Issues in Information Systems |
Computer Information Science (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 |
SDG 04: Quality education
SDG 08: Decent Work and Economic Growth
SDG 12: Responsible Consumption and Production
SDG 17: Partnerships for the Goals |
| 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 04: Quality education
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 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production
SDG 17: Partnerships for the Goals |
| CMNS 180 - Introduction to Intercultural CMNS |
Communications (CMNS) |
Students explore theory and practice relating to cross-cultural knowledge, awareness, and understanding; investigate similarities and differences among their own and other worldviews and identities; practice verbal and non-verbal intercultural skills; and learn about the importance of self-reflexivity, flexibility, and mindfulness in their intercultural interactions. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 05: Gender Equality
SDG 17: Partnerships for the Goals |
| CMNS 201 - Foundation of Journalism Practice |
Communications (CMNS) |
Students learn about the fundamentals of news writing and reporting as demanded by newsrooms across different forms of media. The training requires practicing foundational journalism skills. Students explore a variety of skills such as interviewing, fact gathering, image selection and caption writing, headline and lead writing, news analysis, and routine newsroom operations. |
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 |
| CMNS 257 - Environment - Science & Communications |
Communications (CMNS) |
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 04: Quality education |
SDG 08: Decent Work and Economic Growth
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 15: Life on Land |
| CMNS 345 - Instructional Skills for the Workplace |
Communications (CMNS) |
Students design and teach lessons to diverse audiences in three domains (psychomotor, affective, cognitive) using a variety of media and strategies. Students prepare, deliver, and debrief three short mini-lessons using a variety of instructional practices, technologies, and evaluation techniques for conducting workplace training. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 04: Quality education
SDG 17: Partnerships for the Goals |
| CMNS 360 - Communicating for Change |
Communications (CMNS) |
Students practice advocacy writing at an advanced level. The course focuses on persuasive requests, advocacy plans, media plans, strategy implementation, and advocacy campaigns for social change. Students learn the writing and communication skills connected to larger social and political issues. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being
SDG 05: Gender Equality
SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| CMNS 380 - Cross-Generational Workplace |
Communications (CMNS) |
This course is designed to provide students with the skills needed to interact and communicate within a day-to-day workplace environment and build on the potential of a cross-generational workplace. Students will learn how to use a variety of communication strategies from various world views to effectively draw on the strengths of a cross-generational team, in a variety of Canadian workplace contexts. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 08: Decent Work and Economic Growth
SDG 12: Responsible Consumption and Production
SDG 17: Partnerships for the Goals |
| CMNS 390 - Designing User-friendly Guides |
Communications (CMNS) |
Students will learn to create effective end-user documentation in print and online formats using digital tools and communication strategies. Students will gather information following ethical sourcing principles, structure manuals and instructions for a variety of purposes, and design documentation for the needs of the end-users. The course will also teach strategies for working in teams, especially through digital collaboration on writing projects. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 04: Quality education
SDG 17: Partnerships for the Goals |
| CMNS 399F - Indigenizing Communications |
Communications (CMNS) |
This course studies the function of communication by, for, and about Indigenous peoples, with a focus on local, regional First Nations and Métis communities, in both historical and contemporary contexts. Students will explore institutions, protest, advocacy, and journalism as sites that have been impacted and enriched by Indigenous communicative practices and Indigenization efforts. |
Sustainability-focused |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| CMNS 399G - Fake News |
Communications (CMNS) |
In this version of the course, students will learn how to communicate accurately and thoroughly in an age of false or misleading information (sometimes labeled ‘fake news’). They will learn why false or misleading information travels faster and wider than the truth, as well as why it is so easy to fall for so-called fake news. Finally, they will develop the skills to be credible and effective communicators at a time when even the basic facts about complex social problems get questioned or challenged |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 05: Gender Equality
SDG 08: Decent Work and Economic Growth
SDG 11: Sustainable Cities and Communities |
| 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 16: Peace, Justice and Strong Institutions |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
SDG 15: Life on Land
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 09: Industry, Innovation and Infrastructure |
SDG 03: Good Health and Well-being
SDG 08: Decent Work and Economic Growth
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 |
SDG 04: Quality education |
| 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 |
SDG 10: Reduced Inequalities |
| 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 |
SDG 10: Reduced Inequalities |
| 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 |
SDG 08: Decent Work and Economic Growth
SDG 11: Sustainable Cities and Communities
SDG 17: Partnerships for the Goals |
| 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-focused |
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-focused |
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 |
| 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-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 08: Decent Work and Economic Growth
SDG 11: Sustainable Cities and Communities
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 |
SDG 09: Industry, Innovation and Infrastructure
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities |
| 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 05: Gender Equality
SDG 08: Decent Work and Economic Growth
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
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 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 |
SDG 04: Quality education
SDG 17: Partnerships for the Goals |
| 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 410O - Hate Crimes |
Criminology/Criminal Justice (CRIM) |
This course provides an overview of the sociological study of hate crime using a variety of perspectives. It begins with an overview of the sociology of prejudice which includes the social psychology and functions of prejudice and the structural and systemic factors that influence the persistence of prejudice. The course will then cover the impact of hate through case study analysis of discrimination as it is manifested in hate crime. Analysis will then move on to a social movements study of organized hate groups in Canadian society with detailed study of their ideology, structure, recruitment strategies, in-group dynamics, and transnational activity. Finally, the course will end with an exploration and evaluation of methods for combating hate and its social manifestations. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being
SDG 05: Gender Equality
SDG 15: Life on Land
SDG 16: Peace, Justice and Strong Institutions |
| 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 11: Sustainable Cities and Communities
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 |
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities |
| 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-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 11: Sustainable Cities and Communities |
| 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 |
SDG 05: Gender Equality
SDG 10: Reduced Inequalities |
| 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 |
SDG 09: Industry, Innovation and Infrastructure
SDG 10: Reduced Inequalities
SDG 17: Partnerships for the Goals |
| CYC 168 - Families & Groups in CYC |
Child and Youth Care (CYC) |
Focuses on how groups and families are constructed in Canadian society. Group, family, and community services will be explored in context. Cycles of family violence will be explored. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities |
| CYC 202 - Indigenous Perspectives in CYC |
Child and Youth Care (CYC) |
This course provides Indigenous perspectives that are valuable to CYC practitioners in helping them gain a professional level of sensitivity in working with clients of Indigenous descent. Knowledge of Stó -lō history, culture, traditions/teachings, language, and current issues are shared from an Indigenous perspective. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| 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-inclusive |
SDG 03: Good Health and Well-being |
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| 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 |
SDG 10: Reduced Inequalities |
| 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
SDG 16: Peace, Justice and Strong Institutions |
| CYC 330 - Trauma-Informed Practice |
Child and Youth Care (CYC) |
Explores knowledge, skills, and attitudes required to work with trauma in children, youth, communities, and families, from lenses ofdiverse, Indigenous, and Western knowledge systems. Students learn relational, strengths based, and culturally relevant interventions that promote resiliency and healing and that recognize the intersecting impacts of social location. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 04: Quality education
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
SDG 16: Peace, Justice and Strong Institutions |
| CYC 360Y - Advanced Mindfulness |
Child and Youth Care (CYC) |
This course expands knowledge, skills and experience with mindfulness-based practices acquired through previous learning and courses. This experiential class will provide the opportunity to deepen, integrate and apply foundational mindfulness-based practices and to demonstrate emerging competence in guiding others. The significance of dynamic interpersonal and relational skills, practice skills of inquiry and dialogue, and supporting group dynamics will be examined and demonstrated. |
Sustainability-focused |
SDG 03: Good Health and Well-being |
SDG 04: Quality education
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| CYC 360 - Universal Design |
Child and Youth Care (CYC) |
A course where students will explore Universal Design (UD) principles and application to physical
activity, community recreation, and program planning for children and youth. The course is designed to facilitate a variety of experiential learning activities. Local resources will be explored to empower individuals in their practice as they enable children and youth of diverse abilities to engage on a journey of lifelong health and wellness. |
Sustainability-focused |
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 |
| CYC 470 - Play Expressive Nature-Based |
Child and Youth Care (CYC) |
The therapeutic and developmental value of play across contexts is examined. Historical and contemporary play theory, application, and skills/strategies for engaging in play in trauma-informed, inclusive, and culturally relevant ways are explored and experienced. Children’s right to play, Indigenous perspectives of outdoor play, nature-based pedagogy, and expressive therapies are highlighted. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| CYC 485 - Diverse Population in CYC |
Child and Youth Care (CYC) |
Using the construct of Social Capital, students hear the voices from those who are living in diverse populations. These speakers share how their diversity shaped who they are now, the challenges in their youth, and how CYC practitioners could support them. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 17: Partnerships for the Goals |
| DENT 134 - Preventive Dentistry |
Dentistry (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 |
SDG 08: Decent Work and Economic Growth
SDG 12: Responsible Consumption and Production |
| DENT 141 - Community Dental Health |
Dentistry (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 08: Decent Work and Economic Growth
SDG 11: Sustainable Cities and Communities |
| DMFG 202 - Material Science & Technology |
Digital Manufacturing (DMFG) |
Fundamental knowledge of common materials including their physical and chemical properties. Materials handling safety such as toxicity, interactions, waste management, etc. Materials’ machinability and acceptable process. Material failure and failure modes. Engineered materials vs. natural materials. Material selection considerations. |
Sustainability-inclusive |
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
SDG 13: Climate Action |
| DMFG 203 - Design for Manufacturing |
Digital Manufacturing (DMFG) |
Introduction to manufacturing technology. Impacts of materials and processes on industrial design choices and approaches. Process of designing or engineering a product to reduce its manufacturing cost. Manufacturability and common-sense design. Manufacturing and industry standards, testing, and quality assurance. |
Sustainability-inclusive |
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
SDG 13: Climate Action |
| ECE 132 - Nutrition, Health, and Safety |
Early Childhood 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 |
SDG 02: Zero Hunger
SDG 04: Quality education
SDG 12: Responsible Consumption and Production |
| ECE 135 - The Process of Curriculum Development |
Early Childhood Education (ECE) |
An experiential workshop course focusing on the relevant factors affecting curriculum planning for groups of preschool children, with a focus on science, math, and social studies. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities |
| ECE 281 - Programming for Special Needs |
Early Childhood Education (ECE) |
This course utilizes a solution-focused approach. It addresses programming needs of exceptional children in preschools, daycare centers, kindergartens, and after-school programs. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 04: Quality education
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| ECE 282 - Programming for I/T |
Early Childhood Education (ECE) |
Examines the theory and practice of infant and toddler care, including the roles and routines of respectful and responsive infant/toddler caregiving relationships and strategies to promote optimal development. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities |
| 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 and 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 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-inclusive |
