Professional Degree courses in Dentistry, Education, Law, Medicine and Theology (MTS, MDiv)
Courses offered by Continuing Studies
Graduate Studies courses
* These courses are equivalent to pre-university introductory courses and may be counted for credit in the student's record, unless these courses were taken in a preliminary year. They may not be counted toward essay or breadth requirements, or used to meet modular admission requirements unless it is explicitly stated in the Senate-approved outline of the module.
1.0 course not designated as an essay course
0.5 course offered in first term
0.5 course offered in second term
0.5 course offered in first and/or second term
1.0 essay course
0.5 essay course offered in first term
0.5 essay course offered in second term
0.5 essay course offered in first and/or second term
1.0 accelerated course (8 weeks)
1.0 accelerated course (6 weeks)
0.5 graduate course offered in summer term (May - August)
0.25 course offered within a regular session
0.25 course offered in other than a regular session
1.0 accelerated course (full course offered in one term)
0.5 course offered in other than a regular session
0.5 essay course offered in other than a regular session
A course that must be successfully completed prior to registration for credit in the desired course.
A course that must be taken concurrently with (or prior to registration in) the desired course.
Courses that overlap sufficiently in course content that both cannot be taken for credit.
Many courses at Western have a significant writing component. To recognize student achievement, a number of such courses have been designated as essay courses and will be identified on the student's record (E essay full course; F/G/Z essay half-course).
A first year course that is listed by a department offering a module as a requirement for admission to the module. For admission to an Honors Specialization module or Double Major modules in an Honors Bachelor degree, at least 3.0 courses will be considered principal courses.
This course will consider various perceptions of the purpose and function of schooling, explore the culture of schools, and examine the characteristics and role of the teaching profession. The course is designed for students who are considering a teaching career, and for others interested in the social issues of schooling.
Three broad themes concerning the nature of science, curriculum, and learning underlie a focus on educational issues in the teaching and learning of the natural and mathematical sciences at the secondary school level. Includes observation in secondary school science classrooms.
Using postfoundational theories, students consider pedagogies that invite and support young children to encounter, experiment, and engage with literacy and numeracy in ways that honour their lifeworlds and reflect the intentions of pertinent Canadian curricula (e.g., BC's Early Learning Framework, Ontario's How does Learning Happen?).
An initial practicum in which prospective mathematics teachers are placed in secondary school classrooms for a minimum of thirteen school days. Students work under the guidance of an experienced mathematics teacher, observing and participating in daily classroom life in a variety of roles.
A second practicum experience in which prospective mathematics teachers are placed in secondary school classrooms for a minimum of thirteen school days. Students work under the guidance of an experienced mathematics teacher, observing and participating in daily classroom life in a variety of roles, and taking on specific teaching responsibilities.
Classroom Learning Theory and Practice: A formal discussion of the activities and events of Education 2401B,Education 3402B, and Education 4405B - Professional Practice in Context, including analysis of teaching experiences and critical reflection on the work of teachers in schools.
Concurrent students participate in a culminating Education program that puts the prior learning of the concurrent program into the context of professional practice. Course content includes community learning, workshops, seminars, lectures, and professional reflection. Assignments include an essay on the issues and concerns of professional practice in relation to particular teaching subjects.