Faculty of Education

Roger Slee; B.A.(Queensland, Australia),
Grad.Dip.Ed.(State College of Victoria, Rusden), Grad.Dip.Sp.Ed.(Melbourne College of Advanced Education, Australia), M.Ed., Ph.D.(La Trobe, Australia)

Dean

Mary H. Maguire; B.A., B.Ed., M.A.(Montr.), M.Ed., Cert.Reading(McG.), Ph.D.(Ariz.)

Associate Dean (Academic Programs,
Graduate Studies and Research)

Glenn F. Cartwright; B.A.(Sir G. Wms.), M.A.(McG.), Ph.D.(Alta.), F.A.A.S.P., F.C.C.T.

Associate Dean (Information Technology and
Professional Development)

Associate Dean
(Student Affairs and Physical Resources)

Director, Graduate School of
Library and Information Studies

Chair, Department of Integrated Studies in Education

Chair, Department of Kinesiology and Physical Education

Chair, Department of Educational and
Counselling Psychology

Assistant to the Dean (acting)

Faculty Administrator

1.3 The Faculty Then and Now

The Faculty of Education traces its beginnings back to 1857 when the McGill Normal School was established at McGill by agreement between the University and the Government of Quebec. In 1907, it was renamed the School for Teachers and was moved to Sainte-Anne-de-Bellevue where it became part of Macdonald College. At this time also, the Macdonald Chair of Education was endowed at McGill University and a Department of Education was created in the Faculty of Arts and Science for the purpose of preparing candidates for the High School Diploma. The first graduate program was inaugurated in 1930, and in 1953 the University established the B.Ed. degree.

In 1955 the School for Teachers and the Department of Education were combined to become, within the Faculty of Arts and Science, the Institute of Education. To these was joined, in 1957, the McGill School of Physical Education (founded in 1912).

The Institute was reconstituted as the Faculty of Education in 1965 and the work continued both on the McGill and the Macdonald Campus. The St. Joseph Teachers College and the Faculty of Education were amalgamated in 1970 and relocated in a new building on the McGill Campus. In 1996, the Graduate School of Library and Information Studies became affiliated with the Faculty.

The Faculty serves approximately 2,000 students enrolled in undergraduate, graduate and professional development programs.The Faculty is organized into three departments and the Graduate School of Library and Information Studies. In addition, the Faculty has a number of research and service centres, several of an interdisciplinary nature.

Like other faculties of education in Quebec and Canada, the Faculty has had a traditional role in the initial training of teachers and leaders in education-allied occupations. It is also concerned with constructing knowledge through research and scholarship and with providing professional development services to the wider educational community.

In recent years a number of links have been established with counterparts in other countries for teaching, research and development purposes. Current active projects, some of which involve students as well as staff, include those in Japan, Indonesia, South Africa and Mexico.

1.4 Faculty Facilities

Centre for Educational Leadership (CEL)

CEL, a unit of the Department of Integrated Studies in Education, is committed to the idea that professional development is integrally related to teacher preparation, graduate studies and research. The Centre seeks to promote dialogue, partnerships and projects among teachers, policy makers and other educational leaders in the local community and beyond. The current focus is on providing professional development in leadership for credit in graduate studies.

Centre for University Teaching and Learning (CUTL)

The Centre is a University unit dedicated to the study and improvement of learning and teaching in higher education. Its academic staff is cross-appointed in the Faculty of Education. The Centre accommodates graduate students interested in research in higher and adult/professional education, instructional development, evaluation and educational innovation.

Education Library and Curriculum Laboratory

The Education Library and Curriculum Lab are located on the first floor of the Faculty of Education Building. The collection consists of over 100,000 monograph volumes, more than 500 periodical titles, microforms, government documents, non-print materials, and CD-ROMS. The focus of the collection is on the teaching and research concentrations of the Faculty.

The Curriculum Lab adjoining the Library houses a collection of elementary and secondary school textbooks, teachers' resource guides, video and audio-cassettes, CD-ROMs, games, kits, big books and equipment for viewing and listening. The CDC Children's Literature Collection of fiction, non-fiction, poetry, folklore, and biography is also located in the Lab.

Tours and instructional workshops are held at the beginning of each term to introduce students to MUSE (the on-line catalogue), the various education full-text electronic resources, and databases such as ERIC, PsycINFO, Education Abstracts Fulltext and CBCA Full Text Education. The schedule is available at the Library Reference Desk and on the Education Library website.

Computers in the Library provide access to MUSE, electronic databases, full-text electronic journals and e-books, the Internet and Microsoft Office. Designated study carrels are wired for students to connect their laptops to the McGill Network and the Web using VPN. The library area is also a "wireless zone" where laptops with wireless network interface cards can be used.

Visit the Education Library Website at www.education.mcgill.ca/ edlibrary for more information about library hours and loan policies, reserve reading, curriculum guides, links to other important education sites and much more.
Telephone: (514) 398-8109

Education Undergraduate Society

The Society is the students' voice of undergraduates within the Faculty and its primary purpose is to serve and to inform the students. It also attempts to unify students through sponsorship of activities such as conference participation, career placement, student orientation, participation in teachers' conventions, library donations, Career Day, and raising funds for the Foundation of Research into Children's Diseases. Other activities include the assignment of lockers for students, selling merchandise, and the coordination of the Graduation Ball. Students are encouraged to participate and to make their opinions known. The Society Office is located in the Lobby of the Education Building.
Telephone: (514) 398-7048

Media Services

Media Services, located in Room 219 of the Education Building, provides traditional and computer-based audiovisual and multi-media support services to students and teaching staff in the Faculty of Education. Access to equipment and facilities is provided free of charge for all course-related work.

The equipment loan inventory includes multimedia projectors available with and without computers (PC and Mac), digital video and digital still cameras, video playback equipment, audiocassette kits for recording interviews or lectures, and CD/tape boomboxes for in-class audio playback. A small inventory of media-related consumables is available for sale over the counter.

The small high-end multimedia lab gives students access to several workstations equipped for a range of multimedia production tasks including digital video and audio editing for creation as stand-alone projects or as clips to be included in PowerPoint presentations or on Web pages. Projects completed in the lab can be saved to a variety of media including CD, CD-ROM, ZIP, videotape and audiotape.

Instructional functions comprise small group workshops and Media Services facilities orientation tours (both by appointment only), individual equipment operation instruction and troubleshooting, and technical support to courses.

Media Services manages and maintains the Faculty Web server and Website, and provides production services for the Faculty newsletter available on that site at www.education.mcgill.ca/ herald. In addition, technical support is provided for all Faculty of Education classroom activities including maintenance of the Jack Cram Memorial Auditorium multimedia presentation facilities.

Closed Saturdays, Sundays and holidays, service hours are:
September through mid-April:
Monday to Thursday 08:15 - 20:45
Friday 08:15 - 16:45
Mid-April through July: Monday to Friday 08:15 - 16:45

Microcomputer Facilities

The Faculty has a large microcomputer complex located in Room 328 of the Education Building. It houses a lab with IBM computers, a second lab with Apple Macintosh computers, and a smaller work area with additional computers. Laser printing and scanning facilities are available. The computers are supported by an extensive educational software collection and consultants are available for help. This facility is available for courses, workshops and individual use by students and University staff.

Closed Sundays, holidays and during August.
Hours for the fall and winter terms are:
Monday to Thursday 09:00 - 21:00

McGill Career and Placement Service (CAPS)

Refer to the General University Information section for further information on this service.

McGill Journal of Education

The McGill Journal of Education is published three times a year: Winter, Spring, and Fall. It includes work in English and French from local, national and international sources. The Journal publishes peer-reviewed research articles, essays, reports from the field, and book reviews. It is concerned with major issues in education from a variety of perspectives, practical and theoretical, personal and collective. Its policy is to bring new ideas and research into a context open to teacher educators and scholars, as well as to parents, teachers, and administrators.

For annual subscriptions, contact:
Faculty of Education
McGill Journal of Education
3700 McTavish Street, Room 345
Montreal, Quebec, H3A 1Y2
Telephone: (514) 398-4246
E-mail: ann.keenan@mcgill.ca

Office of First Nations and Inuit Education (OFNIE)

The Office of First Nations and Inuit Education coordinates the work which the Faculty of Education carries out in partnership with various Aboriginal communities and institutions. All courses are normally given off campus. In collaboration with the Nunavut Teacher Education Program, the Kativik School Board, the Cree School Board, the Kahnawake Education Centre, and various other Aboriginal communities in Quebec, OFNIE delivers community-based teacher education programs leading to initial teacher certification and to the B.Ed.Cert.Teach. degree. OFNIE also works with departments to meet other educational needs of Aboriginal peoples.

The A.S. Lamb Learning Centre

The A.S. Lamb Learning Centre integrated by the Reading Room and the Computer Laboratory is located on the second floor of the Sir Arthur Currie Memorial Gymnasium. It houses 20 P4 computers with CDRW drives and 1 Apple iMac with DVD-R drive for video editing. Laser printing as well as scanning facilities are also available. This facility will be used for courses, workshops, and individually by students and staff. Users will also be able to access the McGill wireless network using their notebook or laptop computer equipped with a wireless Network Interface Card (NIC).

Evolution Education Research Centre (EERC)

Opened in 2000, the EERC is an academic body with a mission to advance the teaching and learning of biological evolution at all educational levels through research. The Centre's international team currently consists of four research professors from McGill and four from Harvard, who have combined expertise in anthropology, biological evolution, educational psychology, geology, molecular biology, paleontology, philosophy of science, philosophy of education, and science education.

Centre for the Study and Teaching of Writing

The Centre for the Study and Teaching of Writing serves the University, the larger educational community, business and the professions by offering a wide variety of writing courses, developing curriculum, providing consultation and workshops, and conducting research, especially in writing development and writing in academic and professional settings.
The Centre is located in the Education Building, Room 244. Telephone: (514) 398-6960

Seagram Sport Science Centre

The Seagram Sport Science Centre, opened in 1993, houses five laboratories for faculty and graduate students in the Department of Kinesiology and Physical Education. The laboratories for adapted physical activity, exercise physiology, biomechanics, psychology and the Cleghorn Hyperbaric Laboratory are supported by a full-time technician. The activities of the Centre include ongoing research programs of staff, performance testing of elite athletes, joint research activities with other departments within McGill and industry.

Office of Student Teaching (OST)

The Office of Student Teaching is responsible for the planning and implementation of field experiences and arranging with school boards and schools for the placement of student teachers in the Bachelor of Education programs. The Office coordinates student teaching among Departments within the Faculty, and develops partnerships with the education community.

Student Affairs Office (SAO)

The Student Affairs Office is responsible for student records and registration as well as general academic information and advice on undergraduate program and degree requirements, course change, withdrawal, supplemental and deferred exams, rereads, academic standing, inter-faculty transfer, readmission, study away, scholarships and awards, graduation and teacher certification.
Special requests can be made, in writing, to the Associate Dean, Student Affairs.

2 Faculty Programs

Undergraduate Programs

For those wishing to become teachers, the Faculty offers programs leading to the Bachelor of Education (B.Ed.) degree. For those already holding a university degree, advanced standing may be given in the B.Ed. programs. A B.Sc. (Kinesiology) is also offered by the Department of Kinesiology and Physical Education.

Programs of Professional Development

For qualified teachers wishing to enhance their knowledge and skills, the Faculty offers a wide range of programs of professional development leading to specialized Certificates and Diplomas. Most courses that are required to complete these programs are offered in the evenings and in the summer.

Graduate Programs

The Faculty offers graduate programs for those already holding a university degree who wish to pursue advanced study and research leading to masters and doctoral degrees in various fields of education and psychology, and library and information studies.

Undergraduate Programs of initial teacher education are described in this Calendar, programs of professional development are described in the 2004-05 Centre for Continuing Education Calendar, and graduate programs are described in the 2004-05 Graduate and Postdoctoral Studies Calendar.

2.1 Undergraduate Education Programs

Code of Professional Conduct

Faculty of Education programs have professional components and field placements. In all aspects of any program, on campus and off, students are expected to demonstrate ethical, responsible, and professional behaviour in the performance of their duties, to conduct themselves in accordance with the law (e.g., Youth Protection), and to meet the expectations of schools, boards and other host institutions receiving them for field placements. This applies to all aspects of professional conduct, including but not limited to respect for persons, property and confidentiality, appropriate dress and punctuality. Failure to meet these expectations, regardless of performance in courses or other formal program requirements, will be taken into account in the assessment of the students' overall academic standing in the program and, in the most serious instance, may result in a requirement to withdraw from the program.

English Language Requirement

The Quebec Ministry of Education and the Faculty of Education require that all students in teacher education programs demonstrate their proficiency in the language of instruction. To fulfill this obligation all students must successfully pass an English Language Proficiency Test which will be administered in the December examination period of their first term. Students who fail the Test the first time and who wish to remain in the program will have adequate opportunities to improve the quality of their English language skills. All students who were unsuccessful in their first Test will be required to take the Test a second time the following December. Students who fail the second Test will be placed in unsatisfactory standing and must withdraw from the program.

Note: This requirement does not apply to the Certificate in Education for First Nations and Inuit program offered by OFNIE.

Language Requirement for Applicants to B.Ed. TESL, TFSL Programs

Applicants to the B.Ed. TESL or TFSL programs are required to pass written and oral language tests in order to fulfill the admission requirements of these two programs.

2.1.1 Undergraduate Programs

The Faculty of Education offers the following Undergraduate programs. Details of each program may be found in this Calendar under the headings of the appropriate department. The credit weights given are for students who have graduated from appropriate Quebec CEGEP programs; out-of-province students are normally required to complete an additional 30 credits.
Normally, Bachelor of Education programs may only be followed on a full-time day basis.

Admission is competitive and it may not be possible to accept all applicants who meet the minimum requirements.

Bachelor of Education Secondary Program. A 120-credit program offered by the Department of Integrated Studies in Education.

Bachelor of Education Kindergarten and Elementary Program. A 120-credit program, offered by the Department of Integrated Studies in Education.

Bachelor of Education Kindergarten and Elementary Program (Jewish Studies Option). Students taking this option, take 126 credits, offered by the Department of Integrated Studies in Education.

Baccalauréat en enseignement du français langue seconde. A 120-credit program, offered by the Department of Integrated Studies in Education jointly with the Université de Montréal.

Bachelor of Education in Teaching English as a Second Language. A 120-credit program offered by the Department of Integrated Studies in Education.

Bachelor of Education Physical Education. A 120-credit program offered by the Department of Kinesiology and Physical Education.
Note: No new students will be admitted to this program.

Bachelor of Education Physical and Health Education. A 120-credit program offered by the Department of Kinesiology and Physical Education.

Concurrent Bachelor of Education in Music and Bachelor of Music (Music Education) Program. A 143/144-credit program offered jointly by the Department of Integrated Studies in Education and the Faculty of Music, see B.Mus./B.Ed. Bachelor of Music and Bachelor of Education Concurrent Program .

Concurrent Bachelor of Science (Major or Major Concentration with a Minor for Teachers) and Bachelor of Education Secondary Program. Offered jointly by the Department of Integrated Studies in Education and the Faculty of Science.

A student who successfully completes any of the above programs, (and meets other requirements set out by the MEQ (Ministère de l'Éducation du Québec) is recommended for certification as a teacher in the province of Quebec; see section 2.1.2 "Quebec Teacher Certification".

Bachelor of Education Kinesiology. A 90-credit program offered by the Department of Kinesiology and Physical Education.
Note: No new students will be admitted to this program.

Bachelor of Science (Kinesiology). A 90-credit (120 credits for out-of-province students) program offered by the Department of Kinesiology and Physical Education.

The program entails a comprehensive understanding of human movement. Kinesiology is a multidisciplinary field viewing human movement from social, historical, psychological, or biological perspectives. The program provides students with a breadth of theoretical knowledge as well as an opportunity to explore related areas in greater depth, including minor programs available elsewhere within the University. Students may opt for either General or Applied emphasis, with an Honours program available for particularly strong students.

2.1.2 Quebec Teacher Certification

Please note that graduates of teacher education programs are recommended by the University for Quebec Certification to the Quebec Ministry of Education (Ministère de l'Éducation du Québec) (MEQ).

Teacher Certification in Quebec is the responsibility of the MEQ. Students who complete requirements for the Bachelor of Education degree and who meet the MEQ requirements (specified below) are recommended for certification.

All graduates of the 120-credit Bachelor of Education programs may apply for a permanent Teaching Diploma (Brevet) immediately upon graduation.

In order to be eligible for a "Permit to Teach" or a permanent Quebec Diploma, candidates must be either Canadian citizens or Permanent Residents.

In addition to meeting these requirements, candidates for Teacher certification must be recommended by McGill University in a series of core professional competencies specified in "Teacher Training Orientations - Professional Competencies" (MEQ 69-2099A).