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 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 08: Decent Work and Economic Growth
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-inclusive |
SDG 08: Decent Work and Economic Growth |
SDG 09: Industry, Innovation and Infrastructure |
| 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 and Economic Growth |
SDG 10: Reduced Inequalities
SDG 12: Responsible Consumption and Production
SDG 17: Partnerships for the Goals |
| EDAS 190 - Overview - Inclusive Schooling |
Education Assistant (EDAS) |
Introduces students to current service provisions within schools for people who have diverse abilities. Topics include the history of inclusive schooling, person-centred planning, Indigenous content and pedagogies, and the intersection of professional ethics and personal values. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 05: Gender Equality
SDG 08: Decent Work and Economic Growth
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
SDG 17: Partnerships for the Goals |
| EDAS 194 - EAs and Inclusive Schools |
Education Assistant (EDAS) |
Students will consider schools as engaging and inclusive gathering places for all learners. They will explore the education assistant’s collaborative role in supporting social and emotional well-being for individual students and the school community |
Sustainability-focused |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 05: Gender Equality
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| EDUC 200 - Educational Psychology |
Education (EDUC) |
Students are introduced to theories of learning and development and how these can be supported in educational settings. A decolonizing lens is used to critique and extend traditional theoretical conceptualizations of learning and development, including learning theories, motivation, and complex cognitive processes. These theories are then built upon to begin considering how inclusive and decolonizing learning environments might be structured to best meet the needs of all students. |
Sustainability-focused |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
SDG 16: Peace, Justice and Strong Institutions |
| EDUC 300 - Teaching & Learning Practices |
Education (EDUC) |
Provides opportunities for prospective teachers to start becoming reflective practitioners. Content includes Western, Indigenous, decolonial, and non-Western educational theories, research, and pedagogy. Topics include strategies of teaching, learning,
assessment, classroom management, differentiation, school governance, and equity/inclusion. Includes school observations and/or case studies. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 08: Decent Work and Economic Growth
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
SDG 16: Peace, Justice and Strong Institutions |
| EDUC 410 - Education in a Diverse Society |
Education (EDUC) |
Connects social justice, equity, diversity, anti-oppressive, anti-racist, Indigenous, and decolonial theories with educational policy and pedagogy. Students apply curriculum frameworks in developing culturally responsive, inclusive teaching practices. Students construct a vision for centering social justice in education and schooling. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 04: Quality education
SDG 05: Gender Equality
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
SDG 17: Partnerships for the Goals |
| EDUC 444 - Positive Environ. - Elementary |
Education (EDUC) |
Introduces traditional, contemporary, and Indigenous approaches to developing positive environments for learning in elementary classrooms. The use of routines, individual behaviour plans, whole class reward systems, environmental supports, strength-based assessments, and student choice will be examined. Issues related to equity, diversity, anti-racism, anti-oppression, inclusion, and decolonization in relation to learning environments are addressed. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 05: Gender Equality
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| EDUC 447 - Indigenous Education & BC Schools |
Education (EDUC) |
Critically examines historical and contemporary issues in B.C. education in relation to First Nations, Inuit, and Metis students, and develops knowledge of Indigenous philosophies of education and the multifaceted policies that continue to influence Indigenous education and its pedagogies. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
SDG 17: Partnerships for the Goals |
| EDUC 449 - Positive Environ. - Secondary |
Education (EDUC) |
Introduces traditional, contemporary, and Indigenous approaches to developing positive environments for learning in secondary classrooms. The use of routines, individual behaviour plans, environmental supports, strength-based assessments, and student choice are examined in relation to the unique needs of adolescents. Issues related to equity, diversity, anti-racism, anti-oppression, inclusion, and decolonization in relation to learning environments are addressed. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 05: Gender Equality
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| EDUC 450 - Lang Teach Plurilingual Soc |
Education (EDUC) |
Prepares teachers in curriculum design, instruction, and assessment for language learners from a wide variety of linguistic and cultural backgrounds and considers the context of second language learning in B.C. Focus is on curriculum design, supports for English Language Learners (ELL), and planning and teaching B.C. Core French and/or Core French, Modern, or Indigenous languages. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 10: Reduced Inequalities
SDG 17: Partnerships for the Goals |
| EDUC 454 - Supporting Diverse Learners |
Education (EDUC) |
Provides students with practical strategies for supporting learners with diverse and superdiverse profiles/identities, including Indigenous identities, dis/abilities, cultures, gender identities, and/or socio-economic status. Emphasis will be on service models in B.C. schools; working with School Based Teams, EAs, and external professionals; implementing IEPs; and instructional strategies to provide specialized supports. |
Sustainability-focused |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 05: Gender Equality
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| EDUC 460 - Governance & Reform |
Education (EDUC) |
Examines challenges emerging from historical and ongoing strategies for reform of the K-12 education system in B.C. Examines current educational issues in relation to equity, diversity, anti-racism, anti-oppression, inclusion, and decolonization. Provides teacher candidates with the opportunity to participate in and deliver professional learning opportunities. |
Sustainability-focused |
SDG 04: Quality education |
SDG 05: Gender Equality
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| ENGL 170D - Indigenous Canadian Writing |
English (ENGL) |
Week 1 - What does Canadian Literature mean to you? What does Indigenous Literature Mean to you?
Weeks 2-3 - Imaginary Indian; Representation of Indigenous Peoples in Canada; Awareness of Residential Schools
Week 4 - Tomson Highway and Canadian Theatre
Week 5 - Orature
Week 6 - Survival // the West, the Frontier
Week 7 - Stereotypes
Week 8 - Contemporary Canadian Theatre and comedy / Comedy, hybridity, and stereotypes
Week 9 - Feminism and Indigenous Women / Class issues and Colourism
Week 10 - Adoption and Foster Care
Weeks 11-13 - Contemporary Youth Voices |
Sustainability-focused |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 05: Gender Equality
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| ENGL 223F - Indigenous Storytelling Pract |
English (ENGL) |
Students will learn about the oppressive impact of colonial English and English literary practices on Indigenous voice, creative practice and narrative storytelling practices and the transfer of Indigenous knowledge. Readings may include the work of Coastal and Interior Salish storytellers, Indigenous Poetics of Canada and The Poetics of Land & Identity among British Columbia Indigenous Peoples. |
Sustainability-focused |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 05: Gender Equality
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| ENGL 228 - Indigenous Literature |
English (ENGL) |
Students explore contemporary Canadian Indigenous literature from a range of genres and traditions, as well as several television series written by and about Indigenous communities in Canada. Students also explore Indigenous and postcolonial methodologies and examine the course texts in light of these methodologies |
Sustainability-focused |
SDG 04: Quality education |
SDG 05: Gender Equality
SDG 10: Reduced Inequalities
SDG 17: Partnerships for the Goals |
| ENGL 271E - Censorship in the Modern World |
English (ENGL) |
By studying some recent and contemporary examples of book-banning (and by reading some banned books) students learn how censorship operates as a tool to suppress freedom of thought and expression. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 09: Industry, Innovation and Infrastructure
SDG 11: Sustainable Cities and Communities
SDG 16: Peace, Justice and Strong Institutions |
| ENGL 271D - Rhetoric of Inclusion and Access |
English (ENGL) |
In this course, we will critically examine the concepts of inclusion and access by identifying and researching the gaps between the ways we talk about them and the ways we do or do not realize them as goals. Students will undertake a semester-long autoethnographic project about their own experiences with inclusion and access. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 04: Quality education
SDG 05: Gender Equality
SDG 10: Reduced Inequalities |
| ENGL 354 - Canadian Poetry & Prose to 1920 |
English (ENGL) |
Examines selected works by diverse early writers in Canada, from the beginnings of Canadian literature in English to the First World War, including literature by Indigenous, settler, and other authors. Introduces a variety of themes that have remained significant in Canadian studies - the impact of settlement on the wilderness, colonialism and relations between Indigenous and non-Indigenous peoples, and the growth of the city. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| ENGL 358 - Modern Canadian Poetry |
English (ENGL) |
Examines the rich diversity of poetry in Canada and covers a range of perspectives and poetics, including works by Indigenous, immigrant, and settler writers. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| ENGL 369 - World Literature |
English (ENGL) |
Students explore literature from three or more world regions, including but not limited to Africa and the Caribbean, East Asia, Latin and Indigenous America, South Asia, or the Middle East, in English or English translation. Course materials may include works in other media and genres such as essays, theatre, and film. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 04: Quality education
SDG 17: Partnerships for the Goals |
| ENGL 388D - Children's Literature & Rights |
English (ENGL) |
English 388D explores the ways that children’s literature and children’s rights do, can, and/or should intersect on practical and theoretical levels. This course engages with an emerging area in the field of children’s literature - the interdisciplinary connections between children’s reading materials and their human rights.
We will both build upon and disrupt our understanding of children’s literature as a source of “instruction and delight” by exploring the ways in which children’s literature has, since approximately the 1960s, both remained true to its historical roots and departed from the well-established precedents set in the “Golden Age” by aiming to empower young readers.
This semester we will be theming our work with the concept of “sustainability” using the broadest definition(s) of this term. Every assignment will connect to the concept of sustainability in some waY |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 05: Gender Equality
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| ENGL 390D - Writing Creative Non-fiction Sustainably |
English (ENGL) |
English 390 explores the ways that stories, human rights, and sustainability do, can, and/or should intersect on practical and theoretical levels in the Fraser Valley’s food and agriculture sector. This course engages with an important emerging area in the field of food and ag - the interdisciplinary connections between the stories people are exposed to about food/agriculture; attitudes and actions supporting environmental, social, economic, and emotional sustainability; how food impacts and is impacted by equitable access that is complicated by both human and environmental factors. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| ENGL/ANTH 367 - Culture and Theory of Diaspora |
English (ENGL) |
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 - Living in Our Watershed |
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 03: Good Health and Well-being
SDG 06: Clean Water and Sanitation
SDG 11: Sustainable Cities and Communities
SDG 13: Climate Action
SDG 14: Life Below Water |
| ENV 212 - Env Field & Lab Techniques |
Environmental Studies (ENV) |
Students will learn introductory-level principles of common field and lab techniques that are used in a wide variety of environmental careers. Through hands-on experiential learning, students will build skill sets by designing field activities, collecting and storing samples, analyzing samples in the lab, interpreting data, and effectively communicating results. |
Sustainability-inclusive |
SDG 15: Life on Land |
SDG 06: Clean Water and Sanitation
SDG 13: Climate Action
SDG 14: Life Below Water |
| 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 09: Industry, Innovation and Infrastructure
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production
SDG 15: Life on Land
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| ENV 321 - Science of Waste Management |
Environmental Studies (ENV) |
Introduces the science behind the management of solid, liquid, and hazardous waste, which is one of the most pressing environmental issues affecting ecosystems and societies alike. Students will learn about methods and processes for integrated waste management, risk assessments, and sustainable waste treatment and disposal options. Includes a local context of waste-to-energy programs within agricultural industries in the Fraser Valley.
*Formerly GEOG 300w* |
Sustainability-focused |
SDG 12: Responsible Consumption and Production |
SDG 03: Good Health and Well-being
SDG 08: Decent Work and Economic Growth
SDG 11: Sustainable Cities and Communities
SDG 13: Climate Action
SDG 14: Life Below Water
SDG 15: Life on Land |
| 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 08: Decent Work and Economic Growth
SDG 13: Climate Action
SDG 14: Life Below Water
SDG 15: Life on Land |
| ENV 345 - Invasive Species Management |
Environmental Studies (ENV) |
Students will learn how to identify, assess, and manage for invasive species that are devastating local ecosystems in the Fraser Valley and beyond. Global and multicultural examples, techniques, and perspectives are discussed. Communication strategies are reviewed to understand the conflict resolution skills needed in this field. Note - Field trips outside of class time will be required. Please refer to department website for field trip scheduling information.
