Senior Thesis

Students research a chosen area of computing science and provide a final written report.

Project Preparation

Students are required to choose a topic for their senior group project (CMPT 420 or 421) in consultation with the instructor. Selected readings and references pertinent to the topic are assigned. A final written report (software requirements document) is produced giving a detailed specification of the proposed software project.

Project Preparation

Students are required to choose a topic for their senior group project (CMPT 420 or 421) in consultation with the instructor. Selected readings and references pertinent to the topic are assigned. A final written report (software requirements document) is produced giving a detailed specification of the proposed software project.

Special Topics - Senior Collaborative Project

Students work on a major collaborative software project in a chosen area of computing science and provide a final report and presentation. At least two, and normally not more than five people, work as a team to design, code, debug, test, and document the software.

Special Topics - Senior Collaborative Project

Students work on a major collaborative software project in a chosen area of computing science and provide a final report and presentation. At least two, and normally not more than five people, work as a team to design, code, debug, test, and document the software.

Immersive Computing

This course introduces theories, techniques, and applications of immersive computing and related technologies. Students will be introduced to advanced 3D modeling/animation and virtual environment building techniques. In a semester-long project, students will develop their projects using an immersive framework to design, build, and evaluate immersive virtual environments.

Immersive Computing

This course introduces theories, techniques, and applications of immersive computing and related technologies. Students will be introduced to advanced 3D modeling/animation and virtual environment building techniques. In a semester-long project, students will develop their projects using an immersive framework to design, build, and evaluate immersive virtual environments.

Introduction to Bioinformatics

An overview of the interdisciplinary science of genomics, proteomics, and bioinformatics which applies the tools of information technology (computer hardware and software) to analyze biological data such as gene or protein sequences. This course examines the theory of bioinformatics as well as its practical application to biological problems using approaches such as BLAST searches, phylogenetics, and protein structure function analysis.

Introduction to Bioinformatics

An overview of the interdisciplinary science of genomics, proteomics, and bioinformatics which applies the tools of information technology (computer hardware and software) to analyze biological data such as gene or protein sequences. This course examines the theory of bioinformatics as well as its practical application to biological problems using approaches such as BLAST searches, phylogenetics, and protein structure function analysis.

Co-op Work Terms

These are the course numbers for co-op work terms. The appropriate semester coincides with the first digit; i.e., 110 would be the first semester of work experience for students in the co-op program. Co-op terms provide an opportunity to integrate theory and practice. Requirements include completion of a work term report. 

Co-op Work Terms

These are the course numbers for co-op work terms. The appropriate semester coincides with the first digit; i.e., 110 would be the first semester of work experience for students in the co-op program. Co-op terms provide an opportunity to integrate theory and practice. Requirements include completion of a work term report. 

Co-op Work Terms

These are the course numbers for co-op work terms. The appropriate semester coincides with the first digit; i.e., 110 would be the first semester of work experience for students in the co-op program. Co-op terms provide an opportunity to integrate theory and practice. Requirements include completion of a work term report. 

Co-op Work Terms

These are the course numbers for co-op work terms. The appropriate semester coincides with the first digit; i.e., 110 would be the first semester of work experience for students in the co-op program. Co-op terms provide an opportunity to integrate theory and practice. Requirements include completion of a work term report. 

Co-op Work Terms

These are the course numbers for co-op work terms. The appropriate semester coincides with the first digit; i.e., 110 would be the first semester of work experience for students in the co-op program. Co-op terms provide an opportunity to integrate theory and practice. Requirements include completion of a work term report. 

Co-op Work Terms

These are the course numbers for co-op work terms. The appropriate semester coincides with the first digit; i.e., 110 would be the first semester of work experience for students in the co-op program. Co-op terms provide an opportunity to integrate theory and practice. Requirements include completion of a work term report. 

Co-op Work Terms

These are the course numbers for co-op work terms. The appropriate semester coincides with the first digit; i.e., 110 would be the first semester of work experience for students in the co-op program. Co-op terms provide an opportunity to integrate theory and practice. Requirements include completion of a work term report. 