Holders of a temporary Permit or of a permanent Diploma wishing to teach in another province or in another country must apply directly to the Teacher Certification Agency in the relevant province or country. Similarly, teachers from other provinces or countries who wish to teach in Quebec must apply to the:

It is recommended that applicants intending to teach in other provinces obtain information beforehand concerning the requirements for certification in the appropriate province.

Fluency (oral and written) in English is a requirement for all those seeking certification as a teacher in the province of Quebec. Students who cannot demonstrate such fluency will be required to withdraw from the Faculty.

For students in the B.Ed. Teaching French as a Second Language (TFSL) and the Baccalauréat en enseignement du français langue seconde, fluency (oral and written) in French is also required for those seeking certification as a teacher in the province of Quebec and those who cannot demonstrate such fluency will be required to withdraw from the Faculty.

2.1.3 General Admission Requirements -
Undergraduate Programs

For application procedures and admission requirements for the Bachelor of Education and Bachelor of Science (Kinesiology) programs, please refer to Admission Requirements or to the Website: www.mcgill.ca/applying.

The Faculty of Education endorses the philosophy that teachers with diverse backgrounds should be available to the community and that faculty programs be equally open to male and female applicants.

If credits towards a degree were taken more than five years ago, the Faculty of Education reserves the right to require, where appropriate, that students demonstrate updated knowledge or take additional courses. Decisions are made on an individual basis. Notwithstanding the above, the Faculty of Education encourages students with relevant work, family or community experience to apply for admission.

Residents of Canada 23 years of age or older who lack the academic qualifications required for admission may apply for entry as mature students. Please refer to Admission Requirements or at the Website: www.mcgill.ca/applying.

2.1.4 Additional Admission Requirements

Applicants to the B.Ed. programs in Teaching French as a Second Language, Teaching English as a Second Language, Baccalauréat en enseignement du français langue seconde, and the PIF option are required to pass written and oral language tests set by the Department of Integrated Studies in Education. Please call (514) 398-4527 for an appointment.

Although no additional prerequisite courses are required, the Faculty recommends that applicants to the B.Ed. Secondary, Science & Technology, and B.Ed. Physical & Health Education programs have appropriate background science and math courses, i.e. biology, chemistry, physics and mathematics.

Students having other backgrounds will be considered for admission but will be required to complete prerequisite courses in mathematics and science that may increase the number of credits required for the degree.

2.1.5 Intra-faculty Transfers

Students wishing to transfer programs within the Faculty of Education must see an advisor in the new program to obtain approval and a study plan. Normally, students who are registered for their first term of university studies in the fall term cannot apply for a transfer in January.

2.1.6 Inter-faculty Transfers

Students wishing to transfer to the Faculty of Education may apply to the Office of the Associate Dean (Student Affairs and Physical Resources). Normally, students who are registered for their first term of university studies in the fall term cannot apply for a transfer in January.

Transfer applicants will be considered on the basis of both university work and previous studies. A minimum CGPA of 3.0 (B) is required for admission as a transfer student.

2.1.7 Advanced Standing/Transfer Credits

June 1:	For the Fall Term. Early applications are strongly encouraged since most programs have limited enrolment.

June 1:	For the fall term. Early applications are strongly encouraged since most programs have limited enrolment.

Advanced standing credit will be granted on an individual basis depending upon the student's academic background. A minimum of 60 credits must be completed at McGill in order to obtain a McGill Degree. Please note that transfer credit evaluation can only be determined after the formal application and all necessary supporting documents have been received by the Admissions, Recruitment and Registrar's Office. For more details, please refer to Admission Requirements.

Once enrolled in the B.Ed. program, students may not normally apply retroactively for credit obtained in other programs.

2.1.8 Readmission

Requests for readmission must be submitted to the Associate Dean, Student Affairs, Faculty of Education. Students should request a Readmission Application package from the Associate Dean, Student Affairs Office. Information is also available on the Website www.mcgill.ca/edu-sao. The application and all supporting documents must be received by the Associate Dean's office no later than May 1 for September admission. Readmission for the Winter term is normally not permitted.

Students who are readmitted are subject to the program and degree requirements in effect at the time of readmission. Normally, in order to be considered for credit or exemption, pedagogical courses must have been completed within the last five years. The Associate Dean, in consultation with the appropriate department, will review special cases.

2.2 Programs of Professional Development

The Faculty of Education offers programs of professional development in several fields. All such programs are 30 credits, unless otherwise indicated, and may be completed through part-time study. They are intended to provide an opportunity for teachers and other educators to enhance their existing knowledge and skills or to develop new ones, and thus are normally available only to those who are already certified as teachers.

Detailed information regarding general regulations, admission requirements and program profiles for the following certificates and diplomas may be found in the 2004-05 Centre for Continuing Education Calendar. Additional information about these programs may be obtained from the offering departments.

2.2.1 Certificate Programs

The Faculty of Education currently offers, through the Centre for Continuing Education or Distance Education, 30-credit certificate programs to university graduates. Certificate programs are available in the following fields:

Department of Educational and Counselling Psychology

Department of Integrated Studies in Education

This program will not accept students in 2004-05.
Certificate in Teaching English as a Second Language (TESL)

Office of First Nations and Inuit Education (OFNIE)

2.2.2 Diploma Programs

The Faculty of Education currently offers, through the Centre for Continuing Education, 30-credit Diploma programs to university graduates. Diploma programs are available in the following fields:

Department of Educational and Counselling Psychology

2.3 Programs for First Nations and Inuit

The following programs are offered for Aboriginal teachers by the Faculty of Education through the Centre for Continuing Education. Information can be obtained by contacting:

Office of First Nations and Inuit Education (OFNIE)
3700 McTavish Street, Room 614
Montreal, Quebec, H3A 1Y2
Telephone: (514) 398-4533 Fax: (514) 398-2553
Website: www.education.mcgill.ca/ofnie

3 Faculty Regulations
Undergraduate Programs

Please consult the General University Information section for regulations and procedures regarding registration, fees, course load, course change (drop/add), withdrawal, verification, examinations, inter-university transfer, and graduation. In addition, the following section provides regulations specific to Faculty of Education students.

Note:

Each student in the Faculty of Education must be aware of and comply with the Faculty regulations as stated in this Calendar. While departmental and Faculty advisers and staff are always available to give advice and guidance, the ultimate responsibility for complete and correct course selection and registration, for compliance with and completion of program and degree requirements, and for the observance of regulations and deadlines, and for academic records, rests with the student. It is the student's responsibility to seek guidance. Misunderstanding will not be accepted as cause for dispensation from any regulation, deadline, program or degree requirement.

English Language Requirement

Students who fail the Test the first time and who wish to remain in the program will have adequate opportunities to improve the quality of their English language skills. All students who were unsuccessful in their first Test will be required to take the Test a second time the following December. Students who fail the second Test will be placed in unsatisfactory standing and must withdraw from the program.

Language Requirement for Applicants to B.Ed., TESL, TFSL Programs

Applicants to the B.Ed. TESL or TFSL programs are required to pass written and oral language tests in order to fulfill the admission requirements of these two programs.

Advising

Students must consult an academic adviser to obtain advice and approval of their course selection. Students accepted with advanced standing must present their transcripts and letters of admission at the Advising session. For a detailed description of advising and registration procedures, students should refer to two booklets which will be sent to them upon their acceptance: Welcome to McGill, sent by the Admissions, Recruitment and Registrar's Office, and the "Undergraduate Handbook for New Students", sent by the Faculty. (This document is also available on the website www.mcgill.ca/edu-sao.)

Advising for returning students takes place in March for the coming academic year. Students should refer to the department handbooks for returning students, available in early March.

Note:

Students are reminded that advisors are available to assist them with program planning; however, students are ultimately responsible for their academic record.

3.1 Course Information

Course Load

Undergraduate Education programs leading to certification can only be followed on a full-time basis and part-time study is not normally permitted. Students must take a minimum of twelve (12) credits per term unless the Associate Dean (Student Affairs and Physical Resources) gives them special permission. Special permission must be requested prior to the end of Course Add/Drop period.

Any absence or reduction in course load that may impact the regular progression of a student's program must have written approval by the Associate Dean (Student Affairs and Physical Resources).

For Bachelor of Education students, the normal course load per term is 15 credits. Students whose GPA is above 3.00 may take up to 18 credits per term. Overloads are not allowed in major field experience terms.

Time Limit for Completion of Degrees

Students are expected to complete their program in no more than five (5) years after their initial registration for the degree. Students who enter in a freshman year become subject to these regulations one year after their initial registration. Students who exceed these limits must apply to the Faculty for permission to continue.

Course Requirements

All required and complementary courses used to fulfill program requirements must be completed with a grade of C or better. A failure (F, J, KF, WF) in any level of student teaching/field experience places a student in unsatisfactory standing requiring withdrawal from the University. Further details on requirements for student teaching/ field experience are listed in section 3.3 "Student Teaching/Field Experience".

Course Registration

Students must register on-line using Minerva, McGill's Web-based information system. The registration system is unable to verify whether or not Faculty regulations are respected; therefore, if in doubt, students must meet with their adviser within the course change deadlines.

Note:

Students must register for both Fall and Winter terms at the same time. Students are required to be registered for Field Experience courses at least two months prior to commencement of the term. Students who are not officially registered by this date risk the possibility of not being placed for their Field Experience assignment. First-year students must be registered for their first-year Field Experience course by the end of August.

Courses offered through Continuing Education and Summer Studies

A wide range of courses, enabling students either to acquire prerequisite credits or to earn credit towards their degree, is offered through Continuing Education and Summer Studies.

Courses Taken as Transfer Credit

Students may, with the approval of their advisor and the Student Affairs Office, elect to register at another university for three (3) credits, or in exceptional cases, six (6) credits per term towards their degree. This privilege will be granted if there are valid academic reasons. Only grades of C or better are accepted for transfer credit. Grades of C-, P, S are not acceptable for transfer credit. Please refer to section 5.5 "Transfer Credits", for further information on Examinations. Students are not permitted to take transfer courses during their graduating term.

Courses taken under Satisfactory/Unsatisfactory Option

Course Equivalencies

For the Bachelor of Education programs, the following 3-credit courses are considered equivalent:
EDEC 410 Multi-cultured/Multi-racial Class
EDER 464 Intercultural Education
EDEE 441 First Nations and Inuit Education
(Only one of these courses may be taken for credit.)

Also for the Bachelor of Education programs, the following 3-credit courses are considered equivalent:
EDES 201 Effective Written Communication
EDEC 202 Effective Communication
EDEC 203 Communication in Education
(Only one of these courses may be taken for credit.) Credit for Elementary Computing ACOM 150, offered by the Faculty of Arts, will not be given if taken concurrently with or after EDPT 200.

Dress Regulations

All students enrolled in teacher certification programs are advised that school boards and individual schools may have regulations concerning acceptable attire. Students are advised to adhere to any such regulations.

Students in Kinesiology and Physical Education programs are required to wear appropriate clothing for activity courses as approved by the instructor(s). Students may also be responsible for providing some items of personal equipment.

3.2 Attendance

The pattern of attendance necessary to satisfy the requirements of course work will vary according to the nature of different subjects and the professors' approaches to them. A course constitutes a contractual, professional, academic and social obligation between the professor and the student. It is, therefore, the responsibility of the professor to make students aware of the unique requirements of a course and the manner in which they may be fulfilled, and the responsibility of the student to meet these requirements.

Please note that specific attendance policies apply for student teaching/field experience courses offered by the Office of Student Teaching as well as for skill and technique courses offered by the Department of Kinesiology and Physical Education.

Students enrolled in Teacher Education Programs should be aware that Field Experiences will not be interrupted during the University-scheduled Study Break. Refer to the Calendar of Dates.

Students will not be allowed into intensive (6 to 7-week blocked) Education courses after the first 6 hours of class time.

3.3 Student Teaching/Field Experience

A. PREAMBLE - A STUDENT CENTRED PERSPECTIVE

Mandate:

A joint subcommittee consisting of members from two standing committees of the Faculty of Education (Faculty of Education Ethical Review Board and Student Standing) was created to develop a Code of Ethics for Student Teachers and to examine the ways in which this Code will be communicated to students, faculty members and educational partners.

Goals and Rationale:

The interests of the two Standing Committees of the Faculty of Education in promoting appropriate ethical and professional conduct have led us to develop the following Code of Ethics for Student Teachers. This code seeks to respond to and address the following needs:

The Code addresses the interdependent duties, rights and responsibilities of student teachers, faculty members and educational partners.

By addressing common issues and needs, the Code seeks to articulate and make explicit ethical principles that transcend disciplinary boundaries. These principles reflect the fundamental values that are expressed in the duties, rights and responsibilities of all involved in Teacher Education.

The Code requires a reasonable flexibility in the implementation of common principles. It is designed to help those involved in Teacher Education, as a matter of sound ethical reasoning, to understand and respect the contexts in which they work and accommodate the needs of others.

The Code seeks to encourage continued reflection and thoughtful response to ethical issues. It does not seek definitive answers to all ethical questions or situations. Rather, it seeks to outline the guiding principles to ethical conduct and to identify major issues which are essential to the development and implementation of this Code.

Context of an Ethics Framework for Student Teachers

The principles and norms guiding ethical conduct are developed within an ever-evolving complex societal context, elements of which include the need for reflective action and ethical principles.

Education is premised on a fundamental moral commitment to advance and construct knowledge and to ensure human understanding and respect for individual and collective well being and integrity.

The moral imperative of respect translates into the following ethical principles that assume a student-centred perspective as articulated in the Quebec Curriculum Reform and Competencies outlined for Teacher Education.

B. ACADEMIC FREEDOM AND RESPONSIBILITIES

Teachers enjoy, and should continue to enjoy important freedoms and privileges. However, with freedoms come responsibilities and ethical challenges. This Code of Ethics is in keeping with the philosophy and spirit of the New Directions that are embedded in the document Teacher Training: Orientations, Professional Competencies (Ministère de l'Education 2001) and the reflective practice literature.

The role of the teacher and the contexts of teaching have changed. Thus, new resources (knowledge, skills, attitudes) are required to practice the profession and meet the challenges of teaching and learning in whatever contexts student teachers may find themselves and to engage in professional development individually and with others.

C. ETHICS AND LAW

"Teaching is governed by a legal and regulatory framework" (MEQ p. 120). The law affects and regulates the standards and norms of teaching behaviours in a variety of ways such as respecting privacy, confidentiality, intellectual property, competence. Human rights legislation prohibits discrimination and recognizes equal treatment as fundamental to human dignity and well being. Teachers should respect the spirit of the Canadian Charter of Rights and Freedoms particularly the sections dealing with life, liberty and the security of the person as well as those involving equality and discrimination and the Education Act that sets out the obligations and rights of teachers.

D. GUIDING ETHICAL PRINCIPLES

Ethical Student Teachers should respect the following guiding ethical principles:

1. Respect for Human Dignity

Speaks and acts towards all students with respect and dignity; and deals judiciously with them at all times, always mindful of their individual rights and personal sensibilities.

Respects the dignity and responsibilities of cooperating teachers, peers, principals, parents and other professionals or para-professionals within the school, school board and community.

2. Respect for Vulnerable Persons

Respects and recognizes ethical obligations towards vulnerable persons. This principle recognizes that students are in a vulnerable position and that student teachers are in a privileged relationship with students and their families and will always refrain from exploiting that relationship in any form or manner.

3. Respect for Confidentiality and Privacy

Respects the confidential nature of all information related to students and their families and will share such information in an appropriate manner only with those directly concerned with their welfare.

Respects the confidential nature of all information related to all school personnel and will share such information in an appropriate manner.

4. Respect for Justice

Respects and recognizes the right of individuals to be treated with fairness and equity and the importance of avoiding conflicts of interest.

5. Respect for Safety of Students

Respects the right of individuals to expect that student teachers will engage in practices that aim to ensure the physical, psychological and emotional safety of students.

6. Respect for Existing Ethical Codes and Professional Standards

Respects the authority, roles and responsibilities of the cooperating teacher and agrees to adhere to the responsibilities and obligations for teachers as outlined in the Education Act, Faculty and University handbooks as well as all local agreements by host school boards and schools.

7. Balancing Harm and Benefits

Acknowledges that any potentially harmful practices (e.g., Science Labs and Physical Education Activities) must be balanced with anticipated benefits and conducted in a prudent informed manner.

E. PUTTING PRINCIPLES INTO PRACTICE: VENUES FOR COMMUNICATION

For meaningful and effective implementation of these principles, they must be widely communicated and applied in appropriate contexts.

The Code of Ethics will be published on the Faculty of Education Web site with links from department Web pages to the Code.

The following venues will be used for communicating the Code of Ethics to Students, Faculty and the Educational community:

A mini course pack will be developed that can be used within courses in the students' program. This course pack will include examples of ethical moments, dilemmas, challenges and ethical conduct.

A pamphlet will be created that can be distributed through the Student Affairs Office, course materials and student teaching packages. It can also be distributed at Discover McGill in late August of every year to new students and used by Admissions on various caravan missions and other recruitment purposes.