*Formerly GEOG 300X* |
Sustainability-focused |
SDG 15: Life on Land |
SDG 02: Zero Hunger
SDG 03: Good Health and Well-being
SDG 06: Clean Water and Sanitation
SDG 13: Climate Action
SDG 14: Life Below Water |
| ENV 410G - Strategy & Sustainability |
Environmental Studies (ENV) |
In this course, we will define, explore and discuss sustainability and strategy across various themes (environment, social, economy) in reflection to the UN Sustainable Development goals and across multiple sectors (First Nation, Government, Academia, Industry and not-for-profits). Students will learn how strategic plans are developed and advanced into implementation; about the key performance indicators that signal “are we on the right track;” understand decision-making trade-off’s and priorities and tracking towards the intended outcomes. Students will be introduced to open concept standards for conservation and elements of project management. This class will be supported with guest presenters sharing real-world experiences. |
Sustainability-focused |
SDG 13: Climate Action |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production
SDG 14: Life Below Water
SDG 15: Life on Land
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| 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 |
| FILM 312 - India on Film |
Film (FILM) |
Students examine the culture and history of modern India through its films, including the role of film in creating a national consciousness and in preserving the cultural identity of Indians living abroad. Considers how the conventions of Indian film reflect changing attitudes toward gender, caste, class, and religion. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 08: Decent Work and Economic Growth
SDG 17: Partnerships for the Goals |
| FILM 313 - Indigenous Film |
Film (FILM) |
Students learn how the work of Indigenous filmmakers functions as a medium for storytelling, decolonization, cultural memory, place_x0002_based knowledge, cultural resurgence, language revitalization, and visual sovereignty |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities
SDG 17: Partnerships for the Goals |
| FREN 415 - Myths Tales & Legends in Lit |
French (FREN) |
Students will explore francophone literatures in a comparative perspective through the study of myths, tales, and legends in literary texts and narratives. Conducted entirely in French, this course mainly focuses on traditional and contemporary literary application of myths, tales, and legends in African, Indigenous, French, and French Canadian literatures. Literary analyses will cover topics such as the creation of the universe and its beings, emblematic heroic figures, and the importance of social relations |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 04: Quality education
SDG 17: Partnerships for the Goals |
| GD 222 - Design Inquiry - Ethos |
Graphic Design (GD) |
Explore and experience the role of the designer in the marketing process and as an agent of change. Discover how persuasion brings value to products, services, causes, or events. Implement purpose-driven campaigns in the field using a pluralistic approach. |
Sustainability-inclusive |
SDG 08: Decent Work and Economic Growth |
SDG 09: Industry, Innovation and Infrastructure
SDG 16: Peace, Justice and Strong Institutions |
| GD 303 - Dynamic Media - Storytelling |
Graphic Design (GD) |
Students explore design for motion with the emphasis on storytelling through script development, character design, and animation. Students also learn technical skills such as integration of 3D elements, coding, and live motion video with dynamic media.
Note - This course uses tools and technology that vary according to current industry practice. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities
SDG 17: Partnerships for the Goals |
| GD 304 - User Experience Design |
Graphic Design (GD) |
Develop strategies for designing web interfaces with a focus on user experience and digital brand narratives. Integrate targeted user testing and interactivity using human-centered design (HCD) principles. |
Sustainability-inclusive |
SDG 09: Industry, Innovation and Infrastructure |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities |
| GD 464 - Urban Regen/Art/Sustainability |
Graphic Design (GD) |
Dedicated and collaborative design challenge in planning with a community partner. From problem definition to data collection, analysis, drafting of a design concept, and participating in professional presentation, students apply human-centered design planning theory and design techniques to critically assess possible alternatives.
Note - This course is offered as PLAN 464 and GD 464. Students may take only one of these for credit. |
Sustainability-focused |
SDG 11: Sustainable Cities and Communities |
SDG 03: Good Health and Well-being
SDG 09: Industry, Innovation and Infrastructure
SDG 10: Reduced Inequalities
SDG 12: Responsible Consumption and Production |
| 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 320 - Decolonizing Aid & Development |
Global Development Studies (GDS) |
Students explore critical perspectives of development through the examination of post-colonial and post-development theories, as well as recent approaches and efforts to decolonize development practice. Students analyze the ethics and actions of a range of global development actors, and the impacts of the aid sector on systemic causes of oppression and inequality. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 16: Peace, Justice and Strong Institutions |
| 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/GEOG 340 - Geography of Poverty & Development |
Global Development Studies (GDS) |
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 370 - Global Health & 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 17: Partnerships for the Goals |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities
SDG 13: Climate Action
SDG 15: Life on Land
SDG 16: Peace, Justice and Strong Institutions |
| 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 10: Reduced Inequalities |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 05: Gender Equality
SDG 09: Industry, Innovation and Infrastructure
SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
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 04: Quality education
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 |
SDG 12: Responsible Consumption and Production
SDG 16: Peace, Justice and Strong Institutions |
| 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-focused |
SDG 12: Responsible Consumption and Production |
SDG 11: Sustainable Cities and Communities
SDG 13: Climate Action |
| 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-focused |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being
SDG 11: Sustainable Cities and Communities
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| GEOG 160 - Settlements |
Geography (GEOG) |
Explores the relationships between people and place by examining why and how people live where they do. Considers patterns, processes, and scales of settlement within and across natural systems. Analyzes rights to access and/or control land and resources as an organizing principle for settlements. Interprets settlement patterns and placemaking, and examines how effectively communities can adapt to technological and climate changes. |
Sustainability-focused |
SDG 11: Sustainable Cities and Communities |
SDG 09: Industry, Innovation and Infrastructure
SDG 10: Reduced Inequalities
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action |
| 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 |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities
SDG 12: Responsible Consumption and Production |
| 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 13: Climate Action
SDG 14: Life Below Water |
| 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-inclusive |
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 256 - Knowledge & Ethics in Research |
Geography (GEOG) |
Examines the ethical dimensions of geographic and environmental data collection, knowledge construction, and decision-making. Emphasis on the Ethical Space as foundation for developing research practices and engagement with communities. Students are introduced to qualitative data practices used in geography and related fields. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 04: Quality education
SDG 09: Industry, Innovation and Infrastructure
SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production |
| 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 300F - Maps Territories & Land |
Geography (GEOG) |
To examine water stewardship through Indigenous and non-indigenous science, covering water health monitoring, fish ecologies, Indigenous water governance, Stó -lō community relations, and mapping for treaty processes. |
Sustainability-focused |
SDG 15: Life on Land |
SDG 04: Quality education
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 14: Life Below Water
SDG 16: Peace, Justice and Strong Institutions
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 12: Responsible Consumption and Production
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 14: Life Below Water
SDG 15: Life on Land
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 314 - Geography of Food |
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 |
SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 16: Peace, Justice and Strong Institutions |
| 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 320 - Sustainable Transportation |
Geography (GEOG) |
The course provides a broad understanding of the transportation issues. It is an interdisciplinary international survey of the cultural, social, and economic impacts of transportation and its effects on built and natural environments. This course explores the sustainability of the transportation alternatives besides the private automobile. |
Sustainability-focused |
SDG 11: Sustainable Cities and Communities |
SDG 09: Industry, Innovation and Infrastructure
SDG 10: Reduced Inequalities
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 16: Peace, Justice and Strong Institutions |
| 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 325 - Health & Place |
Geography (GEOG) |
Examines the intersections between space and place with health outcomes, socio-demographics (e.g., race, gender), colonization, and ecology. Adopts framework of One Health by exploring links between human and non-human wellbeing. Using geographic analysis and data collection tools, students investigate the ways in which human and environmental health are mutually constituted in built and natural landscapes. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 08: Decent Work and Economic Growth
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 15: Life on Land
SDG 17: Partnerships for the Goals |
| 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 355 - GIS for Built Environment |
Geography (GEOG) |
This course aims to equip students with mapping the built environment by learning the skills to conduct site suitability analysis, transportation modeling, environmental impact assessment, land use planning, and demographic analysis, fostering a comprehensive understanding of sustainable land use change through modules on spatial data analysis and mapping. |
Sustainability-focused |
SDG 11: Sustainable Cities and Communities |
SDG 06: Clean Water and Sanitation
SDG 09: Industry, Innovation and Infrastructure
SDG 15: Life on Land |
| GEOG/BIO 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 359 - GIS Applications for Business |
Geography (GEOG) |
An introduction to desktop and web GIS for business operators in agriculture, real estate, insurance, and logistics to make informed decisions on their business resiliency in the face of climate change, support Indigenous businesses, and promote equity, diversity, and inclusion in their operations |
Sustainability-inclusive |
SDG 09: Industry, Innovation and Infrastructure |
SDG 08: Decent Work and Economic Growth
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production |
| 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 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-inclusive |
SDG 13: Climate Action |
SDG 09: Industry, Innovation and Infrastructure
SDG 14: Life Below Water
SDG 15: Life on Land |
| GEOG/BIO 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 - Geography of Selected Regions - East Africa |
Geography (GEOG) |
Upon completing this course, students will be able to -
a. Identify the major physical features, cities, and sub-regions of the region under study, along with their significance.
b. Describe the transformation of the environment in the evolution of literacy skills.
