An introduction to some of the major social and political ideas of Western civilization. Attention is given to the influence and applicability of these ideas to social policy and political practice in contemporary Canada.

An examination of the significant psychosocial events during the lifespan with consideration of the impact of crises. Topics may include attachment, loss, stress, identity crisis, role change, mid-life transition.

This course considers the development of education as an institution within Canadian society and provides an understanding of significant educational issues and policies from a historical perspective.

This course explores education and social development from a critical global perspective. Students learn the connections between educational practices and global conditions by focusing on themes such as citizenship, human rights, peace, and environment.

Childhood has changed as a social and cultural concept. This course will trace these changes, examining sociological, psychological, cross-cultural, historical and political factors. Art and literature will also be used to reflect attitudes about childhood.

This course examines the policy-making process in Canada at the municipal, provincial, and federal levels to give students a sense of the players and their roles. It examines how policy agendas are set and the role of power and interest groups in the policy-making process; it also examines the various types of policies and the implementation process.

Social issues and themes explored through the arts. Topics include art and social change, war and peace, propaganda, art of conscience, and the response of artists to poverty, hunger and catastrophic events. Specific applications include art as cross-cultural awareness and art as therapy.

This introductory level statistics course will emphasize the collection, manipulation, descriptive presentation and statistical analysis of social research data.

Introduction to the philosophy and methodology of applied social science research including treatment of the problems and strategies of research design and execution.

This course examines the evolution, logic, processes, and impacts of government policies developed specifically for Native peoples, with particular attention to government policy as both a cause of and a response to social problems within Native communities.

This course provides students with a basic overview of homelessness in modern society. Its goal is to familiarize students with the human, social, political and economic aspects of homelessness. Throughout, the emphasis will be on understanding homelessness from a public policy framework - its incidence and prevalence, etiology, consequences and strategies for its prevention and amelioration.

This course examines the hidden causes of inequality and associated social injustices. It provides a snapshot of main issues associated with modern society and the evidence that ties them to persistent inequality and injustice. The course reviews not only the major types of inequality but also social and public policy responses to them.

A study of normal events occurring during the adult years, why they happen and how we cope with them. Relying on research, popular literature, and life experiences, students examine social change, the future, adult development and adjustment.

Consideration of the court system; investigation of divorce mediation, court mandated custody, access and juvenile predispositional assessment, child welfare, psychiatric advocacy, corrections, and highlighting of professional, ethical, confidentiality, civil and criminal liability issues for social workers.

This course examines the evolution of family law in aboriginal, francophone, anglophone, and other communities in Canada to the end of the twentieth century. Taking an interdisciplinary approach, the course not only explores the demographic, economic, social, and political contexts in which family law developed but also assesses its significance for Canadian society.

An exploration of how religious, economic, political and other social institutions shape values in our society, and what impact society's changing values are having upon marriage and the family.

This course introduces students to a variety of qualitative approaches to social development studies, including ethnography, narrative inquiry, participatory action research, and case study research. While undertaking short research projects, students will engage in scholarly debates regarding knowledge, ethics, power, and rigour in the analysis and production of qualitative evidence.

This course is a survey of resilience and social support grounded in interdisciplinary study. Students explore how factors such as gender, age, culture, physical and mental health, personality, cognition, severity, and social/interpersonal systems of support affect stress, coping, and resilience.

This course examines sociocultural realities of a country other than Canada through on site experience and academic study.

This course will deal with selected topics in Interdisciplinary Social Science. Subjects will be dependent upon the research and/or instructional interests of faculty.

Interdisciplinary focus, in greater depth than is available in other courses, on a selected area of concern to the student. Available to individuals or small groups of third- or fourth-year Social Development Studies students and arranged with one of the program's faculty members.

Interdisciplinary focus, in greater depth than is available in other courses, on a selected area of concern to the student. Available to individuals or small groups of third- or fourth-year Social Development Studies students and arranged with one of the program's faculty members.

This course introduces students to the main methodological approaches in comparative policy analysis. It is designed to provide students with an understanding of key issues involved in comparative social policy research, and develops their analytical skills in systematic comparison. It explores the implications of globalization on social policy development; considers the impact of transnational policy making bodies; and considers international variation in policy challenges as well as variation in policy responses to those challenges.

This course focuses on gender in education as both an analytical category and a teaching/learning tool. The course introduces students to the study of gender, intersected with class, race, sexuality, and disability, by focusing on pedagogy, curriculum, and identity development.

This course explores human nature, issues fundamental to human life, and theories which have developed around these issues. The approach is interdisciplinary with emphasis on such themes as self knowledge, community, loneliness and anxiety, free will and purpose in human life, and the nature of human happiness.

This course examines the social foundations of education (traditionally philosophy, sociology, and history of education, but also cultural and equity studies). Through an interdisciplinary framework, this course considers the roles that schooling systems, teachers, and students play in both reproducing and challenging social inequalities and injustices.

This course takes an interdisciplinary perspective to consider what conditions foster optimal living. Topics may include the mind-body connection, spirituality, simplicity, healthy relationships, work-life balance, community engagement, leadership, generativity, and meaning.

Honours seminars may include weekly readings, individual and/or group projects, class presentations and discussions, research proposals, essay/literature reviews, assignments, midterms, and final exams. Consult departmental listings for topics and prerequisites for the current year.

An independent, in-depth study, based on empirical research and/or extensive reading from multiple disciplines on a contemporary social issue under the direction of individual instructors in Social Development Studies. Available to individuals or small groups of fourth-year Social Development Studies Majors and arranged with one of the faculty members from the plan. The project must be approved by the academic supervisor of the course prior to registration.

This course invites students to work with a professor on the latter's research project. During this unpaid apprenticeship (six to eight hours per week throughout the term), students will do agreed-upon tasks to help them acquire skills and gain understanding of the research process and of the discipline itself. The faculty member and the student will determine the exact duties together. A document outlining these duties must be approved by the Social Development Studies Chair and kept on file. The course is offered on a credit/non-credit basis only. Paid or volunteer positions outside this course are not eligible for credit.

This course provides third- and fourth-year Social Development Studies students with an opportunity for an unpaid apprenticeship in an applied setting. The course consists of two components. The apprenticeship component normally requires a commitment of 6-8 hours per week for 10 weeks. The seminar component requires students to meet bi-weekly, as a group, with a course coordinator to set learning goals, to discuss issues arising from their apprenticeship and to present their apprenticeship experiences and outcomes.

The essay will normally be related to the student's chosen theme area, supervised by one faculty member, and critically examined by faculty from all areas of the program.

The essay will normally be related to the student's chosen theme area, supervised by one faculty member, and critically examined by faculty from all areas of the program.