Student Teaching Handbook will include the Code of Ethics for Student Teachers.

Undergraduate Student Handbook will include the Code of Ethics for Student Teachers.

Education Undergraduate Student Society will participate in communicating the Code of Ethics for Student Teachers to all undergraduate students.

Orientation Sessions and Discover McGill offer ideal venues for wide distribution of information about the Code of Ethics.

Students must be in satisfactory academic standing in order to do any level field experience course. Before students can be placed for their third- and fourth- year field experiences, they must have completed all required courses for these field experiences. Field experience courses can only be done in sequence.

Students are required to be registered on Minerva for Field Experience courses at least two months prior to commencement of the term. Students who are not officially registered by this date risk the possibility of not being placed for their Field Experience assignment. First-year students must be registered for their first- year Field Experience course by the end of August.

Normally, all field experiences must be done in the province of Quebec in English schools. Students in the B.Ed. TESL programs are normally placed in French schools in the province of Quebec.

Failure (F, J, KF, WF) in any field experience places a student in unsatisfactory standing, requiring withdrawal from the teacher education program. Therefore, students who fail their field experience will be required to withdraw from the program, as well as from the related professional courses at the time of failure. Students may be allowed to continue with the remaining components of their program until the end of the academic year.

The Director of the Office of Student Teaching has the authority to grant special permission for a student to repeat a field experience. This permission is granted for a student who experiences serious difficulties in a field experience but who has demonstrated some potential to successfully reach the required standard. In such cases the student will be granted a "D" grade and will be given the opportunity to register for the course during the next regularly scheduled session. This privilege will only be granted once in a student's program. The Director also has the authority to terminate a placement and assign a failing grade. A student may appeal this decision by making a formal application.

Students who transfer from the B.Ed. Kindergarten/Elementary to the B.Ed. Secondary program, or vice-versa, will not be required to repeat the first-year professional seminar or field experience.

Normally, all professional seminar and field experience courses will be taken in sequence. Exceptions must be approved by the Associate Dean (Student Affairs and Physical Resources).

Students with teaching experience acquired before entering the Bachelor of Education programs may, under certain circumstances, be granted exemption for the first-year professional seminar and field experience. Requests must be submitted with supporting documentation to the Director of the Office of Student Teaching upon admission to the program.

Students are expected to attend school regularly all day and to be on time every day of the field experience. If, for any reason, student teachers are unable to attend their school, they must immediately notify the Office of Student Teaching at (514) 398-7046 and the cooperating teacher in the school to which they are assigned. Student teachers will be required to make up for absences.

A conscious effort is made to place students within reasonable traveling distance, but this cannot be guaranteed. Therefore, each student must budget a sum of money to travel to and from a school each day of the field experience.

The Office of Student Teaching has sole responsibility for Student Teaching placements. Final decisions regarding field placements are the responsibility of the Director of Student Teaching.

Students should be aware that field experiences continue during the University-scheduled Study Break. Refer to the Calendar of Dates. In addition, attendance at scheduled University courses is required regardless of any school breaks during the field experience.

3.4 Grading and Examination

Method of Evaluation

Every instructor shall provide with every course outline a description of the means of evaluation to be used in the course. This includes:

- whether there will be a supplemental examination in the course, and if so, whether term work will be included in the supplemental grade.

Academic Integrity

The Code of Student Conduct and Disciplinary Procedures includes sections on plagiarism and cheating. The Code is included in the Student Rights and Responsibilities Handbook. Please refer to General Policies and Information, Academic Integrity, for further information.

Incomplete Grades

Instructors may grant an extension for the submission of required term work, if they feel the student's request is reasonable. In such cases the student is responsible for submitting an application for an extension (forms are available from the Student Affairs Office), along with supporting documents for the instructor's approval before the end of the course. The deadline date for which the work is to be completed must be included. In such cases, the instructor will submit a grade of "K" (incomplete). The maximum extension for the submission of grades to the Student Affairs Office is as follows:

NB: Students' deadlines for submitting their work must be sufficiently in advance of these dates to ensure that the work can be graded and the mark submitted on time. If marks to clear the K grades have not been submitted to the Student Affairs Office by the above dates, the K is automatically changed to a KF which counts as an F in the GPA.

No additional extensions may be granted without the approval of the Associate Dean, Student Affairs.

Evaluation of Student Teachers - Field Experience Courses

Students are responsible for familiarizing themselves with the objectives, evaluation criteria and forms for each level of Field Experience. Detailed information is included in the Student Teaching Handbook, available on the Web site www.mcgill.ca/ost/handbooks. A Failure in any field experience places a student in unsatisfactory standing, requiring withdrawal from the teacher education program. Students with a grade of D who wish to remain in the program will be required to repeat the Field Experience course during the next normally scheduled session. Students will only be permitted to repeat a Field Experience course once during their program.

Evaluation of Language Proficiency

All students in the Faculty of Education programs must successfully pass an English Language Proficiency Test which will be administered in the December examination period of their first term. Students who fail the Test the first time and who wish to remain in the program will have appropriate opportunities to improve the quality of their English language skills. All students who were unsuccessful in their first Test, will be required to take the Test a second time the following December. Students who fail the second Test will be placed in unsatisfactory standing and must withdraw from the program.

Note: This requirement does not apply to students in the B.Ed. TFSL or Certificate in Education for First Nations and Inuit programs.

Supplemental Examinations

Students may apply for permission to write a supplemental examination for certain courses that have formal examinations. The following conditions apply:

students must be in satisfactory or probationary standing;

students must have received a final grade of D, J, F, or U in the course;

students must avail themselves of this privilege at the time of the next supplemental examination period;

students must have submitted an application to write a supplemental examination before the first Friday in March for Fall courses, and before the second Friday in July for Winter courses and courses that span Fall/Winter.

Students should be aware of the following:

special permission is required to write supplemental exams totalling more than 7 credits;

only one supplemental examination is allowed in a course;

the supplemental result may or may not include the same proportion of class work as did the original grade. Students should consult with the instructor;

the supplemental result will not erase the grade originally obtained; both the original mark and the supplemental result will be calculated in the CGPA. Supplemental applications are available at the Student Affairs Office. A non-refundable fee for each supplemental paper is payable at the time of application. Students must confirm supplemental examination dates with the faculty offering the course. The deadline to apply for supplemental examinations is March 1 for fall courses and July 15 for winter courses and courses spanning fall/winter.

Reassessment and Rereads

In accordance with the Charter of Student Rights, and subject to the conditions stated therein, students have the right to consult any written submission for which they have received a mark and the right to discuss this submission with the examiner. If, after such discussion, students want to have a formal final examination or major paper reread, they must apply in writing to the Student Affairs Office.

Application for rereads must be made by March 31 for courses ending in the Fall term and by September 30 for courses ending in the Winter term. Students are assessed a fee for formal rereads of a final examination or major paper, which will be refunded only if the reread results in an increased letter grade. Requests for rereads in more than one course per term will not be permitted. Grades may be raised, lowered or unchanged as the result of a reread.

Application for rereads in courses in the Faculty of Education are subject to the deadlines, rules and regulations of the relevant faculty.

Any request to have term work re-evaluated must first be made directly to the instructor concerned.

Examinations

Formal final examinations are held during an examination period following the term in which the course is given (fall and winter terms only). The dates of the examination periods are listed in the Calendar of Dates. Students must not make travel arrangements to leave Montreal prior to the scheduled end of any examination period. Not all courses have final examinations; standing in these courses is determined on the basis of term work and class tests. Students should refer to the Examinations section of the Calendar, and the Web site www.mcgill.ca/student-records/exam for information about examinations.

3.5 Academic Standing

Academic standing is based primarily on students' cumulative grade point average (CGPA), but may also be affected by their term grade point average (TGPA). Academic standing, which is assessed after the end of term, determines if students will be allowed to continue their studies in the next term and if any conditions will be attached to their registration. Information about academic standing appears on records that are internal to McGill for the information of students and others, such as academic advisers.

Decisions about academic standing in the fall term are based only on grades that are available in January. Grades for courses in which students have deferred examinations and fall-term grades for courses that span the fall and winter terms do not affect academic standing for the fall term, even though they will ultimately affect students' fall TGPA. Therefore, academic standings for the fall term are designated as "interim" and should be interpreted as advisory. Interim standing decisions are mentioned below only if the rules for them differ from those for regular standing decisions.

Satisfactory/Interim Satisfactory Standing

New students are admitted to satisfactory standing.

Students with a CGPA of 2.00 or greater and with a Pass grade in Field Experience courses are in satisfactory standing.

Probationary/Interim Probationary Standing

Students in probationary standing may continue in their program, but must carry a reduced load (maximum 14 credits per term) and raise their TGPA and CGPA to return to satisfactory standing (see above). They should see their departmental adviser to discuss their course selection. Students in probationary standing are not permitted to take any level student teaching/field experience course during that academic year.

Students in interim probationary standing may continue in their program, but should evaluate their course load and reduce it as appropriate. They are strongly advised to consult a departmental adviser, before the withdrawal deadlines, about their course selection for the winter term.

Students who were previously in satisfactory standing will be placed in probationary standing if their CGPA falls between 1.50 and 1.99.

Students who were previously in probationary standing will remain in probationary standing if their CGPA falls between 1.50 and 1.99 and their TGPA is 2.50 or higher, although the TGPA requirement will not apply to the summer term.

Students who were previously in interim unsatisfactory standing will be placed in probationary standing if their CGPA falls between 1.50 and 1.99 and their TGPA is 2.50 or higher.

Students who were previously in unsatisfactory standing and who were readmitted to the Faculty by the Associate Dean or the Committee on Student Standing will be placed in probationary standing if their CGPA is less than 2.00, but if they satisfy relevant conditions specified in their letter of readmission.

Students who receive a grade of D for any level Field Experience course will be placed in probationary standing.

Readmitted Unsatisfactory Standing

Students who were previously in unsatisfactory standing and who were readmitted to the Faculty by the Associate Dean or the Committee on Student Standing will have their standing changed to readmitted unsatisfactory standing. Their course load is specified in their letter of readmission as are the conditions they must meet to be allowed to continue in their program. They should see their departmental adviser to discuss their course selection.

Unsatisfactory/Interim Unsatisfactory Standing

Students in interim unsatisfactory standing may continue in their program, but should evaluate their course load and reduce it as appropriate. They are strongly advised to consult a departmental adviser, before the withdrawal deadlines, about their course selection for the winter term.

Students in unsatisfactory standing have failed to meet the minimum standards set by the Faculty, so they may not continue in their program.

Normally supplemental examinations are not permitted; however, students in unsatisfactory standing may appeal to the Associate Dean for permission to write a supplemental examination, clearly stating the reasons for special consideration and providing proof as appropriate.

Students will be placed in unsatisfactory standing (winter or summer term) or interim unsatisfactory standing (fall term) if their CGPA falls or remains below 1.50.

Students who were previously in probationary, unsatisfactory readmitted, or interim unsatisfactory standing will be placed in unsatisfactory standing if their TGPA falls below 2.50 and their CGPA is below 2.00.

Students who were previously in unsatisfactory standing and who were readmitted to the Faculty by the Associate Dean or the Committee on Student Standing and who have not at least satisfied the conditions to attain probationary standing that were specified in the letter of readmission will be placed in unsatisfactory standing.

Students who receive a failure (F, J, KF, WF) in any level of student teaching/field experience course are automatically placed in unsatisfactory standing and must withdraw from the program.

Students in Teacher Education Programs who receive a failure in the English Language Requirement Test for the second time are automatically placed in unsatisfactory standing and are required to withdraw from the program.

Students in either the Concurrent B.Sc./B.Ed. or or B.Mus./B.Ed. program who receive an F or J in any Education Field Experience course are placed in unsatisfactory standing. Although they may complete their term, they are required to withdraw from the Concurrent program. They may, however, contact the Faculties of Science or Music regarding application to their general degrees.

Appeals for readmission by students in unsatisfactory standing should be addressed to the Associate Dean no later than May 1 for readmission to the fall term. Readmission will be considered only when proof of extenuating circumstances that affected academic performance can be provided (e.g., medical or other documentation). Students in unsatisfactory standing for the second time must withdraw permanently. Students who were placed in unsatisfactory standing due to a failure in student teaching/field experience cannot apply for readmission for at least one full year. Please see section 2.1.8 "Readmission".

Incomplete Standings

Standing awaits deferred or supplemental exams.
Must clear K's, L's or Supplementals.
Standing Incomplete.

Students with incomplete standings in the winter or summer term may register for the fall term, but their standing must be resolved by the end of the course-change period for that term; students whose incomplete standing changes to satisfactory, probationary, or interim unsatisfactory standing may continue in the program. Students whose standing changes to unsatisfactory standing may not continue in their program.

Students whose standing changes to unsatisfactory and who wish to ask for permission to continue in their program must make a request to the Associate Dean of Student Affairs as soon as they are placed in unsatisfactory standing. Readmission will be considered only when proof of extenuating circumstances that affected academic performance can be provided (e.g., medical or other documentation). (Please see section 2.1.8 "Readmission".)

Students whose standing is still incomplete by the end of course change period should immediately consult with the Student Affairs Office.

3.6 Graduation Requirements

To be eligible for a B.Ed. or the B.Sc. (Kinesiology) degree, students must fulfill all Faculty and program requirements. This includes completing the minimum credit requirements for the degree as stipulated in the letter of acceptance; obtaining a grade of C or better in all courses except electives; and achieving a minimum cumulative grade point average (CGPA) of 2.00. Students must satisfactorily complete a minimum of 60 credits at McGill University towards the fulfillment of the degree requirements. In addition, students must complete specific components of their program at McGill.

Students enrolled in Kinesiology and Physical Education programs are required, before graduation, to show proof of certification in Standard Level Safety Oriented First Aid, and Level C in Cardiopulmonary Resuscitation, or equivalencies.

Students must complete the degree requirements within five (5) years of admission to a program of 90 credits or more, and within four (4) years of admission to a program of 60 credits. Students in the part-time B.Ed. for Certified Teachers and B.Ed. (Vocational) programs are allowed a maximum of 12 years to complete the requirements for the degree.

It is the student's responsibility to ensure that all Faculty requirements are met before graduation.

Early in their graduating year all students should check with their advisor to make sure that they will meet all program requirements in time for graduation. It is essential that students in their final year indicate the expected date of graduation on Minerva and verify this date on Minerva and on the verification forms. When a final year student changes the expected date of graduation, the student must notify the Student Affairs Office immediately. It is also the student's responsibility to complete the required waiver forms for teacher certification, and to check that his/her name appears on the graduation list. For further information, contact the Student Affairs Office at (514) 398-7042.

Students are not permitted to take courses outside McGill University during the last term prior to graduation. Students who fail to graduate as expected and who do not re-register must apply to the Associate Dean (Student Affairs and Physical Resources) to graduate. Application to graduate must be made sufficiently in advance of the expected graduation date to allow the Faculty to verify the student's record.

3.7 Undergraduate Program Awards

Dean's Honour List Designation for Graduating Students

The designation Dean's Honour List may be awarded to graduating students under the following conditions:

students must be among the top 10% of the Faculty's graduating students;

students must have completed a minimum of 60 McGill credits to be considered;

the designation is based on the cumulative academic record (CGPA).

Dean's Honour List Designation for In-course Students

The designation Dean's Honour List may be awarded to in-course students under the following conditions:

students must be among the top 10% of the Faculty's students;

students must have completed at least 27 graded credits during the academic year;

the designation is based on the sessional GPA.

Scholarships and Awards

Various scholarships and awards are open to both graduating and in-course students. Full details may be found in the Undergraduate Scholarships and Awards Calendar available on the Web at www.mcgill.ca/courses.

4 Department of Educational and Counselling Psychology

Educational Psychology encompasses a) the theoretical and applied study of learning, cognition, and instruction in a variety of educational settings across ages and domains; b) instructional technology and computers as cognitive tools in learning; c) cognitive and social processes in learning; d) evaluation and enhancement of learning and teaching; e) education of learners with special needs or difficulties; f) relationships of these or related phenomena to issues in human development, especially for children and adolescents; and g) the impact of family and community on children's learning and development.

At the undergraduate level, the Department of Educational and Counselling Psychology is responsible for the B.A. Educational Psychology Minor Concentration, under the Faculty of Arts, and for a variety of undergraduate courses in the areas of learning, cognition and development, inclusive education, gifted education, educational media and computers, and educational measurement and evaluation.

In professional development, the Department offers diploma or certificate programs in Human Relations and Family Life Education, Educational Technology, Inclusive Education, the Psychology and Education of the Gifted, and First Nations and Inuit Student Personnel Services. For further information, refer to the 2004-05 Centre for Continuing Education Calendar.