c. Utilize regional geographic methods to present a geographic analysis of the significant demographic, physical, cultural, and economic problems and issues affecting the development of literacy skills within the region, and to place these in a larger national and/or international context. |
Sustainability-focused |
SDG 15: Life on Land |
SDG 04: Quality education
SDG 13: Climate Action |
| 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 460 - Practicum in Planning |
Geography (GEOG) |
Working with a professional planner, students will apply their geographic and environmental knowledge, skills, techniques, and methods in a planning workplace. Students will have the opportunity to explore a working environment, create relationships with working planners, and produce a portfolio of work suitable for presentation. |
Sustainability-inclusive |
SDG 08: Decent Work and Economic Growth |
SDG 09: Industry, Innovation and Infrastructure
SDG 11: Sustainable Cities and Communities |
| GEOG 466 - International Planning Studio |
Geography (GEOG) |
Introduction to planning practice, from problem definition to data collection, analysis, creating a design concept and participating in a client presentation to stakeholders. Through the application of planning theory and human-centered design methods, students will study urban precedents and critically consider design alternatives for an international planning challenge. |
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 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| GEOG/ENV 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/SOC 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 |
| HALQ 101 - Halq'eméylem Language I |
Halq'eméylem (HALQ) |
An introduction to the Upriver Halq’eméylem language. Students learn to speak, read, and write the language; examine pronunciation, basic sentence patterns, counting systems, and essential vocabulary; and discover how these aspects interconnect to the Stó -lō’s Indigenous worldview. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities
SDG 17: Partnerships for the Goals |
| HALQ 102 - Halq'eméylem Language 2 |
Halq'eméylem (HALQ) |
Students advance their Halq’eméylem knowledge and skills in reading, writing, and speaking the language. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities
SDG 17: Partnerships for the Goals |
| HALQ 201 - Intermediate Halq'eméylem I |
Halq'eméylem (HALQ) |
An intermediate course in the Halq'eméylem language. Students examine and practice new grammatical sentence patterns using oral, written, and reading approaches. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities
SDG 12: Responsible Consumption and Production
SDG 14: Life Below Water
SDG 15: Life on Land
SDG 17: Partnerships for the Goals |
| HALQ 202 - Intermediate Halq'eméylem 2 |
Halq'eméylem (HALQ) |
An intermediate course in the Halq’eméylem language. Students acquire new vocabulary, words, and phrases, and expand and practice their knowledge of grammatical sentence structures through reading, writing, and speaking. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities
SDG 12: Responsible Consumption and Production
SDG 14: Life Below Water
SDG 15: Life on Land
SDG 17: Partnerships for the Goals |
| HALQ 301 - Advanced Upriver Halq'eméylem I |
Halq'eméylem (HALQ) |
Students will develop their linguistic skills and mastery of Upriver Halq’eméylem at an advanced level. They will review and expand their knowledge of syntax, phonology, semantics, and lexicology with respect to Upriver Halq’eméylem and Stó -lô worldview. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 10: Reduced Inequalities
SDG 12: Responsible Consumption and Production
SDG 14: Life Below Water
SDG 15: Life on Land
SDG 17: Partnerships for the Goals |
| HALQ 302 - Advanced Upriver Halq'eméylem 2 |
Halq'eméylem (HALQ) |
Students will be introduced to written and oral format of Sxwoxwiyam vs Sqweqwel and will explore and apply the rhetorical devices such as metaphor, repetition, use of parallel lines, whilst examining social-cultural connections to land and people. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 10: Reduced Inequalities
SDG 12: Responsible Consumption and Production
SDG 14: Life Below Water
SDG 15: Life on Land
SDG 17: Partnerships for the Goals |
| 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 |
SDG 10: Reduced Inequalities |
| 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 05: Gender Equality
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 |
| HCA 120 - Personal Care & Assistance |
Health Care Assistant (HCA) |
This practical course offers students the opportunity to acquire personal care and assistance skills within the parameters of the Health Care Assistant role. The course comprises class and supervised laboratory experiences, which assist the student to integrate theory from other courses to develop caregiver skills that maintain and promote the comfort, safety, and independence of individuals in community and facility contexts. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| HCA 132 - Community Setting Precept. |
Health Care Assistant (HCA) |
This practice course provides students with an opportunity to apply knowledge and skills from all other courses in the program with individuals and families in a community setting. Students will become more familiar with the role of the Health Care Assistant within a home support agency, assisted living facility, or group home and gain abilities that will prepare them for employment in these settings. It is important that students understand the philosophy of community settings and its emphasis on client choice and independence. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 04: Quality education
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| HIST 100D - Ten Days that Changed History |
History (HIST) |
Explores various themes in world history designed to introduce students to historical thinking and methods. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
SDG 16: Peace, Justice and Strong Institutions |
| 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 103 - Stó -lō History |
History (HIST) |
An introduction to the history of the Stó -lō and their relations with outsiders (early traders, miners, and then settlers) from the turn of the nineteenth century to recent times. Students are encouraged to forefront Stó -lō experience and perspectives. Rather than seeing Indigenous people in colonial history, students are taught to invert the lens and see colonialism as something occurring within Stó -lō history. Significant themes include agency, resilience, resistance, and resurgence as viewed through the lenses of ethnicity, class, gender, and community within Stó -lō territory. |
Sustainability-focused |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities
SDG 13: Climate Action
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| 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 227 - Indigenous-Newcomer Relations |
History (HIST) |
Examines local, regional, and national histories of Indigenous-colonial relations from the 16th century to recent times, focusing on First Nations, Métis, and Inuit resilience during exploitative, extractive, and settler colonialism. Themes may include local origin stories, cultural and economic exchanges, treaties, Indigenous resilience, and the reserve system. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities |
| HIST 265 - India & The Indo-Pacific World |
History (HIST) |
Students examine the relationship between India and the Indo-Pacific world from the arrival of Islam to recent times. They further explore the influence of South Asian civilization on the development of societies on the Indian Ocean and the Pacific Rim. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 04: Quality education
SDG 17: Partnerships for the Goals |
| HIST 309 - Women in Early Modern Europe |
History (HIST) |
Examines women’s lives and experiences in Europe between the Renaissance and the French Revolution. Considers women whose status, profession, or identity crossed gender and class boundaries, in order to understand their place in the patriarchal society of early modern Europe. |
Sustainability-focused |
SDG 05: Gender Equality |
SDG 04: Quality education
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 318 - Themes in Modern German History |
History (HIST) |
Examines modern German history emphasizing the many ruptures that affected the new nation politically, socially, and culturally from its inception in the nineteenth century to the present. Focusing on the lived experiences of ordinary Germans, students consider how German identity and nationhood were constructed, reconstructed, and defined by regional and world wars, cold war politics, and the rise of a united Europe. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 04: Quality education
SDG 17: Partnerships for the Goals |
| HIST 321 - Canadian Military History |
History (HIST) |
Explores the military experiences of a supposedly un-military people, yet Canada since Confederation has been scarred and transformed by conflict. This course examines Canadian military history from different perspectives - private soldiers and generals, home front and battle front, peace-time and wartime. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 04: Quality education
SDG 10: Reduced Inequalities |
| HIST 323 - History of Education in Canada |
History (HIST) |
The history of education and formal schooling in Canada from pre-colonial Indigenous life to the present day, with a focus on the formative period from the 1840s to 1960s. Topics include Indigenous learning; the emergence of the public school system in the 19th century and its institutional growth after the 1850s; the social history of schooling and educational experience of teachers, students, and parents; the politics of education; the social inequities of the school systems; and the history of residential schools. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
SDG 17: Partnerships for the Goals |
| HIST 327 - Settler-Indigenous Relations |
History (HIST) |
Examines Indigenous-settler Relationships in New Zealand and Canada, from pre-contact to 2000. The comparative framework highlights the influence of distinct local circumstances in each region. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 04: Quality education
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| 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 12: Responsible Consumption and Production
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 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 371 - Populism in America |
History (HIST) |
Examines American populism from the age of President Andrew Jackson through Donald Trump. The course reviews how populism has been used and abused in U.S. life and history, giving particular attention to social relations, the electoral arena, and the causes of political violence. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 04: Quality education
SDG 16: Peace, Justice and Strong Institutions |
| HIST 386 - East Asian Communities in North America |
History (HIST) |
Explores the histories of migrants from East Asia and their descendants in North America from the nineteenth century to current times. Themes examined include transpacific movement and networks, experiences of racialization and exclusion, cultural dynamics of Chinese- and Japanese-Canadian communities, and sense of identity and belonging. |
Sustainability-inclusive |
SDG 17: Partnerships for the Goals |
SDG 04: Quality education
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| HIST 399P - A History of Genocide |
History (HIST) |
Students in this course will learn terms and concepts and examine genocide throughout time and space. While establishing conceptual foundations and examining pertinent theories, students will engage with international case studies. As this course makes clear, the human propensity to commit evil crimes is alarmingly universal and cannot simply be reduced to radical ideas. Students will take part in important conversations and consider questions of criminal law, social justice, and genocide prevention.
*Changed to HIST 312* |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 04: Quality education
SDG 10: Reduced Inequalities |
| HIST 426 - Canadian Indigenous Peoples & War |
History (HIST) |
Traces the relationship between warfare and Indigenous peoples, exploring not only weapons, tactics, and patterns of conflict, but also the socio-cultural context of warfare and warriors. Students will examine pre-contact military cultural systems in different Indigenous societies, how those systems interacted with European cultural military systems after contact, and ultimately how Indigenous warriors transitioned into soldiers serving in imperial and Canadian military forces in the 20th century. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 10: Reduced Inequalities
SDG 17: Partnerships for the Goals |
| HIST 431 - Canada & the World |
History (HIST) |
Students examine Canadian foreign policy and how Canadians’ understanding of their place in the world has intertwined with domestic politics and notions of Canadian identity, from Confederation to the post-Cold War era. |
Sustainability-inclusive |
SDG 17: Partnerships for the Goals |
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| 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 04: Quality education
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| 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 499 - Dispossession of Japanese-Canadians |
History (HIST) |
Migrants from Japan created vibrant communities and enclaves in coastal British Columbia in the early decades of the twentieth century, but when Canada entered war with Japan in 1941, the government classified them and their families as “enemy aliens” and forcibly removed them from their homes. At first, the state promised to protect their properties. Once they were internment and displaced, their homes and farms were sold without their consent or even knowledge.
