Educational Psychology Minor Concentration (B.A.) (18 credits)
Offered by: Educational&Counselling Psych (Faculty of Science)
Degree: Bachelor of Arts
Program credit weight: 18
Program Description
Completion of this Minor concentration DOES NOT qualify a student to enter the teaching profession. Students interested in a teaching career should consult the Faculty of Education section of this Course Catalogue for information about Bachelor of Education programs that lead to teacher certification. See Faculty of Education programs offered by the Department of Integrated Studies in Education.
Respecting Faculty of Arts Multi-track System regulations, students registering for the Major Concentration Psychology and the Minor Concentration Educational Psychology must complete an additional minor concentration in Arts in a unit other than Psychology.
Students should consult the Faculty of Arts sections on "Faculty Degree Requirements," "Program Requirements," and "Departmental Programs" for information on the "Multi-track System" and "Course Requirements" for information on "Courses Outside the Faculties of Arts and of Science" and other topics such as course restrictions, credit counting, etc
Note: For information about Fall 2025 and Winter 2026 course offerings, please check back on May 8, 2025. Until then, the "Terms offered" field will appear blank for most courses while the class schedule is being finalized.
Required Course (3 credits)
This required course has a prerequisite of an introductory course in psychology taken at either CEGEP or university level (e.g., PSYC 100 Introduction to Psychology. or EDPE 300 Educational Psychology.). Students who do not have this prerequisite prior to entry into the program may take either PSYC 100 Introduction to Psychology. or EDPE 300 Educational Psychology.. EDPE 300 Educational Psychology. may count as one of the complementary courses for the Minor concentration.
| Course | Title | Credits |
|---|---|---|
| EDPE 335 | Instructional Psychology. | 3 |
Instructional Psychology. Terms offered: this course is not currently offered. Psychological processes in instruction and learning, assessment, and curriculum design, based on theories of cognition, motivation, and the social context of instruction. | ||
Complementary Courses (15 credits)
15 credits to be selected as follows:
3 credits to be taken near the end of program completion, one of:
Note: Students with a background in psychology should normally select EDPE 355 Cognition and Education.. EDPE 355 Cognition and Education. has a prerequisite, either PSYC 231 or permission of the instructor.
| Course | Title | Credits |
|---|---|---|
| EDPE 355 | Cognition and Education. | 3 |
Cognition and Education. Terms offered: this course is not currently offered. Cognition and learning in educational domains and contexts. Contributions of cognitive science to issues in education including domain-specific and general knowledge and expertise, situated cognition and learning, cognitive apprenticeship, and uses of computers and networks as cognitive tools in educational settings. | ||
| EDPE 555 | Introduction to Learning Sciences | 3 |
Introduction to Learning Sciences Terms offered: this course is not currently offered. Introduction to foundational theories of the learning sciences. Implications of theory on methodologies for the learning sciences in general, and for educational and instructional contexts in particular. | ||
12 credits selected from the following list:
| Course | Title | Credits |
|---|---|---|
| EDPE 208 | Personality and Social Development. 1 | 3 |
Personality and Social Development. Terms offered: this course is not currently offered. Personality, social behavior, and moral development from nursery school up to, but not including, adolescence. Emphasis on aspects of personality and social development that are related to the process of schooling. | ||
| EDPE 304 | Measurement and Evaluation. | 3 |
Measurement and Evaluation. Terms offered: this course is not currently offered. The purposes of examinations. Causes of complaints about examinations. Equalizing means and dispersions in distribution of marks. Standardized scores. The percentile system. Essay and objective-type examinations. Taxonomies of educational objectives. Validity and reliability: item analysis. | ||
| EDPE 355 | Cognition and Education. | 3 |
Cognition and Education. Terms offered: this course is not currently offered. Cognition and learning in educational domains and contexts. Contributions of cognitive science to issues in education including domain-specific and general knowledge and expertise, situated cognition and learning, cognitive apprenticeship, and uses of computers and networks as cognitive tools in educational settings. | ||
| EDPE 377 | Adolescence and Education. | 3 |
Adolescence and Education. Terms offered: this course is not currently offered. Development of personality and social behaviour in adolescence. Problems relating to self-concept, academic achievement, relationships with others, and development of values in a changing culture. Some attention to current criticisms of the school as an agency involved in adolescent development. | ||
| EDPE 515 | Gender Identity Development. | 3 |
Gender Identity Development. Terms offered: this course is not currently offered. Theoretical models and empirical findings relevant to the development of gender identity. Special attention is given to the influence of peers in school settings. Psychological, physiological, parental, peer and cultural influences on gender identity. | ||
| EDPE 535 | Instructional Design. | 3 |
Instructional Design. Terms offered: this course is not currently offered. This course draws on the fields of learning theory, developmental psychology, and measurement to focus on the tasks of constructing instructional materials. Areas to be considered include behaviour analysis, concept formation, and test construction. | ||
| EDPE 555 | Introduction to Learning Sciences | 3 |
Introduction to Learning Sciences Terms offered: this course is not currently offered. Introduction to foundational theories of the learning sciences. Implications of theory on methodologies for the learning sciences in general, and for educational and instructional contexts in particular. | ||
| EDPI 341 | Instruction in Inclusive Schools. | 3 |
Instruction in Inclusive Schools. Terms offered: this course is not currently offered. Developing, planning, implementing and evaluating effective learning programs for diverse learners, and consideration of their more general applicability. Adapting curriculum and instruction for learners with varying abilities, learning styles, and needs. Collaboration with students, families, and other educators (or stakeholders) in the instructional process. Application of adaptations at the classroom and school level for all students in inclusive schools. | ||
| EDPI 526 | Supporting Students' Strengths and Talents. | 3 |
Supporting Students' Strengths and Talents. Terms offered: this course is not currently offered. The psychology and practice of supporting the strengths and talents of all students across educational and community settings . Strength and talent-based programs and activities, assessments to discover student strengths and talents, classroom adaptations, application of strength and talent-based approaches to curriculum design. | ||
| EDPI 527 | Creativity and its Cultivation. | 3 |
Creativity and its Cultivation. Terms offered: this course is not currently offered. Recent research, theory, and educational practice concerning creativity, with special attention to creativity in students and educational settings. | ||
| EDPI 543 | Family, School and Community. | 3 |
Family, School and Community. Terms offered: this course is not currently offered. Focus on the examination of three important systems in a child’s life; namely family, school and community, as well as societal influences on student growth, development, and adjustment. Emphasis will be on evidence-based practices in collaborating with families and community organizations to form partnerships, classroom interventions and school-based initiatives to enhance well-being. | ||