Co-op Work Terms

These are the course numbers for co-op work terms. The appropriate semester coincides with the first digit; i.e., 110 would be the first semester of work experience for students in the co-op program. Co-op terms provide an opportunity to integrate theory and practice. Requirements include completion of a work term report. 

Co-op Work Terms

These are the course numbers for co-op work terms. The appropriate semester coincides with the first digit; i.e., 110 would be the first semester of work experience for students in the co-op program. Co-op terms provide an opportunity to integrate theory and practice. Requirements include completion of a work term report. 

Co-op Work Terms

These are the course numbers for co-op work terms. The appropriate semester coincides with the first digit; i.e., 110 would be the first semester of work experience for students in the co-op program. Co-op terms provide an opportunity to integrate theory and practice. Requirements include completion of a work term report. 

Church Planting Foundations

Church Planting Foundations

Basic Counselling Skills

This course introduces the art of counselling skills as a part of the growth process. Basic helping skills will be explored from Hill’s three stage model of helping; exploration, insight and action. Students will be provided a framework from which they can approach the counselling process. They will also learn specific skills to use in sessions with clients to help their clients explore, gain insight, and make changes in their lives. Students will also begin to explore the process of coming to think of themselves as a helper.

Basic Counselling Skills

This course introduces the art of counselling kills as a part of the growth process. Basic helping skills will be explored from Hill’s three stage model of helping; exploration, insight and action. Students will be provided a framework from which they can approach the counselling process. They will also learn specific skills to use in sessions with clients to help their clients explore, gain insight, and make changes in their lives. Students will also begin to explore the process of coming to think of themselves as a helper.

Research Design

This seminar-style course provides training in quantitative, qualitative, and mixed-methods and program evaluation designs for conducting empirical research in counselling psychology. It is an advanced level course that assumes basic undergraduate competence in statistics and social scientific research. Students will be exposed to the methods and stages of basic research, applied research, and program evaluation. An emphasis is placed on training students to reflect critically on the methods themselves - their philosophical underpinnings, promises, and limitations. Ethical and cultural considerations in research are also addressed. This course is designed to be interactive and dialogical, and entails a mix of lectures, discussion and classroom activities.

Research Design

This seminar-style course provides training in quantitative, qualitative, and mixed-methods and program evaluation designs for conducting empirical research in counselling psychology. It is an advanced level course that assumes basic undergraduate competence in statistics and social scientific research. Students will be exposed to the methods and stages of basic research, applied research, and program evaluation. An emphasis is placed on training students to reflect critically on the methods themselves - their philosophical underpinnings, promises, and limitations. Ethical and cultural considerations in research are also addressed. This course is designed to be interactive and dialogical, and entails a mix of lectures, discussion and classroom activities.

Evaluating Statistics & Research

Prepares students to evaluate and critique statistics and research methods in counselling psychology, including learning about the use and misuse of basic quantitative and qualitative analytical techniques in counselling-related research and in program evaluation. The course also provides an introduction to ethical issues in research, and conducting critical reviews of literature.

Evaluating Statistics & Research

Prepares students to evaluate and critique statistics and research methods in counselling psychology, including learning about the use and misuse of basic quantitative and qualitative analytical techniques in counselling-related research and in program evaluation. The course also provides an introduction to ethical issues in research, and conducting critical reviews of literature.

Theories of Counselling

Critical evaluation of major theories of counselling and psychotherapy in terms of their assumptions, research support, and applications. Such issues as cultural diversity, gender differences, and human development are discussed. Students are introduced to the process of integrating theories as they develop their own framework for counselling practice.

Theories of Counselling

Critical evaluation of major theories of counselling and psychotherapy in terms of their assumptions, research support, and applications. Such issues as cultural diversity, gender differences, and human development are discussed. Students are introduced to the process of integrating theories as they develop their own framework for counselling practice.