In this course, students conduct an in-depth examination of this local historical injustice. Coursework will be project centered, and students will pursue their own research by analyzing case files of the dispossession that have been digitized by Landscapes of Injustice, an SSHRC-funded collaborative public historical project that recently completed its seven-year work on the dispossession of Japanese Canadians. Working extensively with primary texts and leading scholarship, students will communicate their findings in an original research paper, or another format approved by the instructor. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 05: Gender Equality
SDG 10: Reduced Inequalities
SDG 17: Partnerships for the Goals |
| HIST 499Q - Democracy & Citizenship in US |
History (HIST) |
This course examines the changing and contested definitions of citizenship in the United States from the late 18th century to the early 21st century. Through a chronological and thematic approach, we examine how membership in the U.S. political and civic community has been defined and experienced over centuries. Citizenship in the United States has been shaped by a variety of factors, ranging from legal and constitutional provisions to economic and social practices, ideological and cultural beliefs. We will occasionally use comparative frames that consider how legacies of racial slavery and emancipation in the Americas influenced the formation of U.S. citizenship over time and place as well as to consider the impacts of settler colonialism in global terms. Finally, we will pay special attention to the impact of ethnicity, economic status, and gender on citizenship rights and obligations as well as the role of religion. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 05: Gender Equality
SDG 08: Decent Work and Economic Growth
SDG 10: Reduced Inequalities
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 12: Responsible Consumption and Production
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| HIST/LAS 457 - Sexuality and Gender in Latin America |
History (HIST) |
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 |
History (HIST) |
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 140 - Indigenous-Centred Human Serv. |
Human Services (HSER) |
Introduces the history of human services as it relates to the Indigenous Peoples of Canada from point of contact to the present. Students are prepared to work with Indigenous Peoples in culturally safe ways, exploring Indigenous-settler relationships and differing worldviews. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 11: Sustainable Cities and Communities
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| HSER 192 - Supporting Students in Schools |
Human Services (HSER) |
Students will develop the skills and knowledge necessary to work effectively in schools, as directed by classroom and Learning Support teachers. They will explore the Education Assistant's role in achieving meaningful participation for diverse students in inclusive schools. |
Sustainability-focused |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| HSER 195 - Relationships & the Community |
Human Services (HSER) |
Thiscoursewillprovideyouwithclear insightandunderstandingintothecritical issueof relationshipswithandofpeoplewithdisabilities. Itwillofferachallenging lookat individualvaluesandbeliefsystems,andprovidestrategiesforcreatingandmaintainingsupportiveandvalue-enhancingrelationships.Theimpactofcritical issues such as segregation, institutionalization, deinstitutionalization, family support, friendships, intimacy and sexual relationships, leisure and recreational opportunities, with an emphasis of community participation, will be examined. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 05: Gender Equality
SDG 16: Peace, Justice and Strong Institutions |
| INNV 100 - Foundations for Innovative Thinking |
Innovation (INNV) |
This course introduces the fundamental principles and practices needed for social innovation. It includes Indigenous knowledge, worldviews, and perspectives on innovative thinking. Students explore creative thinking and systems thinking to cultivate an innovation mindset, character strengths, and attributes used to solve chronic complex problems. Students explore various traits, processes, frameworks, and techniques that transfer across disciplines and diverse fields where innovation and collaboration are essential. |
Sustainability-focused |
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 16: Peace, Justice and Strong Institutions |
| 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
SDG 16: Peace, Justice and Strong Institutions |
| 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
SDG 16: Peace, Justice and Strong Institutions |
| 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 205 - Stó -lō Social & Gov. Struct. |
Indigenous Peoples Knowledge (IPK) |
Examines Stó -lō social structure from pre-contact to contemporary times, including teachings from Sxwōxwiyám and S’ólh Téméxw. The role of Stó -lō Nation Society, Stó -lō Tribal Council, Qwi -qwelstom, and Xyolheméylh as service providers will be critiqued against the structure of Stó -lō communities, families, and ancestry, including the importance of kinship ties. Students will explore changing Stó -lō identities, relationships, and the interconnectedness with each other and S’ólh Téméxw. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 04: Quality education
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| 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
SDG 17: Partnerships for the Goals |
| 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 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 |
| IPK 386 - Braiding Indigenous Knowledges, Practices, and Worldviews |
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 402 - Indigenous Field Work Practice |
Indigenous Peoples Knowledge (IPK) |
Students apply classroom and disciplinary learning to work as a practicum with Indigenous communities, agencies, and/or government offices. Students apply their skills and knowledge in Indigenous settings and contribute to the planning, designing, problem solving, and management of projects and initiatives. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 04: Quality education
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| 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 16: Peace, Justice and Strong Institutions |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 10: Reduced Inequalities
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
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 16: Peace, Justice and Strong Institutions |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 10: Reduced Inequalities
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
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-focused |
SDG 15: Life on Land |
SDG 04: Quality education
SDG 10: Reduced Inequalities
SDG 13: Climate Action
SDG 14: Life Below Water |
| JAPN 251 - Japanese Society & Culture |
Japanese (JAPN) |
Overview of Japan’s geography, history, customs, annual events, religion, economy, and social issues. Compares and contrasts Japanese society with Canadian society. Through reading, discussion, and writing students will develop an understanding of elements of Japanese culture. The course will be taught in both English and Japanese. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities
SDG 17: Partnerships for the Goals |
| 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 |
SDG 04: Quality education |
| KIN 122 - Teaching Team Sports & Games |
Kinesiology (KIN) |
Provides an understanding of the similarities and differences within team-oriented formal games and the associated pedagogical approaches therein for children and adolescents. Through a conceptual analysis of skills, rules, and strategies, sport and games are appreciated through a wide variety of cultures, environment, and contexts. Active participation is required. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 04: Quality education
SDG 10: Reduced Inequalities |
| 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-inclusive |
SDG 03: Good Health and Well-being |
SDG 05: Gender Equality
SDG 10: Reduced Inequalities |
| 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 |
SDG 04: Quality education |
| 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
SDG 05: Gender Equality
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| 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 |
SDG 02: Zero Hunger
SDG 05: Gender Equality
SDG 12: Responsible Consumption and Production
SDG 15: Life on Land |
| 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 |
SDG 04: Quality education
SDG 10: Reduced Inequalities |
| KIN 323 - Teaching Outdoor Leadership |
Kinesiology (KIN) |
A field course focusing on leadership in the natural environment. Provides students with the skills, knowledge, and dispositions necessary to teach and lead in outdoor and experiential education environments. |
Sustainability-inclusive |
SDG 15: Life on Land |
SDG 03: Good Health and Well-being
SDG 14: Life Below Water |
| 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 |
SDG 05: Gender Equality
SDG 10: Reduced Inequalities |
| 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 10: Reduced Inequalities
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 |
SDG 04: Quality education
SDG 12: Responsible Consumption and Production |
| KIN 366 - Counsel Skills for Fitness |
Kinesiology (KIN) |
Studies the application of basic applied counselling skills used by consultants, instructors, and professionals in the fitness industry. Introduces students to various theories and methods of counselling with an emphasis placed on behavioral change models. Combines theory and the practical application of these theories reflecting the context of the fitness professional. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being
SDG 16: Peace, Justice and Strong Institutions |
| KIN 435 - Ergonomics/Occupation Biomech |
Kinesiology (KIN) |
Explores human factors as they relate to human-machine interactions in the workplace, and includes an examination of the physical work environment, adaptation of the environment and equipment to the worker to enhance worker comfort, equipment design, and the tasks involved in an ergonomic assessment of the workplace. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
SDG 16: Peace, Justice and Strong Institutions |
| 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 |
SDG 12: Responsible Consumption and Production |
| 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 |
SDG 12: Responsible Consumption and Production |
| 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 04: Quality education
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 |
SDG 05: Gender Equality
SDG 10: Reduced Inequalities |
| 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 |
SDG 04: Quality education
SDG 10: Reduced Inequalities |
| 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
SDG 05: Gender Equality
SDG 16: Peace, Justice and Strong Institutions |
| KIN 499J - Behaviour Change for Physical Activity |
Kinesiology (KIN) |
Students will learn and apply behaviour change knowledge, theory, and strategies to promote physical activity among clinical and non-clinical populations. Students will acquire a deeper understanding of the determinants of physical activity and will practice fostering change-based relationships, offering behaviour change support, and translating evidence-based strategies |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities |
| KIN 499L - Women’s Health & Physical Activity |
Kinesiology (KIN) |
Students will develop a greater understanding into women’s health and the surrounding research. Students will discuss the inequity that currently exists in women’s health research while exploring the physiological changes that many women experience across their lifespan including menstruation, pregnancy and birth and menopause. Students will learn to apply individualized exercise programming to these varying physiological phases. |
Sustainability-focused |
SDG 05: Gender Equality |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities |
| LAC/SOC 200 - Social Issues in Latin America |
Latin American Studies (LAS) |
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/SOC/ANTH 388 - Minority Indigenous Peoples of the World |
Latin American Studies (LAS) |
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/GDS 363 - Processes of Development and Underdevelopment - Latin America |
Latin American Studies (LAS) |
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 |
| LIBT 200 - Information & Society |
Library and Information Technology (LIBT) |
Open to students of all disciplines, this introductory course surveys the history of libraries, library media, publishing, and the management of information. Current trends and issues in the book and information industries are examined, as is the role of library technicians in these industries. Students also learn the process of performing library research and develop a research paper. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 09: Industry, Innovation and Infrastructure
SDG 16: Peace, Justice and Strong Institutions |
| 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 |
SDG 04: Quality education
SDG 11: Sustainable Cities and Communities |
| 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 |
SDG 03: Good Health and Well-being
SDG 05: Gender Equality |
| 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
SDG 17: Partnerships for the Goals |
| 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 235 - Introduction to Journalism in Canada |
Media and Communication Studies (MACS) |
Journalists inform us about events and issues from around the world. But what factors determine their choice of stories to cover and the perspectives that they bring to these stories? This course takes a critical look at the role of the journalist in Canadian society. |
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
SDG 17: Partnerships for the Goals |
| MACS 299E - Media Images & the Body |
Media and Communication Studies (MACS) |
Media Images and the Body is designed to introduce students to the sociological study of images of bodies. A goal of the course is to expose students to questions about embodiment and the construction of bodies in various media forms. In particular, we will address the socio-cultural significance of mediated images of bodies and explore their meaning in terms of the relationship between body images, culture, media institutions and social structure. We will consider images of bodies in social, digital, print and popular media and ask questions these images as they relate to issues of socialization, sexuality, gender, entertainment, deviance, power/resistance, race and class. |
Sustainability-inclusive |
SDG 05: Gender Equality |
SDG 08: Decent Work and Economic Growth
SDG 09: Industry, Innovation and Infrastructure
SDG 12: Responsible Consumption and Production |
| MACS 299K - Media & Social Change |
Media and Communication Studies (MACS) |
This course examines the potential and limitations of both traditional and new media to educate and engage people with a variety of social movements. The course considers recent successes and failures in enacting social change through media campaigns in both the Canadian and international context, with particular focus on concepts including the public sphere, commodity activism, slacktivism, astroturfing, and greenwashing. The course analyzes the roles and competing interests of governments, corporations, artists, activists, and general audiences in communicating social change |
Sustainability-inclusive |
SDG 09: Industry, Innovation and Infrastructure |
SDG 05: Gender Equality
SDG 10: Reduced Inequalities |
| MACS 299O - Gender & Media |
Media and Communication Studies (MACS) |
Students explore the representation of gender across various media, both historically and in the
present moment. Provides a critical understanding of debates surrounding gender and
mediated communication through feminist, queer, and intersectional lenses |
Sustainability-focused |
SDG 05: Gender Equality |
SDG 03: Good Health and Well-being
SDG 09: Industry, Innovation and Infrastructure
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 - Global Mediascapes |
Media and Communication Studies (MACS) |
Students take an anthropology of media approach, focusing on popular culture. This course examines the production, framing, consumption, meaning, and critique of mediascapes, imaginaries, images, and representations, in one or more specific social and cultural contexts.