At the graduate level, it offers a Graduate Certificate in Counselling Applied to Teaching. In addition, there are graduate programs leading to Ph.D., M.A. (thesis and non-thesis) and M.Ed. degrees in instructional psychology, applied cognitive psychology, special populations of learners (special needs and gifted education), counselling psychology, school/applied child psychology, family life education, computer applications in education, adult professional education, and the psychology of gender. For further information, consult the 2004-05 Graduate and Postdoctoral Studies Calendar.

Special services offered by the Department include a project in gambling and treatment; the McGill-EMSB Gifted Summer School (Explorations); Distance Education courses in Educational Technology, Inclusive Education, and other subjects; the Summer Institutes in Integrated Education and Technology and Education; and the Psychoeducational and Counselling Clinic.

4.1 Programs of Professional Development

The Department of Educational and Counselling Psychology offers programs of professional development in several fields. All such programs are of 30 credits, unless otherwise indicated, and may be completed through part-time study. They are intended to provide an opportunity for teachers and other educators to enhance their existing knowledge and skills or to develop new ones, and thus are normally available only to those who are already certified as teachers.

Detailed information regarding general regulations, admission requirements and program profiles on the following certificates and diplomas may be found in the 2004-05 Centre for Continuing Education Calendar. Further information about these programs may also be obtained from the Department at (514) 398-4248 or from:

Faculty of Education
Office of Continuing Education
3700 McTavish Street, Room 243
Montreal, QC H3A 1Y2
Telephone: (514) 398-7043 Fax: (514) 398-2182
Website: www.education.mcgill.ca/conted

CERTIFICATE PROGRAMS

The Department of Educational and Counselling Psychology currently offers, through the Office of Continuing Education or the Office of Distance Education, 30-credit programs leading to McGill Certificates in the following fields:

Inclusive Education  
Educational Technology
Admission to this Certificate is temporarily suspended. Inter-
ested students are referred to the M.Ed. (Educational Psy-
chology) Concentration in Computer Applications. Please 
consult the 2004-05 Graduate and Postdoctoral Studies Cal-
endar. Further information is available from the Program 
Secretary at (514) 398-4244. 
First Nations and Inuit Student Personnel Services 
This program is offered by the Department of Educational 
and Counselling Psychology through the Office of First Na-
tions and Inuit Education. For detailed information about this 
program, please refer to section 5.2 "Programs for First Na-
tions and Inuit".

DIPLOMA PROGRAMS

The Faculty of Education offers, through the Office of Continuing Education, 30-credit Diploma programs to university graduates. Diploma programs are available in the following fields:

OTHER PROGRAMS

For the 15-credit Graduate Certificate in Counselling Applied to Teaching and all M.Ed., M.A., and Ph.D. degrees, please consult the 2004-05 Graduate and Postdoctoral Studies Calendar.

5 Department of Integrated Studies in Education

The Department of Integrated Studies in Education, created September 2001, incorporates the programs and staff previously associated with the Departments of Culture and Values in Education, Educational Studies, and Second Language Education.

The Department offers four-year programs for CEGEP graduates and five-year programs for out-of-province students leading to a B.Ed. Degree. The following programs are offered:

Bachelor of Education: Secondary Program (120 credits)

The aim of the B.Ed. Secondary is to prepare strong beginning teachers for the secondary school level. This integrated 120-credit program (150 credits for out-of-province students) consists of academic studies to provide background depth in subjects taught in the secondary school, professional studies centred on school-based practicum, supported by studies in pedagogy, curriculum and educational foundations. Students choose their teaching profiles from: English, Mathematics, Science and Technology, Social Sciences (History and Citizenship, and one of: Geography, Catholic Education, Protestant Education, or Moral Education).

Concurrent Bachelor of Education in Music/Bachelor of Music (Music Education) program (143/144 credits)

This program provides students with the opportunity to obtain a Bachelor of Music degree and a Bachelor of Education degree concurrently. The two degrees are awarded during the same convocation period.

Concurrent Bachelor of Science / Bachelor of Education (General Secondary) (135 credits)

This program provides students with the opportunity to attain a Bachelor of Science degree and a Bachelor of Education degree concurrently. The two degrees are awarded during the same convocation period.

Bachelor of Education (Kindergarten and Elementary) (120 credits)

This program leads to certification to teach children between the ages of 5 and 11 years. It consists of four years of full-time study requiring the completion of 120 credits (150 credits or five years for out-of-province students), of academic and professional courses and practica.

Bachelor of Education In Teaching French as a Second Language (120 credits)

The four-year B.Ed. in Teaching French as a Second Language prepares specialist teachers to teach French as a second language in regular and immersion programs, at both the elementary and the secondary levels. This integrated 120-credit program (150 credits for out-of-province students) consists of academic and professional components. The academic components provide students with opportunities to study language and language learning from linguistic, social, cultural and psychological perspectives and to concentrate on one subject area taught at the secondary level or to familiarize them with at least two subjects taught at the elementary level. The professional components revolve around school-based field experiences which are supported by studies in pedagogy and educational foundations.

Baccalauréat en enseignement du français langue seconde (120 credits)

This four-year program prepares specialist teachers to teach French as a second language, in Core French programs, immersion programs, intensive programs and class d'accueil, at both the elementary and the secondary levels. Offered by the Department of Integrated Studies in Education jointly with the Université de Montréal.

Bachelor of Education in Teaching English as a Second Language (120/121 credits)

This program prepares specialist teachers to teach English as a second language at both the elementary level (including regular and intensive ESL) and the secondary level (including regular ESL and ESLA - English Second Language Arts). This integrated 120-credit program (150 credits for out-of province students) consists of academic and professional components. The academic components provide students with opportunities to develop a broad liberal education and to study language and language learning from linguistic, social, cultural and psychological perspectives. The professional components revolve around school-based field experiences which are supported by studies in pedagogy and educational foundations.

GRADUATE PROGRAMS

At the Graduate level, the Department offers M.A. programs with thesis and non-thesis options in the following areas: Culture and Values in Education, Educational Studies (Curriculum), Educational Studies (Leadership), and Second Language Education.

IN-SERVICE PROGRAMS

The Department of Integrated Studies in Education offers three in-service programs:

A 90-credit Bachelor of Education (Vocational) program offered through the Centre for Continuing Education for practising vocational teachers possessing a provisional teaching authorization in a vocational area. (This program will not accept students in 2004-2005.)

A 30-credit Certificate in Second Language Teaching (TESL) normally offered through Distance Education. (This program will not accept students in 2004-05.)

A Certificate in Aboriginal Education for Certified Teachers through the Office of First Nations and Inuit Education.

The Office of First Nations and Inuit Education also offers a Certificate in Education for First Nations and Inuit, a Certificate in Aboriginal Literacy Education, and a Certificate in Middle School Education in Aboriginal Communities.

The Department is also involved in a variety of in-service activities with administrators, teachers, consultants and other educational leaders through the Centre for Educational Leadership (CEL).

5.1 Bachelor of Education Programs

5.1.1 Bachelor of Education Secondary Program


		CREDITS
ACADEMIC COMPONENTS			54
A sequence of courses normally to be taken in the Faculties of Arts, Science and Education showing a sequence of levels and totalling 54 credits, including required and complementary courses, and at least 36 credits in one "teachable" academic subject.
PROFESSIONAL COMPONENTS			60
PROFESSIONAL SEMINARS		7
Required Courses
EDEC 201	First Year Professional Seminar	1
EDEC 306	Third Year Professional Seminar	3
EDEC 404	Fourth Year Professional Seminar	3
FIELD EXPERIENCES		20
Required Courses
EDFE 200	First Year Field Experience	2
EDFE 254	Second Field Experience (Sec)	3
EDFE 351	Third Year Field Experience (Sec.)	8
EDFE 451	Fourth Year Field Experience (Secondary)	7
FOUNDATION COURSES		9
Required Courses
EDEC 215	English Language Requirement	0
EDEC 247	Policy Issues in Quebec Education	3
EDPE 300	Educational Psychology	3
Complementary Course		3
one of:
EDER 400	Philosophical Foundations of Education
EDER 398	Philosophy of Catholic Education
PEDAGOGY COURSES		12
Required Courses
EDPI 309	Exceptional Students	3
EDPI 341	Instruction in Inclusive Schools	3
Complementary Courses
Two methodology courses chosen from the following list, depending on the teaching profile		6
EDEC 334	Teaching Secondary Social Studies
EDEC 335	Teaching Secondary Science
EDEC 338	Secondary School - Mathematics 2
EDER 340	Moral Education Curriculum and Instruction
EDER 372	Human and Religious Values in Secondary School
EDER 392	Guiding Religious Response - Secondary
EDES 353	Secondary School Mathematics 1
EDES 361	Secondary School English 1
EDES 370	Teaching General Science
EDES 389	Issues in Social Studies
EDES 461	Secondary School English 2
PEDAGOGICAL SUPPORT COURSES		12
Required Courses
EDPE 304	Measurement and Evaluation	3
EDES 350	Classroom Practices (Secondary)	3
Complementary Courses
one 3-credit course in Multicultural Education from the following list:		3
EDEC 248	Multicultural Education.
EDEE 441	First Nations and Inuit Education
one 3-credit course in Media, Technology, Computers and Education from the following list:		3
EDPE 310	Educational Computer Applications
EDPT 200	Applications Software
EDPT 204	Educational Media 1
EDEC 402	Media,Technology and Education
For students with a background in computers or other media applications in education, the following courses may be substituted for the above:
EDPT 341	Instructional Programming 1
EDPT 420	Media Literacy for Education
ELECTIVE COURSES			6
TOTAL CREDITS			120


Year 1 - Fall Term
EDEC 201 First Year Professional Seminar	1
EDFE 200 First Year Field Experience	2
EDER 400 Philosophical Foundations of Education or EDER 398 Philosophy of Catholic Education	3
EDPE 300 Educational Psychology	3
EDEC 402 Media,Technology and Education (or equivalent)	3
EDEC 248 Multicultural Education or EDEE 441 First Nations and Inuit Education	3
EDEC 215 English Language Requirement	0
Year 1 - Winter Term
Academics	15

Year 2 - Fall Term
Academics	15
Year 2 - Winter Term
EDES 350 Classroom Practices (Secondary)	3
EDPI 309 Exceptional Students	3
EDFE 254 Second Field Experience (Sec) Note: this course will be given in April-May	3
Academics	6

Year 3 - Fall Term
EDPE 304 Measurement and Evaluation	3
EDEC 306 Third Year Professional Seminar	3
EDFE 351 Third Year Field Experience (Sec.)	8
Methodology - first course	3
Year 3 - Winter Term
Academics	12
Elective	3

Year 4 - Fall Term
EDEC 247 Policy Issues in Quebec Education	3
EDPI 341Instruction in Inclusive Schools	3
Academics	6
Electives	3
Year 4 - Winter Term
EDEC 404 Fourth Year Professional Seminar	3
EDFE 451 Fourth Year Field Experience (Secondary)	7
Methodology - second course	3

5.1.2 Concurrent Bachelor of Education in Music and Bachelor of Music (Music Education) Program

The Bachelor of Education in Music is an integrated four-year 120/121-credit program of initial teacher training that leads to certification as a teacher in the Province of Québec. When offered concurrently with the Bachelor of Music (Major in Music Education), the program offers students the opportunity to obtain a Bachelor of Education degree and a Bachelor of Music degree after the completion of 143/144 credits, normally five years (173/174 credits or six years for out-of-province students). The concurrent program combines academic studies in music, professional studies and field experience. The two degrees are awarded during the same convocation period.

Applicants to the music specialist teacher training program should apply to the Concurrent Bachelor of Education in Music/ Bachelor of Music (Music Education) program. Students who are already enrolled at McGill in the Bachelor of Music may apply for a transfer into the Concurrent program. Students who have partially completed a Bachelor of Music program are eligible to apply for advanced standing in the Concurrent program.

Application to the Concurrent B.Ed./B.Mus. program may be made on-line at www.mcgill.ca/applying. Information is available on that site or may be obtained from:
Admissions Office
McGill University
Faculty of Music
555 Sherbrooke Street West
Montreal, QC H3A 1E3 Telephone: (514) 398-4546

Those who have completed a Bachelor of Music degree may apply for advanced standing in the Bachelor of Education in Music program. Application to the Bachelor of Education in Music may be made on-line at www.mcgill.ca/applying. Information is available on that site or may be obtained from:
Admissions, Recruitment and Registrar's Office
McGill University
845 Sherbrooke Street West
Montreal, QC H3A 2T5
Telephone: (514) 398-3910 Fax: (514) 398-4193

Program details are available from:
Professor Joan Russell, Program Director
Department of Integrated Studies in Education
Telephone: (514) 398-2447.

The components of the 143/144-credit Concurrent Bachelor of Education in Music/Bachelor of Music (Music Education) are as follows:
53/54 professional credits,
78 music credits,
12 elective credits.

Students who wish to complete only the Bachelor of Education in Music have the option of doing so after the successful completion of the first two years of the concurrent program and MUIN 321 concentration exam or equivalent. Students who decide to complete only a Bachelor of Music may transfer at any time into the Bachelor of Music, Faculty Program.

Students who opt for the Bachelor of Education in Music would be required to complete 61music credits, 6 elective credits, and 53/54 professional credits from the program given below, with the following notes:

1. These credits are required for the Bachelor of Music only.

2. These credits are required for the Bachelor of Music, complementary for the Bachelor of Education in Music.

For prerequisite requirements for the Concurrent Bachelor of Education in Music/Bachelor of Music (Music Education) Program see section 7.1 of the Faculty of Music announcement in this calendar.

--------------------------------START OF REVISION----------------


		CREDITS
ACADEMIC COMPONENTS			78
THEORY COURSES (REQUIRED)		14
MUTH 210	Tonal Theory and Analysis 1	3
MUTH 211	Tonal Theory and Analysis 2	3
MUTH 310	Mid and Late 19th-Century Theory and Analysis	3
MUTH 311	20th-Century Theory and Analysis	3
MUTH 461	Choral and Keyboard Arranging 1 (see Note 1 above)	2
MUSICIANSHIP COURSES (REQUIRED)		8
MUSP 229	Musicianship 3	2
MUSP 231	Musicianship 4	2
MUSP 329	Musicianship 5	2
MUSP 331	Musicianship 6	2
PERFORMANCE COURSES (REQUIRED)		16
Practical Concentration		8
Basic Ensemble Training		8
COMPLEMENTARY MUSIC HISTORY COURSES (see Note 1 above)		6
3 credits chosen from Music History (MUHL) offerings at the 300 level		3
3 credits of Music History/Literature chosen from:		3
MUHL 389	Orchestral Literature
MUHL 397	Choral Literature after 1750
MUHL 398	Wind Ensemble Literature after 1750
MUSIC EDUCATION COURSES (REQUIRED)		25
MUCT 235	Vocal Techniques	3
MUGT 215	Basic Conducting Techniques	1
MUGT 356	Music for Children 1: Philosophy and Techniques	3
MUGT 357	Music for Children 2: Philosophy and Techniques (see Note 2 above)	3
MUGT 401	Issues in Music Education (see Note 1 above)	3
MUIT 202	Woodwind Techniques	3
MUIT 203	Brass Techniques	3
MUIT 204	Percussion Techniques	3
MUIT 356	Jazz Instruction: Philosophy and Techniques (see Note 2 above)	3
COMPLEMENTARY MUSIC EDUCATION COURSES		9
MUIT 201	String Techniques	3
or MUIT 250	Guitar Techniques
MUCT 315	Choral Conducting 1	3
or MUIT 315	Intrumental Conducting
EDEA 362	Movement, Music and Communication	3
or any course with a prefix of MUIT or MUGT
ELECTIVE			12
PROFESSIONAL COMPONENTS		53-54
PROFESSIONAL SEMINARS		4
Required Courses
EDEA 206	1st Year Professional Seminar	1
EDEA 407	Final Year Professional Seminar Music	3
FIELD EXPERIENCE		20
Required Courses
EDFE 205	First Year Field Experience (Music)	2
EDFE 207	2nd Field Experience Music	4
EDFE 305	Third Year Field Experience (Music)	7
EDFE 407	4th Field Experience Music	7
FOUNDATION COURSES		12
Required Courses
EDEC 215	English Language Requirement	0
EDEC 247	Policy Issues in Quebec Education	3
EDPE 300	Educational Psychology	3
EDPI 309	Exceptional Students	3
Complementary Courses		3
EDER 400	Philosophical Foundations of Education
or EDER 398	Philosophy of Catholic Education
PEDAGOGY COURSES		6
Required Courses
EDEA 442	Elementary Music Curriculum and Instruction	3
EDEA 472	Secondary Music Curriculum and Instruction	3
PEDAGOGICAL SUPPORT COURSES		11-12
one of:		3
EDEC 248	Multicultural Education.
EDEE 441	First Nations and Inuit Education
one of:		2 - 3
EDEE 352	Classroom Practices (2 credits)
EDES 350	Classroom Practices (Secondary)
one of:		3
EDEC 402	Media, Technology and Education
EDPT 200	Applications Software
EDPT 204	Educational Media 1
EDPT 341	Instructional Programming 1
MUGT 301	Technology and Media for Music Education
one of:		3
EDPE 304	Measurement and Evaluation
EDEE 355	Classroom-based Evaluation
TOTAL CREDITS		143/144

--------------------------------END OF REVISION------------------------

5.1.3 Concurrent Bachelor of Science (Major or Major Concentration with a Minor for Teachers) and Bachelor of Education Secondary Program

Students entering the Concurrent B.Sc./B.Ed. Program in September 2004 will follow the program described below.