Family and Community Systems

This course provides a theoretical and applied introduction to systems theory with a focus on illustrating interventions targeting the wellbeing of children and youth. This course will provide an overview of family systems theory and therapy with an emphasis on clinical skill building and conceptualization within a family life cycle and lifespan human development focus. Attention will be paid to person-environment interactions within families and communities, including ways in which societal issues impact functioning of the individual, family, and community. This course will highlight distinctions between traditional 1:1 intervention paradigms and those of family and community psychology with the aim of expanding the repertoire of skills and approaches available to future professionals.Consideration of issues related to diversity, power, and privilege as they relate to age, gender, sexual orientation, health/ability, culture and ethnicity, socioeconomic status, and spirituality and religion will be encouraged throughout the course.

Family and Community Systems

This course provides a theoretical and applied introduction to systems theory with a focus on illustrating interventions targeting the wellbeing of children and youth. This course will provide an overview of family systems theory and therapy with an emphasis on clinical skill building and conceptualization within a family life cycle and lifespan human development focus. Attention will be paid to person-environment interactions within families and communities, including ways in which societal issues impact functioning of the individual, family, and community. This course will highlight distinctions between traditional 1:1 intervention paradigms and those of family and community psychology with the aim of expanding the repertoire of skills and approaches available to future professionals.Consideration of issues related to diversity, power, and privilege as they relate to age, gender, sexual orientation, health/ability, culture and ethnicity, socioeconomic status, and spirituality and religion will be encouraged throughout the course.

Group Counselling

An overview of meta-theory and skill applications necessary for leadership of effective group processes. Participants develop and demonstrate introductory group facilitation skills. In addition to an overview of group dynamics, the course includes an introduction to the major models of group counselling and therapy, and a laboratory section to facilitate the development of group counselling skills and competencies. Ethics and cultural differences are also addressed.

Group Counselling

An overview of meta-theory and skill applications necessary for leadership of effective group processes. Participants develop and demonstrate introductory group facilitation skills. In addition to an overview of group dynamics, the course includes an introduction to the major models of group counselling and therapy, and a laboratory section to facilitate the development of group counselling skills and competencies. Ethics and cultural differences are also addressed.

Career Counselling

An overview of some of the most useful major career development theories and resources. A wide range of issues such as gender, culture, socio-economic status, age, and mental health concerns are also addressed, as these issues impinge upon career. Students are introduced to a variety of career counselling and implementation strategies within the current labour market. In addition, each student completes a set of career assessment instruments, and interprets them for a class partner.

Career Counselling

An overview of some of the most useful major career development theories and resources. A wide range of issues such as gender, culture, socio-economic status, age, and mental health concerns are also addressed, as these issues impinge upon career. Students are introduced to a variety of career counselling and implementation strategies within the current labour market. In addition, each student completes a set of career assessment instruments, and interprets them for a class partner.

Advanced Data Analysis

The course covers advanced quantitative and qualitative data analysis strategies, such as: multiple regression, different models of analysis of variance, factor analysis, content analysis and coding across several qualitative methods (e.g., grounded theory, phenomenology, ECIT, etc.). An additional focus of the course will be on integrating quantitative and qualitative data analysis methods (mixed methods research).

Advanced Data Analysis

The course covers advanced quantitative and qualitative data analysis strategies, such as: multiple regression, different models of analysis of variance, factor analysis, content analysis and coding across several qualitative methods (e.g., grounded theory, phenomenology, ECIT, etc.). An additional focus of the course will be on integrating quantitative and qualitative data analysis methods (mixed methods research).

Advanced Data Analysis

The course covers advanced quantitative and qualitative data analysis strategies, such as: multiple regression, different models of analysis of variance, factor analysis, content analysis and coding across several qualitative methods (e.g., grounded theory, phenomenology, ECIT, etc.). An additional focus of the course will be on integrating quantitative and qualitative data analysis methods (mixed methods research).

Research Seminar

Helps to orient students to several significant research areas in counselling and psychology as well as issues critical to the successful completion of thesis research. Students present their research ideas in class and develop a research proposal.

Research Seminar

Helps to orient students to several significant research areas in counselling and psychology as well as issues critical to the successful completion of thesis research. Students present their research ideas in class and develop a research proposal.

Foundations of Counselling Psychology I

Provides a critical introduction to scholarly literature on cultural, philosophical, historical, and theological perspectives on counselling, psychotherapy and research. Students explore their personal worldviews in relationship to professional, biblical, and scientific standards and begin to formulate their approaches to serving in socially, spiritually and culturally diverse professional settings. The course is taught and is to be attended sequentially over three terms. Each successive 1 s. h. seminar builds on the previous in a focused accompaniment of students’ personal and professional growth and development.