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 |
| MACS 399K - Globalization of Film |
Media and Communication Studies (MACS) |
This course looks at who has production and reception
power in a film industry which is increasingly both international and standardized, and why. |
Sustainability-inclusive |
SDG 09: Industry, Innovation and Infrastructure |
SDG 05: Gender Equality
SDG 16: Peace, Justice and Strong Institutions |
| MACS 399M - Media & Environment |
Media and Communication Studies (MACS) |
How do we come to know about the non-human world? This course examines how
environmental understandings are constituted and constructed through media practices and
communicative forms. It critically assesses various theories and concepts about the role
that media, culture, and information plays in directing environmental behaviours and belief. |
Sustainability-inclusive |
SDG 12: Responsible Consumption and Production |
SDG 06: Clean Water and Sanitation
SDG 13: Climate Action |
| MACS 399R - Decolonizing Media & Communication |
Media and Communication Studies (MACS) |
Critically analyzes settler colonialism’s use of media and communication to exclude and/or
misrepresent the colonial ‘other,’ as well as how those colonized harness media and
communication as tools of decolonization, resistance, and resurgence. Special attention is given
to settler colonialism in Canada and media texts produced by Indigenous Peoples locally and
across Turtle Island. Students will have the option of undertaking their course project via
creative means. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 04: Quality education
SDG 05: Gender Equality
SDG 10: Reduced Inequalities
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 17: Partnerships for the Goals |
| MGMT 310 - Positive Workplaces |
Management (MGMT) |
Discover how to develop personal strengths, design motivating jobs, create positive connections with others, and experience meaningfulness in the workplace. Students will learn a variety of frameworks and tools for enhancing their own well-being at work, as well as cultivating workplaces that help others thrive. |
Sustainability-focused |
SDG 03: Good Health and Well-being |
SDG 04: Quality education
SDG 05: Gender Equality
SDG 08: Decent Work and Economic Growth
SDG 09: Industry, Innovation and Infrastructure
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
SDG 16: Peace, Justice and Strong Institutions |
| MGMT 320 - Effective CMNS for Managers |
Management (MGMT) |
An effective manager must be able to accurately interpret the information they receive and clearly convey information to stakeholders. In this course students will develop written and oral managerial communications skills in areas such as public and media relations, intercultural communications, and meeting facilitation. |
Sustainability-inclusive |
SDG 08: Decent Work and Economic Growth |
SDG 05: Gender Equality
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| 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 03: Good Health and Well-being
SDG 05: Gender Equality
SDG 08: Decent Work and Economic Growth
SDG 12: Responsible Consumption and Production
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| MGMT 410 - Leadership & Management |
Management (MGMT) |
Organizational leaders require enhanced capabilities to effectively manage a diverse workforce, handle complex challenges, and cope with fast-paced change. To build essential leadership skills, students apply leadership frameworks and foundational practices including instilling shared values, building collective vision, taking initiative, overcoming obstacles, and fostering team collaboration. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 05: Gender Equality
SDG 08: Decent Work and Economic Growth
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities |
| 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 |
SDG 04: Quality education
SDG 05: Gender Equality
SDG 08: Decent Work and Economic Growth
SDG 10: Reduced Inequalities
SDG 15: Life on Land |
| NURS 104 - Health & Wellness - Aging |
Nursing (NURS) |
In this course, health, environment, and person will be explored with a focus on the aging adult. Family as context, community, and population health will be introduced. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 04: Quality education
SDG 08: Decent Work and Economic Growth
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| 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 |
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| 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 |
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| NURS 214 - Health - Acute & Chronic Care |
Nursing (NURS) |
In this course the concepts of health, environment, and person will be explored with a focus on the adult surgical and mental health populations. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| NURS 215 - Prof Nursing - Ethics & Legal |
Nursing (NURS) |
In this course students will examine professional nursing concepts with a focus on nursing leadership. The concepts of advocacy,
collaboration, holistic teaching/learning, and evidence-informed practice will be further explored. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 05: Gender Equality
SDG 08: Decent Work and Economic Growth |
| NURS 216 - Pract - Mental Health/Surgical |
Nursing (NURS) |
Through laboratory, simulation, and clinical experiences, this course will prepare students to manage the nursing care of surgical and
mental health patients. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 04: Quality education
SDG 16: Peace, Justice and Strong Institutions |
| 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 |
SDG 05: Gender Equality
SDG 08: Decent Work and Economic Growth |
| 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 314 - Health - Childbearing/Pediatric |
Nursing (NURS) |
In this course, the concepts of health, environment, and individuals and families will be explored with a focus on the childbearing
person and pediatrics settings. |
Sustainability-focused |
SDG 03: Good Health and Well-being |
SDG 05: Gender Equality
SDG 16: Peace, Justice and Strong Institutions |
| NURS 315 - Prof Nurs - Research & Ethics |
Nursing (NURS) |
This course will focus on the critique and application of research to support evidence-informed nursing practice. The concepts of communication and ethical and legal practice will be further explored. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 05: Gender Equality
SDG 10: Reduced Inequalities |
| NURS 324 - Health - Community Health |
Nursing (NURS) |
The social determinants of health and the role of the community nursing in meeting health goals will be analyzed through local, regional, and global perspectives. |
Sustainability-focused |
SDG 03: Good Health and Well-being
SDG 16: Peace, Justice and Strong Institutions |
SDG 02: Zero Hunger
SDG 10: Reduced Inequalities |
| NURS 325 - Prof Nurs - Commun. Leadership |
Nursing (NURS) |
The course will focus on the development of advanced nursing leadership skills across the continuum of care. Program planning and
intersectoral collaboration within the context of community will be explored. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 04: Quality education
SDG 05: Gender Equality
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| 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-focused |
SDG 03: Good Health and Well-being |
SDG 16: Peace, Justice and Strong Institutions |
| NURS 414 - Health - Acute & Complex Care |
Nursing (NURS) |
Students will explore the intersection of health, environment, and person 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-focused |
SDG 03: Good Health and Well-being |
SDG 04: Quality education
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
SDG 16: Peace, Justice and Strong Institutions |
| NURS 415 - Leadership in Complex Care |
Nursing (NURS) |
Leadership concepts will be explored to prepare nurses for complex health care environments. Management skills such as strategic planning, budgeting, scheduling, and staffing challenges will also be examined. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 04: Quality education
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
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 |
SDG 04: Quality education
SDG 10: Reduced Inequalities |
| 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 201 - Equity-Based Dialogue & Engage |
Peace and Conflict Studies (PACS) |
Examines the role of equity in dialogue and engagement. Students will learn effective civic engagement strategies to talk about difficult subjects and to communicate collective strategies to address challenges. The course focuses on understanding the experiences of others and facilitating respectful exchange between people with differing opinions and beliefs, with goals of communicating across difference and transforming adversarial relationships. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities |
| PACS 300 - Relig, Violence, Peacebuilding |
Peace and Conflict Studies (PACS) |
Religion plays a significant role in personal, regional, and global affairs, and that role manifests in many ways in the world, including the
most violent behaviours, and some of the most sophisticated peacebuilding plans and actions. This course analyzes the relations
between religion, violence, and peacebuilding through an investigation of the sacred texts and teachings in religion that fuel violence,
and the sacred texts that provide a base for peacebuilding. Students will learn to employ religious and related philosophical teachings in
relationships to build a more peaceful society and world. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 03: Good Health and Well-being
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 10: Reduced Inequalities
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 |
SDG 04: Quality education
SDG 10: Reduced Inequalities
SDG 17: Partnerships for the Goals |
| 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 |
SDG 04: Quality education
SDG 10: Reduced Inequalities
SDG 17: Partnerships for the Goals |
| 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 |
SDG 04: Quality education
SDG 10: Reduced Inequalities
SDG 17: Partnerships for the Goals |
| PHIL 101 - Introduction to Philosophy |
Philosophy (PHIL) |
Introduces basic philosophical problems, theories, and methods. Examines different areas of philosophy, including metaphysics,
epistemology, ethics, and social and political philosophy. Highlights approaches from Western and non-Western philosophical
traditions. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 04: Quality education |
| PHIL 110 - Ethics & Moral Problems |
Philosophy (PHIL) |
Students think, talk, and write about what is morally right and wrong with a focus on the reasons that support moral judgments. A variety of ethical theories and issues are studied as part of an examination of how to act given that we live and interact with others. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities |
| PHIL 210 - Introduction to Political Philosophy |
Philosophy (PHIL) |
Introduces normative political philosophy, that is, theories about the moral foundations of politics. Evaluates political philosophy theories in terms of addressing contemporary problems, such as racial injustice, gendered violence, and settler colonialism. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 04: Quality education
SDG 10: Reduced Inequalities |
| PHIL 230 - Philosophy of Law |
Philosophy (PHIL) |
Introduces major issues in philosophy of law such as natural law, legal positivism and its critics, law and liberalism, legal punishment, Indigenous legal traditions, feminist critiques of law, and critical legal studies. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 04: Quality education |
| PHIL 308 - Philosophy of Gender & Sexuality |
Philosophy (PHIL) |
Investigates conceptual issues surrounding classifying sex, gender, and sexual orientation, and ethical issues regarding relationship structures, sex work and pornography, and the nature of consent and sexual perversions. |
Sustainability-focused |
SDG 05: Gender Equality |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| 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 315 - Contemporary Ethical Theory |
Philosophy (PHIL) |
Investigates questions in contemporary meta-ethics and normative ethics. Asks how we can live ethically with others and what makes for a good life. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 04: Quality education |
| 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 362 - Philosophy of Education |
Philosophy (PHIL) |
Examines central concepts in educational thought and practice, including education, teaching, and assessment, drawing on global philosophical traditions, including Western, Asian and Indigenous perspectives. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| PHIL 364 - Philosophy of Childhood |
Philosophy (PHIL) |
The concept of a child occupies a precarious position and has not always received the attention that it deserves. Not yet a fully rational agent, but endowed with the potential to become one, the child has a status that spells trouble for core philosophical concepts. Theories of rationality, freedom, personal identity, and responsibility all impact children and their caregivers, yet often ignore them. Delving into philosophical theory and the practical issues of childhood, this course is of great importance not just to philosophers but to anyone who works with children, has children, or was once a child. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| PHIL 365 - Teaching Children Philosophy |
Philosophy (PHIL) |
Facilitate philosophical inquiries with children in educational settings such as school classrooms, summer camps, libraries, and art galleries. Study, apply, and broaden the “Philosophy for Children” methods of “community of inquiry” to foster and encourage critical, creative, cooperative, and caring thinking skills in children. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| PHIL 375 - Death Desire & Art |
Philosophy (PHIL) |
An exploration of the connections made between death, desire, and art as definitive aspects of human nature. Philosophers covered may include Rousseau, Nietzsche, Kierkegaard, and Zizek. |
Sustainability-inclusive |
SDG 05: Gender Equality |
SDG 04: Quality education |
| PLAN 300 - Planning for Housing |
Planning (PLAN) |
An introduction to affordable housing policy and planning. Focus on housing policy and programs, current issues, and challenges faced by local municipalities, regional governments, and non-profit housing providers in response to inadequate housing. Causes and responses to homelessness as well as the evolution of social or non-market housing in the region, Canada, and beyond will also be explored. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 11: Sustainable Cities and Communities
SDG 16: Peace, Justice and Strong Institutions |
| PLAN 310 - Planning Law & Ethics |
Planning (PLAN) |
Using selected readings, group discussion, and experiential learning assignments, students will develop knowledge of planning law and regulations regarding urban development, land use, and the regulatory framework for land title and provision. A human rights-based lens informs class examination of the legal, ethical, and moral issues in urban and regional planning professional practice. |
Sustainability-focused |
SDG 11: Sustainable Cities and Communities |
SDG 08: Decent Work and Economic Growth
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| PLAN 366 - Resiliency & Spatial Planning |
Planning (PLAN) |
A survey of the effects of resiliency planning and spatial planning on communities and urban environments. Examples of how cities can survive, adjust, and flourish through common challenges and acute incidents such as natural disasters are examined. Environmental sustainability, health, resource conservation, and economic factors of resilient communities are discussed. |
Sustainability-focused |
SDG 11: Sustainable Cities and Communities |
SDG 06: Clean Water and Sanitation
SDG 07: Affordable and Clean Energy
SDG 09: Industry, Innovation and Infrastructure
SDG 13: Climate Action
SDG 15: Life on Land
SDG 16: Peace, Justice and Strong Institutions |
| PLAN 400 - Regional & Community Planning |
Planning (PLAN) |
Exploration of theories in community and regional planning within the context of social, political, economic, technological, and environmental change. Spatial patterns of development within Canada are examined through the lens of contemporary planning thought and practice, with consideration of the impact of colonization, and design of cities for all—including gender, equity, diversity, and inclusion. |
Sustainability-focused |
SDG 11: Sustainable Cities and Communities |
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| PLAN 410 - Indigenizing Planning |
Planning (PLAN) |
Examine ways colonization and colonialism in urban and community planning influenced Indigenous peoples’ connection to the environment, socioeconomics, culture, and cultural practices. Through the lens of reconciliation, cultural humility, and cultural awareness, students consider the strength and resilience of the Indigenous nations in continuing to address environmental, socioeconomic, and political issues through the context of land use, environmental stewardship, and cultural identify. |