Students registered in the Concurrent B.Sc./B.Ed. Program before September 2004 should refer to the program described in the 2003-04 Undergraduate Programs Calendar.

This program has been designed to provide students with the opportunity to attain a Bachelor of Science degree and a Bachelor of Education degree after 135 credits of study (165 credits for students who have not completed the basic sciences, see Note below).

To be admitted to the Concurrent program, students must satisfy the regular admission requirements of the Faculties of Science and Education. Normally, students will be admitted to both components of the Concurrent program simultaneously, however, it is possible for students in a B.Sc. or B.Ed. program to transfer into the Concurrent program at any time. Students in the Concurrent program may change to either a B.Sc. or a B.Ed., but may not subsequently switch back to the Concurrent program.

Note:

Science students are normally admitted to a four-year program requiring the completion of 120 credits, but advanced standing of up to 30 credits may be granted to students who obtain satisfactory results in International Baccalaureate, French Baccalaureate, Advanced Levels, Advanced Placement tests, or the Diploma of Collegial Studies (DCS). Quebec students with a DCS in Science are granted 30 credits advanced standing and will have normally completed the equivalent of, and are therefore exempt from, the basic science courses in biology, chemistry, mathematics and statistics, and physics. Students with satisfactory results in International Baccalaureate, French Baccalaureate and Advanced Levels, and Advanced Placement tests may be exempt from some or all of the basic science courses.

Students in the Concurrent B.Sc./B.Ed. who receive an F or J in any Field Experience course are placed in unsatisfactory standing. Although they may complete their term, they are required to withdraw from the Concurrent Program. However, they may apply to transfer to the conventional B.Sc. program as outlined in Faculty of Science, Science for Teachers.

The two components of the Concurrent Program are the B.Ed. Secondary Program and one of the B.Sc. programs described in the Faculty of Science, Science for Teachers:

biology, with chemistry

biology, with physics

chemistry, with biology

chemistry, with physics

physics, with biology

physics, with chemistry

mathematics

A. Students in the Concurrent B.Sc./B.Ed. program must choose their 54 academic credits from the lists of required and complementary courses in their respective B.Sc. Major or Major Concentration with a Minor.

B. Students in the Concurrent B.Sc./B.Ed. program must take EDEC 402 Media, Technology and Education.

5.1.4 Bachelor of Education Kindergarten and Elementary Program

The four-year program begins with the foundation courses in the first term and has a higher concentration of academic courses in the first two years. The professional courses and practicum have a heavier weight in the final two years. The practicum consists of school-based experiences and a series of professional seminars that provide an opportunity for students to reflect on that experience in a systematic way and with the guidance of a tutor.


		CREDITS
ACADEMIC COMPONENT			42
This component provides background in the subject areas of the elementary school curriculum. During their four years of study, students will take:

Required Courses		12
EDEC 203	Communication in Education	3
EDEE 230	Elementary School Mathematics	3
EDEE 270	Elementary School Science	3
EDEE 280	Geography, History and Citizenship Education	3
Complementary Courses		30
a) one of:		3
EDER 209	Search for Authenticity
EDER 309	The Religious Quest
EDER 394	Philosophy of God
EDER 395	Moral Values and Human Action
EDER 473	Living with Insight
EDER 494	Ethics in Practice
b) 18 credits from one of these areas: English, Mathematics, Natural Sciences, Social Sciences, The Arts, Physical Education, Moral and Religious Education, French		18
9 credits, 3 credits from each of any three areas not chosen in b) above.		9
PROFESSIONAL COMPONENT			72
This component includes the practicum, theoretical aspects of pedagogy, the pedagogical support for the practicum and foundation courses, divided as follows:
PRACTICUM		24
Required Courses
Field Experiences
EDFE 200	First Year Field Experience	2
EDFE 253	Second Field Experience (K/Elem)	4
EDFE 303	Third Field Experience (K/Elem)	7
EDFE 406	Fourth Field Experience (K/Elem)	7
PROFESSIONAL SEMINARS
EDEC 201	First Year Professional Seminar	1
EDEC 405	Fourth Year Professional Seminar (K/Elem)	3
FOUNDATIONS		15
Required Courses
EDEC 215	English Language Requirement	0
EDEC 247	Policy Issues in Quebec Education	3
EDPI 309	Exceptional Students	3
EDPI 341	Instruction in Inclusive Schools	3
EDPE 300	Educational Psychology	3
Complementary Courses
one of:		3
EDER 398	Philosophy of Catholic Education
EDER 400	Philosophical Foundations of Education
PEDAGOGY		22
Required Courses
EDEE 223	Language Arts Part 1	3
EDEE 250	The Kindergarten Classroom	2
EDEE 275	Science Teaching	2
EDEE 282	Teaching Social Sciences	2
EDEE 332	Teaching Mathematics 1	3
EDEE 350	Integrating the Curriculum	2
Complementary Courses
one of:		2
EDER 360	MRE in the K/Elem. Curriculum
EDER 375	Catholic Religious Education (K/Elem)
6 additional credits of methodology courses chosen from Plastic Arts, Drama, Music, Physical Education, L2 teaching, at least one course must be from Plastic Arts, Drama, Music		6
PEDAGOGICAL SUPPORT		11
Required Courses
EDEE 352	Classroom Practices	2
EDEE 355	Classroom-based Evaluation	3
Complementary Courses
EDEC 402	Media, Technology and Education	3
For students with a background in computers or other media applications in education, the following courses may substitute for the above:
EDPT 341	Instructional Programming 1
EDPT 420	Media Literacy for Education
one 3-credit course in Multicultural Education from the following list:		3
EDEC 248	Multicultural Education.
EDEE 441	First Nations and Inuit Education
ELECTIVE COURSES			6
TOTAL CREDITS			120


Year 1 - Fall Term
EDEC 201 First Year Professional Seminar	1
EDEC 203 Communication in Education	3
EDEC 248 Multicultural Education. or EDEE 441 First Nations and Inuit Education	3
EDER 400 Philosophical Foundations of Education or EDER 398 Philosophy of Catholic Education	3
EDFE 200 First Year Field Experience	2
EDPE 300 Educational Psychology	3
EDEC 215 English Language Requirement	0
Year 1 - Winter Term
EDEE 280 Geography, History and Citizenship Education	3
Academics	12
Year 2 - Fall Term
EDEE 230 Elementary School Mathematics	3
EDEE 270 Elementary School Science	3
EDEE 275 Science Teaching	2
Academics	6
Year 2 - Winter Term
EDEE 223 Language Arts Part 1	3
EDEE 250 The Kindergarten Classroom	2
EDEE 282 Teaching Social Sciences	2
EDEE 332 Teaching Mathematics 1	3
EDFE 253 Second Field Experience (K/Elem) Note: this course will be given in April-May	4
EDPI 309 Exceptional Students	3
Year 3 - Fall Term
EDEE 350 Integrating the Curriculum	2
EDEE 352 Classroom Practices	2
EDEE 355 Classroom-based Evaluation	3
EDFE 303 Third Field Experience (K/Elem)	7
Year 3 - Winter Term
EDEC 402 Media, Technology and Education	3
Academics	12
Year 4 - Fall Term
EDEC 247 Policy Issues in Quebec Education	3
EDPI 341 Instruction in Inclusive Schools	3
Methodology - first course	3
Electives	6
Year 4 - Winter Term
EDEC 405 Fourth Year Professional Seminar	3
EDER 360 MRE in the K/Elem. Curriculum or EDER 375 Catholic Religious Education (K/Elem)	2
EDFE 406 Fourth Field Experience (K/Elem)	7
Methodology - second course	3

5.1.5 Programme intensif de français Elementary Option

5.1.6 Bachelor of Education Kindergarten and Elementary Program (Jewish Studies Option)

Students who have already been accepted into the B.Ed. (Kindergarten/Elementary) program may apply for the Jewish Studies Option. This Option allows qualified candidates an opportunity to select specific Jewish Studies courses in place of selected edu-cation electives and academic courses. Additionally, students will have an opportunity to have one of their major field placements in a Jewish school environment. Students are encouraged to acquire a strong general background in Bible, Jewish prayer, Jewish Holidays and Jewish history prior to registering in the program.

Students who wish to follow this option should contact:
Professor Eric Caplan
Department of Integrated Studies in Education
Faculty of Education
Telephone: (514) 398-6544
E-mail: eric.caplan@mcgill.ca

5.1.7 Baccalauréat en enseignement du français langue seconde

This program is offered jointly by the University of Montreal and McGill University. Students will be admitted into, and registered at, one of the two as their "home" university. Courses will be offered at the University of Montreal during the Fall Term and at McGill during the Winter Term.

The Baccalauréat en enseignement du français langue seconde (B.Ed. in Teaching French as a Second Language) is a four-year program. It prepares specialist teachers to teach French as a second language, in Core French programs, immersion programs, intensive programs and classes d'accueil, at both the elementary and the secondary levels.

This integrated 120-credit program (150 credits for out-of province students) includes studies in language and language learning from linguistic, literature, cultural and psychological perspectives accompanied by field experiences. The academic components aim to increase students' general competence mostly in literature, linguistics. In addition complementary courses combine academic content with methodology.The professional components allow students to learn how to teach subjects taught at the elementary or secondary levels, how to teach the different programs offered in FSL and how to intervene with the various clientele. They revolve around school-based field experiences which are supported by studies in pedagogy and educational foundations.


		CREDITS
ACADEMIC COMPONENTS		51
Required Courses		30
EDSL 264	Phonétique et phonologie	3
EDSL 265	Acquisition-apprentissage-langues secondes	3
EDSL 266	Mathématiques au primaire	3
EDSL 267	Didactique des arts plastiques 1	3
EDSL 270	Morphologie et syntaxe	3
EDSL 271	Lexique et sémantique	3
EDSL 341	Littérature jeunesse en FLS	3
EDSL 491	Didactique des mathématiques en langues secondes	3
EDSL 492	Didactique des sciences-technologies	3
FREN 251	Littérature française depuis 1800	3
Complementary Courses		21
3 credits, one of:		3
EDEC 248	Multicultural Education.
LING 350	Linguistic Aspects of Bilingualism
3 credits, one of:		3
FREN 362	La littérature du 17e siècle 1
FREN 382	Le roman québécois 2
FREN 487	L'essai québécois
9 credits to increase the student's proficiency level in the teaching of French, the following courses (or equivalent courses if not available):		9
FREN 239	Stylistique comparée
FREN 245	Grammaire avancée
FREN 334	Méthodes d'analyse des textes littéraires 1
6 credits of study of a second or third language, to be chosen from university offerings, so that students experience the learning processes that take place in the learning of a language.		6
ACADEMIC OR PROFESSIONAL COMPONENT		3
Complementary Course		3
one of:
EDSL 493	Sciences humaines au primaire (Academic Component)
EDSL 494	Didactique de l'univers social et TIC (Academic Component)
EDSL 495	Recherche-résolution de problèmes (Professional Component: Pedagogical Support)
EDSL 496	Laboratoire de formation professionelle (Professional Component: Pedagogical Support)
EDSL 497	Problématique en éducation préscolaire (Professional Component: Foundation)
PROFESSIONAL COMPONENTS		63
PROFESSIONAL SEMINARS and FIELD EXPERIENCES		24
Required Courses
EDFE 260	Stage de familiarisation (Field Exp.)	1
EDFE 261	Stage d'assistanat - 2e année (Field Ex.)	3
EDSL 260	Séminaire professionnel - 2e (Prof. Sem.)	1
Complementary Courses
one of the following sets:
EDFE 362	Stage d'enseignement en français langue seconde	7
EDSL 320	Séminaire 3 professionnel	1
or
EDFE 361	Stage d'enseignement 1	7
EDSL 394	Séminaire de stage-3e	1
and
one of the following sets:
EDFE 461	Stage d'enseignement - immersion	9
EDSL 420	Séminaire 4 professionnel	2
or
EDFE 460	Stage d'enseignement 2	9
EDSL 499	Séminaire de stage-4e	2
FOUNDATION COURSES		12
Required Courses
EDSL 262	Système éducatif - profession enseignante	3
EDSL 269	École et environnement social	3
EDSL 393	Adolescent et expérience scolaire	3
Complementary Course		3
one of:
EDER 398	Philosophy of Catholic Education
EDER 400	Philosophical Foundations of Education
PEDAGOGY COURSES		12
Required Courses
EDSL 402	Évaluation en français langue seconde	3
EDSL 444	Laboratoire d'enseignement en français langue seconde	3
Complementary Courses
one of:		3
EDSL 391	Didactique du français en acceuil 1
EDSL 472	Enseignement du français langue seconde-secondaire
one of:		3
EDSL 345	Enseignement du FLS-immersion
EDSL 498	Didactique du français en acceuil 2
PEDAGOGICAL SUPPORT COURSES
Required Courses		15
EDPI 309	Exceptional Students	3
EDSL 263	Apprentissage et développement	3
EDSL 268	Intégration des TIC	3
EDSL 301	Étude de la langue	3
EDSL 392	Gestion de classe en langues secondes	3
ELECTIVES			3
TOTAL CREDITS			120

5.1.8 Bachelor of Education in Teaching English as a Second Language

The B.Ed. in Teaching English as a Second Language (TESL) program prepares specialists to teach English as a second language (ESL) at both the elementary school and and secondary school levels.

This integrated 120/121-credit program (150/151 credits for out-of- province students) includes studies in language and language learning from linguistic, literary, social, cultural, and psychological perspectives, accompanied by field experiences. The academic components aim to increase students' academic knowledge, with emphasis on language, linguistics and literature. Complementary courses address both academic and professional concerns. The professional components revolve around school-based field experiences which are supported by studies in pedagogy and educational foundations. These prepare students to teach ESL at both the elementary school level (including regular and intensive ESL) and the secondary school level (including regular ESL and ESLA - English Second Language Arts), and provide a base for adult and other ESL teaching.


			CREDITS
ACADEMIC COMPONENTS				45
Required Courses			18
EDSL 300	Foundations of L2 Education		3
EDSL 304	Sociolinguistics and L2 Education		3
EDSL 305	L2 Learning: Classroom Settings		3
EDSL 350	Essentials of English Grammar		3
LING 200	Introduction to the Study of Language		3
LING 350	Linguistic Aspects of Bilingualism		3
Complementary Courses			27
3 credits, one of:			3
EDEE 325	Children's Literature
EDES 366	Literature for Young Adults
6 - 12 credits from courses with the prefix ENGL (Department of English)		6 -12
12 - 18 credits must be taken from the following areas: Foreign Languages (0-12 credits) Academic courses (0-18 credits)		12 -18
PROFESSIONAL COMPONENTS			69 - 70
PROFESSIONAL SEMINARS			9
Required Courses
EDSL 210	First Professional Seminar		1
EDSL 255	Second Professional Seminar		2
EDSL 310	Third Professional Seminar		3
EDSL 415	Fourth Professional Seminar		3
FIELD EXPERIENCES			19
Required Courses
EDFE 209	First Year Field Experience		2
EDFE 259	Second Year Field Experience		2
EDFE 359	Third Year Field Experience (ESL/FSL)		8
EDFE 459	Fourth Year Field Experience (ESL/FSL)		7
FOUNDATION COURSES			9
Required Courses
EDEC 215	English Language Requirement		0
EDEC 247	Policy Issues in Quebec Education		3
EDPE 300	Educational Psychology		3
Complementary Course
one of:			3
EDER 398	Philosophy of Catholic Education
EDER 400	Philosophical Foundations of Education
PEDAGOGY COURSES			12
Required Courses
EDSL 330	L2 Literacy Development		3
EDSL 412	Measurement and Evaluation in TESL		3
EDSL 447	Third-Year Methods in TESL		3
EDSL 458	Fourth-Year Methods in TESL		3
PEDAGOGICAL SUPPORT COURSES		20-21
Required Course
EDSL 311	Pedagogical Grammar		3
Complementary Courses
3 credits, one of the following courses:			3
EDEC 248	Multicultural Education
EDEE 441	First Nations and Inuit Education
3 credits, one of the following courses:			3
EDEC 402	Media,Technology and Education
EDPE 310	Educational Computer Applications
EDPT 200	Applications Software
EDPT 204	Educational Media 1
EDPT 341	Instructional Programming 1
EDPT 420	Media Literacy for Education
11 - 12 credits, four of the following courses:		11-12
EDEE 352	Classroom Practices (2 credits)
EDPI 309	Exceptional Students
EDPI 341	Instruction in Inclusive Schools
EDPI 441	Students with Behavior Difficulties
EDPI 442	Students with Learning Difficulties
EDSL 390	TESL to the Adult Learner
ELECTIVES				6
TOTAL CREDITS			120 - 121

5.2 Programs for First Nations and Inuit

The following programs are offered in Aboriginal communities for Aboriginal teachers through the:

5.2.1 Certificate in Education for First Nations and Inuit

(This program replaces the former Certificate in Native and Northern Education.)