Foundations of Counselling Psychology I

Provides a critical introduction to scholarly literature on cultural, philosophical, historical, and theological perspectives on counselling, psychotherapy and research. Students explore their personal worldviews in relationship to professional, biblical, and scientific standards and begin to formulate their approaches to serving in socially, spiritually and culturally diverse professional settings. The course is taught and is to be attended sequentially over three terms. Each successive 1 s. h. seminar builds on the previous in a focused accompaniment of students’ personal and professional growth and development.

Foundations of Counselling Psychology II

Provides a critical introduction to scholarly literature on cultural, philosophical, historical, and theological perspectives on counselling, psychotherapy and research. Students explore their personal worldviews in relationship to professional, biblical, and scientific standards and begin to formulate their approaches to serving in socially, spiritually and culturally diverse professional settings. The course is taught and is to be attended sequentially over three terms. Each successive 1 s. h. seminar builds on the previous in a focused accompaniment of students’ personal and professional growth and development.

Foundations of Counselling Psychology II

Provides a critical introduction to scholarly literature on cultural, philosophical, historical, and theological perspectives on counselling, psychotherapy and research. Students explore their personal worldviews in relationship to professional, biblical, and scientific standards and begin to formulate their approaches to serving in socially, spiritually and culturally diverse professional settings. The course is taught and is to be attended sequentially over three terms. Each successive 1 s. h. seminar builds on the previous in a focused accompaniment of students’ personal and professional growth and development.

Foundations of Counselling Psychology III

Provides a critical introduction to scholarly literature on cultural, philosophical, historical, and theological perspectives on counselling, psychotherapy and research. Students explore their personal worldviews in relationship to professional, biblical, and scientific standards and begin to formulate their approaches to serving in socially, spiritually and culturally diverse professional settings. The course is taught and is to be attended sequentially over three terms. Each successive 1 s. h. seminar builds on the previous in a focused accompaniment of students’ personal and professional growth and development.

Foundations of Counselling Psychology III

Provides a critical introduction to scholarly literature on cultural, philosophical, historical, and theological perspectives on counselling, psychotherapy and research. Students explore their personal worldviews in relationship to professional, biblical, and scientific standards and begin to formulate their approaches to serving in socially, spiritually and culturally diverse professional settings. The course is taught and is to be attended sequentially over three terms. Each successive 1 s. h. seminar builds on the previous in a focused accompaniment of students’ personal and professional growth and development.

Advanced Counselling Skills

Students are engaged in this course using a laboratory format. Classes include conceptual presentations on advanced counselling skills, in-class demonstrations, and triad exercises designed to facilitate counsellor development. Students also analyze and transcribe portions of video recordings of sessions. Professional roles, functions, preparation standards, ethics, and cultural differences are addressed.

Advanced Counselling Skills

Students are engaged in this course using a laboratory format. Classes include conceptual presentations on advanced counselling skills, in-class demonstrations, and triad exercises designed to facilitate counsellor development. Students also analyze and transcribe portions of video recordings of sessions. Professional roles, functions, preparation standards, ethics, and cultural differences are addressed.

Practicum I

Individual and group clinical practice with intensive supervision totalling more than 100 hours over eight months. The course includes an average of one hour individual supervision and 1.5 hours of group supervision each week. Students must complete a minimum of 40 direct client hours, of which at least 10 hours must be group work. Any incomplete hours must be made up during internship placements. The practicum course is designed to be completed in teams of five students and a faculty supervisor. Practicum I and II must be completed consecutively.

Practicum I

Individual and group clinical practice with intensive supervision totalling more than 100 hours over eight months. The course includes an average of one hour individual supervision and 1.5 hours of group supervision each week. Students must complete a minimum of 40 direct client hours, of which at least 10 hours must be group work. Any incomplete hours must be made up during internship placements. The practicum course is designed to be completed in teams of five students and a faculty supervisor. Practicum I and II must be completed consecutively.