Sustainability-focused |
SDG 11: Sustainable Cities and Communities |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 08: Decent Work and Economic Growth
SDG 09: Industry, Innovation and Infrastructure
SDG 10: Reduced Inequalities
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| 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 |
SDG 04: Quality education
SDG 15: Life on Land
SDG 16: Peace, Justice and Strong Institutions |
| 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-inclusive |
SDG 03: Good Health and Well-being |
SDG 04: Quality education
SDG 15: Life on Land
SDG 16: Peace, Justice and Strong Institutions |
| 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-inclusive |
SDG 03: Good Health and Well-being |
SDG 04: Quality education
SDG 15: Life on Land
SDG 16: Peace, Justice and Strong Institutions |
| 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-inclusive |
SDG 03: Good Health and Well-being |
SDG 04: Quality education
SDG 15: Life on Land
SDG 16: Peace, Justice and Strong Institutions |
| 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 230 - Democ. & Authoritarian Regimes |
Political Science (POSC) |
Compares political systems in different countries to better understand diverse political experiences. Analyzes how governments function, and explores how political scientists understand concepts, such as sovereignty, the state, the rule of law, and regime types. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 04: Quality education
SDG 10: Reduced Inequalities |
| 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 12: Responsible Consumption and Production
SDG 16: Peace, Justice and Strong Institutions |
| 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-focused |
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 311 - PKO - Early West Political Thought |
Political Science (POSC) |
Examines the history of Western political thought from Classical Greece through the seventeenth century, covering some of the most influential texts in the history of political philosophy, such as Plato, Aristotle, Christine de Pizan, Niccol Machiavelli, Thomas Hobbes, and John Locke. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 04: Quality education
SDG 10: Reduced Inequalities |
| POSC 312 - Modern Political Thought |
Political Science (POSC) |
Explores the history of modern political thought from the 18th century through the early 20th century, including the writings of some of the most influential political theorists of the modern period such as Rousseau, Wollstonecraft, Kant, JS Mill, Marx, Nietzsche, and Fanon. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 04: Quality education
SDG 10: Reduced Inequalities |
| POSC 320 - Canadian Political Thought |
Political Science (POSC) |
This course will examine the core ideas and the major theorists that have shaped the political landscape of Canada. The course will connect these ideas to the major developments in Canadian politics and their impact on contemporary political debates. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 04: Quality education
SDG 10: Reduced Inequalities
SDG 17: Partnerships for the Goals |
| 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-focused |
SDG 10: Reduced Inequalities |
SDG 05: Gender Equality
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| POSC 322 - American Government & Politics |
Political Science (POSC) |
Analyzes the development of American political institutions, democratization, and the role of the United States as a world power. Explores partisan politics, social mobilization, public policy, and current issues in U.S. politics today. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 04: Quality education
SDG 10: Reduced Inequalities
SDG 12: Responsible Consumption and Production |
| 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 04: Quality education
SDG 10: Reduced Inequalities |
| POSC 325 - Social Movements & Advocacy |
Political Science (POSC) |
Examines how social movements and advocacy groups contribute to the development of public policy, both in Canada and abroad. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being
SDG 05: Gender Equality
SDG 11: Sustainable Cities and Communities
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| 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 11: Sustainable Cities and Communities
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| POSC 335 - Courts & Politics |
Political Science (POSC) |
Explores judicial behaviour, rights, constitutionalism, and legal implementation, through the comparative study of the Canadian judiciary and the Charter of Rights and Freedoms. |
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 |
| POSC 357 - Guns & Politics |
Political Science (POSC) |
Explores the politics of gun control from both a Canadian and global perspective. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities |
| 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/SOC 352 - Public Policy Analysis |
Political Science (POSC) |
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 241 - Psychological Disorders |
Psychology (PSYC) |
An introduction to abnormal psychology. Topics include the definition and classification of psychological disorders, an introduction to the assessment and diagnosis of psychological disorders, etiological factors from a variety of perspectives, evidence-based therapeutic interventions, and therapy outcome research. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 05: Gender Equality
SDG 16: Peace, Justice and Strong Institutions |
| PSYC 250 - Introduction to Lifespan Development |
Psychology (PSYC) |
Introduces students to the study of human development across the lifespan. Students examine the major theories of human development and changes that occur in the areas of cognitive, perceptual, social, and emotional development. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 04: Quality education
SDG 05: Gender Equality |
| 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 360 - Social Psychology |
Psychology (PSYC) |
Provides broad overview of the field and theories/findings related to how we view and make inferences about our social world and form/modify our attitudes and social relations. Students apply content to local and global social issues/phenomena. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 05: Gender Equality
SDG 11: Sustainable Cities and Communities
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| 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 |
| PSYC 368 - Political Psychology |
Psychology (PSYC) |
Surveys the interdisciplinary field of political psychology. Students will apply psychological concepts—drawn from personality theory, cognition, and group dynamics—to understand political phenomena. Students reflect on how psychological theory can be used to understand current and historic political events. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 04: Quality education
SDG 05: Gender Equality
SDG 10: Reduced Inequalities
SDG 17: Partnerships for the Goals |
| PSYC 429 - Heuristics Bias Crit Thought |
Psychology (PSYC) |
Examines the psychology of human thinking, with special emphasis on how those ways of thinking often lead us into error. Students learn tools for thinking that are intended to reduce the frequency of error in real-world contexts. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities
SDG 17: Partnerships for the Goals |
| PSYC 460 - Social Cognition |
Psychology (PSYC) |
This seminar course examines issues in social cognition, a field which uses the methods of cognitive psychology to examine social phenomena. Topics include the self, goals, social rejection, stereotypes, and implicit cognition. Students will apply topics to current social issues. |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 05: Gender Equality
SDG 10: Reduced Inequalities
SDG 17: Partnerships for the Goals |
| PSYC 491CC - Sex & the Brain |
Psychology (PSYC) |
This comprehensive course delves into the neurobiological processes behind reproductive behaviors across animal species, including humans. Students will critically evaluate data concerning neurobiological differences between sexes and understand the neurobiology of sex-related disorders. Engage in lectures and class activities exploring the brain's origins, neurodiversity, hormone influence, and the synaptic gaps bridging sex differences within neuroscience. Despite the inclusion of neuroscientific principles this course is tailored towards psychology students with or without an expansive background in biology. |
Sustainability-focused |
SDG 05: Gender Equality |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| PSYC 491Y - Social Influence & Persuasion |
Psychology (PSYC) |
This course is designed to cover both contemporary and emerging topics in the psychology of social perception and influence in modern media and beyond. Using scientifically validated theories and methodology, this course unravels the often complex ways in which people view themselves and others, with a view to enhancing students’ understanding and effective implementation of interpersonal influence strategies. This course will critically inquire into the myriad ways that science and popular culture collide in our contemporary understandings of social perception and influence. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 16: Peace, Justice and Strong Institutions |
| SJGS 100 - Social Justice for Social Change |
Social Justice and Global Stewardship (SJGS) |
Students examine the concept of social justice in relation to decolonization, sustainable development, peace and reconciliation, migration and citizenship, reciprocity, and stewardship. |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 03: Good Health and Well-being
SDG 05: Gender Equality
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 17: Partnerships for the Goals |
| SJGS 101 - Justice & Reconciliation |
Social Justice and Global Stewardship (SJGS) |
Students explore the environmental and social justice meanings of stewardship, survey aspects of stewardship practice, and relate environmental justice to development, migration, and peace |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 03: Good Health and Well-being
SDG 05: Gender Equality
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 17: Partnerships for the Goals |
| 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 |
SDG 04: Quality education
SDG 10: Reduced Inequalities |
| 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 - Feminist Perspectives |
Sociology (SOC) |
Students apply a feminist, intersectional lens to understanding people’s community, work, and family experiences in Canada. Students examine changing patterns of socialization into community, paid and unpaid work, and family behaviours, differentiated in relation to individuals’ gender, sexuality, race, class, Indigeneity, citizenship, and (dis)ability. |
Sustainability-focused |
SDG 05: Gender Equality |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities
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-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 10: Reduced Inequalities |
| SOC 245 - Deviance & Social Control |
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-inclusive |
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
SDG 12: Responsible Consumption and Production |
| 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 14: Life Below Water
SDG 15: Life on Land
SDG 17: Partnerships for the Goals |
| SOC 299X - Sociology of Happiness & Wellbeing |
Sociology (SOC) |
This term the course provides an overview of sociological and other disciplinary understandings of happiness and wellbeing. Students will have the opportunity to reflect on their own happiness, while exploring how societies construct and measure happiness and wellbeing |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| SOC 299Y - Urban Life |
Sociology (SOC) |
Cities remain amongst the most important of all ‘inventions’ and a key formation of human societies. This course introduces the sociology of cities and urban life-forms. It uses foundational concepts students learned at the introductory level—culture, socialization, stratification, gender, race, migration, and globalization to name a few—to survey current research focused on cities. It is meant to prepare students for study in urban sociology at the advanced levels |
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 |
| SOC 331 - Sociology of Families |
Sociology (SOC) |
Students focus on the sociological study of Canadian families, both past and present, in all of their diverse and ever-changing forms and practices. A multiplicity of topics and intersecting issues are examined, including the different social factors that structure families, diversity of family forms, discourses and “the family”, individual experiences of the family, Indigenous families, history and families, intimacy and commitment, parenting, work and family life, midlife and aging families, social inequality, and families of children with disabilities. While this course focuses primarily on “Canadian” families, a diversity of family forms, both past and present and from other societies will be examined. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 05: Gender Equality
SDG 10: Reduced Inequalities |
| SOC 333 - Schooling & Society |
Sociology (SOC) |
A sociological analysis of the education system and its relation to major social institutions in Western industrial societies, in particular Canada. Aspects studied may include the classroom, teachers, student culture, bureaucratization, inequality, employment, and social policy. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 05: Gender Equality
SDG 16: Peace, Justice and Strong Institutions |
| 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 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 399 - Work & Occupations |
Sociology (SOC) |
For many of us, work defines our lives. It provides a central part of our identity, and for some of us it gives personal fulfillment. Yet work can be alienating, unhealthy, and stressful. Some find themselves working far too many hours, while others struggle with unemployment. Working people have organized unions and other organizations to try to improve their lot, yet most workplaces are built around a structural inequality between workers on one side and managers and business owners on the other. Many workers face challenges like low pay, long hours, sexual harassment, and unsafe working conditions. Even those managers who care about their employees and want to treat them well face powerful global changes, as developments in India or China have effects on the workplace in Canada. And on top of all that, there is the impact of new technologies that are blurring the line between work and home, as online work becomes more and more common, and are creating more powers of surveillance for managers and owners |
Sustainability-focused |
SDG 08: Decent Work and Economic Growth |
SDG 05: Gender Equality
SDG 09: Industry, Innovation and Infrastructure
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
SDG 16: Peace, Justice and Strong Institutions |
| SOC 399I - Sociologies of Hope |
Sociology (SOC) |
This course will focus on the work of social thinkers who imagined better worlds. We will
explore the themes of possibility and hope that run throughout a variety of classical and
contemporary works, discovering how they inspire social change, and meaningful
research. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 05: Gender Equality
SDG 09: Industry, Innovation and Infrastructure
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 16: Peace, Justice and Strong Institutions |
| SOC 399M - Sociology of Climate Change |
Sociology (SOC) |
The consensus of climate scientists is that human activity is causing our climate to change in ways that will have profound social effects. Rising sea levels will place coastal communities at risk; increased length and severity of droughts will reduce crop yields in sub-Saharan Africa; changing temperatures will allow for the spread of new “disease vectors” carrying West Nile Virus and other maladies. This course will look at some of the social, economic, and political aspects of climate change, both its causes and its effects. The central text will be Naomi Klein’s book-length argument that it is the capitalist system itself that must be changed in order to deal with climate change. |
Sustainability-focused |
SDG 13: Climate Action |
SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production
SDG 14: Life Below Water
SDG 15: Life on Land
SDG 16: Peace, Justice and Strong Institutions |
| SOC 399W - Fear & Social Anxieties |
Sociology (SOC) |
Fear has traditionally been examined from a sociological perspective as a potent emotion, serving as a motivator and an instinctual means of self-preservation. However, the Sociology of Fear, as an
emerging field, aims to contextualize fear within the broader societal framework, recognizing it as a
social and cultural phenomenon. This course delves into the complexities of fear, its connection to
social order, and its role in shaping cultural meanings.