This 60-credit program provides an opportunity for Algonquin, Cree, Inuit, Mi'kmaq and Mohawk people to become qualified as teachers. It is offered on a part-time basis in Aboriginal communities throughout Quebec in collaboration with the Cree School Board, the Kativik School Board, and various Mi'kmaq, Mohawk and Algonquin education authorities. A full-time and part-time program is also available to Inuit in Nunavut, in collaboration with the Nunavut Teacher Education Program of Nunavut Arctic College, Iqaluit, NU.

Quebec Graduates of this program receive Ministry (MEQ) certification to teach at the elementary level in Aboriginal schools.

Admission to the Certificate in Education for First Nations and Inuit

An applicant will normally be employed as a teacher or as a classroom assistant, have a valid teaching authorization from the appropriate teaching authority or a community education committee, be recommended by the school principal and an officer of the education authority, be recommended by a local community education committee, and be at least 21 years of age. Younger applicants will be considered for admission if they hold a Grade 12 High School Diploma or a Diploma of Collegial Studies. The right of final decision for acceptance of candidates rests with McGill.

Those intending to complete the programs offered in cooperation with the Kativik School Board or the Nunavut Teacher Education Program must be fluent and literate in Inuktitut/Inuinnaqtun. Fluency in Algonquin, Cree, Mi'kmaq or Mohawk is not a condition for acceptance for applicants from these communities, but is considered an asset. Courses are available in all four of these languages for those teaching in immersion classes and other teaching situations where a knowledge of the Aboriginal language is essential.

Time Limit

The time limit for completion of the 60-credit Certificate in First Nations and Inuit Education is 12 years. The University reserves the right to request that a student retake a course or courses after a 10-year period if it is felt that too long a break has occurred in the ongoing nature of the training.

		CREDITS
a) THE ABORIGINAL SCHOOL AND CLASSROOM		6
Required Courses
EDEM 202	Educational and Administrative Institutions	3
EDEE 245	Orientation to Education	3
b) LANGUAGE		6
FOR INUIT STUDENTS
Required Courses
EDEE 249	Inuktitut Orthography and Grammar (The term "Inuktitut" in all course descriptions includes "Inuttitut" and "Inuinnaqtun".)	3


Complementary Courses
One 3-credit course from Language complementary course list			3
FOR ALGONQUIN, CREE, MI'KMAQ AND MOHAWK STUDENTS
Required Courses			6
Two of the following according to language group and fluency:
EDEE 293	(3)	Algonquin Second Language 1
EDEC 234	(3)	Algonquin Second Language 2
EDEE 294	(3)	Algonquin Language 1
EDEE 295	(3)	Algonquin Language 2
EDEC 241	(3)	Cree Language 1
EDEC 242	(3)	Cree Language 2
EDEC 237	(3)	Mi'kmaq Second Language 1
EDEC 238	(3)	Mi'kmaq Second Language 2
EDEC 239	(3)	Mi'kmaq Language 1
EDEC 240	(3)	Mi'kmaq Language 2
EDEE 296	(3)	Mohawk Second Language 1
EDEC 236	(3)	Mohawk Second Language 2
EDEE 297	(3)	Mohawk Language 1
EDEE 298	(3)	Mohawk Language 2


c) CONTENT AND TEACHING METHODS (at least 18 credits)			18
Required Courses
EDEA 242	Cultural Skills	3
Complementary Courses		15
At least five 3-credit courses from Content and Teaching Methods complementary course list.
At least three of these five courses should be in different subject content areas.
For trainees specializing in Physical Education:
Required Courses
EDKP 241	Aboriginal Physical Activities (replaces EDEA 242 Cultural Skills)	3
EDKP 342	Physical Education Methods	3
EDKP 493	Administration	3
(EDKP 342 and EDKP 493 replace any two of the Content and Teaching Methods courses.)
Complementary Courses		9
At least three 3-credit courses from Content and Teaching Methods complementary course list.
d) PSYCHOLOGICAL, SOCIAL AND PHYSICAL DEVELOPMENT OF THE CHILD			12
Required Courses
EDPI 211	Social and Emotional Development	3
EDPI 212	Perceptual Motor Development	3
EDPI 341	Instruction in Inclusive Schools	3
EDEE 246	Cultivating Language and Thought	3
e) PRACTICUM
FOR ALL STUDENTS EXCEPT NUNAVUT TEACHER EDUCATION PROGRAM STUDENTS			12
Required Courses
EDFE 444	Field Experience - Elementary School	3
The purpose of this practicum, which occurs fairly early in the program, is to determine the student's suitability for teaching.
EDFE 394	Field Experience Elementary and Secondary	3
The purpose of this practicum is to give exposure at the elementary and secondary levels, where available.
EDFE 422	Aboriginal Education Practicum 1	3
EDFE 423	Aboriginal Education Practicum 2	3
(Students in the physical education concentration will do 6 of their total practicum credits in physical education settings.)
FOR NUNAVUT TEACHER EDUCATION PROGRAM STUDENTS			9
Required Courses
EDFE 444	Field Experience - Elementary School	3
The purpose of this practicum, which occurs fairly early in the program is to determine the student's suitability for teaching.
EDFE 422	Aboriginal Education Practicum 1	3
EDFE 423	Aboriginal Education Practicum 2	3
(EDFE 394 is an option for students enrolled in the Nunavut Teacher Education Program. These students can take another complementary course in lieu of EDFE 394.)


f) ELECTIVE COURSES (not more than 6 credits)			6
Students make up the total of 60 credits from courses listed below, or any other suitable courses approved by the Director of the Office of First Nations and Inuit Education.
EDEA 241	(3)	Basic Art Media for Classroom
EDEC 200	(3)	Introduction to Inuit Studies
EDEC 220	(3)	Curriculum Development
EDEC 243	(3)	Teaching: Multigrade Classrooms
EDEC 244	(3)	Issues in Aboriginal Education
EDEC 403	(3)	The Dialects of Inuktitut
EDEE 240	(3)	Use and Adaptation of Curricula
EDEE 247	(6)	Individualized Instruction
EDEE 290	(3)	Cooperative Learning
EDEE 291	(3)	Cultural Values and Socialization
EDEE 292	(3)	Using Instructional Resources
EDEE 340	(3)	Special Topics: Cultural Issues
EDEE 342	(3)	Intermediate Inuktitut/Amerindian Language
EDEE 344	(3)	Advanced Inuktitut/Amerindian Language
EDEE 345	(3)	Literature and Creative Writing 1
EDEE 346	(3)	Literature and Creative Writing 2
EDEE 441	(3)	First Nations and Inuit Education
EDEE 444	(3)	First Nations and Inuit Curriculum
EDKP 204	(3)	Health Education
EDKP 224	(3)	Foundations of Movement Education
EDPE 377	(3)	Adolescence and Education
EDPT 200	(3)	Applications Software
EDSL 247	(3)	Second Language Education in Aboriginal Communities
g) FOR TRAINEES SPECIALIZING IN PHYSICAL EDUCATION
Trainees specializing in Physical Education take 6 one-credit skill courses from the Physical Education Complementary course list. These courses replace the 6 credits of electives.
TOTAL CREDITS			60


Language
EDEE 241	(3)	Teaching Language Arts
EDEE 248	(3)	Reading and Writing Inuktitut/Cree
EDEE 342	(3)	Intermediate Inuktitut/Amerindian Language
Content and Teaching Methods
EDEC 243	(3)	Teaching: Multigrade Classrooms
EDEE 223	(3)	Language Arts Part I
EDEE 230	(3)	Elementary School Mathematics
EDEE 241	(3)	Teaching Language Arts
EDEE 242	(3)	Teaching Mathematics
EDEE 243	(3)	Reading Methods in Inuktitut/Cree
EDEE 247	(6)	Individualized Instruction
EDEE 248	(3)	Reading and Writing Inuktitut/Cree
EDEE 261	(3)	Reading Clinic - Early Childhood
EDEE 270	(3)	Elementary School Science
EDEE 312	(3)	Activities for the Kindergarten
EDEE 372	(3)	Teaching Science
EDEE 382	(3)	Teaching Social Studies
EDKP 204	(3)	Health Education
EDKP 224	(3)	Foundations of Movement Education
EDKP 342	(3)	Physical Education Methods
EDKP 494	(3)	Physical Education Curriculum Development
EDPE 304	(3)	Measurement and Evaluation
Physical Education
EDKP 214	(1)	Basketball 1
EDKP 216	(1)	Gymnastics 1
EDKP 217	(1)	Track and Field
EDKP 218	(1)	Volleyball 1
EDKP 223	(1)	Basic Games
EDKP 226	(1)	Badminton
EDKP 229	(1)	Ice Hockey 1
EDKP 240	(1)	Winter Activities

On completion of the Certificate requirements, trainees may apply for admission to the B.Ed. for Certified Teachers program with up to 30 credits advanced standing. Certain non-credit academic upgrading courses may be required of B.Ed. applicants.

		CREDITS
a) THE ABORIGINAL SCHOOL AND CLASSROOM		6
Required Courses
EDEM 202	Educational and Administrative Institutions	3
EDEE 245	Orientation to Education	3
b) LANGUAGE		6
FOR INUIT STUDENTS
Required Courses
EDEE 249	Inuktitut Orthography and Grammar (The term "Inuktitut" in all course descriptions includes "Inuttitut" and "Inuinnaqtun".)	3


Complementary Courses
One 3-credit course from Language complementary course list			3
FOR ALGONQUIN, CREE, MI'KMAQ AND MOHAWK STUDENTS
Required Courses			6
Two of the following according to language group and fluency:
EDEE 293	(3)	Algonquin Second Language 1
EDEC 234	(3)	Algonquin Second Language 2
EDEE 294	(3)	Algonquin Language 1
EDEE 295	(3)	Algonquin Language 2
EDEC 241	(3)	Cree Language 1
EDEC 242	(3)	Cree Language 2
EDEC 237	(3)	Mi'kmaq Second Language 1
EDEC 238	(3)	Mi'kmaq Second Language 2
EDEC 239	(3)	Mi'kmaq Language 1
EDEC 240	(3)	Mi'kmaq Language 2
EDEE 296	(3)	Mohawk Second Language 1
EDEC 236	(3)	Mohawk Second Language 2
EDEE 297	(3)	Mohawk Language 1
EDEE 298	(3)	Mohawk Language 2


c) CONTENT AND TEACHING METHODS (at least 18 credits)			18
Required Courses
EDEA 242	Cultural Skills	3
Complementary Courses		15
At least five 3-credit courses from Content and Teaching Methods complementary course list.
At least three of these five courses should be in different subject content areas.
For trainees specializing in Physical Education:
Required Courses
EDKP 241	Aboriginal Physical Activities (replaces EDEA 242 Cultural Skills)	3
EDKP 342	Physical Education Methods	3
EDKP 493	Administration	3
(EDKP 342 and EDKP 493 replace any two of the Content and Teaching Methods courses.)
Complementary Courses		9
At least three 3-credit courses from Content and Teaching Methods complementary course list.
d) PSYCHOLOGICAL, SOCIAL AND PHYSICAL DEVELOPMENT OF THE CHILD			12
Required Courses
EDPI 211	Social and Emotional Development	3
EDPI 212	Perceptual Motor Development	3
EDPI 341	Instruction in Inclusive Schools	3
EDEE 246	Cultivating Language and Thought	3
e) PRACTICUM
FOR ALL STUDENTS EXCEPT NUNAVUT TEACHER EDUCATION PROGRAM STUDENTS			12
Required Courses
EDFE 214	Aboriginal Education Practicum 1	3
EDFE 325	Aboriginal Education Practicum 2	3
EDFE 356	Aboriginal Education Practicum 3	3
EDFE 425	Aboriginal Education Practicum 4	3
(Students in the physical education concentration will do 6 of their total practicum credits in physical education settings.)
FOR NUNAVUT TEACHER EDUCATION PROGRAM STUDENTS			9
Required Courses
EDFE 214	Aboriginal Education Practicum 1	3
EDFE 325	Aboriginal Education Practicum 2	3
EDFE 356	Aboriginal Education Practicum 3	3
(EDFE 425 is an option for students enrolled in the Nunavut Teacher Education Program. These students can take another complementary course in lieu of EDFE 425.)
(Students in the physical education concentration will do 6 of their total practicum credits in physical education settings.)


f) ELECTIVE COURSES (not more than 6 credits)			6
Students make up the total of 60 credits from courses listed below, or any other suitable courses approved by the Director of the Office of First Nations and Inuit Education.
EDEA 241	(3)	Basic Art Media for Classroom
EDEC 200	(3)	Introduction to Inuit Studies
EDEC 220	(3)	Curriculum Development
EDEC 243	(3)	Teaching: Multigrade Classrooms
EDEC 244	(3)	Issues in Aboriginal Education
EDEC 403	(3)	The Dialects of Inuktitut
EDEE 240	(3)	Use and Adaptation of Curricula
EDEE 247	(6)	Individualized Instruction
EDEE 290	(3)	Cooperative Learning
EDEE 291	(3)	Cultural Values and Socialization
EDEE 292	(3)	Using Instructional Resources
EDEE 340	(3)	Special Topics: Cultural Issues
EDEE 342	(3)	Intermediate Inuktitut/Amerindian Language
EDEE 344	(3)	Advanced Inuktitut/Amerindian Language
EDEE 345	(3)	Literature and Creative Writing 1
EDEE 346	(3)	Literature and Creative Writing 2
EDEE 441	(3)	First Nations and Inuit Education
EDEE 444	(3)	First Nations and Inuit Curriculum
EDKP 204	(3)	Health Education
EDKP 224	(3)	Foundations of Movement Education
EDPE 377	(3)	Adolescence and Education
EDPT 200	(3)	Applications Software
EDSL 247	(3)	Second Language Education in Aboriginal Communities
g) FOR TRAINEES SPECIALIZING IN PHYSICAL EDUCATION
Trainees specializing in Physical Education take 6 one-credit skill courses from the Physical Education Complementary course list. These courses replace the 6 credits of electives.
TOTAL CREDITS			60

5.2.2 Certificate in Aboriginal Literacy Education

This 30-credit program is designed for Algonquin, Cree, Inuit, Mi'kmaq and Mohawk people who wish to gain a deeper understanding of their Aboriginal language, especially in its written form. It is aimed mainly at those who will be teaching their Aboriginal language and is only available through partnerships with the communities concerned.

Admission to the Certificate in Aboriginal Literacy Education

Students admitted to this program will be recommended by their communities (as is presently the case with the Certificate in Education for First Nations and Inuit). If the program is used for professional development, students will be Aboriginal teachers employed in local schools. As with the Certificate in Education for First Nations and Inuit, they must be mature students, or hold a Secondary V diploma or equivalent.

		CREDITS
Required Courses		12
A beginning course in the Aboriginal language as a first language (e.g., EDEC 241 Cree Language 1)	3
A second-level course in the same language (e.g., EDEC 242 Cree Language 2)	3
EDEE 342	Intermediate Inuktitut/Amerindian Language	3
EDEE 344	Advanced Inuktitut/Amerindian Language	3


Complementary Courses			12
Four courses to be chosen from the following list:
EDEA 242	(3)	Cultural Skills
EDEC 220	(3)	Curriculum Development
EDEC 403	(3)	The Dialects of Inuktitut
EDEE 223	(3)	Language Arts Part 1
EDEE 224	(3)	Language Arts Part 2
EDEE 240	(3)	Use and Adaptation of Curricula
EDEE 243	(3)	Reading Methods in Inuktitut/Cree
EDEE 247	(6)	Individualized Instruction
EDEE 248	(3)	Reading and Writing Inuktitut/Cree
EDEE 345	(3)	Literature and Creative Writing 1
EDEE 346	(3)	Literature and Creative Writing 2
EDES 365	(3)	Experiences in Communications
EDPE 304	(3)	Measurement and Evaluation
Elective Courses			6
Two suitable 3-credit courses approved by the Director of the Office of First Nations and Inuit Education
TOTAL CREDITS			30

5.2.3 Certificate in Middle School Education in Aboriginal Communities

This 30-credit program focuses on developing the particular skills and abilities required of the Aboriginal teacher in the middle school of his/her community. It does not lead to provincial certification. Rather, it prepares Aboriginal teachers who are bilingual or have some knowledge of their Aboriginal language and who have already established themselves as teachers to teach students at this level in ways that are developmentally and culturally appropriate. The program focuses on the particular psychological, emotional and social needs of Aboriginal adolescents and the teacher's role in facilitating the transition between elementary and high school.