The Sociology of Fear provides a critical analysis of fear within social contexts, exploring both
empirical and theoretical dimensions. It contends that modern society exhibits a distinct "culture of
fear" and raises fundamental questions: How can we theorize fear and its social contexts? What challenges does fear pose to the realization of utopian ideals? What are the objects of our fear, and what underlies our sense of security? How vulnerable are we to various manifestations of fear?
Fear, in varying degrees, permeates everyday social interactions, contributing to the very fabric of societal relations. This course traces the historical role of fear in the production, control, and management of individuals and societies, emphasizing its significance in shaping and organizing daily life. It evaluates the use of fear as a socio-political instrument and examines the social impact of phenomena such as moral panic and the underreporting of prevalent dangers. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| 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 431E - Social Construct of Parenting |
Sociology (SOC) |
The focus of this course is the sociological study of Canadian families, both past and present. We focus specifically on how families in Canada and elsewhere have been constructed and reconstructed over time and place. |
Sustainability-inclusive |
SDG 03: Good Health and Well-being |
SDG 10: Reduced Inequalities
SDG 12: Responsible Consumption and Production
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 470G - Colonialism’s Accumulative Effects |
Sociology (SOC) |
Colonialism has played a fundamental role in shaping politics and society, and the intersection of colonial social hierarchies and ‘rules of difference’ with processes of accumulation and dispossession underpins contemporary forms of racism and ethnic conflict. Drawing on a range of case studies, from South Asia to settler colonies like Canada, this course explores how the imperatives of economic extraction and strategies of colonial rule created racial and ethnic imaginaries that legitimized and institutionalized the marginalization and exploitation of colonized peoples around the world. The course also examines the enduring effects of these colonial processes through an exploration of debates around the construction of national identity, the persistence of racism, and the dynamics of ethnic conflict in the present-day |
Sustainability-focused |
SDG 16: Peace, Justice and Strong Institutions |
SDG 09: Industry, Innovation and Infrastructure
SDG 10: Reduced Inequalities
SDG 12: Responsible Consumption and Production
SDG 17: Partnerships for the Goals |
| 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 325 - Culture and Theory of the City |
Sociology (SOC) |
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/MACS 270 - Dynamics of Racism in Canada |
Sociology (SOC) |
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 |
Sociology (SOC) |
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 14: Life Below Water
SDG 15: Life on Land
SDG 16: Peace, Justice and Strong Institutions |
| SOC/MACS 334 - Cultural Policy in Canada |
Sociology (SOC) |
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 385 - Television and Social Values |
Sociology (SOC) |
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 |
Sociology (SOC) |
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 100 - Art, Dig Media, Visual Culture |
Scholarship of Creative Arts (SOCA) |
In this experiential course, students learn how visual art, digital media, and culture inform and express diverse worldviews. Students participate in field trips and attend artist talks and exhibitions to gain exposure to contemporary examples of art, digital media, and visual culture practices. Applied learning is enhanced with discussions, reflection, and projects. Examples of Indigenous art, digital media, and visual culture are core content in all iterations of this course; when the course is offered as part of the Indigenous Arts certificate, all examples will be drawn from Indigenous cultural practices. |
Sustainability-inclusive |
SDG 04: Quality education |
|
| SOCA 105 - Writing About Visual Culture |
Scholarship of Creative Arts (SOCA) |
Students learn about different ways of writing reflectively and critically about art, design, digital media, and visual culture. In-class and low stakes explorations of developing ideas, understanding genres and writing tasks, and rhetorical strategies allow students to develop their voices as writers. Emphasis is on developing strategies for writing and on writing for both critical reflection and creative development, including how oral and dialogic practices can contribute to writing. Examples of Indigenous art, design, digital media, and visual culture are core content in this course; when the course is offered as part of the Indigenous Arts certificate, all examples will be drawn from Indigenous cultural practice. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 08: Decent Work and Economic Growth |
| SOCA 201 - Intro to Visual Studies |
Scholarship of Creative Arts (SOCA) |
Students gain familiarity with the field of visual studies by connecting ideas and themes in visual studies to artists working in the field, then experimenting with these ideas and themes in their creative practice, through the lens of their own experience. Content is explored through making practices and thematic approaches, focusing on how material and form are brought into conversation with concepts. Content will emphasize Indigenous subject matter and contemporary issues. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 08: Decent Work and Economic Growth |
| SOCA 301 - Race, Place & Space |
Scholarship of Creative Arts (SOCA) |
Interdisciplinary theoretical content is illustrated with examples from creative practices, and students use creative and embodied methodologies to engage with course content. Students explore issues of decolonization, whiteness, racialization, privilege, and power, with the aim of promoting anti-racism. Students learn about global, national, and local expressions of systemic racism and the mechanisms of racial privilege. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 04: Quality education
SDG 16: Peace, Justice and Strong Institutions |
| 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-inclusive |
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 |
SDG 03: Good Health and Well-being
SDG 05: Gender Equality
SDG 10: Reduced Inequalities
SDG 17: Partnerships for the Goals |
| SOWK 460C - Sexual & Gender Diversity |
Social Work (SOWK) |
Provides foundational knowledge for social work practice with sexual and gender diverse people, families, and communities. Including historical and current contexts, students will learn key skills related to advocacy, lifespan issues, ethics, and culturally effective practices |
Sustainability-focused |
SDG 05: Gender Equality |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities
SDG 11: Sustainable Cities and Communities
SDG 16: Peace, Justice and Strong Institutions |
| SOWK 491 - Indigenous Perspectives |
Social Work (SOWK) |
Explores the historical, social, philosophical, and political foundations of child and family welfare in Canada. Students examine critical Indigenous approaches related to central themes, discourses, and concepts within Indigenous child and family welfare policy and practice in British Columbia. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being
SDG 04: Quality education
SDG 05: Gender Equality
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| 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 496 - Critical Approaches to Disability |
Social Work (SOWK) |
Students will critically examine disability theories, policies, and practice models to inform a social work perspective on disability issues. Societal discourses about disability, normalcy, and inclusion/exclusion are explored through an analysis of social justice, ethics, intersectionality, and citizenship. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
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 |
| SPAN 320E - Language Society & Migration |
Spanish (SPAN) |
Students explore the relationship between the Spanish language, society, and migration
through seminar-style discussions and collaborative inquiry. Topics include Spanish in
sociolinguistic contexts, language contact, language policies, and linguistic diversity, focusing
on bilingualism, identity, and social justice |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being
SDG 17: Partnerships for the Goals |
| 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 250 - Introduction to Storytelling |
Theatre (THEA) |
Introduces students to storytelling by exploring the relationship between community, (auto)biography, and performance. Students will
be introduced to storytelling processes and techniques along with roles and protocols within different forms of storytelling. The socio_x0002_cultural context of storytelling is emphasized along with Stó -lō stories and Indigenous oral his |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 03: Good Health and Well-being
SDG 05: Gender Equality
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| 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 |
SDG 03: Good Health and Well-being
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| THEA 307 - Intercultural Performance |
Theatre (THEA) |
An exploration of contemporary intercultural performance and the diversity of global theatre traditions. Students engage with the social, political, and aesthetic implications of intercultural theatre through theoretical frameworks and applied performance analysis. The importance and challenges of intercultural performance in Canada is highlighted and includes a focus on Indigenous and Métis theatre. |
Sustainability-focused |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being
SDG 05: Gender Equality
SDG 16: Peace, Justice and Strong Institutions
SDG 17: Partnerships for the Goals |
| VA 100 - Intro to Visual Art |
Visual Arts (VA) |
Students are introduced to a wide range of visual arts techniques and materials in hands-on studio settings. Through workshops with visual arts faculty, students make projects and learn how to show, share, and reflect upon their work in the context of contemporary visual art studio practice. Examples of Indigenous art are core content in this course; when the course is offered as part of the Indigenous Arts certificate, all workshops, modules, and examples will be drawn from Indigenous cultural and artistic practices |
Sustainability-inclusive |
SDG 16: Peace, Justice and Strong Institutions |
SDG 04: Quality education |
| VA 110 - Creating on a Theme |
Visual Arts (VA) |
Students are introduced to how themes and concepts inform material and technical decisions in studio-art practices. Each iteration of the course will focus on a theme determined by the instructor. Students will engage with texts, ideas, artistic works, and studio projects that align with the course theme. A praxis-based course, students develop personal and group studio projects in response to the course theme. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 08: Decent Work and Economic Growth
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| 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 08: Decent Work and Economic Growth
SDG 09: Industry, Innovation and Infrastructure |
| VA 260 - Prof Skills for Visual Artists |
Visual Arts (VA) |
Students learn key professional skills necessary for establishing a cohesive body of artwork, exhibiting their work publicly and building an artist’s curriculum vitae, guided by contemporary best practices in the visual arts. Students demonstrate professional skills through a variety of creative research and hands-on activities centered around their own practices. This course culminates in a public group exhibition on campus. |
Sustainability-inclusive |
SDG 04: Quality education |
SDG 05: Gender Equality
SDG 08: Decent Work and Economic Growth
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| VA 310 - Art Gender & the Body |
Visual Arts (VA) |
Through studio projects, students challenge gender stereotypes and biases, developing perspectives on art as a tool for resistance, empowerment, and healing. Students engage in a critical examination of the social, cultural, and historical contexts that shape how gender and the body are represented and experienced in various forms of art. Indigenous and global perspectives inform how art can be a powerful tool for expressing identity, reclaiming cultural heritage, and challenging dominant narratives about gender and the body. |
Sustainability-focused |
SDG 05: Gender Equality |
SDG 03: Good Health and Well-being
SDG 08: Decent Work and Economic Growth
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
| VA 391 - Socially Engaged Art Practices |
Visual Arts (VA) |
Through collaboration with peers and a partner organization, students will develop de/anti-colonial community relationships and awareness of care practices through a creative project. As artist-citizens, students will challenge historical narratives and negotiate meaningful, ethical, cultural contexts for creative work. Using artistic research methodologies, group decision-making and consultative processes, students in the class will develop visual arts projects with the aim of acknowledging and expanding community relationships. |
Sustainability-inclusive |
SDG 10: Reduced Inequalities |
SDG 03: Good Health and Well-being
SDG 05: Gender Equality
SDG 16: Peace, Justice and Strong Institutions |
| 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
SDG 10: Reduced Inequalities
SDG 16: Peace, Justice and Strong Institutions |