Admission to the Certificate in Middle School Education in Aboriginal Communities

Applicants will normally have completed or be completing their B.Ed. for Certified Teachers. It is strongly recommended that they have some competence in their Aboriginal language as indicated by the successful completion of at least two language courses. For those applying with degrees from other universities, additional courses may be required to match the McGill B.Ed. for Certified Teachers profile. As the program and courses will be delivered in the partnership communities, applicants must be recommended by their school boards or teaching authorities.

5.2.4 Certificate in First Nations and Inuit Educational Leadership

This 30-credit program is designed for First Nations and Inuit educational administrators who will develop their role as leaders within the educational community. The program will focus on: developing the core competencies of educational leaders, e.g., decision making and problem solving; fostering a self-reflective leader able to partner with parents to create community outreach; cultivating awareness of the holistic learning and developmental cycles of a child and the role of the educational leader in enhancing that development; maintaining the continuity of community and cultural values and aspirations within the structure of the administration of the school and other educational milieu; and understanding and supporting the pedagogical objectives and the administrative framework of the educational system.

Admission to the Certificate in First Nations and Inuit Educational Leadership

Students admitted to this program will be recommended by their communities (as is presently the case with the Certificate in Education for First Nations and Inuit). As with the Certificate in Education for First Nations and Inuit, they must be mature students (21 years of age), or hold a Secondary V diploma or equivalent. Students must speak, read, and write fluently the language of instruction as agreed upon between the Office and the contracting School Board or Education Centre. For Nunavik applicants, students must have experience in a Nunavik educational or community organization. The right of final decision for acceptance of candidates rests with McGill.

5.2.5 Bachelor of Education for Certified Teachers (Elementary Education)

The Faculty of Education offers a 90-credit program for teachers who are already certified to teach in elementary schools and who wish to upgrade to first degree status. Normally, a minimum of 60 credits must be taken in the program, and no more than 30 credits may be transferred from other institutions. Credits may be transferred from programs leading to the Certificates in Educational Technology, Second Language Teaching, Inclusive Education, or Aboriginal Literacy Education taken concurrently. Credit may be also transferred from the Certificate in Education for First Nations and Inuit which is normally completed before the B.Ed.

Students completing the Bachelor of Education for Certified Teachers following the Certificate in Education for First Nations and Inuit will have accumulated a total of 120 credits, 60 for the Certificate and a further 60 for the B.Ed.

Admission Requirements for the B.Ed. for Certified Teachers

Applicants apply on the basis of having completed the Certificate in Education for First Nations and Inuit or equivalent and must have the continued support of their education authority to attend community-based courses.

Candidates enrolled in the program must complete course work within the following general pattern:

		CREDITS
Required Courses		27
EDEC 245	Middle School Teaching	3
EDEC 246	Middle School Curriculum	3
EDEC 302	Language and Learning - Curriculum (for teachers of first language students)	3
or EDSL 305	L2 Learning: Classroom Settings (for teachers of second language students)
EDFE 210	Middle School Practicum	3
EDPE 377	Adolescence and Education	3
Two 3-credit courses in the major subject area of the B.Ed. for Certified Teachers.	6
Two 3-credit courses in the minor subject area of the B.Ed. for Certified Teachers.	6

Elective Course		3
one chosen from:
EDEA 241	(3)	Basic Art Media for Classroom
EDEC 220	(3)	Curriculum Development
EDEC 243	(3)	Teaching: Multigrade Classrooms
EDEE 291	(3)	Cultural Values and Socialization
EDEE 444	(3)	First Nations and Inuit Curriculum
EDKP 241	(3)	Aboriginal Physical Activities
EDPT 200	(3)	Applications Software
EDSL 247	(3)	Second Language Education in Aboriginal Communities
EDSL 305	(3)	L2 Learning: Classroom Settings
or other courses which may be approved by the Director of the Office of First Nations and Inuit Education
TOTAL CREDITS		30

		CREDITS
Required Courses		15
EDEC 221	Leadership and Group Skills	3
EDEC 222	Personnel Management and Support	3
EDEC 311	Resource Management	3
EDEC 312	Practicum in Educational Leadership	3
EDEE 441	First Nations and Inuit Education	3

Complementary Courses		15
Five of the following:
EDEC 220	(3)	Curriculum Development
EDEC 244	(3)	Issues in Aboriginal Education
EDEE 240	(3)	Use and Adaptation of Curricula
EDEE 245	(3)	Orientation to Education
EDEE 340	(3)	Special Topics: Cultural Issues
EDEM 202	(3)	Educational and Administrative Institutions
EDES 365	(3)	Experiences in Communications
EDPI 341	(3)	Instruction in Inclusive Schools
or any other course by the Director of the Office of First Nations and Inuit Education
TOTAL CREDITS		30


	CREDITS
COMPLEMENTARY COURSES
Academic Concentration		30
In five (5) subject areas relevant to elementary education in a 12-9-3-3-3 pattern (i.e. 12 credits in one subject, 9 credits in a second subject, and 3 credits in each of three other subject areas), or 30 academic credits in three subject areas in a 15-9-6 pattern.
Note: Subject areas relevant to elementary education, in broad terms are the Arts (Art, Music and Drama), English, French, Science, Mathematics, Physical Education, Moral and Religious Education, Social Studies, Educational Technology, or an Aboriginal language.
Cultural Development		15
Chosen from courses which will enhance the candidate's cultural development. These are to be chosen in consultation with the Director of the Office of First Nations and Inuit Education.
ELECTIVE COURSES		15
Courses selected by the candidate after consultation with the Director of the Office of First Nations and Inuit Education.
EDUCATION CONCENTRATION		30
Normally the Education concentration is completed within the Certificate in Education for First Nations and Inuit.
TOTAL CREDITS		90

Students having completed the Certificate in Education for First Nations and Inuit and following the Bachelor of Education for Certified Teachers will have accumulated a total of 120 credits, 60 for the Certificate and a further 60 for the B.Ed.

The Certificate in Aboriginal Literacy Education, the Certificate in Middle School Education in Aboriginal Communities, or the Certificate in First Nations and Inuit Educational Leadership may be taken concurrently and completed within the B.Ed. for Certified Teachers if the required B.Ed. profile is fulfilled.

5.2.6 Certificate in Aboriginal Education for Certified Teachers

This 30-credit professional development program provides training to assist mainstream teachers in becoming more effective teachers in First Nations and Inuit communities. It is designed to address subjects of particular interest and need in First Nations and Inuit schools, such as cultural socialization, cooperative learning, second language teaching, and curriculum development.

Admission to the Certificate in Aboriginal Education for Certified Teachers

a Diploma of Collegial Studies (DEC) or its equivalent;

evidence of having completed teacher training at an approved institution;

a letter of recommendation from a competent authority.

All courses (except EDEE 441) are normally given off-campus and are normally limited to students enrolled in off-campus programs delivered through the Office of First Nations and Inuit Education.

5.2.7 Certificate in First Nations and Inuit Student Personnel Services

This program is offered by the Department of Educational and Counselling Psychology through the Office of First Nations and Inuit Education.

This program is designed to provide Aboriginal school personnel advisors with a training program which will enable them to learn about the principles and practice of personnel services as generally applied in educational settings, to help Aboriginal student personnel advisors develop their personal skills, and to modify or adapt their services and the content to best suit the cultural and educational needs of Aboriginal students; to encourage Aboriginal student personnel advisors to take leadership in developing educational programs which address the social needs of their communities, to up-grade their academic qualifications and professional development; and to develop and make available, in English and the languages of instruction, collections of professional and scholarly knowledge about students' needs, and services in First Nations and Inuit communities.

Bearers of this Certificate will be qualified to work as Educational and School Personnel Advisors within the employ of an Aboriginal educational authority.

Admission Requirements

		CREDITS
Required Courses		21
EDEC 220	Curriculum Development	3
EDEE 240	Use and Adaptation of Curricula	3
EDEE 291	Cultural Values and Socialization	3
EDEE 441	First Nations and Inuit Education	3
EDEE 444	First Nations and Inuit Curriculum	3
EDSL 247	Second Language Education in Aboriginal Communities	3
Introductory language course in the language of the community, e.g. EDEE 341 Inuktitut for Beginners.	3

Complementary Courses		9
Selected from:
EDEA 242	(3)	Cultural Skills
EDEC 200	(3)	Introduction to Inuit Studies
EDEE 247	(6)	Individualized Instruction
EDEE 290	(3)	Cooperative Learning
EDEM 202	(3)	Educational and Administrative Institutions
EDSL 200	(3)	Intro. to Second Language Teaching
or any other suitable course approved by the Director of the Office of First Nations and Inuit Education.
TOTAL CREDITS		30

1. Speak, read, and write fluently the language of instruction as agreed upon between the Department and the contracting school board.

2. Hold a student advisor position in an Aboriginal community. This may be a new appointment concurrent with registration in the program. The position must be sufficient to meet the practicum requirements of the program.

3. Be recommended by the local education authority.

4. Be at least 23 years of age (except for special permission). By this means students will qualify for admission as Mature Students under McGill regulations, and thereby not be required to have a Diploma of Collegial Studies (DEC).

5. Be recommended and selected by the school administration in collaboration with McGill personnel.

Registration in EDEM 202, EDKP 204 or any other courses offered by departments other than Educational and Counselling Psychology; or in other programs of this Department is dependent on availability (e.g., through a concurrently offered program) or on an arrangement made with that department or program. The Program Coordinator will attempt to make these contacts whenever required.

6 Department of Kinesiology and Physical Education

		CREDITS
Required Courses		21
EDPC 201	Introduction to Student Advising	3
EDPC 202	Helping Skills Practicum 1	3
EDPC 203	Helping Skills Practicum 2	3
EDPC 205	Career/Occupational Development	3
EDPC 208	Native Families' Social Problems	3
EDPC 209	Basic Crisis Intervention Skills	3
EDPC 210	Field Experience	3

Complementary Courses		9
Nine credits from the following:
EDEM 202	(3)	Educational and Administrative Institutions
EDKP 204	(3)	Health Education
EDPC 206	(3)	Group Leadership Skills
EDPC 207	(3)	Aboriginal Adolescent Development
EDPC 211	(3)	Special Topics in Student Personnel Services
EDPI 211	(3)	Social and Emotional Development
or any other suitable course approved by the Program Coordinator.
TOTAL CREDITS		30

The Department of Kinesiology and Physical Education offers one program leading to a B.Ed. degree, one program leading to a B.Sc. degree and a Minor in Kinesiology for Science Students.

The Department also offers programs at the graduate level leading to an M.A. and M.Sc., and possibilities for doctoral studies. For further information, see the 2004-05 Graduate and Postdoctoral Studies Calendar.

6.1 Bachelor of Education Programs

6.1.1 Bachelor of Education Physical Education

This program is exclusive to students previously registered in the program. New students in September 2004 are required to follow the B.Ed. Physical and Health Education program.

This four-year, 120-credit (150-credits for out-of-province students) specialist program prepares students to teach physical education at the elementary and secondary levels.

Please note:

1. As of September 2002, the Ministry of Education will no longer be certifying students in the P.E. with a minor option.

2. Students who were registered in the Major in Physical Education with a minor may choose to opt for this revised program or to continue with the 123-credit program described in the 2002-03 Undergraduate Programs Calendar.

Graduation Requirement

All students in Physical Education programs are required, before graduation, to show proof of certification in Standard Level Safety Oriented First Aid, and Level C in Cardiopulmonary Resuscitation, or equivalencies.


		CREDITS
PHYSICAL EDUCATION THEORY			33
Required Courses		33
EDKP 205	Structural Anatomy	3
EDKP 206	Biomechanics of Human Movement	3
EDKP 207	Evaluation of Human Performance	3
EDKP 261	Motor Development	3
EDKP 292	Nutrition and Wellness (formerly EDKP 392)	3
EDKP 330	Physical Activity and Health	3
EDKP 331	Homeostatic Physiology	3
EDKP 391	Ergo-physiology	3
EDKP 492	Psychology of Motor Performance	3
EDKP 496	Adapted Physical Activity	3
EDKP 498	Social Psychology of Sport	3
SKILL AND TECHNIQUE COURSES			18
Required Courses		11
EDKP 202	Rhythmic Activities	1
EDKP 210	Educational Gymnastics	1
EDKP 213	Aquatics 1	1
EDKP 214	Basketball 1	1
EDKP 216	Gymnastics 1	1
EDKP 217	Track and Field	1
EDKP 218	Volleyball 1	1
EDKP 223	Basic Games	1
EDKP 226	Badminton	1
EDKP 236	Softball	1
EDKP 243	Dance	1
Complementary Courses		7
one of:
EDKP 233	Soccer
EDKP 238	Field Hockey 1
and six Skill and Technique courses offered by the Department of Kinesiology and Physical Education
FIELD EXPERIENCES			18
Required Courses
EDFE 246	First Year Field Experience (Elem.)	3
EDFE 373	Second Year Field Experience Physical Education (Sec)	3
EDFE 348	Third Year Field Experience Physical Education	6
EDFE 479	Fourth Year Field Experience Physical Education	6
FOUNDATION COURSES			9
Required Courses
EDEC 247	Policy Issues in Quebec Education	3
EDPE 300	Educational Psychology	3
Complementary Course		3
one of:
EDER 400	Philosophical Foundations of Education
EDER 398	Philosophy of Catholic Education
PEDAGOGY COURSES			9
Required Courses
EDKP 342	Physical Education Methods	3
EDKP 442	Physical Education Pedagogy	3
EDKP 494	Physical Education Curriculum Development	3
PEDAGOGICAL SUPPORT COURSES			6
Complementary Courses
A 3-credit course in Multicultural Education from the following list		3
EDEC 248	Multicultural Education
EDEE 441	First Nations and Inuit Education
A 3-credit course in Media, Technology, Computers and Education from the following list:		3
EDPE 310	Educational Computer Applications
EDPT 200	Applications Software
EDPT 204	Educational Media 1
EDEC 402	Media, Technology and Education
For students with a background in computers or other media applications in education, the following courses may be substituted for the above:
EDPT 341	Instructional Programming 1
EDPT 420	Media Literacy for Education
ELECTIVE COURSES			27
Students are encouraged to select courses that will contribute to their academic proficiency and professional preparation.
TOTAL CREDITS			120

6.1.2 Bachelor of Education Physical and Health Education

Effective September 2003 students are required to complete the following program.

This four-year, 120-credit (150-credits for out-of-province students) specialist program prepares students to teach physical and health education at the elementary and secondary levels. This program interweaves academic studies, professional course work, and teaching practices in mutually beneficial ways throughout the four years.

Graduation Requirement


		CREDITS
ACADEMIC COMPONENTS			36
Required Courses		36
EDKP 204	Health Education	3
EDKP 206	Biomechanics of Human Movement	3
EDKP 261	Motor Development	3
EDKP 292	Nutrition and Wellness	3
EDKP 293	Anatomy and Physiology	3
EDKP 307	Evaluation in Physical Education	3
EDKP 330	Physical Activity and Health	3
EDKP 391	Ergo-physiology	3
EDKP 393	Skill Learning and Expertise	3
EDKP 394	Historical Perspectives	3
EDKP 396	Adapted Physical Activity	3
EDKP 498	Sport Psychology	3
PROFESSIONAL COMPONENTS			66
PHYSICAL ACTIVITY COURSES		19
Required Courses
EDKP 213	Aquatics 1	1
EDKP 214	Basketball 1	1
EDKP 217	Track and Field/Cross Country	2
EDKP 218	Volleyball 1	1
EDKP 223	Basic Games	2
EDKP 233	Soccer	1
EDKP 252	Racquet Sports	2
EDKP 253	Gymnastics	2
EDKP 254	Principles of Dance	2
Complementary Courses		5
five physical activity credits offered by the Department of Kinesiology and Physical Education
FIELD EXPERIENCES		20
Required Courses
EDFE 246	First Year Field Experience (Elem.)	3
EDFE 373	Second Year Field Experience Physical Education (Sec)	3
EDFE 380	3rd Year Field Experience Physical Education	7
EDFE 480	4th Year Field Experience Physical Education	7
FOUNDATION COURSES		12
Required Courses
EDEC 215	English Language Requirement	0
EDEC 247	Policy Issues in Quebec Education	3
EDER 400	Philosophical Foundations of Education	3
EDPE 208	Personality and Social Development	3
EDPE 300	Educational Psychology	3
PEDAGOGY COURSES		9
Required Courses
EDKP 342	Physical Education Methods	3
EDKP 442	Physical Education Pedagogy	3
EDKP 494	Physical Education Curriculum Development	3
PEDAGOGICAL SUPPORT COURSES		6
Complementary Courses
A 3-credit course in Multicultural Education from the following list		3
EDEC 248	Multicultural Education
EDEE 441	First Nations and Inuit Education
A 3-credit course in Media, Technology, Computers and Education from the following list:		3
EDPE 310	Educational Computer Applications
EDPT 200	Applications Software
EDPT 204	Educational Media 1
EDEC 402	Media,Technology and Education
For students with a background in computers or other media applications in education, the following courses may be substituted for the above:
EDPT 341	Instructional Programming 1
EDPT 420	Media Literacy for Education
ELECTIVE COURSES			18
18 credits chosen from any of the University's offerings to contribute to the student's academic proficiency and professional preparation.
TOTAL CREDITS			120

6.1.3 Bachelor of Education Kinesiology

The focus of the 90-credit (120-credit for out-of-province students) Bachelor of Education Kinesiology three-year program is to provide a scientific and professional study of the assessment, maintenance and enhancement of human health and well-being. Students will gain experience for careers in health instruction, fitness consulting and administration, exercise and sport leadership, as well as preparation for further study in other allied health fields and graduate research. Within this program, students may seek professional certification in one or more of the careers defined above, but excluding teacher certification.

Graduation Requirement

All students in this program are required, before graduation, to show proof of certification in Standard Level Safety Oriented First Aid, and Level C in Cardiopulmonary Resuscitation, or equivalencies.


		CREDITS
KINESIOLOGY THEORY			45
Required Courses
PSYC 215	Social Psychology	3
EDKP 205	Structural Anatomy	3
EDKP 206	Biomechanics of Human Movement	3
EDKP 261	Motor Development	3
EDKP 292	Nutrition and Wellness	3
EDKP 311	Athletic Injuries	3
EDKP 330	Physical Activity and Health	3
EDKP 331	Homeostatic Physiology	3
EDKP 391	Ergo-physiology	3
EDKP 485	Exercise Pathophysiology 1	3
EDKP 492*	Psychology of Motor Performance	3
EDKP 493	Administration	3
EDKP 495	Scientific Principles of Training	3
EDKP 496	Adapted Physical Activity	3
EDKP 498	Sport Psychology	3
* number has changed, consult the Department.
KINESIOLOGY PROFESSIONAL COMPONENT			9
Required Course		3
EDKP 201	Physical Activity Leadership
Complementary Courses		6
MATH 203	Principles of Statistics 1	3
or PSYC 305	Statistics for Experimental Design
EDPT 200	Applications Software	3
or COMP 102	Computers and Computing
OPTION COMPONENT			9
Nine credits from one of the following Options (see lists given below): A. Social perspective of Health B. Management and Administration C. Certified Fitness Appraiser D. Personal Trainer E. Sciences
SKILL AND TECHNIQUE COURSES			6
Required Courses		4
EDKP 200	Weight Training	1
EDKP 213	Aquatics 1	1
EDKP 244	Dance and Fitness	1
EDKP 249	Physical Activity Appraisal	1
Complementary Courses		2
Two Skill and Technique Courses offered by the Department of Kinesiology and Physical Education
PRACTICA			9
Required Courses
EDKP 250	Practicum 1	3
EDKP 350	Practicum 2	3
Complementary Courses
one of:		3
EDKP 450	Practicum 3
EDKP 451	Personal Trainer Practicum
EDKP 452	Fitness & Lifestyle Consulting
EDKP 453	Research Practicum in Kinesiology
ELECTIVE COURSES			12
Students are encouraged to select courses that will contribute to their academic proficiency and professional preparation.
TOTAL CREDITS			90


A. Social Perspective of Health Option
SOCI 210	(3)	Sociological Perspectives
SOCI 225	(3)	Medicine and Health in Modern Society
SOCI 305	(3)	Socialization
SOCI 422	(3)	Health Care Providers
PSYC 331	(3)	Inter-Group Relations (prerequisite: PSYC 215)
PSYC 333	(3)	Personality and Social Psychology
SWRK 463	(3)	Practice with the Elderly
EDPC 501	(3)	Helping Relationships
EDPE 377	(3)	Adolescence and Education
B. Management and Administration Option
ORGB 420	(3)	Managing Organizational Teams (prerequisite: MGCR 222)
ORGB 435	(3)	Women as Global Leaders and Managers
MRKT 351	(3)	Marketing and Society (prerequisite: MGCR 352)
MRKT 452	(3)	Consumer Behavior
MGCR 211	(3)	Introduction to Financial Accounting
MGCR 222	(3)	Introduction to Organizational Behavior
MGCR 331	(3)	Information Systems
MGCR 352	(3)	Marketing Management 1
EDEC 202	(3)	Effective Communication
C. Certified Fitness Appraiser (CFA) Option This option leads directly to certification as a Certified Fitness Appraiser by the Canadian Society of Exercise Physiology.
EDPC 501	(3)	Helping Relationships
EDPC 504	(3)	Practicum: Interviewing Skills
EDKP 553*	(3)	Physiological Assessment: Sport
EDKP 452*	(3)	Fitness & Lifestyle Consulting
(* required)
D. Personal Trainer Certification Option
This option prepares candidates to take the certification exam of any of four international agencies certifying personal trainers.
	(3)	Three 1-credit skill and technique courses
EDKP 451*	(3)	Personal Trainer Practicum
EDPC 501	(3)	Helping Relationships
EDPC 504	(3)	Practicum: Interviewing Skills
(* required)
E. Science Option
Students with the appropriate prerequisites may select three courses from one of the following areas:
Biology
BIOL 200	(3)	Molecular Biology
BIOL 201	(3)	Cell Biology and Metabolism
BIOL 202	(3)	Basic Genetics
BIOL 205	(3)	Biology of Organisms
BIOL 206	(3)	Methods in Biology of Organisms
BIOL 208	(3)	Introduction to Ecology
Chemistry
CHEM 150	(3)	World of Chemistry: Food
CHEM 160	(3)	World of Chemistry: Technology
CHEM 201	(3)	Modern Inorganic Chemistry 1
CHEM 203	(3)	Survey of Physical Chemistry
CHEM 212	(4)	Organic Chemistry 1
CHEM 213	(3)	Introductory Physical Chemistry
CHEM 257D1	(2)	Introductory Analytical Chemistry
CHEM 257D2	(2)	Introductory Analytical Chemistry
CHEM 307	(3)	Analytical Chemisty of Pollutants
Mathematics
MATH 221	(3)	Practical Methods of Mathematics
MATH 223	(3)	Linear Algebra
MATH 235	(3)	Basic Algebra
MATH 318	(3)	Mathematical Logic
MATH 323	(3)	Probability Theory
MATH 324	(3)	Statistics
MATH 338	(3)	History and Philosophy of Mathematics
Physics
PHYS 230	(3)	Dynamics of Simple Systems
PHYS 232	(3)	Heat and Waves
PHYS 241	(3)	Signal Processing
PHYS 253	(3)	Thermal Physics
PHYS 331	(3)	Topics in Classical Mechanics
PHYS 333	(3)	Thermal and Statistical Physics
PHYS 340	(3)	Electricity and Magnetism
Psychology
PSYC 211	(3)	Introductory Behavioural Neuroscience
PSYC 212	(3)	Perception
PSYC 213	(3)	Cognition
PSYC 337	(3)	Introduction: Abnormal Psychology 1
PSYC 354	(3)	Interpersonal Relationships

6.2 Bachelor of Science (Kinesiology)

The focus of the 90-credit (120-credit for out-of-province students) Bachelor of Science (Kinesiology) is a comprehensive understanding of human movement. Kinesiology is a multidisciplnary field viewing human movement from social, historical, psychological, or biological perspectives. The program provides students with a breadth of theoretical knowledge as well as an opportunity to explore related areas in greater depth, including Minor programs available elsewhere within the University.

Students may opt for either General or Applied emphasis, with an Honours program available for particularly strong students. Students must obtain a CGPA of 3.3 after two years in Kinesiology to qualify for the Honours Program, and must retain this CGPA until graduation.

Students admitted into 120-credit B.Sc.(Kinesiology) must register and successfully complete the Science Freshman Program, which is designed to provide the basic science foundation for the subsequent three-year Major program. The Science requirements are as follows: two terms each of calculus, general physics, biology, and general chemistry, and one term of organic chemistry. For a more detailed description of the Science Freshman Program, students should consult the B.Sc.(Kinesiology) Freshmen Student information available on the Department Website, www.education.mcgill.ca/phys_ed/Undergrad.htm

Students in the B.Sc. (Kinesiology) Major are encouraged to select a Minor program in a given discipline or interdisciplinary area. A maximum of 6 credits of overlap is allowed between the Minor and the primary program. Science Minors consist of up to 24 credits. Arts Minor Concentrations consist of 18 credits. A minimum of 18 new credits must be completed in the Minor or Minor Concentration. For list of approved Minors and Minor Concentrations, please refer to the Faculty of Science, Minor Programs and Faculty of Arts Major and Minor Concentration Programs Available to Science Students.

Graduation Requirement

Students are required, before graduation, to show proof of certification in Standard Level Safety Oriented First Aid, and Level C in Cardiopulmonary Resuscitation, or equivalencies.


EDKP 206	(3)	Biomechanics of Human Movement
EDKP 261	(3)	Motor Development
EDKP 292	(3)	Nutrition and Wellness
EDKP 330	(3)	Physical Activity and Health
EDKP 391	(3)	Ergo-Physiology
EDKP 393	(3)	Skill Learning and Expertise
EDKP 394	(3)	Historical Perspectives
EDKP 396	(3)	Adapted Physical Activity
EDKP 443	(3)	Research Methods
EDKP 485	(3)	Exercise Pathophysiology 1
EDKP 495	(3)	Scientific Principles of Training
EDKP 498	(3)	Sport Psychology
Complementary Courses (33 credits)
ANAT 214	(3)	Systemic Human Anatomy
or equivalent
3 credits, one of the following courses:
ANAT 315	(4)	Anatomy/Limbs and Back
EDKP 205	(3)	Structural Anatomy
6 credits, one of the following course sets:
PHGY 201	(3)	Human Physiology: Control Systems
and PHGY 202	(3)	Human Physiology: Body Functions
or PHGY 209	(3)	Mammalian Physiology 1
and PHGY 210	(3)	Mammalian Physiology 2
3 credits, one of the following courses:
BIOL 373	(3)	Biometry
MATH 203	(3)	Principles of Statistics 1
MGCR 271	(3)	Statistics 1
PSYC 204	(3)	Introduction to Psychological Statistics
SOCI 350	(3)	Statistics in Social Research
18 credits chosen from the following courses:
EDKP 200	(1)	Weight Training
EDKP 201	(3)	Physical Activity Leadership
EDKP 249	(1)	Physical Activity Appraisal
EDKP 250	(3)	Practicum 1
EDKP 252	(2)	Racquet Sports
EDKP 254	(2)	Principles of Dance
EDKP 311	(3)	Athletic Injuries
EDKP 350	(3)	Practicum 2
EDKP 450	(3)	Practicum 3
EDKP 451	(3)	Personal Trainer Practicum
EDKP 452	(3)	Fitness & Lifestyle Consulting
EDKP 553	(3)	Physiological Assessment: Sport
Elective Courses (21 credits)
Students are encouraged to obtain all, or part, of their remaining program credits by completing one of the Minor/Minor Concentration (18 - 24 credits) available in the Faculties of Arts and of Science.


EDKP 206	(3)	Biomechanics of Human Movement
EDKP 261	(3)	Motor Development
EDKP 292	(3)	Nutrition and Wellness
EDKP 330	(3)	Physical Activity and Health
EDKP 391	(3)	Ergo-Physiology
EDKP 393	(3)	Skill Learning and Expertise
EDKP 394	(3)	Historical Perspectives
EDKP 396	(3)	Adapted Physical Activity
EDKP 443	(3)	Research Methods
EDKP 485	(3)	Exercise Pathophysiology 1
EDKP 495	(3)	Scientific Principles of Training
EDKP 498	(3)	Sport Psychology
Complementary Courses (33 credits)
ANAT 214	(3)	Systemic Human Anatomy
or equivalent
3 credits, one of the following courses:
ANAT 315	(4)	Anatomy/Limbs and Back
EDKP 205	(3)	Structural Anatomy
6 credits, one of the following course sets:
PHGY 201	(3)	Human Physiology: Control Systems
and PHGY 202	(3)	Human Physiology: Body Functions
or PHGY 209	(3)	Mammalian Physiology 1
and PHGY 210	(3)	Mammalian Physiology 2
3 credits, one of the following courses:
BIOL 373	(3)	Biometry
MATH 203	(3)	Principles of Statistics 1
MGCR 271	(3)	Statistics 1
PSYC 204	(3)	Introduction to Psychological Statistics
SOCI 350	(3)	Statistics in Social Research
9 credits chosen from the following courses:
EDKP 200	(1)	Weight Training
EDKP 201	(3)	Physical Activity Leadership
EDKP 244	(1)	Dance and Fitness
EDKP 249	(1)	Physical Activity Appraisal
EDKP 250	(3)	Practicum 1
EDKP 303	(3)	Advanced Biomechanics
EDKP 311	(3)	Athletic Injuries
EDKP 350	(3)	Practicum 2
EDKP 444	(3)	Ergonomics
EDKP 445	(3)	Exercise Metabolism
EDKP 446	(3)	Physical Activity and Ageing
EDKP 447	(3)	Motor Development 2
EDKP 448	(3)	Exercise and Health Psychology
EDKP 449	(3)	Exercise Pathophysiology 2
EDKP 450	(3)	Practicum 3
EDKP 451	(3)	Personal Trainer Practicum
EDKP 452	(3)	Fitness & Lifestyle Consulting
EDKP 505	(3)	Sport in Society
EDKP 553	(3)	Physiological Assessment: Sport
EDKP 566	(3)	Biomechanical Assessment
EDKP 568	(3)	Biomechanics Instrumentation
Elective Courses (30 credits)
Students are encouraged to obtain some of their remaining program credits by completing one of the Minor/Minor Concentration (18 - 24 credits) available in the Faculties of Arts and of Science.


EDKP 206	(3)	Biomechanics of Human Movement
EDKP 261	(3)	Motor Development
EDKP 292	(3)	Nutrition and Wellness
EDKP 330	(3)	Physical Activity and Health
EDKP 391	(3)	Ergo-Physiology
EDKP 393	(3)	Skill Learning and Expertise
EDKP 394	(3)	Historical Perspectives
EDKP 396	(3)	Adapted Physical Activity
EDKP 443	(3)	Research Methods
EDKP 453	(3)	Research Practicum in Kinesiology
EDKP 485	(3)	Exercise Pathophysiology 1
EDKP 495	(3)	Scientific Principles of Training
EDKP 498	(3)	Sport Psychology
Complementary Courses (33 credits)
ANAT 214	(3)	Systemic Human Anatomy
or equivalent
3 credits, one of the following courses:
ANAT 315	(4)	Anatomy/Limbs and Back
EDKP 205	(3)	Structural Anatomy
6 credits, one of the following course sets:
PHGY 201	(3)	Human Physiology: Control Systems
and PHGY 202	(3)	Human Physiology: Body Functions
or PHGY 209	(3)	Mammalian Physiology 1
and PHGY 210	(3)	Mammalian Physiology 2
3 credits, one of the following courses:
BIOL 373	(3)	Biometry
MATH 203	(3)	Principles of Statistics 1
MGCR 271	(3)	Statistics 1
PSYC 204	(3)	Introduction to Psychological Statistics
SOCI 350	(3)	Statistics in Social Research
12 credits chosen from the following courses:
EDKP 303	(3)	Advanced Biomechanics
EDKP 444	(3)	Ergonomics
EDKP 445	(3)	Exercise Metabolism
EDKP 446	(3)	Physical Activity and Ageing
EDKP 447	(3)	Motor Development 2
EDKP 448	(3)	Exercise and Health Psychology
EDKP 449	(3)	Exercise Pathophysiology 2
EDKP 505	(3)	Sport in Society
EDKP 566	(3)	Biomechanical Assessment
EDKP 568	(3)	Biomechanics Instrumentation
Elective Courses (24 credits)
Students are encouraged to obtain all, or some, of their remaining program credits by completing in one of the Minor/Minor Concentration (18 - 24 credits) available in the Faculties of Arts and of Science.

7 Graduate School of Library and Information Studies

The Graduate School of Library and Information Studies focuses upon the knowledge and skills necessary to identify, acquire, organize, retrieve and disseminate information so as to meet people's varied information needs.

The Graduate School of Library and Information Studies offers four programs at the graduate level. Its 48-credit Master of Library and Information Studies (MLIS), accredited by the American Library Association, prepares professionals to manage information resources and services in libraries and the wider information industries. Its 30-credit Graduate Diploma in Library and Information Studies, and 15-credit Graduate Certificate in Library and Information Studies, are designed to provide a formal environment in which information professionals can update, specialize, and re-direct their careers for advanced responsibilities. Its Ph.D. (Ad Hoc) Program provides an opportunity to undertake research at the doctoral level in library and information studies within an interdisciplinary context.

For further information concerning programs, requirements, and courses, consult the Graduate School of Library and Information Studies section of the 2004-05 Graduate and Postdoctoral Studies Calendar or the Website.